Plumsted Township Public Schools



Plumsted Township Public Schools

Social Studies Program

Social Studies Grade 4 Curriculum

Dr. Gerald H. Woehr Elementary School Social Studies Philosophy

New Egypt Elementary School embraces this vision in its program in kindergarten and first grade. The mission of the educational program at the primary level is to provide the students the developmentally appropriate methodology and procedures in the greater K-12 science educational process. Our teachers believe that courses should be a positive, fun, and successful experience in which students are presented with differentiated activities focused on peeking a child’s curiosity. Cross-curricular lessons are designed to be interactive, multi-sensory, and empower students to interpret concepts in an open manner.

Goals:

• Provide lessons that are relevant to students and their lives

• Design and implement activities that peek curiosity within the individuals life

• Infuse and enhance learning experiences that are aligned with principals of character education

• Articulate classes to meet the greater social studies curriculum

• Differentiate instruction to meet the needs of all learners

• Challenge students academically with exercises that are aligned to the NJCCCS

• Identify student needs to provide useful learning experiences

Plumsted Township Public Schools

Mission Statement

The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.

Plumsted Township Board of Education

Herbert Marinari, President

Karen Amburgey, Vice President

Katherine McCaughey

Albert Petroni, III

Kathleen Sandford

District Administration

Gerald North, Superintendent

Jim Edwards CPA, Business Administrator

Lisa Harper, Human Resources

Rich Carroll, Director of Special Services

Chris Carlson, Director of Curriculum and Instruction

Thomas Tramaglini, Supervisor of Curriculum and Instruction

Rich Caldes, Principal New Egypt High School

Toni Pennell, Assistant Principal New Egypt High School

Jerry Jellig, Principal New Egypt Middle School

Jean Morgan, Principal New Egypt Elementary School

Lynne Meara, Principal New Egypt Primary School

Lead Curriculum Writer

Janet Popyk and Theresa Nicholl

Program Review Committee

Jana Barlow

Sue Jakob

Janet Popyk

Theresa Nicholl

Tura Dickert

Debra Tilghman

Jennifer Spinoso

Lisa Rajeski

Rebecca Semko

Plumsted Township Public Schools

Social Studies Program

Social Studies Grade 4 Curriculum

New Jersey Core Curriculum Content Standards

6.1 Social Studies Skills

6.2 Civics

a. Civic Life, Politics, and Government

b. American Values and Principles

c. The Constitution and American Democracy

d. Citizenship

e. International Education: Global Challenges, Cultures and Connections

6.3 World History

a. The Birth of Civilization to 1000 BCE (BC)

b. Early Human Societies to 500 CE (AD)

c. Expanding Zones of Exchange and Interaction to 1400 CE (AD)

d. The Age of Global Encounters (1400-1750)

e. The Age of revolutionary Change (1750-1914)

f. The Era of the Great Wars (1914-1945)

g. The Modern World (1945-1979)

h. Looking to the Future (1980-Present)

6.4 United States/New Jersey History

Grades K to 4

a. Family and Community Life

b. State and Nation

Grades 5 to 8

a. Many Worlds Meet (to 1620)

b. Colonization and Settlement (1585-1763)

c. Revolution and the New Nation (1754-1820)

d. Expansion and Reform (1801-1861)

e. Civil War and Reconstruction (1850-1877)

Grade 9 to 12

A. American History Through Reconstruction: Foundations of Modern America

B. The Industrial Revolution (1870-1900)

C. The Emergence of Modern America (1890-1930)

D. The Great Depression and World War II (1929-1945)

E. Postwar Years (1945-1970)

F. Contemporary America (1968-Present)

6.5 Economics

A. Economic Literacy

B. Economics and Society

6.6 Geography

A. The World in Spatial Terms

B. Places and Regions

C. Physical Systems

D. Human Systems

E. Environment and Society

Scope and Sequence

New Jersey Symbols

• State Seal

• Symbols

History of New Jersey

• Communities

a. Monuments

b. Historical markers

c. Ancestors

d. Geography

e. Government

f. Transportation

Geography of the Earth ad New Jersey

• Oceans

• Continents

• Globe

• Regions of New Jersey

a. Atlantic Coastal Plain

b. Piedmont

c. Highlands

d. Ridge and Valley

Political and geographical Maps

• Latitude and longitude

• Population density

• Wants or needs/Goods and services

• New Jersey Natural Resources

• Renewable and Non-renewable resources

• Weather and Climate

Lenape Indians

• Heritage

• Community and family life

Europeans come to New Jersey

• Explorers

• European Settlers

New Jersey during the American Revolution

• Revolutionary War

• Declaration of Independence

• First New Jersey Constitution

|Topic: New Jersey Symbols |

|Enduring Understanding: The Learner Will Be Able To: |

|recognize and interpret the symbols of New Jersey. |

|Suggested |Concepts |NJCCCS |Objectives |Core Activities |

|Time | |(CPI) | | |

| |New Jersey Symbols | |The Learner Will: |New Jersey Symbols Booklet |

| |state seal |6.1.A.1 |Explain how present events are connected to the past. |Concentration Game-students match each symbol with its |

| |symbols such as bird, tree, animal, flower, dinosaur| |Explain the significance of symbols of American values and beliefs. |significance. |

| |Essential Question (s): |6.2.B.2 |Compare family life in a community of the past to life in a community | |

| |Why were the symbols of New Jersey chosen? | |of the present. | |

| |How do our state symbols continue to represent New |6.4.A.2 |Discuss the values celebrated in American songs, symbols, slogans, and | |

| |Jersey today? | |major holidays. | |

| | |6.4.A.1 |Identify major documents and symbols in New Jersey. | |

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| | |6.4.B.4 | | |

|Topic: History of New Jersey Communities |

|Enduring Understanding: The Learner Will Be Able To: |

|explain the concept of history and how it affects their lives today. |

|understand how communities begin and prosper. |

|Suggested |Concepts |NJCCCS |Learning Objectives |Core Activities |

|Time | |(CPI) | | |

| |Communities of New Jersey | |The Learner Will: |Milk Carton Monument-students create a monument depicting |

| |Monuments |6.1.A.1 |Explain how present events are connected to the past. |something important in their life, or an important person |

| |Historical markers | |Describe the characteristics of an effective rule or law. |or event. |

| |Ancestors |6.2.A.1 |Differentiate between power and authority. |Make a family tree. |

| |Branches of Federal and State Government | |Recognize that government exists at the community, county, state, and |Construct a poster naming the 3 branches of government |

| |transportation |6.2.A.2 |federal levels. |Tour New Egypt with member of the Historical Society as a |

| |Essential Question (s): |6.2.A.3 |Recognize national, state, and local legislators, and government |guide. |

| |How is the history of a community related to its | |officials and explain how to contact them for help or to express an | |

| |origin? | |opinion. | |

| |How can you use a community’s historical resources | |Describe the contributions of voluntary associations and organizations | |

| |to find out about its history? |6.2.A.4 |in helping government provide for its citizens. | |

| |How do local, state, and federal government work | |Explain the significance of symbols of American values and beliefs | |

| |together to improve your community? | |through historical markers and monuments. | |

| |In what ways has transportation changed and how has | |Discuss how governmental bodies make decisions and explain the impact | |

| |this impacted life in your community? |6.2.A.5 |of those decisions on school and community life. | |

| | | |Identify major services provide by state and local government. | |

| | | |Identify the specific roles of the three branches of the federal and | |

| | |6.2.B.2 |state governments. | |

| | | |Describe the significant characteristics of an effective citizen and | |

| | | |discuss ways to influence public policy. | |

| | |6.2.C.2 |Identify current issues that may have a global impact and discuss ways | |

| | | |to address them. | |

| | | |Discuss how families long ago expressed and transmitted their beliefs | |

| | |6.2.C.3 |and values through oral tradition, literature, song, and celebrations. | |

| | | |Compare family life in a community of the past to like in a community | |

| | |6.2.C.4 |of the present. | |

| | | |Discuss the history of their community including the origin of its | |

| | | |name, groups and individuals who lived there, and access to important | |

| | |6.2.D.2 |places and buildings in the community. | |

| | | |Identify and discuss major scientific discoveries and inventions, the | |

| | | |scientists and inventors who developed them, and their impact on life | |

| | |6.2.E.5 |today. | |

| | | |Discuss the importance of historical preservation of primary documents,| |

| | | |buildings, places of memory, and significant artifacts. | |

| | |6.4.A.1 |Describe the development of transportation and communication networks | |

| | | |in New Jersey and the United States. | |

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| | |6.4.A.4 | | |

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| | |6.4.B.5 | | |

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| | |6.4.B.8 | | |

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| | |6.6.D.1 | | |

|Topic: Geography of the Earth and New Jersey |

|Enduring Understanding: The Learner Will Be Able To: |

|read and interpret a variety of maps and locate major land and water masses on a globe. |

|recognize the difference between renewable and non-renewable resources. |

|Suggested |Concepts |NJCCCS |Learning Objectives |Core Activities |

|Time | |(CPI) | | |

| |oceans and continents | |The Learner Will: |Use maps and globes to locate major cities throughout the |

| |latitude and longitude |6.6 A4 |Identify the major cities of New Jersey, the United States, and the |world. |

| |Essential Question (s): | |world. |Memorize continents and oceans using songs or pneumonic |

| |How does latitude and longitude help you locate |6.6.A5 |identify the major countries, continents, bodies of water, and mountain|devices. |

| |places? | |ranges of the world. |Use dry erase grids to practice locating lines of latitude|

| |How does knowing a places latitude and longitude | |Locate time zones, latitude, longitude, and the global grid. |and longitude. |

| |help to determine what conditions are like in that |6.6.A6 | | |

| |area? | | | |

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| |globes and maps | |The Learner Will: |Regions Brochure |

| |political and geographical |6.2.E1 |explain that the world is divided into many nations consisting of |Regions Flip Chart |

| |Regions of New Jersey | |territory and people, with their own government, languages, customs, |Compare/Contrast political and geographical maps |

| | | |and laws. | |

| |Essential Question (s): | |Discuss how the United States interacts with other nations of the world| |

| |Why is it beneficial to use different types of |6.2.E2 |through trade, treaties and agreements, diplomacy, cultural contacts, | |

| |maps.? | |and sometimes through the use of military force. | |

| |How do the economic and geographic features of each | |Explain why it is important for nations to communicate and resolve | |

| |region support the resources found there? | |disagreements through peaceful means. | |

| | |6.2.E3 |Use physical and political maps to identify locations and spatial | |

| | | |relationships of places within local and nearby communities. | |

| | | |Describe and demonstrate different ways to measure distance. | |

| | | |Estimate distances between two places on a map using a scale of miles. | |

| | | |Identify the major cities of New Jersey, the | |

| | |6.6.A.1 |United States, and the world. | |

| | | |Identify the physical and human characteristics of places and regions | |

| | | |in New Jersey and the United States. | |

| | |6.6.A.2 |Explain changes in places and regions over time and the consequences of| |

| | | |those changes. | |

| | |6.6.A.3 |Describe the geography of New Jersey. | |

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| | |6.6.A.4 | | |

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| | |6.6.B.1 | | |

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| | |6.6.B.2 | | |

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| | |6.6.B.3 | | |

| |Population | |The Learner Will: |Density Chart or Graph |

| |Population density |6.4 A.3 |Discuss reasons why various groups, voluntary and involuntary |Use the internet to chart changes in population density |

| |Essential Question (s): | |immigrated to America and New Jersey and describe the difficulties they|locally and in surrounding areas. |

| |How does location and economics effect the | |encountered. | |

| |population of an area? | |Describe the population shift from farm to city in New Jersey. | |

| | |6.4 B.7 |Discuss factors involved in the development of cities. | |

| | | |Identify the distribution and characteristics of populations for | |

| | |6.6.B.4 |different regions of New Jersey and the United States. | |

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| | |6.6.D.2 | | |

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| |New Jersey Natural Resources | |The Learner Will: |List New Jersey resources and then separate into |

| |Renewable/non-renewable | |describe products and services that are developed, manufactured, or |renewable/non-renewable categories. |

| | |6.5.B.2 |grown in New Jersey. | |

| |Essential Question (s): | |differentiate between living and non-living natural resources. | |

| |What can you do to ensure that renewable and | |Explain the nature, characteristics, and distribution of renewable and | |

| |non-renewable resources will be available in the |6.6.E.1 |non-renewable resources. | |

| |future? | | | |

| | |6.6.E.2 | | |

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| |weather and climate | |The Learner Will: |Chart daily weather |

| |Essential Question (s): |6.6.C.1 |describe the basic components of the Earth’s physical systems, |Use internet to gather climate information |

| |How does the climate vary from one geographical | |including landforms, water erosion, weather, and climate and discuss |Use Venn Diagram to compare/contrast weather and climate. |

| |region to another? | |their impact on human development. | |

| |wants and needs/goods and services | |The Learner Will: |List possessions and differentiate between wants and |

| |Essential Question (s): |6.5.A.1 |Distinguish between goods and services. |needs. |

| |How are resources used to create goods and provide |6.5.A.2 |Distinguish between a want and a need. |Discuss different cultures throughout the world and how |

| |services for the people in the community? |6.5.A.4 |Discuss how natural, human, and capital resources are used to produce |their views may be different then our own. |

| | | |goods and to provide services. |Have local business people address class to show how they |

| | | |Explain that prices are the money value of goods and services and that |can save for future purchases. (banker, retailer, etc.) |

| | |6.5.A.5 |prices change as a result of supply and demand. | |

| | | |Define consumers as buyers and producers as workers and sellers. | |

| | | |Explain that people can improve their ability to earn income by gaining| |

| | |6.5.A.6 |new knowledge, skills, and experiences. | |

| | | |Describe how to earn and save money in order to purchase a needed or | |

| | | |desired item. | |

| | |6.5.A.7 | | |

| | | |Describe products and services that are developed, manufactured, or | |

| | | |grown in New Jersey. | |

| | |6.5.A.8 | | |

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| | |6.5.B.2 | | |

|Topic: The Lenape Way of Life |

|Enduring Understanding: The Learner Will Be Able To: |

|1. realize that the Lenape were peaceful people that respected and lived off their land. |

|2. recognize that different cultures need to be tolerant of each other and learn to work together peacefully. |

|Suggested |Concepts |NJCCCS |Learning Objectives |Core Activities |

|Time | |(CPI) | | |

| |1. Lenape Indians | |The Learner Will: |Book – “Standing in the Light” |

| |heritage |6.2.E.3 |explain why it is important for nations to communicate and resolve |Lenape Day-Hands on activities depicting the Lenape way of|

| |community and family life | |disagreements through peaceful means. |life. |

| |Essential Question (s): | |explain why it is important to understand diverse peoples, ideas, and |Create a diarama of a Lenape village. |

| |How did the Lenape people meet their needs for |6.2.E.6 |cultures. |Powerpoint presentation highlighting the important aspects|

| |survival? | |Explain that even within a culture, diversity may be affected by race, |of the Lenape. |

| |How did the Lenape life change after the arrival of |6.2.E.7 |religion, or class. |Retrieval Charts |

| |European settlers? | |Identify aspects of culture and heritage presented in literature, art, |The Lenape Way of Life |

| |How did the peaceful nature of the Lenape people |6.2.E.8 |music, sport, or the media. |How Life Has Changed |

| |lead to their eventual dispersement throughout the | |Examine common and diverse traits of other cultures and compare to | |

| |United States? | |their own culture. | |

| | |6.2.E.9 |Define stereotyping and discuss how it impacts self-image and | |

| | | |interpersonal relationships. | |

| | |6.2.E.11 |Discuss how families long ago expressed and transmitted their beliefs | |

| | | |and values through oral tradition, literature, songs, and celebrations.| |

| | | | | |

| | |6.4.A.1 |Compare family life in a community of the past to life in a community | |

| | | |of the present. | |

| | | |Discuss the reasons why various groups, voluntarily and involuntarily, | |

| | | |immigrated to America and New Jersey and describe the problems they | |

| | |6.4.A.2 |encountered. | |

| | | |Compare the major early culture of the Lenape that existed in the | |

| | | |region that became New Jersey prior to contact with the Europeans. | |

| | |6.4.A.3 | | |

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| | |6.4.B..1 | | |

|Topic: Europeans Come to New Jersey |

|Enduring Understanding: The Learner Will Be Able To: |

|recognize factors both personal and economic that would compel a person to seek out new lands. |

|Suggested |Concepts |NJCCCS |Learning Objectives |Core Activities |

|Time | |(CPI) | | |

| |1. Early Explorers | |The Learner Will: |Current Events |

| |2 .European Settlers |6.1.A.1 |explain how present events are connected to the past. |Role play-conversation between Columbus and members of his|

| |Essential Question (s): | |Apply terms related to time including years, decades, centuries, and |crew. Include reasons to continue voyage or turn back. |

| |Why did the events in the early explorers lives lead|6.1.A.2 |generations. |Journal Entry-Pretend to be an explorer and detail your |

| |to the discovery of the Americas? | |Locate sources for the same information. |journey. |

| | |6.1.A.3 |Organize events in a timeline. |Internet research-students can each choose a different |

| | |6.1.A.4 |distinguish between an eyewitness account and a secondary account of an|explorer and then share results with the class. |

| | |6.1.A.5 |event. |Time Line-exploration or events |

| | | |Distinguish fact from fiction. | |

| | |6.1.A.6 |Describe the characteristics of an effective rule or law. | |

| | | |Differentiate between power and authority. | |

| | |6.2.A.1 |Evaluate the importance of traditions, values, and beliefs which form a| |

| | | |common American heritage in an increasingly diverse American society. | |

| | |6.2.A.2 |Explain that the world is divided into many nations consisting of | |

| | |6.2.B.4 |territory and people, with their own government, languages, customs, | |

| | | |and laws. | |

| | | |Explain that even within a culture, diversity may be affected by race, | |

| | |6.2.E.1 |religion, or class. | |

| | | |Identify aspects of culture and heritage presented in literature, art, | |

| | | |music, sport, or the media. | |

| | |6.2.E.7 |Examine common and diverse traits of other cultures and compare to | |

| | | |their own culture. | |

| | |6.2.E.8 |Describe situations in which people from diverse backgrounds work | |

| | | |together to solve common problems. | |

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| | |6.2.E.9 | | |

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| | |6.4.A.6 | | |

|Topic: New Jersey During the American Revolution |

|Enduring Understanding: The Learner Will Be Able To: |

|understand the fundamental values and principles of American Democracy. |

|Suggested |Concepts |NJCCCS |Learning Objectives |Core Activities |

|Time | |(CPI) | | |

| |1. Revolutionary War as it pertains to New Jersey | |The Learner Will: |Create picture timeline of major events in New Jersey |

| |Essential Question (s): |6.2.A.1 |describe the characteristics of an effective rule or law. |leading up to and including the Revolutionary War. |

| |Why did the American colonist rebel against British | |Differentiate between power and authority. |Make budget-Keep track of sales tax on money spent. |

| |rule? |6.2.A.2 |Discuss the reasons why revolutionary leaders fought for independence | |

| | |6.4.B.2 |from England. | |

| | | |Discuss New Jersey’s role during the American Revolution. | |

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| | |6.4.B.3 | | |

| |2. Declaration of Independence | |The Learner Will: |View Video Reinactment of the signing of the Declaration |

| |Essential Question (s): |6.2.B.1 |Identify the fundamental values and principles of American democracy |of Independence. |

| |How did the Declaration of Independence unite the | |identify major documents and symbols in New Jersey and American | |

| |colonist against Britain. |6.4.B.4 |history. | |

| |3. First New Jersey Constitution | |The Learner Will: |Comparison chart-Compare N.J. Constitution in 1776 to the |

| |Essential Question (s): |6.2.B.1 |Identify the fundamental values and principles of American democracy. |Constitution written in 1884. |

| |Why were many people of New Jersey unhappy with the | |identify major documents and symbols in New Jersey. | |

| |First New Jersey Constitution? |6.4.B.4 | | |

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