HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Social Studies Grade Four

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1 HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Social Studies Grade Four 1 st Trimester :September October Targeted Standards: NJCCCS 6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings: The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events. Essential Questions: What is geography? What does a geographer do? How can we use maps to understand, locate and describe features of our world (distances, land forms, time zones, and bodies of water)? What are renewable and non-renewable resources? How do we locate, use and conserve our resources? How are different types of maps used? How does land affect the way people live? Core Content/Objectives Instructional Actions Concepts Skills Activities/Strategies Assessment Tools of geography How places change over time Regions of the world Regions of the US Regions of New Jersey Natural, renewable and nonrenewable resources US Natural resources New Jersey s natural resources Map and Globe Skills: Spatial terms Identify major countries, continents, bodies of water and mountain ranges of the world (6.6A) Identify the US and NJ on a globe and a world map (6.6A) Identify major cities of NJ and the US on a globe and a world map to recognize areas of large populations (6.6A) Locate time zones, latitude, longitude and the global grid (6.6A) Demonstrate different ways to measure distance(miles, kilometers, time) (6.6A) Distinguish among major map types, including physical, political, topographic and demographic (6.6A) Apply knowledge of map keys, compass roses, lines of latitude and longitude to Describe the tools geographers use in their trade Recognize and identify maps in a variety of media Use geographer s tools to read, interpret and find information on a map Construct a simple map that reflects current local geographic regions Find different cities in the US using latitude and longitude Explore physical and political maps to identify resources in NJ and US Identify where students live and calculate the distance between home and a destination in several ways Apply map skills to travel and tourism in Assessment Options Ongoing formative assessment as well as summative assessment should take place. Assessments may include: Student self-reflection activities Collection and review of written work (evaluated by rubrics) Observations of small group discussion, independent or collaborative activities with teacher anecdotal notes Response journals Research reports evaluated with rubrics Tests and quizzes Construct and use tables, charts, graphs, maps 6/2008R 1

2 read maps (6.6A) HADDONFIELD PUBLIC SCHOOLS NJ; list sites to be included on a tour Project based Physical Systems Places and Regions Natural Resources Recognize that the Earth has an impact on peoples lives (6.6B) Identify major landforms, climates, and ecosystems of the US (6.6B) Compare the natural characteristics used to define a region (6.6B) Discuss changes in places and regions over time (6.6B) Discuss factors involved in the development of cities in NJ (6.6B) Explain the characteristics of renewable, and non-renewable resources and their distribution (6.6E) Differentiate between living and non-living natural resources (6.6E) Compare the physical characteristics of places and regions in NJ and how features and climate affect citizens Identify problems geographers solve using tools and resources Discuss local development and cite examples of changes over time Read supplemental literature and discuss connections, such as The Trumpet of the Swan Study the development of transportation and communication networks in NJ and the US Chart renewable and non-renewable resources and discuss their use and conservation Collect information from print and non-print sources Identify, collect information, and write about a problem Pre-Assessment Strategies Teacher prepared pretest KWL charts; graphic organizers Writing prompts Prediction Surveys, questionnaires Interviews Self-evaluation Anticipation journals Drawing related to content Write out questions for a guide Continue to build social studies vocabulary Discuss the ways humans exploit, use, and conserve resources in daily lives Current Events Identify and discuss current events related to content (continues throughout the year) Resources/Technology: Explore Our Land, Chapter 1, Houghton-Mifflin, 2000; H-M Teacher's Editions; You, New Jersey, and the World: From Sea to Shining Sea National Geographic Readers; Time for Kids, Scholastic News, Bookroom leveled trade books/informational text/audio CDs; Bibliography of Grade 4 Literature Connections; Vocabulary; and Facts to Know 6/2008R 2

3 HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Social Studies Grade Four 1 st Trimester: November & 2 nd Trimester: December Targeted Standards: NJCCCS 6.2: All students will know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world NJCCCS 6.4: All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings: The student will gain an understanding of the geographical, historical and philosophical beliefs of various cultures throughout the history of New Jersey, the United States and the world. Essential Questions: What is a right? What is the purpose of the Constitution? What does it mean to be an American citizen? What is the importance of cooperation? How has immigration contributed to the diversity of the American people? How does the belief in opportunity bring Americans together? Core Content/Objectives Instructional Actions Concepts Skills Activities/Strategies Assessment Organization of government at community, county, state and federal levels Describe the characteristics of an effective rule or law (6.2A) Recognize that government exists at the community, county, state, and federal levels (6.2A) Discuss ways an effective citizen can influence public policy (6.2A) Identify national, state and local legislators and government officials and explain how to contact them to express an opinion (6.2A) Compare and contrast power and authority (6.2A) Describe the contributions of voluntary associations and organizations in helping Describe how the government of the United States was formed Develop class rules and discuss their purpose Chart government officials and discuss their roles Develop a definition of good citizenship Discuss ways an effective citizen can influence public policy Discuss the importance of voting; make connections to national and local elections Identify local voluntary associations and their role in the community Assessment Options Ongoing formative assessment as well as summative assessment should take place. Assessments may include: Student self-reflection activities Collection and review of written work (evaluated by rubrics) Observations of small group discussion, independent or collaborative activities with teacher anecdotal notes Response journals Research reports evaluated with rubrics 6/2008R 3

4 Symbols of American values and beliefs Importance of traditions, values and beliefs in diverse society Principles of democracy New Jersey Constitution Equality of opportunity US Constitution Bill of Rights HADDONFIELD PUBLIC SCHOOLS government provide for its citizens (6.2A) Explain the significance of symbols of American values and beliefs (6.2B) Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society (6.2B) Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution (6.2B) Describe how American values and beliefs contribute to the continuation and improvement of American democracy (e.g. equality of opportunity, fairness to all, equal justice, separation of church and state, rights guaranteed by the US Constitution and Bill of Rights) (6.2B) Discuss how the US Constitution describes the organization of the US Government and how it defines and limits the power of government (6.2C) Discuss symbols: Statue of Liberty, the Statue of Justice, the American Flag, and national anthem List some of the Rights covered by the Bill of Rights and explain why they are important Discuss equality and fairness as they relate to the school community Tests and quizzes Construct and use tables, charts, graphs, maps Project based Collect information from print and non-print sources Identify, collect information, and write about a problem Pre-Assessment Strategies Teacher prepared pretest KWL charts; graphic organizers Writing prompts Prediction Surveys, questionnaires Interviews Self-evaluation Anticipation journals Drawing related to content Write out questions for a guide State government Examine the decision making process at the state level, and the impact of those decisions on state citizens (6.2C) Identify major services provided by state government (6.2C) Identify and discuss the three branches of the state governments (6.2C) Examine New Jersey government decision making and discuss the impact of a recent decision on citizens List major state government services Explain the three branches of state government 6/2008R 4

5 Immigration Equal rights for all people Ellis Island Immigration to New Jersey Discuss specific legal rights and responsibilities of all American citizens (6.2D) Discuss the reasons why groups, voluntarily and involuntarily, immigrated to America and NJ, and describe the problems they encountered (6.4A) Discuss how families expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations (6.4A) Understand how immigration enriches our country and adds to its diversity (6.4A) HADDONFIELD PUBLIC SCHOOLS Study the Immigration to Ellis Island Describe the process by which immigrants can become United States citizens Compare and contrast local culture with culture around the world Locate countries of students ancestors on a world map Identify situations in which people from diverse backgrounds worked together to solve common problems (6.4A) Resources/Technology: Explore Our Land, Chapter 2, Houghton-Mifflin, 2000; You, New Jersey and the World, Afton, 2000, National Geographic Readers; Time for Kids, Scholastic News, Bibliography of Grade 4 Literature Connections; Vocabulary; and Facts to Know 6/2008R 5

6 HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Social Studies Grade Four 2 nd Trimester - January, February, March Targeted Standards: NJ CCC Standards 6.1, 6.2, 6.5, 6.6 NJCCCS 6.1: All students will utilize historical thinking, problem-solving, and research skills to maximize their understanding of civics, history, geography, and economics. NJCCCS 6.2: All students will know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. NJCCCS 6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment. Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings: The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events. Students will understand New Jersey s and the world s geography through studying spatial terms, human systems, society and the environment. Essential Questions: What are goods, services, wants and needs? How are prices for goods and services adjusted and made higher and lower? Which sorts of goods, services and occupations are particular to certain parts of the US? How do citizens though their various occupations, contribute to the upkeep and function of society? What are some major climate characteristics, flora and fauna of particular regions in the US? How does the geography of an area shape the traditions, celebrations and recreations of particular regions of the US? Core Content/Objectives Instructional Actions Concepts Skills Activities/Strategies Assessment New Jersey s Geography New Jersey s Economy Identify the major cities of New Jersey and the United States on a globe and World map (6.6A) Describe the development of transportation and communication networks in New Jersey and the United States (6.6D) Recognize areas of large populations in New Jersey and the United States (6.6D) Explain the three functions of money in the economy: medium of exchange (buying), measure of value (price comparison) and store of value (saving) (6.5A) Define basic terms associated with international trade such as imports, exports, quotas, embargoes, tariffs, and free trade Discuss how people obtain their wants and needs by providing and/or accepting goods and services. Locate examples of how prices are affected by supply and demand Cite examples of how geographical locations affect the goods, services, and jobs available Specific regions of the US have specific land forms, physical characteristics and flora and fauna that can change over time. Assessment Options Ongoing formative assessment as well as summative assessment should take place. Assessments may include: Student self-reflection activities Collection and review of written work (evaluated by rubrics) Observations of small group discussion, independent or collaborative activities with teacher anecdotal notes Response journals Research reports evaluated with rubrics 6/2008R 6

7 Pre-Colonial New Jersey Colonial and Revolutionary New Jersey New Jersey s Cities Describe products and services that are developed, manufactured, or grown in New Jersey (6.5B) HADDONFIELD PUBLIC SCHOOLS Compare the major early cultures of the Lenape that existed in the region that became New Jersey prior to contact with the Europeans (6.4B) Discuss New Jersey s role during the American revolution (6.4B) Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the Declaration of Independence, the United State Constitution, the New Jersey State Seal, and Martin Luther King s I Have a Dream speech (6.4B) Describe the population shift from the farm to the city in New Jersey (6.4B) Study the Lenape culture and its impact on NJ history Discuss the role New Jersey played in the American Revolution Read about and discuss major documents in NJ history; view documents at Trenton State Department Discuss the changes that occurred in communities when the population shifted from farms to cities Tests and quizzes Construct and use tables, charts, graphs, maps Project based Collect information from print and non-print sources Identify, collect information, and write about a problem Pre-Assessment Strategies Teacher prepared pretest KWL charts; graphic organizers Writing prompts Prediction Surveys, questionnaires Interviews Self-evaluation Anticipation journals Drawing related to content Write out questions for a guide New Jersey s Environment Discuss changes in places and regions over time and the consequences of those changes (6.6B) Discuss factors involved in the development of cities in New Jersey (6.6B) Identify the physical and human characteristics of places and regions of NJ and the US (6.6B) Describe the development of transportation and communication networks in New Jersey and the United States (6.6D) Discuss the location of NJ in the Northeast US Recognize areas of large populations in New Jersey and the United States (6.6D) 6/2008R 7

8 HADDONFIELD PUBLIC SCHOOLS New Jersey s Government Examine the decision making process at the state level (6.2C) Discuss the impact of those decisions on state citizens (6.2C) Identify major services provided by state government (6.2C) Identify and discuss the three branches of the state governments (6.2C) Recognize that government exists at the community, county, state, and federal levels (6.2A) Recognize national, state, and local legislators and government officials and explain how to contact them to express an opinion (6.2A) Describe the contributions of voluntary associations and organizations in helping government provide for its citizens (6.2A) Examine the organization of the NJ state government, how decisions are made, what major services are provided Determine state and local leaders and discuss how and when to contact them Resources/Technology: You, New Jersey, and the World: From Sea to Shining Sea; Social Studies Text: Explore Our Land, Chapter 2, Houghton-Mifflin, 2000; H- M Teacher's Editions ; National Geographic Readers; Time for Kids, Scholastic News; Bookroom leveled trade books/informational text, Audio CDs; Bibliography of Grade 4 Literature Connections; Vocabulary; and Facts to Know 6/2008R 8

9 HADDONFIELD PUBLIC SCHOOLS Curriculum Map for Social Studies Grade 4 3 rd Trimester April, May, June Targeted Standards: NJCCCS 6.1: All students will utilize historical thinking, problem-solving, and research skills to maximize their understanding of civics, history, geography, and economics. NJCCCS 6.2: All students will know, understand, and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world. NJCCCS 6.6: All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment Interdisciplinary: NJCCCS Technological Literacy 8.1A, 8.1B; Career Education and Life Skills/Critical Thinking 9.2A, 9.2C, 9.2D Enduring Understandings: The development of social studies skills enables learners to apply the concept of time, location, distance, relationships and points of view to the study of contemporary and past peoples, places, issues and events. Essential Questions: What are the responsbilities of a citizen in the community, the United States, and the global community? How does learning about diverse peoples, regions, ideas, and cultures help you to get along with others that are different from yourself? What characteristics are associated with the different regions of the US? How does the land affect how people live? Core Content/Objectives Instructional Actions Concepts Skills Activities/Strategies Assessment Regions of the United States The Northeast: Land and Sea The South: Rivers and Coasts The Midwest: Prairies and Plains The West: : From Desert to Tropics Discuss changes in places and regions over time and the consequences of those changes (6.6B) Identify the physical and human characteristics of places and regions of NJ and the US (6.6B) Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and event (6.1) Draw conclusions from a population map Use maps to find cause and effects Make predictions using line graphs Use special purpose maps Read a satellite image Distinguish fact from opinion Discuss recycling in the Northeast: school, home, and in community Create a natural history exhibit Assessment Options Ongoing formative assessment as well as summative assessment should take place. Assessments may include: Student self-reflection activities Collection and review of written work (evaluated by rubrics) Observations of small group discussion, independent or collaborative activities with teacher anecdotal notes Response journals Research reports evaluated with rubrics 6/2008R 9

10 The United States and the World: Making Connections Explain why it is important to understand diverse peoples, ideas, and cultures in America (6.2E) Identify and/or model aspects of culture and heritage presented in the arts (6.2E) Discuss how stereotyping can affect one s self image and relationships (6.2E) Use technology in the classroom to further examine diversity (6.2E) Identify various ways the US interacts with other countries (6.2E) Identify the role of the United Nations (6.2E) Explain way it is important for countries to communicate (6.2E) Discuss ways global issues can be addressed (6.2E) HADDONFIELD PUBLIC SCHOOLS Discuss current events in the world and their impact on the local region Tests and quizzes Construct and use tables, charts, graphs, maps Project based Collect information from print and non-print sources Identify, collect information, and write about a problem Pre-Assessment Strategies Teacher prepared pretest KWL charts; graphic organizers Writing prompts Prediction Surveys, questionnaires Interviews Self-evaluation Anticipation journals Drawing related to content Write out questions for a guide Resources/Technology: You, New Jersey, and the World: From Sea to Shining Sea; Social Studies Text: Explore Our Land, Chapter 2, Houghton-Mifflin, 2000; H-M Teacher's Editions ; National Geographic Readers; Time for Kids, Scholastic News; Bookroom leveled trade books/informational text, Audio CDs; Bibliography of Grade 4 Literature Connections; Vocabulary; and Facts to Know 6/2008R 10