- Discuss the reasons why revolutionary leaders, including George
Washington, Thomas Jefferson, Benjamin Franklin, and Governor William
Livingston fought for independence from England.
(6.4B.2)
- Describe the population shift from farm to city in New
Jersey. (6.4B.7)
- Discuss the value of the American national heritage including:
historical preservation of primary documents, buildings, places of memory,
and significant artifacts. (6.4B.8)
- Distinguish between goods and services. (6.5A.1)
- Distinguish between a want and a need and explain how to choose
needed goods and services. (6.5A.2)
- Define consumers as buyers and producers as workers and
sellers. (6.5A.6)
- Describe how to earn and save money in order to purchase a
needed or desired item. (6.5A.8)
- Use physical and political maps to identify locations and
spatial relationships of places within local and nearby communities.
(6.6A.1)
- Describe and demonstrate different ways to measure distance.
(6.6A.2)
- Estimate distances between two places on a map using a scale of
miles. (6.6A.3)
- Identify the physical and human characteristics of places and
regions in New Jersey and
the United States.
(6.6B.1)
- Explain changes in places and regions over time and the
consequences of those changes. (6.6B.2)
- Discuss factors involved in the development of cities. (6.6B.4)
- Describe the basic components of Earth’s physical systems,
including landforms, water, erosion, weather, and climate and discuss their
impact on human development. (6.6C.1)
- Describe the development of transportation and communication
networks in New Jersey and
the United States.
(6.6D.1)
Suggested Activities:
- Write an article comparing two communities and explain how
people live, work, and play in each community.
- Create a catalog of the resources in your community.
- Label pictures of features found in your community.
- Create a diorama showing features of a rural, urban, or
suburban community.
- Create a model of your community identifying buildings,
landforms, people, and other distinctive features that make up your
community.
- Literature Connections: Mi Barrio/My Neighborhood by
George Ancona; America
Is… by Louise Borden; If the World Were a Village by David J.
Smith.
Topic/Unit 2: Communities and Geography Approximate # of Weeks: 6
Different communities have different landforms and bodies
of water. People change and adapt to
their surroundings.
Essential Questions:
- How do geographical tools and technologies pose and answer
questions about spatial distributions and patterns on Earth?
- How does human migration affect a region?
- How do natural resources affect the course of history?
- Is geography destiny?
- How do human activity and environment affect each other?
- What are the potential limits of technology?
- How big a threat is global warming?
Objectives:
Each student will be able to:
1.
Locate sources for the
same information. (6.1A.3)
2.
Describe the
significant characteristics of an effective citizen and ways to influence
public policy. (6.2D.2)
3.
Explain that the world
is divided into many nations consisting of territory and people, with their own
government, languages, laws, and customs. (6.2E.1)
4.
Identify current
issues that may have a global impact and discuss ways to address them. (6.2E.5)
5.
Describe situations in
which people from diverse backgrounds work together to solve common problems.
(6.4A.6)
6.
Discuss the value of
American national heritage including: historical preservation of primary
documents, buildings, places of memory, and significant artifacts. (6.4B.8)
7.
Discuss how natural,
human, and capital resources are used to produce goods and to provide services.
(6.5A.4)
8.
Use physical and
political maps to identify locations and spatial relationships of places within
local and nearby communities. (6.6A.1)
9.
Identify the major
cities of New Jersey, the United States, and the world. (6.6A.4)
10. Identify the major continents, countries, bodies of water,
and mountain ranges of the world. (6.6A.5)
11. Locate time zones, latitude, longitude, and the global
grid. (6.6A.6)
12. Identify the physical and human characteristics of places
and regions in New
Jersey and the United States. (6.6B.1)
13. Explain changes in places and regions over time and the
consequences of those changes. (6.6B.2)
14. Describe the geography of New Jersey. (6.6B.3)
15. Discuss factors involved in the development of cities.
(6.6B.4)
16. Describe the basic components of the Earth’s physical
systems, including landforms, water, erosion, weather, and climate and discuss
their impact on human development. (6.6C.1)
17. Differentiate between living and non-living natural
resources. (6.6E.1)
18. Explain nature, characteristics, and distribution of
renewable and non-renewable resources. (6.6E.2)
Suggested Activities:
- Create a tree of terms and concepts found in the unit, giving
specific examples or characteristics of each word or phrase.
- Create a picture book that illustrates key concepts from the
unit.
- Research different areas in the United
States and choose a location to build
an imaginary community. Include
features in the community such as transportation, businesses, and human
features. Create a poster map of
the community.
- Write a story about a community that worked to protect its environment
describing the natural resources in the community and how they saved them.
- Create a nature exhibit that tells about your community
describing the climate, land, vegetation, and natural resources and
display the information on a poster.
- Make
a mural that identifies and describes the local community’s environment.
- Literature Connections: Mapping Penny’s World by Loreen
Leedy; High as a Hawk by T.A.
Barron; Rachel: The Story of Rachel Carson by Amy Ehrlich.
Topic/Unit 3: Communities Over Time Approximate # of Weeks: 6
Every community has a unique
history. Some features of a community
change, while others stay the same, over time.
Essential Questions:
- Are there general lessons to be learned from history?
- What causes societies to change over time?
- How have technology and changing demographics impacted 21st
century societies?
- Why is there political and social conflict?
- How much influence do individuals have in changing history?
- How have individuals and groups worked to combat instances of
prejudice, cruelty, and discrimination?
Objectives:
Each student will be able to:
1.
Explain how present
events are connected to the past. (6.1A.1)
2.
Apply terms related to
time including years, decades, centuries, and generations. (6.1A.2)
3.
Locate sources for the
same information. (6.1A.3)
4.
Organize events on a
time line. (6.1A.4)
5.
Distinguish between an
eyewitness account and a secondary account of an event. (6.1A.5)
6.
Distinguish fact from
fiction. (6.1A.6)
7.
Recognize national,
state, and local legislators and government officials and explain how to
contact them for help or to express an opinion. (6.2A.4)
8.
Describe the
contributions of voluntary associations and organizations in helping government
provide for its citizens. (6.2A.5)
9.
Identify the
fundamental values and principles of American democracy expressed in the Pledge
of Allegiance, the Declaration of Independence, the United States Constitution
and the Bill of Rights, and the first New Jersey Constitution. (6.2B.1)
10. Describe how American values and beliefs contribute to the
continuation and improvement of American democracy. (6.2B.3)
11. Evaluate the importance of traditions, values and beliefs
which form a common American heritage in an increasingly diverse American
society. (6.2B.4)
12. Discuss how the Constitution describes how the United States government is organized and how it defines and limits the
power of government. (6.2C.1)
13. Describe the significant characteristics of an effective
citizen and discuss ways to influence public policy. (6.2D.2)
14. Identify aspects of culture and heritage presented in
literature, art, music, sport, or the media. (6.2E.8)
15. Use technology to learn about students and their families
in other countries through classroom links, email, and Internet research.
(6.2E10)
16. Discuss how families long ago expressed and transmitted
their beliefs and values through oral tradition, literature, songs, and
celebrations. (6.4A.1)
17. Compare family life in a community of the past to life in
the present. (6.4A.2)
18. Discuss reasons why various groups, voluntarily and
involuntarily, immigrated to America and New
Jersey and describe
the problems they encountered. (6.4A.3)
19. Discuss the history of their community, including the
origins of its name, groups and individuals who lived there, and access to
important places and buildings in the community. (6.4A.4)
20. Explain that Americans have come from different parts of
the world and have a common American heritage, in addition to the heritage of
the countries of origin. (6.4A.5)
21. Describe the situations in which people from diverse
backgrounds work together to solve common problems. (6.4A.6)
22. Compare the major early culture of the Lenape that existed
in the region that became New
Jersey prior to
contact with the Europeans. (6.4B.1)
23. Discuss the reasons why revolutionary leaders fought for
their independence from England. (6.4B.2)
24. Discuss New Jersey’s role during the American Revolution. (6.4B.3)
25. Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the
Declaration of Independence, the United States Constitution, the New Jersey
State Seal, and Martin Luther King Jr.’s “I Have a Dream” speech. (6.4B.4)
26. Identify and discuss major scientific discoveries and
inventions, the scientists and inventors who developed them, and their impact on
life today. (6.4B.5)
27. Discuss the experiences of immigrants who came to the United States and New
Jersey. (6.4B.6)
28. Discuss the value of American national heritage. (6.4B.8)
29. Discuss how natural, human, and capital resources are used
to produce goods and to provide services. (6.5A.4)
30. Identify the physical and human characteristics of places
and regions in New
Jersey and the United States. (6.6B.1)
31. Explain changes in places and regions over time and the
consequences of those changes. (6.6B.2)
32. Discuss factors involved in the development of cities.
(6.6B.4)
33. Describe the development of transportation and
communication networks in New
Jersey and the United States. (6.6D.1)
Suggested Activities:
- Make sequence charts using dates and events from this
unit. Include illustrations and
short explanations of events.
Arrange events in sequential order on poster board creating a
timeline.
- Complete a research project based on a historical figure from
this unit. Use books, Internet and
primary sources to complete research.
- Create a community history scrapbook after researching the
community. Write about events in
the town’s past and include illustrations or photographs.
- Literature Connection: Sarah Morton’s Day by Kate
Waters; My Brother Martin by Christine King Farris; Old Home Day
by Donald Hall
Topic/Unit 4: Citizens and
Government Approximate # of Weeks: 6
Communities depend on citizens to
participate in their government.
Essential Questions:
- What is government and what can it do?
- Why do rules, laws, and government not always preserve
individual rights and the common good? What can be done about it?
- How have basic values and principals of American democracy
changed and in what ways have they been preserved?
- How does the government established by the Constitution embody
the purposes, values, and principals of the American dream? How can
government decisions be based on a Constitution that does not explicitly
state the answer?
- Why have the roles and responsibilities of U.S citizens
changed?
- How can citizens and groups participate effectively in the
democratic process?
- Can the rights of American citizens ever cause conflict among
them?
- What is the formal and informal relationship of the United
States to other nations?
- What social, political, and economic opportunities and problems
arise when cultures interact?
- How do we affirm individual and group identities and at the
same time learn to respect and appreciate the identities of others?
Objectives:
Each student will be able to:
- Describe the characteristics of an effective rule
or law. (6.2A.1)
- Differentiate between power and authority.
(6.2A.2)
- Recognize that government exists at the community,
county, state, and federal levels. (6.2A.3)
- Recognize national, state, and local legislators
and government officials and explain how to contact them for help or to
express an opinion. (6.2A.4)
- Describe the contributions of voluntary
associations and organizations in helping government provide for its citizens.
(6.2A.5)
- Identify the fundamental values and principals of
American democracy expressed in the Pledge of Allegiance, the Declaration
of Independence, the United States Constitution and the Bill of Rights,
and the first New Jersey Constitution. (6.2B.1)
- Explain the significance of symbols of American
values and beliefs, including the Statue of Liberty, the Statue of
Justice, the American Flag, and the national anthem. (6.2B.2)
- Describe how American values and beliefs, such as
equality of opportunity, fairness to all, equal justice, separation of
church and state, and the rights guaranteed by the United States
Constitution and the Bill of Rights, contribute to the continuation and
improvement of American democracy. (6.2B.3)
- Evaluate the importance of traditions, values, and
beliefs which form a common American heritage in an increasingly diverse
American society. (6.2B.4)
- Discuss how the Constitution describes how the United
States government is organized and how
it defines and limits the power of government. (6.2C.1)
- Discuss how governmental bodies make decisions and
explain the impact of those decisions on school and community life.
(6.2C.2)
- Identify major services provided by state and
local government. (6.2C.3)
- Delineate the respective roles of the three
branches of the federal and state governments. (6.2C.4)
- Explain that a citizen is a legally recognized
member of the United States
with rights and responsibilities, such as voting in elections and serving
on juries. (6.2D.1)
- Describe the significant characteristics of an
effective citizen and discuss ways to influence public policy. (6.2D.2)
- Explain that the world is divided into many
nations consisting of territory and people, with their own government,
languages, customs, and laws. (6.2E.1)
- Discuss how the United
States interacts with other nations of
the world through trade, treaties and agreements, diplomacy, cultural
contacts, and sometimes through the use of military force. (6.2E.2)
- Explain why it is important for nations to
communicate and resolve disagreements through peaceful means. (6.2E.3)
- Discuss the reasons why various groups,
voluntarily and involuntarily, immigrated to America
and New Jersey and describe
the problems they encountered. (6.4A.13)
- Explain that Americans have come from different
parts of the world and have a common American heritage, in addition to the
heritage of the countries of origin.
(6.4.A.5)
- Describe situations in which people from diverse
backgrounds work together to solve common problems. (6.4.A.6)
- Discuss the reasons why revolutionary leaders,
including George Washington, Thomas Jefferson, Benjamin Franklin, and
Governor William Livingston fought for independence from England.
(6.4B.2)
- Identify major documents and symbols in NJ and
American history, including the Mayflower Compact, the Declaration of
Independence, the United States Constitution, the NJ State Seal, and
Martin Luther King Jr.’s “I Have a Dream” speech. (6.4B.4)
- Discuss the value of the American national
heritage including: history and values celebrated in American songs,
symbols, slogans, and major holidays, historical preservation of primary
documents, buildings, places of memory, and significant artifacts. (6.4B.8)
- Explain that some essential goods and services are
provided by the government, such as roads, schools, parks, police, and
fire protection. (6.5B.1)
- Identify the major cities of New
Jersey, the United
States, and the world. (6.6A.4)
Suggested Activities:
- Create a classroom Constitution and set of rules and
consequences.
- Set up a classroom government modeled after local government.
Hold an election and determine necessary jobs and services to run
classroom.
- Write a new amendment to the Constitution.
- Create a personal flag.
- Create a tree showing the branches of government.
- Hold a mock presentation of becoming a citizen.
- Create a biographical presentation about a person who made a
difference in their community.
- Decide on a volunteerism project and implement it.
- Use a “sharing circle” or other method to discuss problems and
ways to solve them.
- Literature Connection: Train of States by Peter Sis; Capital!
Washington D.C.
From A to Z by Laura Krauss Melmed; The Flag Maker by Susan
Campbell Bartoletti.
Topic/Unit 5: People
in Communities Approximate
# of Weeks: 6
Cultural differences enrich
communities and make them diverse.
Essential Questions:
- How have my family’s
heritage and traditions influenced my current family life?
- How am I connected to
the past?
- Why can traditions
sometimes not be maintained?
- What impact has New Jersey made on American history?
- As a nation of
immigrants, how should immigration best be regulated?
- Is it likely that the United States will remain a world superpower in the
21st century? Why or why not?
- How can a society as
diverse as the United States ever fairly balance majority rule with
minority rights?
- Why does racial
prejudice still exist?
- Are we ethically
responsible for resolving global problems?
- Is America a land of opportunity?
Objectives:
Each student will be able to:
- Locate sources for the same information. (6.1A.3)
- Distinguish fact from fiction. (6.1A.6)
- Explain the significance of symbols of American values and
beliefs, including the Statue of Liberty, the Statue of Justice, the
American Flag, and the national anthem. (6.2B.2)
- Describe how American values and beliefs, such as equality of
opportunity, fairness to all, equal justice, separation of church and
state, and the rights guaranteed by the United States Constitution and the
Bill of Rights, contribute to the continuation and improvement of American
democracy. (6.2B.3)
- Explain that the world is divided into many nations consisting
of territory and people, with their own government, languages, customs,
and laws. (6.2E.1)
- Discuss how the United States
interacts with other nations of the world through trade, treaties and
agreements, diplomacy, cultural contacts, and sometimes through the use of
military force. (6.2E.2)
- Explain why it is important to understand diverse peoples,
ideas, and cultures. (6.2E.6)
- Explain that even within a culture, diversity may be affected
by race, religion, or class. (6.2E.7)
- Identify aspects of culture and heritage presented in
literature, art, music, sport, or the media. (6.2E.8)
- Examine common and diverse traits of other cultures and compare
to their own culture. (6.2E.9)
- Use technology to learn about students and their families in
other countries through classroom links, email, and Internet research.
(6.2E.10)
- Define stereotyping and discuss how it impacts self-image and
interpersonal relationships. (6.2E.11)
- Discuss how families long ago expressed and transmitted their
beliefs and values through oral tradition, literature, songs, and
celebrations. (6.4A.1)
- Compare family life in a community of the past to life in a
community of the present. (6.4A.2)
- Discuss the reasons why various groups, voluntarily and
involuntarily, immigrated to America
and New Jersey and describe
the problems they encountered. (6.4A.3)
- Explain that Americans have come from different parts of the
world and have a common American heritage, in addition to the heritage of
the countries of origin. (6.4A.5)
- Describe situations in which people from diverse backgrounds
work together to solve common problems. (6.4A.6)
- Discuss the reasons why revolutionary leaders fought for
independence from England.
(6.4B.2)
- Identify major documents and symbols in New
Jersey and American history. (6.4B.4)
- Discuss the experiences of immigrants who came to the United
States and New
Jersey, including reasons for immigrating,
experiences at Ellis Island, and working and living
conditions in America.
(6.4B.6)
- Describe the population shift from the farm to the city in New
Jersey. (6.4B.7)
- Discuss the value of the American national heritage including: diverse
folklore and cultural contributions from New Jersey and other regions in
the United States, history and values celebrated in American songs,
symbols, slogans, and major holidays, and historical preservation of
primary documents, buildings, places of memory, and significant artifacts.
(6.4B.8)
- Identify the distribution and characteristics of populations
for different regions of New Jersey
and the United States.
(6.6D.2)
Suggested Activities:
- Choose a culture to research and present to class. Include a traditional
recipe in the presentation and make a class ethnic cookbook.
- Complete online activities from Scholastic (e.g. Holidays Around
the World, Hispanic Heritage, Asian Pacific American Heritage, Black
History in America,
and Ellis Island Interactive Tour).
- Participate in an exchange with other students through ePals,
Flat Stanley, or similar project.
- Perform We Come from Everywhere by Bad Wolf Press or
research and present an immigrant’s story.
- Read or watch Molly’s Pilgrim. Discuss the character’s
pilgrim and how it reflected her culture.
- Read stories based on different cultures and countries. Discuss
similarities and differences. Find cultural areas on map.
- Literature Connections: Say Something by Peggy Moss; Henry
and the Kite Dragon by Bruce Edward; Going North by Janice N.
Harrington
Topic/Unit 6: Working
in Communities Approximate
# of Weeks: 6
People depend on one another to produce, buy, and sell
goods and services. Good decision-making
helps the economy of a family or a community.
Essential Questions:
- How is price
determined?
- How much can business
be regulated in a democratic government?
- Why is the United States economically prosperous?
- Are there limits to
government activity in the economy?
- How “free” should
national and international trade be?
Objectives:
Each student will be able to:
- Locate sources for the same information. (6.1A.3)
- Distinguish between an eyewitness account and a secondary
account of an event. (6.1A.5)
- Describe the contributions of voluntary associations and
organizations in helping government provide for its citizens. (6.2A.5)
- Discuss how the United States
interacts with other nations of the world through trade, treaties and
agreements, diplomacy, cultural contacts, and sometimes through the use of
military force. (6.2E.2)
- Discuss the reasons why various groups, voluntarily and
involuntarily, immigrated to America
and New Jersey and describe
the problems they encountered. (6.4A.3)
- Describe the situations in which people from diverse
backgrounds work together to solve common problems. (6.3A.6)
- Discuss the experiences of immigrants who came to the United
States and New
Jersey, including reasons for immigrating,
experiences at Ellis Island, and working and living
conditions in America.
(6.4B.6)
- Discuss the value of the American national heritage including:
historical preservation of primary documents, buildings, places of memory,
and significant artifacts. (6.4B.8)
- Distinguish between goods and services. (6.5A.1)
- Distinguish between a want and a need and explain how to choose
needed goods and services. (6.5A.2)
- Explain the three functions of money in the economy (medium of
exchange, measure of value, store of value). (6.5A.3)
- Discuss how natural, human, and capital resources are used to
produce goods and to provide services. (6.5A.4)
- Explain that prices are the money value of goods and services
and that prices change as a result of supply and demand. (6.5A.5)
- Define consumers as buyers and producers as workers and
sellers. (6.5A.6)
- Explain that people can improve their ability to earn income by
gaining new knowledge, skills, and experiences. (6.5A.7)
- Describe how to earn and save money in order to purchase a
needed or desired item. (6.5A.8)
- Describe products and services that are developed,
manufactured, or grown in New Jersey.
(6.5B.2)
- Explain changes in places and regions over time and the
consequences of those changes. (6.6B.2)
- Discuss factors involved in the development of cities. (6.6B.4)
- Describe the development of transportation and communication
networks in New Jersey and
the United States.
(6.6D.1)
- Explain the nature, characteristics, and distribution of
renewable and non-renewable resources. (6.6E.2)
Suggested Activities:
- Plan a personal budget.
- Decide on a good or service and run a mock business.
- Interview people in various careers. Decide what
characteristics are essential for that career. Write a journal entry about
a possible career choice.
- Invent and advertise a new product.
- Make a timeline of an important inventor.
- Research how a product is made. Draw a picture and caption for
each step and place in sequential order.
- Create a new monetary system.
- Make wants and needs chart about global economics involving
rainforest products. Discuss solutions to problems presented.
- Literature Connections: Smart About Money: A Rich History
by Jon Anderson; Market! By Ted Lewin; Hard Hat Area by
Susan L. Roth; Abuela’s Weave by
Omar S. Casteneda; How to Make an Apple Pie and See the World
by Majorie Priceman.
Student and Teacher Resources
(i.e., textbooks, related books):
·
Our Communities (Harcourt Social Studies text and related materials); Time
for Kids (newspaper); NJSBA materials, assorted trade books, historical
documents, articles, short stories, poems, and comics.
Software/Online/Media Resources:
·
Exploring
Where and Why (Nystrom
CD-ROM)
·
Microsoft
Office, Internet Explorer, United Streaming
·
National Geographic “Celebrating Our Differences” Video
Series
·
American History for
Children Video Series
·
100% Educational Video
Series
·
Economics for Children
“What Is Economics?” video
·
This Is America
Charlie Brown “The Birth of the Constitution” video
·
History Rocks Video
Series
·
Rainforest for
Children Video Series
Websites:
- <Harcourtschool.com>
- <Scholastic.com>
- <Time for Kids.com>
- <Jamestown2007.org>
- <bensguide.gpo.gov.>
- <PBS.org.>
- <kids.gov.>
- <usmint.gov.>
- <hangout_nj.>
Field Trips:
- Glen Ridge Community Buildings
(e.g. Library, Municipal Building, Police Station, Ambulance Squad)
- Israel Crane House
- Fosterfields Living History Farm
- Museum of Early Trades and
Crafts
- Montclair Art Museum.
Major Forms of Assessment:
- Selected response quizzes and tests, graphic organizers
- Product assessment (essays, journal entries, portfolio)
- Performance assessments (oral presentations, dramatic readings,
skills based performance, song composition)
- Process focused assessment (new invention, new monetary system)
Career Education & Life
Skills:
Standard 9.1.A.1. Describe
various life roles and work-related activities in the home, community, and
school.
Standard
9.1.A.2 Identify abilities and skills associated with various
careers.
Standard
9.1.A.3 Identify
reasons people work and how work habits impact the quality of one's work.
Standard 9.1.B.2