East Hanover Township Public Schools
Social Studies Curriculum
Based on the
2009 New Jersey Core Curriculum Content Standards
Grades K ndash 5
Board of Education Approval January 9 2012
Acknowledgements
East Hanover Township Science Curriculum Team
Lisa Mangione
Marisa Godleski
Marie Bender
Candy Crescibene
Pamela Murphy
Liane Swan
East Hanover Township Public Schools
Social Studies Curriculum
This Social Studies Curriculum is supported by the following textbook series
Houghton Mifflin Social Studies Houghton Mifflin 2005 - httpwwweduplacecomsshmss and The New Jersey Adventure
Gibbs Smith 2004
In addition to the social studies series numerous media resources including SMART Board presentations and other
technological media enrich the learning for students These are listed in the body of the individual curricular pages
EAST HANOVER TOWNSHIP SCHOOLS
Social Studies Scope and Sequence Grades K-6
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
September School Rules
Safety
Friendship
School and Family Communities The Places We
Live
Regions of New
Jersey Map
Skills
Explorers
October Columbus Day
Community
Helpers
Bullying
Land Near and
Far
Our Land and
Resources
Natural New
Jersey
Symbols of NJ
Explorers
November Election Day
Veterans Day
Colonial Life
Thanksgiving
Where We Live Old and New
Communities
Lenape Indians
of NJ
Colonization
December Multicultural
Holidays
Ways of Living Communities
and History
European
Explorers in NJ
Colonization
January New Year
Martin Luther
King Jr Day
Maps
World of Work People At Work Communities
and History
Early Colony of
NJ
American Revolution
February Valentinersquos Day
Friendship
Presidentrsquos Day
Being an Active
Citizen
Colonial Life in
NJ
American Revolution
March St Patrickrsquos Day
Cardinal
Directions
Everything
Changes
Americarsquos Past Our
Government
Revolutionary
War in NJ
Constitution
April EasterPassover
Cultural
Celebrations
Our
Government
Government
Federal and NJ
Constitution
May Memorial Day Good Citizens Americarsquos
Government
Looking at
Culture
Industrial
Revolution in NJ
US Geography
June Summer Safety Holidays and
Heroes
Civil War in NJ US Geography
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Family and Friends
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able
to
Identify rules as
ways to keep one
safe and free of
harm
Identify the charac-
teristics of a friend
Identify school as a
safe place for learn-
ing and making new
friends
Understand the im-
portance of following
rules cooperating
and sharing
Understand the many
facets of family in-
cluding family mem-
ber roles traditions
and cultural heritage
61PA1
Demonstrate an understanding of rules by follow-
ing most classroom routines
61PA2
Demonstrate responsibility by initiating simple
classroom tasks and jobs
61PA3
Demonstrate appropriate behavior when collaborat-
ing with others
61PD1
Describe characteristics of oneself onersquos family
and others
61PD2
Demonstrate an understanding of family roles and
traditions
61PD3
Express individuality and cultural diversity (eg
through dramatic play)
61PD4
Learn about and respect other cultures within the
classroom and community
httpwwwscholasticcom
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurri
culum-
listhtmlcurriculum=enuscurr103ampgrade=enus
curr103gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetai
lshtmlid=8b9ab843-5a8a-4be4-b423-
335b03149055
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b62587688a21
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tailshtmlid=1f41f34e-3ccd-4806-94f1-
d7d8573580c9
httpk-
12teacherresourceswikispacescomKinderga
rten+Social+Studieshttpchumbydlibvtedu
melissaposterskinderposterhtml
Book List
ClassroomSchool Library Books Big
Books and Videos
Journeys Reading Series
Cliffords family
My very big little world a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested BenchmarksAssessments for Unit
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Acknowledgements
East Hanover Township Science Curriculum Team
Lisa Mangione
Marisa Godleski
Marie Bender
Candy Crescibene
Pamela Murphy
Liane Swan
East Hanover Township Public Schools
Social Studies Curriculum
This Social Studies Curriculum is supported by the following textbook series
Houghton Mifflin Social Studies Houghton Mifflin 2005 - httpwwweduplacecomsshmss and The New Jersey Adventure
Gibbs Smith 2004
In addition to the social studies series numerous media resources including SMART Board presentations and other
technological media enrich the learning for students These are listed in the body of the individual curricular pages
EAST HANOVER TOWNSHIP SCHOOLS
Social Studies Scope and Sequence Grades K-6
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
September School Rules
Safety
Friendship
School and Family Communities The Places We
Live
Regions of New
Jersey Map
Skills
Explorers
October Columbus Day
Community
Helpers
Bullying
Land Near and
Far
Our Land and
Resources
Natural New
Jersey
Symbols of NJ
Explorers
November Election Day
Veterans Day
Colonial Life
Thanksgiving
Where We Live Old and New
Communities
Lenape Indians
of NJ
Colonization
December Multicultural
Holidays
Ways of Living Communities
and History
European
Explorers in NJ
Colonization
January New Year
Martin Luther
King Jr Day
Maps
World of Work People At Work Communities
and History
Early Colony of
NJ
American Revolution
February Valentinersquos Day
Friendship
Presidentrsquos Day
Being an Active
Citizen
Colonial Life in
NJ
American Revolution
March St Patrickrsquos Day
Cardinal
Directions
Everything
Changes
Americarsquos Past Our
Government
Revolutionary
War in NJ
Constitution
April EasterPassover
Cultural
Celebrations
Our
Government
Government
Federal and NJ
Constitution
May Memorial Day Good Citizens Americarsquos
Government
Looking at
Culture
Industrial
Revolution in NJ
US Geography
June Summer Safety Holidays and
Heroes
Civil War in NJ US Geography
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Family and Friends
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able
to
Identify rules as
ways to keep one
safe and free of
harm
Identify the charac-
teristics of a friend
Identify school as a
safe place for learn-
ing and making new
friends
Understand the im-
portance of following
rules cooperating
and sharing
Understand the many
facets of family in-
cluding family mem-
ber roles traditions
and cultural heritage
61PA1
Demonstrate an understanding of rules by follow-
ing most classroom routines
61PA2
Demonstrate responsibility by initiating simple
classroom tasks and jobs
61PA3
Demonstrate appropriate behavior when collaborat-
ing with others
61PD1
Describe characteristics of oneself onersquos family
and others
61PD2
Demonstrate an understanding of family roles and
traditions
61PD3
Express individuality and cultural diversity (eg
through dramatic play)
61PD4
Learn about and respect other cultures within the
classroom and community
httpwwwscholasticcom
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurri
culum-
listhtmlcurriculum=enuscurr103ampgrade=enus
curr103gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetai
lshtmlid=8b9ab843-5a8a-4be4-b423-
335b03149055
httpexchangesmarttechcomcurriculumdetai
lshtmlid=51c2fc01-24e2-4070-92cc-
b62587688a21
httpexchangesmarttechcomcurriculumde
tailshtmlid=1f41f34e-3ccd-4806-94f1-
d7d8573580c9
httpk-
12teacherresourceswikispacescomKinderga
rten+Social+Studieshttpchumbydlibvtedu
melissaposterskinderposterhtml
Book List
ClassroomSchool Library Books Big
Books and Videos
Journeys Reading Series
Cliffords family
My very big little world a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested BenchmarksAssessments for Unit
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Township Public Schools
Social Studies Curriculum
This Social Studies Curriculum is supported by the following textbook series
Houghton Mifflin Social Studies Houghton Mifflin 2005 - httpwwweduplacecomsshmss and The New Jersey Adventure
Gibbs Smith 2004
In addition to the social studies series numerous media resources including SMART Board presentations and other
technological media enrich the learning for students These are listed in the body of the individual curricular pages
EAST HANOVER TOWNSHIP SCHOOLS
Social Studies Scope and Sequence Grades K-6
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
September School Rules
Safety
Friendship
School and Family Communities The Places We
Live
Regions of New
Jersey Map
Skills
Explorers
October Columbus Day
Community
Helpers
Bullying
Land Near and
Far
Our Land and
Resources
Natural New
Jersey
Symbols of NJ
Explorers
November Election Day
Veterans Day
Colonial Life
Thanksgiving
Where We Live Old and New
Communities
Lenape Indians
of NJ
Colonization
December Multicultural
Holidays
Ways of Living Communities
and History
European
Explorers in NJ
Colonization
January New Year
Martin Luther
King Jr Day
Maps
World of Work People At Work Communities
and History
Early Colony of
NJ
American Revolution
February Valentinersquos Day
Friendship
Presidentrsquos Day
Being an Active
Citizen
Colonial Life in
NJ
American Revolution
March St Patrickrsquos Day
Cardinal
Directions
Everything
Changes
Americarsquos Past Our
Government
Revolutionary
War in NJ
Constitution
April EasterPassover
Cultural
Celebrations
Our
Government
Government
Federal and NJ
Constitution
May Memorial Day Good Citizens Americarsquos
Government
Looking at
Culture
Industrial
Revolution in NJ
US Geography
June Summer Safety Holidays and
Heroes
Civil War in NJ US Geography
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Family and Friends
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able
to
Identify rules as
ways to keep one
safe and free of
harm
Identify the charac-
teristics of a friend
Identify school as a
safe place for learn-
ing and making new
friends
Understand the im-
portance of following
rules cooperating
and sharing
Understand the many
facets of family in-
cluding family mem-
ber roles traditions
and cultural heritage
61PA1
Demonstrate an understanding of rules by follow-
ing most classroom routines
61PA2
Demonstrate responsibility by initiating simple
classroom tasks and jobs
61PA3
Demonstrate appropriate behavior when collaborat-
ing with others
61PD1
Describe characteristics of oneself onersquos family
and others
61PD2
Demonstrate an understanding of family roles and
traditions
61PD3
Express individuality and cultural diversity (eg
through dramatic play)
61PD4
Learn about and respect other cultures within the
classroom and community
httpwwwscholasticcom
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurri
culum-
listhtmlcurriculum=enuscurr103ampgrade=enus
curr103gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetai
lshtmlid=8b9ab843-5a8a-4be4-b423-
335b03149055
httpexchangesmarttechcomcurriculumdetai
lshtmlid=51c2fc01-24e2-4070-92cc-
b62587688a21
httpexchangesmarttechcomcurriculumde
tailshtmlid=1f41f34e-3ccd-4806-94f1-
d7d8573580c9
httpk-
12teacherresourceswikispacescomKinderga
rten+Social+Studieshttpchumbydlibvtedu
melissaposterskinderposterhtml
Book List
ClassroomSchool Library Books Big
Books and Videos
Journeys Reading Series
Cliffords family
My very big little world a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested BenchmarksAssessments for Unit
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
EAST HANOVER TOWNSHIP SCHOOLS
Social Studies Scope and Sequence Grades K-6
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
September School Rules
Safety
Friendship
School and Family Communities The Places We
Live
Regions of New
Jersey Map
Skills
Explorers
October Columbus Day
Community
Helpers
Bullying
Land Near and
Far
Our Land and
Resources
Natural New
Jersey
Symbols of NJ
Explorers
November Election Day
Veterans Day
Colonial Life
Thanksgiving
Where We Live Old and New
Communities
Lenape Indians
of NJ
Colonization
December Multicultural
Holidays
Ways of Living Communities
and History
European
Explorers in NJ
Colonization
January New Year
Martin Luther
King Jr Day
Maps
World of Work People At Work Communities
and History
Early Colony of
NJ
American Revolution
February Valentinersquos Day
Friendship
Presidentrsquos Day
Being an Active
Citizen
Colonial Life in
NJ
American Revolution
March St Patrickrsquos Day
Cardinal
Directions
Everything
Changes
Americarsquos Past Our
Government
Revolutionary
War in NJ
Constitution
April EasterPassover
Cultural
Celebrations
Our
Government
Government
Federal and NJ
Constitution
May Memorial Day Good Citizens Americarsquos
Government
Looking at
Culture
Industrial
Revolution in NJ
US Geography
June Summer Safety Holidays and
Heroes
Civil War in NJ US Geography
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Family and Friends
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able
to
Identify rules as
ways to keep one
safe and free of
harm
Identify the charac-
teristics of a friend
Identify school as a
safe place for learn-
ing and making new
friends
Understand the im-
portance of following
rules cooperating
and sharing
Understand the many
facets of family in-
cluding family mem-
ber roles traditions
and cultural heritage
61PA1
Demonstrate an understanding of rules by follow-
ing most classroom routines
61PA2
Demonstrate responsibility by initiating simple
classroom tasks and jobs
61PA3
Demonstrate appropriate behavior when collaborat-
ing with others
61PD1
Describe characteristics of oneself onersquos family
and others
61PD2
Demonstrate an understanding of family roles and
traditions
61PD3
Express individuality and cultural diversity (eg
through dramatic play)
61PD4
Learn about and respect other cultures within the
classroom and community
httpwwwscholasticcom
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurri
culum-
listhtmlcurriculum=enuscurr103ampgrade=enus
curr103gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetai
lshtmlid=8b9ab843-5a8a-4be4-b423-
335b03149055
httpexchangesmarttechcomcurriculumdetai
lshtmlid=51c2fc01-24e2-4070-92cc-
b62587688a21
httpexchangesmarttechcomcurriculumde
tailshtmlid=1f41f34e-3ccd-4806-94f1-
d7d8573580c9
httpk-
12teacherresourceswikispacescomKinderga
rten+Social+Studieshttpchumbydlibvtedu
melissaposterskinderposterhtml
Book List
ClassroomSchool Library Books Big
Books and Videos
Journeys Reading Series
Cliffords family
My very big little world a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested BenchmarksAssessments for Unit
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Family and Friends
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able
to
Identify rules as
ways to keep one
safe and free of
harm
Identify the charac-
teristics of a friend
Identify school as a
safe place for learn-
ing and making new
friends
Understand the im-
portance of following
rules cooperating
and sharing
Understand the many
facets of family in-
cluding family mem-
ber roles traditions
and cultural heritage
61PA1
Demonstrate an understanding of rules by follow-
ing most classroom routines
61PA2
Demonstrate responsibility by initiating simple
classroom tasks and jobs
61PA3
Demonstrate appropriate behavior when collaborat-
ing with others
61PD1
Describe characteristics of oneself onersquos family
and others
61PD2
Demonstrate an understanding of family roles and
traditions
61PD3
Express individuality and cultural diversity (eg
through dramatic play)
61PD4
Learn about and respect other cultures within the
classroom and community
httpwwwscholasticcom
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurri
culum-
listhtmlcurriculum=enuscurr103ampgrade=enus
curr103gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetai
lshtmlid=8b9ab843-5a8a-4be4-b423-
335b03149055
httpexchangesmarttechcomcurriculumdetai
lshtmlid=51c2fc01-24e2-4070-92cc-
b62587688a21
httpexchangesmarttechcomcurriculumde
tailshtmlid=1f41f34e-3ccd-4806-94f1-
d7d8573580c9
httpk-
12teacherresourceswikispacescomKinderga
rten+Social+Studieshttpchumbydlibvtedu
melissaposterskinderposterhtml
Book List
ClassroomSchool Library Books Big
Books and Videos
Journeys Reading Series
Cliffords family
My very big little world a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested BenchmarksAssessments for Unit
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One A Big Wide World
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify Christopher Colum-
bus and the importance of his
contribution to exploration
Identify Community Helpers
and their importance of their
occupation
Identify volunteers as people
who work for free to help
others
61PB1
Develop an awareness of the physical features of
the neighborhoodcommunity
61PB2
Identify discuss and role-play the duties of a
range of community workers
614D1
Determine the impact of European colonization on
Native American populations including the Lenni
Lenape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistd
odp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpchumbydlibvtedumelissaposterskinde
rposterhtml
httpexchangesmarttechcomcu
rriculumcurriculum-
listhtmlcurriculum=enuscurr10
3ampgrade=enuscurr103gr002ampsub
ject=enuscurr103gr002su007
httpk-
12teacherresourceswikispacesco
mKindergarten+Social+Studies
httpchumbydlibvtedumelissa
posterskinderposterhtml
Book List Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
GraphsMaps
Role Playing
DrawingsIllustrations
WritingPosterCollage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Long Ago and Today
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the characteristics of a
Colony and its way of life
Identify Thanksgiving as a Na-
tional Holiday
Describe the differences of life
today from life long ago
Understand Native Americans
were the first people to live in
America
614D1
Determine the impact of European
colonization on Native American
populations including the Lenni Le-
nape of New Jersey
Journeys Reading Series
ClassroomSchool Library Books Big Books and
Videos
httpwwwscholasticcomtbwviewBooklistdodp=
3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumcurriculum-
listhtmlcurriculum=enuscurr103ampgrade=enuscurr103
gr002ampsubject=enuscurr103gr002su007
httpexchangesmarttechcomcurriculumdetailshtml
id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
httpsmarttechcomcurriculumdetails
htmlid=8592c3d7-5e7e-4bfe-ae4c-
15a40515ef69httpk-
12teacherresourceswikispacescomKin
dergarten+Social+Studies
httpchumbydlibvtedumelissaposter
skinderposterhtml
Book List
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Colonial life
A colonial town Williamsburg
Holidays for children Pow Wow
Pilgrims and Native Americans hands-
on projects about life in early America
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
Songs
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsPostersCollage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Kindergarten
Topic One Our Country Is A Good Place
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the purpose of an
election and how it is a func-
tion of a democracy
Identify the term Veteran and
the importance of giving
honor and respect on No-
vember 11
Understand freedom is a per-
sonrsquos right to make choices
Identify George Washington
as the first president of our
country
Understand we celebrate
freedom in our country on
Thanksgiving Day and Inde-
pendence Day
Understand the important
contribution of MLK to Civil
Rights
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A10
Describe how the actions of Dr Martin Luther
King Jr and other civil rights leaders served as
catalysts for social change and inspired social activ-
ism in subsequent generations
614D6
Describe the civic leadership qualities and histori-
cal contributions of George Washington Thomas
Jefferson and Benjamin Franklin toward the devel-
opment of the United States government
614D17 Explain the role of historical symbols
monuments and holidays and how they affect the
American identity
Journeys Reading Series
ClassroomSchool Library Books Big Books
and Videos
httpwwwscholasticcomtbwviewBooklistdo
dp=3D3FUTF-
83FB3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl3F3D
wwwweeklyreadercom
wwwbrainpopjrcom
wwwsmartexchangecom
wwwdiscoveryearthcom
httpexchangesmarttechcomcurriculumdetails
htmlid=4a0291cf-51a1-46aa-bf2b-
ba7e1f173f49httpk-
12teacherresourceswikispacescomKindergarten
+Social+Studies
httpchumbydlibvtedumelissaposterskinderp
osterhtml
Book List
George Washington Americarsquos
First President George
WashingtonThe Father of Our
Country
lsquoTwas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King
Jr
Martin Luther King Jr
The 4th of July Story
Apple pie 4th of July
Suggested BenchmarksAssessments for Unit
Models
Story-telling
Observations
SymbolPicture Identification
Class Participation
Group Discussion
Role Playing
DrawingsIllustrations
WritingPostersCollage
Homework
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade First
Topic One School and Family
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify the individuals in a
family and discuss the differ-
ent traditions celebrated by
each family
2 Recognize that everyone is
part of a larger community in
their school
3 Create rules for a classroom
4 Identify leaders and rules in
the community
5 Identify the features and mem-
bers of a community
6 Explain how different groups
of people have migrated to the
United States and the impacts
61PA1
Demonstrate an understand-
ing of rules by following
most classroom routines
614D18
Explain how individualrsquos
beliefs values and tradi-
tions may reflect more than
one culture
61PD2
Demonstrate an understand-
ing of family roles and tradi-
tions
61PB2
Identify discuss and role-
play the duties of a range of
community workers
614D3
Evaluate the impact of vol-
untary and involuntary im-
migration on Americarsquos
growth as a nation histori-
cally and today
634A1
Evaluate what makes a good
rule or law
Weekly Readers
Mailbox CompanionTeachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Columbus Day Activities
Veteransrsquo Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns
Family
Community
Classroom Rules
Community Help-
ers
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade First
Topic Two Where We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify different places and
environments on Earth using
maps
2 Identify different physical
characteristics of Earth
3 Explain how natural resources
are used
4 Compare the weather depend-
ing on the seasons
5 Compare and contrast the simi-
larities and differences between
cities suburbs and towns
6 Identify that our country is
comprised of different states
and towns
7 Identify countries that border
the United States and differ-
ences among them
614B1
Compare and contrast in-
formation that can be found
on different types of maps
and determine when the in-
formation may be useful
614B4
Describe how landforms
climate and weather and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States
614B8
Compare ways people
choose to use and divide
natural resources
61PB1
Develop an awareness of the
physical features of the
neighborhoodcommunity
614B10
Identify the major cities in
New Jersey the United
States and major world re-
gions and explain how
maps globes and demo-
graphic tools can be used to
understand tangible and in-
tangible cultural differences
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earthrsquos Land and Water
- Where Do I Live
- Garbage Collectorrsquos
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City Town Suburb
Our Country Our Countryrsquos Neighbors
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions an-
swers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade First
Topic Three World of Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Identify needs and wants for
human beings
2 Determine the goods and ser-
vices produced by different
groups
3 Explain how individuals can
buy trade and save to make a
living
4 Identify different kinds of jobs
in a community
5 Explain the process of getting
food to a market
6 Demonstrate the use of a globe
or map to locate a country
7 Identify the contributions of
Martin Luther King Jr
8 Identify the role of the Presi-
dent
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
614A10
Describe how the actions of Dr
Martin Luther King Jr and other
civil rights leaders served as
catal- ysts for social change and
inspired social activism in subse-
quent generations
614B8
Compare ways people choose to
use and divide natural resources
614C2
Distinguish between needs and
wants and explain how scarcity
and choice influence decisions
made by individuals communi-
ties and nations
614C5
Explain the role of specialization
in the production and exchange of
goods and services
614C10
Explain the role of money sav-
ings debt and investment in in-
dividualsrsquo lives
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Martin Luther King Jr Day Activities
Presidentsrsquo Day Activities
Library Books
- Something Good by Robert Munsch
- Goods and Services Video
- Henry and Beezus
- The Berenstein Bears and Mamarsquos
New Job
- Community Helpers from A to Z
- On My Way to Buy Eggs
- ABS of Jobs
- Sheep in a Shop
- Delivery
Needs and Wants
Goods and Services
Buy Trade and Save
All Kinds of Jobs
Getting Food to a Market
GlobeMap Skills
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade First
Topic Four Everything Changes
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Compare and contrast pre-
sent life and life long ago
2 Identify characteristics of
Early Americans
3 Compare and contrast fami-
ly life today and in the past
4 Compare and contrast
schools long ago and today
5 Identify reasons why people
move
6 Identify ways in which
news and ideas are shared
614D11
Determine how local and state
communities have changed over
time and explain the reasons for
the changes
614D2
Summarize reasons why various
groups voluntarily and involuntar-
ily immigrated to New Jersey and
America and describe the chal-
lenges they encountered
614D14
Trace how the American identity
evolved over time
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfatherrsquos Trolley
- I Go with My Family to Grandmarsquos
Learning About the Past
First Americans
Family Life Past and Present
Going to School Long Ago
Moving People and Things
Sharing News and Ideas
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade First
Topic Five Good Citizens
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Explain the importance of
laws in everyday life
2 Understand the importance
of the government and iden-
tify various leaders in US
History
3 Recognize that citizenship
begins with becoming a
contributing member of dif-
ferent communities
4 Recognize heroes in Amer-
icarsquos history and explain
their contributions
5 Recognize the symbols of
our country
6 Demonstrate an understand-
ing of Memorial Day Flag
Day and Independence
Day
614A1
Explain how rules and laws
created by community state
and national governments
protect the rights of people
help resolve conflicts and
promote the common good
614A3
Determine how ldquofairnessrdquo
ldquoequalityrdquo and the ldquocommon
goodrdquo have influenced
change at the local and na-
tional levels of United States
government
61PA3
Demonstrate appropriate be-
havior when collaborating
with others
614A10
Describe how the actions of
Dr Martin Luther King Jr
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent gener-
ations
614D17
Explain the role of historical
symbols monuments and
holidays and how they affect
the American identity
Weekly Readers
Mailbox Companion
Teachersrsquo Helper
Houghton Mifflin Social Studies
Text
Brain Pop
wwwsmartexchangecom
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- Yoursquore a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
People Need Laws
Government and Leaders
Citizens
Heroes of Our Country
Symbols of Our Country
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Content of conversation and questions answers
Role playing performance tasks
Teacher Observation
DrawingsIllustrations
Writing
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic One People and Places
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW identify groups that most
people belong to describe the
leaderrsquos role in a group tell why
rules are important to a group
ALW compare maps and globes
use symbols and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood
explain that people can work to-
gether to improve their neighbor-
hoods and communities
ALW find places on a neighbor-
hood map using a simple number-
letter grid
ALW compare characteristics of
cities and suburbs explain rela-
tionships between cities and sub-
urbs
ALW read a calendar
ALW describe characteristics of a
rural community describe rela-
tionships of rural communities to
urban communities
1 61 US History America in the World
A Civics Government and Human
Rights
614A1 Rules and laws are devel-
oped to protect peoplersquos rights and the
security and welfare of society
B Geography People and the Environ-
ment
614B1 Compare and contrast in-
formation that can be found on differ-
ent types of maps and determine when
the information may be useful
614B2 Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey the United States and other ar-
eas worldwide have contributed to
cultural diffusion and economic inter-
dependence
614B10 Identify the major cities in
New Jersey the United States and
major world regions and explain how
maps globes and demographic tools
can be used to understand tangible and
intangible cultural differences
Houghton Mifflin Social Studies Neigh-
borhoods pages 22 to 58
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 1 to 7
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
People and Places
httpexchangesmarttechcomsearchhtml
q=Communitiesampsubject=All+subjectsamp
grade=Grade+2ampregion=en_US
Mailbox Magazines
Videos for People and Places
What is a Community
How Communities Grow and Change
Weekly Readers
Literature
Recess Rules
The Little House
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
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tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic Two Places Near and Far
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW locate visual representations of local ad-
dress community state country continent
world
ALW locate on a globe the poles hemispheres
and equator
ALW identify landforms identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate describe how climate affects peoplersquos
lives compare places that have different cli-
mates
ALW describe and identify landform regions
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources describe effects
on the environment when people use natural
resources to meet their needs and wants
61 US History America in the World
614B4 Describe how landforms
climate and weather and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey the United
States and other areas worldwide
have contributed to cultural diffusion
and economic interdependence
614B3 Explain how and when it is
important to use digital geographic
tools political maps and globes to
measure distances to determine time
zones and locations using latitude and
longitude
614B5 Describe how human inter-
action impacts the environment in New
Jersey and the United States
614B8 Compare ways people
choose to use and divide natural re-
sources
614B9 Relate advances in science
and technology to environmental con-
cerns and to actions taken to address
them
Houghton Mifflin Social Studies Neigh-
borhoods pages 62 to 111
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 8 to 15
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Places Near and Far
httpexchangesmarttechcomsearchhtml
q=landformsampsubject=All+subjectsampgrad
e=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature
Across America I
Love You by Christine
Loomis
Rachel by Amy Ehr-
lich
Earthshake by Lisa
Westberg Peters
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic Three Ways of Living
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW describe how children learn beliefs
and values from their families explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine se-
quence
ALW describe contributions of various
cultures to American life analyze art and
language to find evidence of other cul-
tures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among na-
tional state and religious holidays
ALW use decision-making steps
61 US History America in the World
614D2 Summarize reasons why
various groups voluntarily and invol-
untarily immigrated to New Jersey
and America and describe the chal-
lenges they encountered
614D13 Describe how culture is
expressed through and influenced by
the behavior of people
614D15 Explain how various cul-
tural groups have dealt with the con-
flict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices
614D17 Explain the role of histori-
cal symbols monuments and holidays
and how they affect the American
identity
614D18 Explain how an individu-
alrsquos beliefs values and traditions may
reflect more than one culture
614D20 Describe why it is im-
portant to understand the perspectives
of other cultures in an interconnected
world
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons American
Symbols
httpexchangesmarttechcomsearchhtmlq=amer
ican+symbolsampsubject=All+subjectsampgrade=Grade
+2ampregion=en_US
Smart Exchange Smart Board Lessons Timeline
httpexchangesmarttechcomsearchhtmlq=timel
ineampsubject=All+subjectsampgrade=Grade+2ampregion
=en_US
Mailbox Magazines
Weekly Readers
Literature
Marianthersquos Story by Aliki
Grandfatherrsquos Journey by Allen Say
Dancing the Ring Shout by Kim L
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos
What is Family
Moving to America
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic Four People At Work
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
ALW distinguish between needs and wants
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do describe ways that people earn income to
buy what they need and want describe skills
needed for specific jobs
ALW explain the difference between good
and services list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving explain the pur-
pose of banks give reasons why people save
their money
ALW find information in reference books
ALW describe how a good is made and then
transported to market explain the differences
among human natural and capital resources
explain scarcity
ALW explain the advantages and disad-
vantages of using a system of barter com-
pared to using money for buying goods ex-
plain what it means for a farmer to specialize
in wheat explain how people businesses
and countries trade for goods
ALW use a map scale to find the distance
between places
61 US History America in the World
614C2 Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals
communities and nations
614C4 Describe how supply and de-
mand influence price and output of prod-
ucts
614C5 Explain the role of specializa-
tion in the production and exchange of
goods and services
614C6 Describe the role and relation-
ship among households businesses labor-
ers and governments within the economic
system
614C10 Explain the role of money
savings debt and investment in individu-
alsrsquo lives
614C11 Recognize the importance of
setting long-term goals when making fi-
nancial decisions within the community
Houghton Mifflin Social Studies Neigh-
borhoods pages 156 to 207
Houghton Mifflin Social Studies Neigh-
borhoods Workbook pages 23 to 32
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Needs and Wants
httpexchangesmarttechcomsearchhtml
q=needs+and+wantsampsubject=All+subjec
tsampgrade=Grade+2ampregion=en_US
Smart Exchange Smart Board Lessons
Good and Services
httpexchangesmarttechcomsearchhtml
q=goods+and+servicesampsubject=All+sub
jectsampgrade=Grade+2ampregion=en_USpa
ge=1
Mailbox Magazines
Weekly Readers
Literature
Beatricersquos Goat by Page McBrier
Yoshirsquos Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D Lindsey
Those Building Men by Angela Johnson
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic Five Americarsquos Past
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW explain that history is the story of the past
and of the people who came before us compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polorsquos
journey explain the importance of Columbusrsquos
journeys
ALW describe the customs and work of the set-
tlers in Jamestown describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independ-
ence form Great Britain indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull Jackie Robinson and Golda Meir
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that oc-
curred in Plainfield between 1834 and 2000 de-
scribe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect oth-
ersrsquo points of view
ALW trace changes in communication over time
compare different modes of communication
61 US History America in the World
614C12 Evaluate the impact of
ideas inventions and other contribu-
tions of prominent figures who lived
in New Jersey
614C16 Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical pe-
riods
614D1 Determine the impact of
European colonization on Native
American populations including the
Lenni Lenape of New Jersey
614D3 Evaluate the impact of vol-
untary and involuntary immigration on
Americarsquos growth as a nation histori-
cally and today
614D8 Determine the
significance of New Jerseys role in the
American Revolution
614D10 Describe how the influ-
ence of Native American groups in-
cluding the Lenni Lenape culture is
manifested in different regions of New
Jersey
Houghton Mifflin Social Studies Neighbor-
hoods pages 208 to 277
Houghton Mifflin Social Studies Neighbor-
hoods Workbook pages 33 to 42
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
American Indians
httpexchangesmarttechcomsearchhtml
q=american+indiansampsubject=All+subjects
ampgrade=Grade+2ampregion=en_USpage=2
Mailbox Magazines
Weekly Readers
Literature
George Washington by
Cheryl Harness
When Mr Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Car-
riage Race by Michael
Dooling
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 2
Topic Six Americarsquos Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit ALW indentify the levels of govern-
ment under which we live describe
how people depend on government
services explain what taxes are and
why they are necessary
ALW give examples of citizensrsquo
rights explain why citizens should
carry out their responsibilities identi-
fy attributes of good citizenship in-
cluding working with others to solve
problems
ALW explain why government lead-
ers make laws explain how judges
police and other citizens help with
laws
ALW read a pictograph
ALW explain what people do in an
election and why voting is important
identify characteristics and duties of
community leaders give examples of
a leader at each level of government
ALW find fair nonviolent ways to
resolve conflict
ALW explain the origins and the pur-
pose of the Constitution list some of
the basic principles and ideals shaping
American government describe how
the United States government is di-
vided into three parts
ALW describe ways in which world
leaders interact with the United
States identify events in other coun-
tries that can affect Americans
61 US History America in the World
614A2 Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continua-
tion and improvement of American democracy
614A3 Determine how lsquofairnessrsquo lsquoequalityrsquo and the lsquocommon
goodrsquo have influenced change at the local and national levels of Unit-
ed States government
614A4 Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
614A5 Distinguish the roles and responsibilities of the three
branches of the national government
614A6 Explain how national and state governments share power in
the federal system of government
614A7 Explain how the United States functions as a representative
democracy and describe the roles of elected representatives and how
they interact with citizens at local state and national levels
614A8 Compare and contrast how government functions at the
community county state and national levels the services provided a
and the impact of policy decisions made at each level
614A11 Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community state national and glob-
al levels
614A12 Explain the process of creating change at the local state
or national level
614A14 Describe how the world is divided into many nations that
have their own governments languages customs and laws
614A15 Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community state
national and global challenges
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr
wwweduplacecom
Smart Exchange Smart Board Lessons
Government
httpexchangesmarttechcomsearchh
tmlq=governmentampsubject=All+subje
ctsampgrade=Grade+2ampregion=en_US
Mailbox Magazines
Weekly Readers
Literature We the Kids by David
Catrow
Lives Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be Presi-
dent By Judith St George
Suggested BenchmarksAssessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
IllustrationsWritings
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic One The Places We Live
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Describe what a community
is
2 Explain the role of citizens
in a community
3 Determine the reasons for
rules and laws in the com-
munity
4 Review standard features of
a map including map title
map key and compass rose
5 Use cardinal and intermedi-
ate directions on a map
6 Describe the characteristics
of an urban a suburban and
a rural community
7 Compare and contrast ur-
ban suburban and rural
communities
61US History America in the World
61PB1
Develop an awareness of the physical
features of the neighbor-
hoodcommunity
614B1
Compare and contrast information that
can be found on different types of
maps and determine when the infor-
mation may be useful
63 Active Citizenship in the 21st Century
634A1
Evaluate what makes a good rule or
law
Suggested Length of Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 1)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
httpexchangesmarttechco
msearchhtmlq=communiti
esampsubject
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Two Our Land and Resources
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe physical charac-
teristics of landforms and
bodies of water
2 Identify reasons why
many people live near
oceans rivers or lakes
3 Define climate
4 Identify United States
climate regions by using
a map
5 Interpret map information
by using a map key
6 Locate major physical re-
gions on a map of the
United States
7 Identify major bodies of
water in the US
8 Identify three types of re-
sources
9 Explain uses of natural
resources
10 Identify ways that people
modify the physical envi-
ronment
11 Use a grid to determine
absolute location
61 US History America in the World
614B1
Compare and contrast information
that can be found on different types
of maps and determine when the in-
formation may be useful
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people
live and work in different regions of
the United States
614B8
Compare ways people choose to use
and divide natural resources
Suggested Length of Study
4 -5 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 1 Chapter 2)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsear
chhtmlq=landforms
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities
projects and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Three Old and New Communities
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe the desert
environment of the
Navajo
2 Explain how they
adapted to their envi-
ronment
3 Describe the im-
portance of nature in
Navajo culture today
4 Identify and use dif-
ferent sources of in-
formation to under-
stand history
5 Describe the environ-
ment in which the
Yurok lived
6 Explain how the
Yurok used natural re-
sources
7 Explain Yurok econ-
omy
8 Describe the environ-
ment of the Cherokee
9 Explain how Europe-
ans changed Cherokee
life
10 Identify the causes and
effects of historical
events
11 Describe the environ-
ment of the Haudeno-
saunee government
61 US History America in the World
614D1
Determine the impact of Europe-
an colonization on Native Amer-
ican populations including the
Navajo Yurok and Cherokee
614D10
Describe how the influence of
Native Americans groups is
manifested in different regions in
the United States
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 3)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board
Lessons
httpexchangesmarttechcomsearch
htmlq=Native+Americansampsubject=
All+subjectsampgrade=All+gradesampregi
on=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities projects
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Four Communities in History
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Summarize why explorers came
to the Americas
2 Describe the interactions of ex-
plorers with American Indians
3 Identify some of the resources
explorers found
4 Read and interpret information
on a timeline
5 Define terms related to time in-
cluding decade and century
6 Describe how early colonists
adapted to the land
7 Describe Pilgrim and Wampa-
noag interaction
8 Explain why colonists wanted
freedom
9 Identify key people who worked
for freedom
10 Summarize the early history of
the US Constitution
11 Understand how decisions can
influence events
61 US History America in the World
614D3
Evaluate the impact of voluntary
and involuntary immigration on
Americarsquos growth as a nation his-
torically and today
614D5
Relate historical docu-
ments(Constitution) and events to
present day government and citi-
zenship
Suggested Length of Study
4-5 weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 2 Chapter 4)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttech
comsearchhtmlq=Explo
rersampsubject=All+subject
sampgrade=All+gradesampreg
ion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets ac-
tivities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Five Being an Active Citizen
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
1 Explain how citizens can
help improve their communi-
ty
2 Identify ways to promote the
common good in a communi-
ty
3 Understand and apply the
process of conflict resolution
4 Name some rights of citizen-
ship
5 Identify the US Constitution
as a document that helps pro-
tect our rights
6 Name some responsibilities
of citizenship
61 US History America in the World
614A1
Explain how rules and laws created
by community state and national
governments protect the rights of
people help resolve conflicts and
promote the common good
Suggested Length of
Study
2-3 weeks
Suggested Resources
Textbooks(Houghton Mif-
flin-Unit 4 Chapter 7)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Citizenshipampsubject
=All+subjectsampgrade=All+grades
ampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made
checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activi-
ties projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Six Our Government
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
1 Describe how people choose
their government leaders
2 Identify services provided by
local government and ex-
plain how they are paid for
3 Identify different kinds of lo-
cal government 4 Recognize and respect differ-
ent points of view
5 Identify the three branches of
state government and their re-
sponsibilities
6 Explain how the branches of
state government make and
enforce the laws
7 Describe ways stated and the
nation interact
8 Describe the roles of the three
branches of government
9 Identify important symbols
and monuments of the United
States
10 Interpret information given on
an inset map
11 Demonstrate understanding of
the need for fairness and take
appropriate action against un-
fairness
61 US History America in the World
614A4
Explain how the United States
government is organized
614A5
Distinguish the roles and respon-
sibilities of the three branches of
the national government
614A8
Compare and contrast how gov-
ernment functions at the com-
munity county state and na-
tional levels the services pro-
vided and the impact of policy
decisions made at each level
63 Active Citizenship in the
21stCentury
634A2
Contact local officials and com-
munity members to acquire in-
formation and or discuss local
issues
634D1
Identify actions that are unfair
such as bullying and propose so-
lutions to address such actions
Suggested Length of Study
4-5weeks
Suggested Resources
Textbooks(Houghton Mifflin-
Unit 4 Chapter 8)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomsea
rchhtmlq=Governmentampsubject=
All+subjectsampgrade=All+gradesamp
region=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Field Trip to Town HallMayor
speaks about local government
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher made checklist
Content of conversation and questions answers
Achievement on teacher created worksheets activities pro-
jects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Seven Looking at Culture
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Explain what culture is
2 Compare how people across
the world meet their needs
3 Describe ways in which peo-
ple learn about their culture
4 Describe some school routines
and customs in Moscow
5 Compare a school day in
Moscow to a school day in
your community
6 Use latitude and longitude to
determine the absolute loca-
tions of places
61 US History America in the World
614B3
Explain how and when it is important to
use geographic tools maps and globes to
measure distances and to determine lati-
tude and longitude
614D13
Describe how culture is expressed
through and influenced by the behavior
of people
614D20
Describe why it is important to under-
stand the perspectives of other cultures in
an interconnected world
Suggested Length of
Study
2-3weeks
Suggested Re-
sources
Text-
books(Houghton
Mifflin-Unit 6
Chapter 11)
Library Books
Maps Charts Globes Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechcomse
archhtmlq=Cultureampsubject=Al
l+subjectsampgrade=All+gradesampre
gion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Third Grade
Topic Eight Holidays and Heroes
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit
Students will be able to
1 Identify some cultural holidays cele-
brated in the United States
2 Identify some religious holidays cele-
brated in the United States
3 Describe ways in which families share
beliefs and values
4 Identify national holidays celebrated
by people across the United States
5 Explain why some people are honored
with holidays
6 Describe the lives of American heroes
who worked for freedom
7 Identify American heroes whose new
ideas helped others
8 Distinguish between facts and opin-
ions
61 US History America in the World
614D15
Explain how various cultural
groups have dealt with the con-
flict between maintaining tradi-
tional beliefs and practices and
adopting new beliefs and prac-
tices
614D17
Explain the role of historical
symbols monuments and holi-
days and how they affect the
American identify
Suggested Length of
Study
3-4 weeks
Suggested Resources
Textbooks(Houghton
Mifflin-Unit 6 Chapter
12)
Library Books
Maps Charts Globes
Videos
Brain Pop Jr
Smart Board Lessons
httpexchangesmarttechco
msearchhtmlq=Holidaysamp
sub-
ject=All+subjectsampgrade=Al
l+gradesampregion=en_US
Weekly Readers
Readersrsquo Theater
Unitedstreamingcom
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities on a teacher
made checklist
Content of conversation and questions an-
swers
Achievement on teacher created worksheets
activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Fourth
Topic One GeographyMap Skills US Regions
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Demonstrate an understanding of key
geographic concepts
Basic tools
Location
Distance
Direction
Scale
Regions
Make generalizations based on
knowledge of geographical concepts
Develop the ability to apply geography
skills in studying New Jersey and other
US regions
Longitudelatitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States
614B1
Compare and contrast information that
can be found on different types of maps
and determine when the information may
be useful
614B3
Explain how and when it is important to
use digital geographic tools political
maps and globes to measure distances
and to determine time zones and locations
using latitude and longitude
614B4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
Suggested Length of Study
September
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=14c7c398-
dd56-442e-a2bb-1c2392c531b5
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Fourth
Topic Two Natural New Jersey
Objective NJCCCS Suggested Materials
ResourcesTechnology for Unit
Students will be able to
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States
Explain the current challenges facing
NJ comparecontrast these challeng-
es to those of US regions (eg popu-
lation immigration economics nat-
ural resources agriculture and in-
dustry)
Identify the 5 symbols of New Jer-
sey the nickname of New Jersey
flag of New Jersey and state seal of
New Jersey
Identify the plants and animals na-
tive to New Jersey
614B10
Identify the major cities in New Jersey the United States
and major world regions and explain how maps globes
and demographic tools can be used to understand tangible
and intangible cultural differences
614B4
Describe how landforms climate and weather and availa-
bility of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States
614B5
Describe how human interaction impacts the environment
in New Jersey and the United States
614B7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others
Suggested Length of
Study
October
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmartt
echcomsearchhtmlq
=landforms+ampsubject
=Social+Studiesampgrad
e=Grade+4ampregion=e
n_US
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments
for Unit
Demonstration of student knowledge
through
Correct completion of activities (on
a teacher made checklist)
Content of conversation and ques-
tions answers
Achievement on teacher made work-
sheets experiments activities pro-
jects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Fourth
Topic Three Lenape Indians of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians in-
teracted with the environment
Explain how the Lenape Indians
worked lived and played
Explain some of the reasons the peo-
ple were forced off the land
614B8
Compare ways people choose to use and
divide natural resources
614D10
Describe how the influence of Native
American groups including the Lenni
Lenape culture is manifested in different
regions of New Jersey
614D1
Determine the impact of European colo-
nization on Native American populations
including the Lenni Lenape of New Jer-
sey
Suggested Length of Study
November
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=27c03cd5-4de2-
4f0f-b34c-0bd808e1f045
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade Fourth
Topic Four European Explorers in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the first Europeans to
explore the New Jersey region
Know what motivated the ex-
plorers to come to NJ
Understand the contributions of
Christopher Columbus John
Cabot Henry Hudson and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614A7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others
614D12
Explain how folklore and the actions of fa-
mous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage
614D4
Explain how key events led to the creation
of the United States and the state of New
Jersey
Suggested Length of Study
December
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomd
etailshtmlid=19c94799-991f-
4c65-b1b5-7956e9c30471
httpexchangesmarttechcomd
etailshtmlid=370db162-47f7-
4de2-a21f-487b94778696
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade Fourth
Topic Five Early Colony of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from Eu-
ropean countries for religious freedom
Identify which groups came from Eu-
ropean countries for reasons other than
religious freedom
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties
Identify the impact the French and In-
dian War had on events that shaped
the development of New Jersey
614A4
Describe how landforms climate and
weather and availability of resources
have impacted where and how people live
and work in different regions of New Jer-
sey and the United States
614D15
Explain how various cultural groups have
dealt with the conflict between maintain-
ing traditional beliefs and practices and
adopting new beliefs and practices
614A8
Compare and contrast how government
functions at the community county state
and national levels the services provided
and the impact of policy decisions made
at each level
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
Suggested Length of Study
January
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=5602e8b1-
9a70-485a-8598-f181e7aa733f
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade Fourth
Topic Six Colonial Life in New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Students will be able to
Identify the responsibilities
women had at home in the early
colony of New Jersey
Identify the jobs and responsi-
bilities the men had in the early
colony of New Jersey
Explain what life was like in the
early colony of New Jersey
Compare and contrast schools
of the early colony of New Jer-
sey to the schools we have to-
day
Explain what life was like for
slaves and indentured servants
in New Jersey
614D2
Summarize reasons why various groups
voluntarily immigrated to New Jersey and
America and describe the challenges they
encountered
614C6
Describe the role and relationship among
households businesses laborers and gov-
ernments within the economic system
614D9
Compare and contrast responses of indi-
viduals and groups past and present to
violations of fundamental rights
Suggested Length of Study
February
Suggested Resources
Textbooks (The New Jersey Ad-
venture ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomde
tailshtmlid=2a5ea38c-3b8a-
49d9-8024-afd199c3613d
httpexchangesmarttechcomde
tailshtmlid=62cb8ead-9bd8-
4cc9-a86d-9b744f619d3e
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made check-
list)
Content of conversation and questions answers
Achievement on teacher made worksheets experiments
activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade Fourth
Topic Seven New Jerseyrsquos Role in the Revolutionary War
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Understand the events that led up to
the American War for Independence
Know the battles fought in New Jer-
sey the Battle of Trenton the Battle of
Monmouth and the Battle of Spring-
field
Identify important people of New Jer-
sey (Patience Lovell Wright Molly
Pitcher Tempe Wick and William
Livingston) who shaped the events of
the Revolutionary War
Understand how New Jerseyrsquos geogra-
phy made it such an important site of
the war
614D4
Explain how key events led to the crea-
tion of the United States and the state of
New Jersey
614D6
Describe the civic leadership qualities and
historical contributions of George Wash-
ington Thomas Jefferson and Benjamin
Franklin toward the development of the
United States government
614D7
Explain the role Governor William Liv-
ingston played in the development of
New Jersey government
614D8
Explain the significance of New Jerseyrsquos
role in the American Revolution
Suggested Length of Study
March
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=c394c2c0-04bf-
4ffb-87b9-cd47fd849d9c
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade Fourth
Topic Eight New Jersey Government Constitution Civics
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution
Explain why levels of gov-
ernment are divided into
branches
Summarize the responsibili-
ties of each branch
614A1
Explain how rules and laws created by community
state and national governments protect the rights of
people help resolve conflicts and promote the
common good
614A2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(ie freedom of expression freedom of religion the
right to vote and the right to due process) contribute
to the continuation and improvement of American
democracy
614A4
Explain how the United States government is orga-
nized and how the United States Constitution de-
fines and limits the power of government
614A7
Explain how the United States functions as a repre-
sentative democracy and describe the roles of elect-
ed representatives and how they interact with citi-
zens at local state and national levels
Suggested Length of
Study
April
Suggested Resources
Textbooks (The New
Jersey Adventure ndash
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdet
ailshtmlid=892ad916-4a84-4d1b-
8c56-c01cb84faa55
httpexchangesmarttechcomdet
ailshtmlid=5f9faaa7-e507-4b9a-
bcaa-d2f657ede3ef
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets exper-
iments activities projects and oral presentations
Achievement on test performance tasks
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
Grade Fourth
Topic Nine Economics of New Jersey
Objective NJCCCS Suggested MaterialsResourcesTechnology for
Unit
Students will be able to
Describe the multicultural contribu-
tions made to NJ and their impact on
the United States
Explain and demonstrate how immi-
grants contributed to the growth of
cities and industries
Explain how the Industrial Revolution
changed the way people worked from
farms to factories
Explain how changes in transportation
such as railroads canals and steam-
boats changed how people in NJ con-
ducted their business
Identify the effects of inventions of
Samuel Morse and Alfred Vail John
Stevens Alexander Hamilton on life
in New Jersey
614A12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercis-
ing their civic responsibilities at the
community state national and global
levels
614A15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community state na-
tional and global challenges
614C8
Illustrate how production distribution
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community
614C12
Evaluate the impact of ideas inventions
and other contributions of prominent fig-
ures who lived in New Jersey
Suggested Length of Study
May
Suggested Resources
Textbooks (The New Jersey Adventure ndash Chapter 1)
Library Books
Videos
Brain Pop
Smart board
httpexchangesmarttechcomdetailshtmlid=0adc372a-69e3-
4402-a4d4-f920c3d968b3
Unitedstreamingcom
Weekly Reader
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions answers
Achievement on teacher made worksheets experi-
ments activities projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 5th
Grade
Topic One Explorers
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit ALW
Comprehend early exploration was motivated
by the desire to gain wealth spread
Christianity and expand empires
Familiarize themselves with technological
advances that led to more successful
exploration
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries
Analyze the effects European exploration had
on
Native American tribes
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic religious etc)
Compare and contrast the major colonies that
were developed (Roanoke Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed
Create maps and timelines of North and South
American exploration
Describe the relations between French and
Dutch settlers and Native Americans
61 US History America in the World
1 Three Worlds Meet 618B1b - Analyze the world in spatial terms using
historical maps to determine what led to the exploration
of new water and land routes
618C1a - Evaluate the impact of science religion and
technology innovations on European exploration
618C1b - Explain why individuals and societies trade
how trade functions and the role of trade during this
period
618D1b - Explain how interactions among African
European and Native American groups began a cultural
transformation
618D1 c - Evaluate the impact of the Colombian
Exchange on ecology agriculture and culture from
different perspectives
2 Colonization and Settlement 618A2a - Determine the roles of religious freedom
and participatory government in various North American
colonies
618B2b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people and explain why their experiences differed
62 World HistoryGlobal Studies
4 Expanding Exchanges and Encounters 628B4b - Assess how maritime and overland trade
routes (ie the African caravan and Silk Road) impacted
urbanization transportation communication and the
development of international trade centers
628C4d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa
Suggested Length of Study
September and October
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 2 Chapter 3 amp 4
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions on explorers
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One Colonization
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Identify English colonies in the following regions
New England Middle and Southern Colonies
Create a map of the thirteen colonies identifying
regions and major settlements
Compare and contrast and describe the land
climate and natural resources of each of the
colonial regions
Analyze daily life in the colonies (environment
production culture interaction with Native
Americans etc)
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England
Examine the interactions between Native
Americans and European settlers such as trade
cultural exchanges and conflicts
Demonstrate knowledge of the Triangular Trade
linking Europe West Africa and the Americas
Compare the colonization of the Americas by
England the Netherlands and France including
governance and interactions with other colonies
and Native Americans
Identify the factors that account for the
establishment of African slavery in the Americas
Describe the founding of colonies in New York
New Jersey and Pennsylvania
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia
61 US History America in the World
1 Three Worlds Meet 618C1b - Explain why individuals and societies
trade how trade functions and the role of trade
during this period
618D1b - Explain how interactions among
African European and Native American groups
began a cultural transformation
2 Colonization and Settlement 618A2a - Determine the roles of religious
freedom and participatory government in various
North American colonies
618A2b - Explain how and why early government
structures developed and determine the impact of
these early structures on the evolution of American
politics and institutions
618A2c - Explain how race gender and status
affected social economic and political opportunities
during Colonial times
618B2a - Determine factors that impacted
emigration settlement patterns and regional
identities of the colonies
618B2b - Compare and contrast how the search
for natural resources resulted in conflict and coopera-
tion among European colonists and Native American
groups in the New World
618C2a - Relate slavery and indentured servitude
to Colonial labor systems
618C2c - Analyze the impact of triangular trade
on multiple nations and groups
618D2b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their experiences
differed
Suggested Length of Study
November and December
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPopcom Unitedstreamingcom
Additional websites
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presenta-
tions bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One American Revolution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the impact of the French and Indian
War on Britain France colonists and Native
Americans
Describe the events that contributed to
growing tension between colonists and
England
Examine the impact of the Proclamation of
1763
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War
Identify three outcomes of the Second
Continental Congress including governing the
colonies forming an army with George
Washington as its leader and taking steps to
separate from Great Britain
Demonstrate knowledge of the Declaration of
Independence
Describe colonial life during the Revolutionary
War
Analyze the affect of European aid on the out-
come of the war
61 US History America in the World
2 Colonization and Settlement 618D2a - Analyze the power struggle among European
countries and determine its impact on people living in
Europe and the Americas
3 Revolution and the New Nation 618A3a - Examine the ideals found in the Declaration of
Independence and assess the extent to which they were
fulfilled for women African Americans and Native
Americans during this time period
618B3a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies
618B3c - Use maps and other geographic tools to
evaluate the impact of geography on the execution and
outcome of the American Revolutionary War
618B3d - Explain why New Jerseyrsquos location played an
integral role in the American Revolution
618C3a - Explain how taxes and government regulation
can affect economic opportunities and assess the impact of
these on relations between Britain and its North American
colonies
618C3b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time
618D3a - Explain how the consequences of the Seven
Years War changes in British policies toward American
colonies and responses by various groups and individuals in
the North American colonies led to the American
Revolution
618D3b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy
618D3c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States
618D3d - Analyze how prominent individuals and other
Suggested Length of Study
January and February
Suggested Resources
Textbooks ndash Houghton Mifflin
ndash Unit 4 Chapter 7 8
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
Additional websites
Field trip to Red mill Historical
village
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through
bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presen-
tations bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
nations contributed to the causes execution and outcomes of the
American Revolution
bull 618D3e - Examine the roles and perspectives of various
socioeconomic groups (eg rural farmers urban craftsmen
northern merchants and southern planters) African Ameri-
cans Native Americans and women during the American
Revolution and determine how these groups were impacted
by the war
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One A New Nation amp the Constitution
Objective NJCCCS Suggested MaterialsResourcesTechnology
for Unit Analyze the strengths and weaknesses of the
Article of the Confederation
Identify problems facing the US after the
Revolutionary War
Evaluate the compromises which ultimately
led to the Constitution
Explain the need for a new form of
government and the fear of having too
powerful a central government
Debate the importance of each of the three
branches of government
Demonstrate the concept of checks and
balances
Identify the need for the ongoing changes
(amendments) to the Constitution
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs Anti- Federalists) and the
creation of political parties
61 US History America in the World
3 Revolution and the New Nation 618A3b - Evaluate the effectiveness of the fundamental princi-
ples of the Constitution (ie consent of the governed rule of law
federalism limited government separation of powers checks and
balances and individual rights) in establishing a federal government
that allows for growth and change over time
618A3c - Determine the role that compromise played in the
creation and adoption of the Constitution and Bill of Rights
618A3d - Compare and contrast the Articles of Confederation
and the UNITED STATES Constitution in terms of the decision-
making powers of national government
618A3f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal government
618A3g - Evaluate the impact of the Constitution and Bill of
Rights on current day issues
618B3b - Determine the extent to which the geography of the
United States influenced the debate on representation in Congress
and federalism by examining the New Jersey and Virginia plans
618D3c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States
618D3g - Evaluate the extent to which the leadership and
decisions of early administrations of the national government met
the goals established in the Preamble of the Constitution
63 Active Citizenship in the 21st Century
638A1 - Deliberate on a public issue affecting an upcoming
election consider opposing arguments and develop a reasoned
conclusion
638A2 - Participate in a real or simulated hearing to develop a
legislative proposal that addresses a public issue and share it with
an appropriate legislative body (eg school board municipal or
county government state legislature)
638D1 - Engage in simulated democratic processes (eg legisla-
tive hearings judicial proceedings elections) to understand how
conflicting points of view are addressed in a democratic society
Suggested Length of Study
March and April
Suggested Resources
Textbooks ndash Houghton Mifflin ndash Unit 4 Chapter 9
Additional Resources
Smart board lessons
Library Books
Videos
BrainPopcom
Unitedstreamingcom
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested BenchmarksAssessments for
Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects
East Hanover Social Studies Curriculum
Grade 5th
grade
Topic One US Geography
Objective NJCCCS Suggested MaterialsResourcesTechnology for Unit
Locate and name the countries of
North America the 50 states and
the bodies of
water that border North America
Identify and locate major land
acquisitions in the expansion of
the US
Compare and contrast the physical
and cultural areas and regions of
the US
Describe the relationship between
natural resources and human set-
tlement
Interpret and create graphs
pictures charts tables and
timelines to compare
information about the US
Explain how geographical
features helped or hindered the
movement of people
goods and ideas across the conti-
nent
Compare and contrast the physical
characteristics of the regions of
the US
Identify major regions bodies of
water and
places in the United States and the
world
61 US History America in the World
B Geography People and the Environment
614B2 - Use physical and political maps to ex-
plain how the location and spatial relationship of
places in New Jersey the United States and other
areas worldwide have contributed to cultural diffu-
sion and economic interdependence
614B4 - Describe how landforms climate and
weather and availability of resources have impact-
ed where and how people live and work in different
regions of New Jersey and the United States
614B6 - Compare and contrast characteristics of
regions in the United States based on culture eco-
nomics politics and physical environment to un-
derstand the concept of regionalism
614B10 - Identify the major cities in New Jersey
the United States and major world regions and
explain how maps globes and demographic tools
can be used to understand tangible and intangible
cultural differences 618B1a - Describe migration and settlement
patterns of Native American groups and explain
how these patterns affected interactions in different
regions of the Western Hemisphere
618B1b - Analyze the world in spatial terms
using historical maps to determine what led to the
exploration of new water and land routes
Suggested Length of Study
May and June
Suggested Resources
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study
Geospy
httpkidsnationalgeographiccomGam
esGeographyGamesGeospy
State Geography Games
httpwwwsheppardsoftwarecomweb_
gameshtm
States Review Game httpwwwpibmugcomfilesmap_testswf
Suggested BenchmarksAssessments for Unit
Demonstration of student knowledge through bull Content of conversation and questionsanswers
bull Lesson Review Quizzes
bull Achievement on research projects and oral presentations
bull Achievement on test performance tasks
bull Achievement in geographic projects