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East Hanover Township Public Schools · EAST HANOVER TOWNSHIP SCHOOLS Social Studies Scope and...

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East Hanover Township Public Schools Social Studies Curriculum Based on the 2009 New Jersey Core Curriculum Content Standards Grades K 5 Board of Education Approval: January 9, 2012
Transcript
Page 1: East Hanover Township Public Schools · 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

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

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

Page 2: East Hanover Township Public Schools · 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

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

Page 3: East Hanover Township Public Schools · 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

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

Page 4: East Hanover Township Public Schools · 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

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

Page 5: East Hanover Township Public Schools · 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

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

Page 6: East Hanover Township Public Schools · 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

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

Page 7: East Hanover Township Public Schools · 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

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

Page 8: East Hanover Township Public Schools · 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

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

Page 9: East Hanover Township Public Schools · 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

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

Page 10: East Hanover Township Public Schools · 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

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

Page 11: East Hanover Township Public Schools · 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

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

Page 12: East Hanover Township Public Schools · 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

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

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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

Page 13: East Hanover Township Public Schools · 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

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

Page 14: East Hanover Township Public Schools · 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

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

Page 15: East Hanover Township Public Schools · 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

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

Page 16: East Hanover Township Public Schools · 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

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

Page 17: East Hanover Township Public Schools · 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

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

Page 18: East Hanover Township Public Schools · 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

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

Page 19: East Hanover Township Public Schools · 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

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

Page 20: East Hanover Township Public Schools · 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

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

Page 21: East Hanover Township Public Schools · 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

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

Page 22: East Hanover Township Public Schools · 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

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

Page 23: East Hanover Township Public Schools · 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

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

Page 24: East Hanover Township Public Schools · 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

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

Page 25: East Hanover Township Public Schools · 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

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

Page 26: East Hanover Township Public Schools · 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

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

Page 27: East Hanover Township Public Schools · 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

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

Page 28: East Hanover Township Public Schools · 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

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

Page 29: East Hanover Township Public Schools · 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

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

Page 30: East Hanover Township Public Schools · 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

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

Page 31: East Hanover Township Public Schools · 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

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

Page 32: East Hanover Township Public Schools · 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

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

Page 33: East Hanover Township Public Schools · 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

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

Page 34: East Hanover Township Public Schools · 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

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

Page 35: East Hanover Township Public Schools · 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

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

Page 36: East Hanover Township Public Schools · 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

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

Page 37: East Hanover Township Public Schools · 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

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

Page 38: East Hanover Township Public Schools · 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

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

Page 39: East Hanover Township Public Schools · 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

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

Page 40: East Hanover Township Public Schools · 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

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

Page 41: East Hanover Township Public Schools · 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

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


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