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Social Studies Curriculum

Grade 3: Unit 5

Paterson History

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Course Description

This unit is designed to educate students about the history and development of Paterson, New Jersey. Paterson is the home of the first

planned industrial city and the legacy of its mills, innovators, and natural resources are still available to study. In this unit, students will read

articles, interviews, analyze sources, and research past and present issues related to Paterson. Students will develop a sense of understanding

and pride of where they live and the importance of Paterson to American History.

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Pacing Chart

Unit Topic Suggested Timing

Unit 1 People Build Communities 7

Unit 2 Communities Have History 7

Unit 3 Communities at Work 6

Unit 4 Communities Have Governments 7

Unit 5 Paterson History 4

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.5.A.3, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.F.1

8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.D.1, 8.1.5.D.2, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1

⮚ Technology Operations and Concepts

• Use a graphic organizer to organize information about a problem or issue.

Example of Use: Make a class chart showing the types of taxes (sales, property, income taxes) paid by family members of students.

⮚ Creativity and Innovation

• Collaborate to produce a digital story about a significant local event or issue based on first-person interviews.

Example of Use: Have students draw pictures to illustrate what their family pays taxes on; for example, they may draw a picture of

a product to represent sales tax.

⮚ Communication and Collaboration

• Engage in online discussion with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources,

evaluate findings and present possible solutions, using digital tools and online resources for all steps.

Example of Use: Email a letter to a pen pal about one of the items they export to the United States. Tell how it makes your life

better.

⮚ Critical Thinking, Problem Solving, Decision Making

• Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Example of Use: Use a Word Web to draw conclusions about a budget and how they are made and used and for what purpose.

(Chapter 6, Lesson 2)

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Career Readiness, Life Literacies and Key Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They

are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in

all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances

through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the

environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that

contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the

minimum expectation and in participating in activities that serve the greater good.

Example of Use: In groups, create a school brochure to promote the “good things” about your community.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.

They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent

writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They

are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the

audience for their communication and prepare accordingly to ensure the desired outcome.

Example of Use: Write a Postcard: “Take a trip” and write a postcard to a friend describing an area in Paterson once inhabited by the

Lenape Indians?

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a

useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to

issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and

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Career Readiness, Life Literacies and Key Skills

ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand

how to bring innovation to an organization.

Example of Use: Create a natural resource Foldable to help organize understanding of natural resources found in Paterson.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to

solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully

investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a

solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

Example of Use: Compare and Contrast how natural resources were used by the Lenape Indians long ago and

are used today.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

The life story of Siddhartha Gautama is a

story about a man so upset with the pain and

suffering in life that he meditated in a long

trance like state and emerged the enlightened

one.

The teacher can ask students how they

would handle a situation with overwhelmed

anxiety and fear. Additionally, the students

can be asked to put themselves into the

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Assist students with managing their own

emotional states

character of the Buddha in the story and

reflect on the emotional state of the

character. Teachers can encourage students

to be cognizant of their own feelings when

faced with difficult situations and develop

strategies for self-management.

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

Teacher can teach students about the

importance of traditions, history, and

culture.

Students can examine their own traditions,

history, and culture.

Self-Awareness

Self-Management

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

Example practices that address

Relationship Skills:

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

Teacher could encourage and set up class

meetings. Students could review the

calendar, day of the week, or schedule for

the day. Students could map out activities

accordingly.

Students could work with different buddies

throughout the lesson. Timed activities

could be used throughout the lesson with

rotating students around. Think Pair Share

is a great strategy to use in this manner

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Help students develop communication

skills

• Demonstrate value for a diversity of

opinions

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✔ Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Educators play a vital role in guiding the

practice and implementation of student

responsible decision making practices.

Responsible decision making is a process

that students learn. It is important for

teachers to consistently reinforce the

practices, give feedback and allow for

growth.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

● Leveled Text

● Chunking text

● Choice Board

● Cubing

● Socratic Seminar

● Tiered Instruction

● Small group instruction

● Sentence starters/frames

● Writing scaffolds

● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

● Tiered learning stations

● Tiered questioning

● Data-driven student partnerships

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Enrichment

Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self-Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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Social Studies Grade K-4 New Jersey Student Learning Standard

Grade 3 -Paterson History

6.1 U.S. History: America in the World

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,

cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed

decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities

History, Culture, and Perspective: Continuity and Change

6.1.5.HistoryCC.3: Use multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and

Governor William Livingston have impacted state and national governments over time.

6.1.5.HistoryCC.6: Use multiple sources to make evidence-based inferences on the impact of European colonization on

Native American populations, including the Lenni Lenape of New Jersey.

6.1.5.HistoryCC.8: Make evidence-based inferences to describe how the influence of Native American groups, including

the Lenni Lenape culture, is manifested in different regions of New Jersey.

Economics, Innovation and Technology: National Economy

6.1.5.EconNM.2: Use data to describe how the availability of resources in New Jersey and other regions in the United

States have impacted economic opportunities.

Geography, People and the Environment: Spatial Views of the World

6.1.5.GeoSV.5: Use geographic data to examine how the search for natural resources resulted in conflict and cooperation

among European colonists and Native American resulting in changes to conditions.

History Culture, and Perspective: Historical Sourcing and Evidence

6.1.5.HistorySE.1: Examine multiple accounts of early European explorations of North America including major land and

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water routes, reasons for exploration, and the impact the exploration had.

English Language Arts Standards

Integration of Knowledge and Ideas

ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Range of Reading and Level of Text Complexity:

ELA-LITERACY.RI.3.10 By the end of the year read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and

proficiently.

Text Types and Purposes:

ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

ELA-Literacy .W3.3 Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details, and well-structured event sequences.

Presentation of Knowledge and Ideas:

ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and

relevant, descriptive details, speaking clearly at an understandable pace.

ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide

requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

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Key Ideas and Details:

ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from

it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the

key supporting details and ideas.

Range of Reading and Level of Text Complexity:

ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and

proficiently.

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Grade 3

Unit: 5 Topic: History of Paterson -Early Settlers

NJSLS: 6.1.5.HistorcyCC3, 6.1.5.HistorcyCC6, 6.1.5.HistorcyCC8, 6.1.5.EconNM.2, 6.1.5.HistorySE.1, NJSLA 6.1.5.GeoSV.5

ELA Standards: RI.3.7, RI.3.10, R.3.1, W.3.2, W.3.3 SL.3.4, SL.3.6

Student Learning Objectives Essential Questions Sample Activities Resources Interdisciplinary

Connections

Describe the Native American

group that occupied the land

knowns as New Jersey.

NJSLA 6.1.5.HistorcyCC6

6.1.5.HistorcyCC8

Who originally

occupied the land now

known as New Jersey?

How did Lenape Life

change after the arrival

of Europeans?

How does Lenape way

of Life differ from the

way people live today?

What are some

similarities

Have students view a

video about Lenape Life

and compare and

contrast the Lenape to

today’s Patersonians.

Students interpret a

Lenape created myth.

Lenape Lifeways:

http://www.lenapelife

ways.org/

Lenape Life Question

Sheet

https://nj.gov/state/histor

ykids/pdfs/lenape/lenape

_life.pdf

Lenape Created Story

https://nj.gov/state/his

torykids/pdfs/lenape/l

enape_creation.pdf

Lenape Created Story

Question Sheet

https://nj.gov/state/his

torykids/pdfs/lenape/l

enape_creation_questi

ons.pdf

Students draw a picture or a

series of pictures to illustrate

the adapted version of the

“Lenape Creation Story.`

NJSLA 1.5.5.Cr1b

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Describe important events in

Paterson’s Industrial

Revolution.

NJSLA 6.1.5.EconNM.2

What are some of the

most important events

in Paterson’s history

during the Industrial

Revolution?

Review key events

timeline with

students. Have students

choose one event from

the timeline and draw a

picture.

Have students examine

how the events changed

Paterson. Students pick

one event that they feel

changed Paterson the

most and discuss

Key Events in

Paterson’s Industrial

Revolution

https://www.timetoast.c

om/timelines/key-

events-in-paterson-s-

industrial-revolution

Write about it: Students

choose an event from the

timeline and write a paragraph

about it detailing its

significance to the history of

Paterson.

NJSLSA.W3.2

Explore Alexander Hamilton’s

role in the development of

Paterson.

NJSLA

6.1.5.HistoryCC3

6.1.5.HistorySE.1

Who was Alexander

Hamilton?

What role did

Alexander Hamilton

play in the development

of Paterson?

How did Hamilton’s

development of

Paterson change life for

the Lenape?

Engage student in a read

aloud of Alexander

Hamilton development

of Paterson

Students research

Alexander Hamilton and

complete a biography

graphic organizer to

detail key aspects of his

life.

AllThingsHamilton.com

https://allthingshamilton

.com/index.php/aph-

home/new-

jersey/paterson-nj

Paterson History

https://patersonhistory.c

om/

Alexander Hamilton

https://www.timeforkids

.com/g34/alexander-

hamilton-2/

Alexander Hamilton

Facts for kids

https://kids.kiddle.co/Al

exander_Hamilton

The Life and Legacy of

Alexander Hamilton

http://socialstudiesforkid

Explore the science behind

natural disasters by starting

with Alexander Hamilton’s

letter to his father after the

hurricane that hit St Croix in

1772. Students will then be

given the opportunity to write

their own letter depicting a

natural disaster.

3-ESS3-1

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s.com/articles/ushistory/

alexanderhamilton9.htm

Explore Paterson’s Great Falls

NJSLA 6.1.5.GeoSV.5

What is the Great Falls

and where is it located?

Why was the Great Falls

important to the

development of

Paterson as an industrial

city?

Students research the

rich history of

Paterson’s Great Falls.

Students compare and

contrast Paterson’s

Great Falls to other falls

throughout the nation.

Revolutionary War Sites

in Paterson, New Jersey

https://www.revolutiona

rywarnewjersey.com/ne

w_jersey_revolutionary

_war_sites/towns/paters

on_nj_revolutionary_wa

r_sites.htm

Great Falls Historic

District Cultural Center

https://www.patersonnj.

gov/department/division

.php?structureid=95

Paterson, New Jersey:

America’s Silk City

(Teaching with

Historical Places)

https://www.nps.gov/arti

cles/paterson-new-

jersey-america-s-silk-

city-teaching-with-

historic-places.htm

Paterson Great falls: A

National Historical Park

https://www.visitnj.org/

article/paterson%E2%80

%99s-great-falls-

national-historical-park

Students act as travel agents and

create a brochure detailing why

tourists should visit The Great

Falls above all other falls.

NJSLSA.W3.2

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Discuss the rise of “Silk City” Why is Paterson’s

nicknamed

“Silk City”?

What led to Paterson

Silk Strike of 1913?

Students will summarize

how Paterson acquired

the nickname Silk City,

Students will contrast

the life of the Silk

factory owners to the

lives of the factory

workers.

Paterson, New Jersey:

America’s Silk City

(Teaching with

Historical Places)

https://www.nps.gov/arti

cles/paterson-new-

jersey-america-s-silk-

city-teaching-with-

historic-places.htm

History for Kids

https://nj.gov/state/histor

ykids/teachersGuide.htm

The Paterson Silk Strike

of 1913

https://nj.gov/state/histor

ical/his-video-

archive.shtml

Write a journal from the

perspective a child working in

a silk factory. Your journal

must have at least five entries

(minimum of 60 words each

(300 total)) that detail the

living and working conditions

children faced during the

industrial revolution

NJSLA W.3.3

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DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich

in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice

with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

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Unit Vocabulary

• Native Americans

• occupied

• Europeans

• industrial

• revolution

• founding father

• Revolutionary War

• Constitutional Convention

• duel

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Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

Students create a three-dimensional model of an aspect

of Lenape culture discussed and researched during this

unit. Three-dimensional models, such as dioramas,

architectural structures or sculpture, can be visual proof

of student learning.

Students research Alexander Hamilton and create a

research project based on his life which includes aspects of

Alexander Hamilton’s influence that is still present in

Paterson, NJ.