Secaucus Board of Education - … Board of Education Grade 3 Social Studies Curriculum Originally...

Secaucus Board of Education

Grade 3 Social Studies Curriculum

Originally written in July 2013 Updated and Aligned to the New Jersey Core Curriculum Content Standards for Social Studies (2014) and the Common Core Standards for Reading and Writing (2010). Approved by the Secaucus Board of Education: May 15, 2014

Grade 3 Social Studies Curriculum 2014

Standard: 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.

Strand: A. Civics, Government, and Human Rights

Essential Questions Enduring Understandings Activities and Student Experiences

How do citizens, civic

ideals, and government

institutions interact to

balance the needs of

individual and the

common good?

How have economic,

political, and cultural

decisions promoted or

prevented the growth of

personal freedom,

individual responsibility,

equality, and respect for

human dignity?

Citizens, civic ideals, and

government institutions

interact to balance the needs

of individual and the

common good.

Economic, political, and

cultural decisions promoted

or prevented the growth of

personal freedom,



human dignity.

Create a list of rules or laws that are in your family, your

school and your community.

Select one rule from your classroom. Illustrate with crayons

and construction paper to show what students would look like

when they are following this rule.

Write a short paragraph stating how this rule keeps the class in

order, and what would happen if this rule was taken away.

Content Statements Cumulative Progress Indicators

Rules and laws are

developed to protect

people’s rights and the

security and welfare of

society.

6.1.4.A.1: 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.

W.3.4: With guidance and

support from adults, produce

writing in which the development

and organization are appropriate

to task and purpose.

Desired Results


Students will be able to use knowledge on past and present

interactions of people, cultures, and the environment to make

an informed decision that reflects upon fundamental rights

and core democratic values as productive citizens in local,

national, and global communities.

Assessments

To show evidence of meeting this standard, students may:

Give examples of a rule or law and explain the reasons for

them.

Illustrate a class rule.

Teacher Resources

www.archives.gov/exhibits/charters/constitution_q_and

a.html

Equipment Needed

Smart Board

Computer with Internet access

Construction paper

Markers/crayons



http://www.archives.gov/exhibits/charters/constitution_q_and%20a.html




communities.



How do citizens, civic ideals,

and government institutions



common good?

How have economic,




personal freedom, individual

responsibility, equality, and

respect for human dignity?



interact to balance the needs of

individual and the common

good.


cultural decisions promoted or




respect for human dignity.

Research and create a poster that lists the rights in the Bill of

Rights and explain what each means.

In small groups, create a Bill of Rights for the class to follow.

Write how this Bill of Rights will improve the classroom

environment. Present the Bill of Rights when completed.


The United States

Constitution and Bill of

Rights guarantee certain

fundamental rights for

citizens.

6.1.4.A.2: Explain how

fundamental rights guaranteed

by the United States

Constitution and the Bill of

Rights (i.e., 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.



writing in which the development

and organization are appropriate

to task and purpose.

Desired Results







Assessments


Create a Bill of Rights for the class.

The part of the Constitution that names many of the rights

and freedoms that belong to all Americans: a) the Bill of

rights b) the Pledge of Allegiance c) the national anthem d)

civil rights.

Teacher Resources


a.html

Equipment Needed

Smart Board

Blank posters

Markers/ crayons








communities.







individual and the

common good?

How have economic,




personal freedom,

individual

responsibility, equality,

and respect for human

dignity?





common good.




personal freedom,



human dignity.

Compare and contrast your rights as a student in the school to

your rights as a citizen in your town, to your rights as a citizen

in your country. Generate a discussion and compose a class

chart with the gathered results.

Conduct a class discussion on the Women’s Rights Movement

(How women weren’t part of the government, couldn’t vote or

work the same jobs as men, etc.)

Create a Venn diagram comparing and contrasting today’s

modern women to a woman in the 1920’s. Students will then

answer an open-ended question: How did women earning

equal rights influence our democratic society?


American constitutional

government is based on

principles of limited

government, shared

authority, fairness, and

equality.

6.1.4.A.3: Determine how

“fairness”, “equality”, and the

“common good” have influenced

change at the local and national

levels of the United States

government.

W.3.1: Write opinion pieces on

topics or texts, supporting a point

of view with reasons.

Desired Results







Assessments


Give a short constructed response including an example of

something that is done for the common good.

Answer an open ended question

Create a Venn diagram

Teacher Resources


a.html

http://pbskids.org/wayback/civilrights/features_suffrage.html

Equipment Needed

Smart Board

Chart paper

Blank Venn diagram

Open ended question






http://pbskids.org/wayback/civilrights/features_suffrage.html



communities.







individual and the

common good?

How have economic,




personal freedom,



human dignity?





common good.




personal freedom,



human dignity.

Make a chart listing the three branches of government and

define each.

Read We the Kids: The Preamble to the Constitution of the

United States by DavidCatrow to students. Students will work

in cooperative groups outlining a class constitution. The class

will come together as a whole group and draft a class

constitution. Students will sign the constitution and hang it up

for display.


There are different

branches within the

United States

government, each with

its own structure,

leaders, and processes,

and each designed to

address specific issues

and concerns.

6.1.4.A.4: Explain how the

United States government is

organized and how the United

States Constitution defines and

limits the power of government.

RIT.3.1: Ask and answer

questions to demonstrate

understanding of a text, referring

explicitly to the text as the basis

for the answers.

Desired Results







Assessments


The Executive Branch of government is responsible for: a)

seeing that laws are obeyedb) making lawsc) deciding whether

laws are faird) rewriting laws.

Teacher Resources

http://www.usconstitution.net/constkidsK.html

Equipment Needed

Smart Board

Blank posters


We the Kids: The Preamble to the Constitution of the

United States by David Catrow



http://www.usconstitution.net/constkidsK.html



communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?





common good.




personal freedom,



human dignity.

Display the “Levels of Government” on a SmartBoard.

Students will research the levels of the government,

government officials at each level, and record findings.

Place three pieces of chart paper around the classroom. Write

LOCAL on one sheet, STATE on another, and FEDERAL on

the last sheet. Students rotate to all chart papers using prior

knowledge and information gained from reading in a carousel-

style activity manner. Then, write what they know about each

level of government. Keep chart paper displayed over the

course of the lesson. Students will add newspaper articles that

match the government level.


There are different

branches within the

United States


its own structure,




and concerns.

6.1.4.A.5: Distinguish the

roles and responsibilities of

the three branches of the

national government.

RIT.3.1: Ask and answer

questions to demonstrate

understanding of a text,

referring explicitly to the text

as the basis for the answers.

Desired Results







Assessments


Participate and contribute to group activity.

Record findings on levels of government.

Teacher Resources

http://bensguide.gpo.gov/3-5/index.html

Equipment Needed

Smart Board

Chart paper

Newspapers







communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?





common good.




personal freedom,



human dignity.

Research the Internet and nonfiction texts to gain knowledge

about the state and national government in the United States of

America and the government in another country of their

choice.

Create a Venn diagram comparing and contrasting national

government and state government.

Then, explain the similarities and differences found between

another country and a provided state of the U.S. in an open-

ended response.


There are different

branches within the

United States


its own structure,




and concerns.

6.1.4.A.6: Explain how

national and state governments

share power in the federal

system of government.

RIT.3.9: Compare and

contrast the most important

points and key details

presented in two texts on the

same topic.

Desired Results







Assessments


Discuss the similarities between Mexico and the United States.

Compose a short constructed response listing the similarities

found through discussion in addition to adding a few

differences.

Teacher Resources

http://kids.usa.gov/


Equipment Needed

Smart Board

Blank posters

Blank Venn Diagrams





communities.

http://kids.usa.gov/









individual and the

common good?

How have economic,




personal freedom,



human dignity?





common good.







Write a profile on your state governor. Include a biography,

and highlight projects and platforms in which the governor

stands for and carries out.

Students will define the word democracy. Discuss how a

democracy runs. Create a class bulletin board with a concept

web. The concept web will include the roles of various elected

representatives.


In a representative

democracy, individuals

elect representatives to

act on the behalf of the

people.

6.1.4.A.7: 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.

W.3.2: Write information/

explanatory texts to examine a

topic and convey ideas and

information clearly.

Desired Results



interactions of people, cultures, and the environment to

make an informed decision that reflects upon fundamental

rights and core democratic values as productive citizens in

local, national, and global communities.

Assessments


Write a profile on New Jersey’s state governor.

Create a bulletin board concept map about the roes of

elected representatives.

Teacher Resources

http://www.neo12.com/democracy.htm

www.cccoe.net/govern

www.biography.com/people/chris-christie-20648789

Equipment Needed

Smart Board

Bulletin Board

Bulletin board paper




http://www.neo12.com/democracy.htm

http://www.cccoe.net/govern

http://www.biography.com/people/chris-christie-20648789



communities.







individual and the

common good?

How have economic,




personal freedom,



human dignity?





common good.




personal freedom,



human dignity.

Make a vocabulary book including the terms: governor,

government, mayor, president and senator.

Display four blank, chart papers around the classroom

(community, county, state, national). States will research how

each level of government functions, and what the services

provide. In small groups students will rotate around the room

filling in the charts with knowledge gained. Students will then

complete Venn diagrams comparing and contrasting two levels

of government of their choice.


In a representative

democracy, individuals

elect representatives to

act on the behalf of the

people.

6.1.4.A.8: 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.

RIT.3.9: Compare and contrast

the most important points and

key details presented in two

texts on the same topic.

Desired Results







Assessments


Create a Venn diagram comparing two levels of

government.

Use terms defined in vocabulary book to compose a short

constructed response; connecting all terms in a common

writing piece.

Teacher Resources

http://www.brainpopjr.com

http://www.lga.sa.gov.au/site/page.cfm?u=614


Equipment Needed

Smart Board

Chart paper

Blank Venn Diagrams




http://www.brainpopjr.com/

http://www.lga.sa.gov.au/site/page.cfm?u=614




communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?



interact to balance the

needs of individual and the

common good.


cultural decisions

promoted or prevented the

growth of personal

freedom, individual



dignity.

Complete a Venn diagram comparing and contrasting Rosa

Parks to a current figure involved in a fundamental rights case.

Create a timeline of the crucial events of individual rights

beginning with slavery. Students will then write a response

stating which event they feel was the most crucial and why.


The examination of

individual experiences,

historical narratives, and

events promotes an

understanding of

individual and

community responses to

the violation of

fundamental rights.

6.1.4.A.9:Compare and

contrast responses of

individuals and groups, past

and present, to violations of

fundamental rights.

RIT.3.9: Compare and

contrast the most important

points and key details

presented in two texts on the

same topic.

Desired Results







Assessments


Create a Venn diagram comparing Rosa Parks to current

fundamental rights figure.

Make a time line detailing crucial events of individual

rights beginning with slavery.

Teacher Resources

http://www1.umn.edu/humanrts.edumat/activities.shtm

http://www.uu-uno.org/wp-content/uploads/2010/07/human-

rights-activities-for-RE.pdf

Equipment Needed

Smart Board

Construction paper

Rulers

Blank Venn Diagrams




http://www1.umn.edu/humanrts.edumat/activities.shtm

http://www.uu-uno.org/wp-content/uploads/2010/07/human-rights-activities-for-RE.pdf

http://www.uu-uno.org/wp-content/uploads/2010/07/human-rights-activities-for-RE.pdf



communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?





common good.


cultural decisions


growth of personal

freedom, individual



dignity.

Work in groups to create an “Honor a Leader Day”, example

Dr. Martin Luther King Jr.; list activities, create pamphlets and

posters etc.

Display Rosa Parks interview on SmartBoard. Students will

read the interview and have a discussion. The class will have a

discussion on how they feel she impacted the civil rights

movement. Students will then answer the open-ended response

question: What impact on the civil rights movement did Rosa

Parks have? Give examples.


The examination of

individual experiences,

historical narratives, and

events promotes an

understanding of

individual and

community responses to

the violation of

fundamental rights.

6.1.4.A.10: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

generations.

W.3.1: Write opinion

pieces on topics or texts

supporting a point of view


with reasons.

Desired Results






Assessments


Participate and contribute in creating “Honor a Leader Day”

Answer a short-constructed response question.

Teacher Resources

http://www.achievement.org/autodoc/page/par0int-1

http://www.global.wisc.edu/peace/readings/cambridge-civil-

rights-for-kids.pdf

http://www.pbs.org/teachers/thismonth/civilrights/index1.html

Equipment Needed

Smart Board

Construction paper


http://www.achievement.org/autodoc/page/par0int-1

http://www.global.wisc.edu/peace/readings/cambridge-civil-rights-for-kids.pdf

http://www.global.wisc.edu/peace/readings/cambridge-civil-rights-for-kids.pdf

http://www.pbs.org/teachers/thismonth/civilrights/index1.html





communities.








good?

How have economic,




personal freedom,



human dignity?





good.







Brainstorm ideas of ways students can be good citizens and the

importance of it. Compose a classroom chart/poster to record

results and display findings of the discussion. Students will

summarize their findings in a paragraph.

Students will use a graphic organizer to facilitate in discussing

in small groups what they feel their responsibilities are as a

member of their school, community, their state, and county.

Students will their identify common themes. Explain to

students that these responsibilities are civic responsibilities.


The United States

democratic system

requires active

participation of its

citizens.

6.1.4.A.11:Explain how the

fundamental rights of the


good of the country depend

upon all citizens exercising

their civic responsibilities at

the community, state, national,

and global levels.

RIT.3.2: Determine the main

idea of a text; recount the key details and explain how they

support the main idea.

Desired Results







Assessments


Participate and contribute to responsibility discussion.

Write a paragraph describing the importance of carrying

out your civic duties.

Teacher Resources

http://www.socialstudies.dadeschools.net/files/elementary_les

sons_civic_integration/ss.3.c.2.1.complete-edited.pdf

http:///www.learningtogive.org/lessons/unit44/lessons3.html

Equipment Needed

Smart Board

Graphic organizer


http://www.socialstudies.dadeschools.net/files/elementary_lessons_civic_integration/ss.3.c.2.1.complete-edited.pdf

http://www.socialstudies.dadeschools.net/files/elementary_lessons_civic_integration/ss.3.c.2.1.complete-edited.pdf

http://www.learningtogive.org/lessons/unit44/lessons3.html





communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?





common good.


cultural decisions


growth of personal

freedom, individual



dignity.

Write a letter asking a local official asking for a change in the

littering laws to have harsher results for violators.

Research what the requirements are for having laws changed on

a state level. Students will then answer open-ended question:

What can you do as a citizen to have laws amended? Describe

the steps you need to take a to carry out your request of change.


The United States

democratic system

requires active

participation of its

citizens.

6.1.4.A.12:Explain the

process of creating change

at the local, state, or

national level.

W.3.2: Write informative/

explanatory texts to

examine a topic and

convey ideas and



Desired Results






Assessments


Write a letter to a local official.

Answer the open-ended response question: What can you

do as a citizen to have laws amended? Describe the steps

you need to take to carry out your request of change.

Teacher Resources

http://www.state.nj.us/infobank/locality.htm

http://www.appeal.laws.com/write-an-appeal-letter

Equipment Needed

Smart Board


http://www.state.nj.us/infobank/locality.htm

http://www.appeal.laws.com/write-an-appeal-letter





communities.







individual and the

common good?

How have economic,




personal freedom,

individual



dignity?





common good.


cultural decisions


growth of personal

freedom, individual



dignity.

Locate and identify the seven continents. Assign seven groups

the tasks of listing nations that are located within each

continent, lists will generate a classroom discussion on

diversity.

Assign each student a nation to research. Students will write a

report on their facts and finding of their nation.


The world is comprised

of nations that are

similar to different from

the United States.

6.1.4.A.14: Describe how the

world is divided into many

nations that have their own

governments, languages,

customs, and laws.


explanatory texts to examine

a topic and convey ideas and



Desired Results






Assessments


Write a nation report: assign individual a nation to

research and write a report or a detailed graph on their

nation’s facts and findings.

Participate and contribute in a discussion about the seven

continents.

Teacher Resources

http://www.softschools.com/social_studies/continents/map.jsp

http://www.countryreports.org

Equipment Needed

Smart Board

Chart paper


http://www.softschools.com/social_studies/continents/map.jsp

http://www.countryreports.org/





communities.







individual and the

common good?

How have economic,




personal freedom,



human dignity?





common good.







Hold an ethnic food festival; generate discussions on how food

affects the nations, specifically related to hunger in each

country studied.

Students will discuss and define global warming. Generate a

class list of what causes global warming. Students will discuss

the following question in small groups: Is global warming a

local or global issue? Students will then discuss why it’s

important to come together globally to create an action plan that

diminishes global warming. The class will create an action plan

of their own.


In an interconnected

world, it is important to

consider different

cultural perspectives

before proposing

solutions to local, state,

national, and global

challenges.

6.1.4.A.15: Explain how and

why it is important that

people from diverse cultures

collaborate to find solutions

to community, state, national,

and global challenges.


explanatory texts to examine

a topic and convey ideas and


Desired Results







Assessments


Create a global action plan that diminishes global warming.

Generate ideas of how to solve world hunger.

Generate a list of ten countries, have students research the

foods native to the countries. They must include the

definitions: goods, trade, import and export.

Teacher Resources

http://www.countryreports.org

http://www.nationalgeographic.com/kids/places/find

http://www.campaignearth.org/index.asp

http://www.globalwarmingkids.net

Equipment Needed

Smart Board

Blank posters


http://www.countryreports.org/

http://www.nationalgeographic.com/kids/places/find

http://www.campaignearth.org/index.asp

http://www.globalwarmingkids.net/





communities.








good?

How have economic,




personal freedom,



human dignity?





good.







Create an action plan for a service project idea using UNICEF

and Habitat for Humanity as examples and guides.

Students will watch footage on Hurricane Sandy. Students will

share experiences and stories about the hurricane. Discuss what

The Red Cross Organization is and what their role was post

Hurricane Sandy (What aid did they provide? How was the

organization started?, etc.). Students will write thank you letters

to The Red Cross Organization.


In an interconnected

world, increased

collaboration is needed

by individuals, groups,

and nations to solve

global problems.

6.1.4.A.16:Explore how

national and international

leaders, businesses, and global

organizations promote human

rights and provide aid to

individuals and nations in need.

W.3.10:Write routinely over

extended time frames (time for

research, reflection, and

revision) and shorter time

frames (a single sitting or a day

or two) for a range of discipline-

specific tasks, purposes, and

audiences.


Desired Results






Assessments


Write thank you letters to The Red Cross Organization.

Create an action plan for a service project.

Teacher Resources

http://www.redcross.org/prepare/location/home-

family/children

http://www.youtube.com : videos for Hurricane

Sandy (Teacher should preview beforehand)

http://www.habitathudsoncounty.org

Equipment Needed

Smart Board

Blank posters


http://www.redcross.org/prepare/location/home-family/children

http://www.redcross.org/prepare/location/home-family/children

http://www.youtube.com/

http://www.habitathudsoncounty.org/


Standard: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.

Strand:B. Geography, People, and the Environment


How do physical

geography, human

geography, and the

human environment

interact to influence

or determine the

development of

cultures, societies,

and nations?

Physical geography and

human interactions

influence and determine

the development of

cultures, societies, and

nations.

Create a K-W-L chart about what they already know and

where they have seen maps before. Discuss answers to

guided questions to see if students recognize key

components to a map included, but not limited to: map

key, scale, compass rose, longitude, and latitude.

In a group, have students observe different types of map

such as a map of their town, a map of Disney World or

Great Adventure, a New Jersey landform map, or a

school fire evacuation map.

Compare different types of maps of an amusement park,

such as a road map and a map of its rides and roller

coasters.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered

by human activities.

6.1.4.B.1:Compare and

contrast information that

can be found on different

types of maps, and

determine when the

information may be useful.

RI.3.8: Describe the

logical connection

betweenparticular

sentences and paragraphs

in a text(e.g., comparison,

cause/effect,

first/second/third

in a sequence).


Desired Results

Students will realize that informed decisions and

democratic values affect local, national, and global

communities.

Assessments


Create a map of their hometown including key elements,

such as the library or fire department.

Write a set of directions to show how to get from their

home to their school everyday.

Create a fire evacuation route on a grid map and indicate

a safe meeting place for their family.

Teacher Resources

http://www.wdwinfo.com/resortmaps/

www.quia.com/files/quia/users/mains/Types-of-

maps.ppt

www.wonderfulworld.org/toolsforadventure/usingmaps

/index.html

Equipment Needed

Internet access

SmartBoard or Whiteboard

Graph paper

Copies of different types of maps

http://www.wdwinfo.com/resortmaps/

http://www.quia.com/files/quia/users/mains/Types-of-maps.ppt


http://www.wonderfulworld.org/toolsforadventure/usingmaps/index.html









How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Research demographics in their hometown compared to

a town in another county.

Create a map key to show different demographics in the

areas researched and color in a blank map accordingly.

Then, compare their political map to a physical map of

the same location.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.2: Use physical and

political maps to explain how

the location and spatial

relationships of places in

New Jersey, the United

States, and other areas,

worldwide, have contributed

to cultural diffusion and

economic interdependence.

W.3.8: Recall information

from experiences or gather

information from print and

digital sources; takebrief

notes on sources and sort

evidence intoprovided

categories.


Desired Results



communities.

Assessments


Infer how demographics and physical attributes of

communities determine their cultural diffusion and

economic interdependence.

Teacher Resources

http://www.census.gov/

www.quia.com/files/quia/users/mains/Types-of-

maps.ppt

www.wonderfulworld.org/toolsforadventure/usingmaps

/index.html

Equipment Needed

Internet access


Blank map

Coloring utensils

Copies of physical maps of identified locations used



http://www.census.gov/










How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Observedigital geographic tools, political maps, and

globes.

Explain and show a flat map of the world and a globe to

determine time zones, as well as latitude and longitude.

Then, students can use a Think-Pair-Share strategy to

brainstorm ways of how and when people would use the

different maps.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4. B.3: 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.

SL.3.1.A:Come to

discussions prepared, having

read or studied required

material; explicitly draw on

that preparation and other

informationknown about the

topic to explore ideas

underdiscussion.

Desired Results




communities.

Assessments


Locate where they live by accessing and typing in their

address to Google Map, indicate their location on a flat

map, and pinpoint it on a globe.

Explain what time zone they’re located in and give the

latitude and longitude.

Teacher Resources

http://maps.google.com/

www.timezonecheck.com

Equipment Needed

Internet access


Flat World Map

Globe




http://maps.google.com/

http://www.timezonecheck.com/





How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Plan an evacuation route.

Prepare a disaster supplies kit for your home. Write a list

of items like first aid kit, canned food and a can opener,

bottled water, battery-operated radio, flashlight,

protective clothing, and blankets.

Examine elevation trends across the state. Look at

topographic map to see New Jersey’s highest and lowest

points.

Identify landforms on maps provided found on Teacher

Resource websites.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.4: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.

SL.3.1.D: Explain their

own ideas and

understanding inlight of

the discussion.

Desired Results




communities.

Assessments


Sort list items into two groups. Essential and non-

essential supply kit items to explain why an item is

needed to prepare for disaster.

Draw and label an evacuation route from Point A to

Point B, and write steps involved in reaching their

destination using time order words and directions.

Create a bar graph with elevation data of New Jersey.

Compare elevation data in mathematical word problems.

Teacher Resources

http://www.weatherwizkids.com

http://theweatherchannelkids.com

http://geology.com/state-map/new-jersey.shtml

http://www.enchantedlearning.com/geography/landforms

/glossary.shtm

Equipment Needed

Internet access


Graph paper

Rulers

Handout of mathematical word problems created from

elevation points in New Jersey

New Jersey landform map to be labeled




http://www.weatherwizkids.com/

http://theweatherchannelkids.com/

http://geology.com/state-map/new-jersey.shtml

http://www.enchantedlearning.com/geography/landforms/glossary.shtm

http://www.enchantedlearning.com/geography/landforms/glossary.shtm





How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Brainstorm two different webs with the whole class, one

about ways that humans negatively impact the

environment through building, farming, and pollution,

and the other web being about ways that humans

positively impact the environment through recycling,

conservation of endangered species, and preservation of

natural resources.

Separate the class into groups based on negative impacts:

building, farming, and pollution and positive impacts:

recycling, conservation of endangered species, and the

preservation of natural resources.

Groups will research nonfiction information about their

designated topic and create a poster that includes textual

features.

After groups have completed their posters, they will

present their information to the class in a jigsaw-style

manner.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.5:Describe how

human interaction impacts

the environment in New

Jersey and the United

States.

W.3.7:Conduct short

research projects that build

knowledge about a topic.

Desired Results




communities.

Assessments


Present research found to classmates

Create poster about positive and negative impacts

Teacher Resources

http://www.noaa.gov/features/resources/index.html

http://animalplanet.com

http://www.freeclubweb.com/powerpoints/science/poll

ution.html - Download “An End to Pollution” Power

Point

Equipment Needed

Internet access needed for individual students

Posters

Coloring utensils

Teacher-created, activity-based rubric




http://www.noaa.gov/features/resources/index.html

http://animalplanet.com/

http://www.freeclubweb.com/powerpoints/science/pollution.html

http://www.freeclubweb.com/powerpoints/science/pollution.html





How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Observe New Jersey natural resource maps.

Pretend that they have spoken with local residents

throughout the state; infer about how they use and share

the natural resources available to them.

Then, write a travel journal depicting their findings.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.8:Compare ways

people choose to use and

divide natural resources.

W.3.10:Write routinely

over extended time frames

(time or research,

reflection, and revision)

and shorter time frames (a

single sitting or a day or

two) for a range of

discipline-specific tasks,

purposes, and audiences.

Desired Results




communities.

Assessments


Write a travel journal and infer how local residents may

utilize accessible natural resources.

Present journals to a group and collaborate with members

about inferred ideas.

Teacher Resources

http://50states.pppst.com/newjersey.html - Downloaded

“Exploring New Jersey -- The Garden State” Power

Point presentation

Equipment Needed

New Jersey Natural Resources maps

Writing paper – teacher can prepare diary-like journal for

students

Projector

Laptop with Internet access




http://50states.pppst.com/newjersey.html





How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Read article about global warming and how technology

has negatively impacted our environment. Students will

then summarize what they learned from the article. To

further extend the lesson, students can watch news

broadcast and provide a summary of what they watched.

Students will create an action plan in small groups to

explain how they can improve the environment.

Create individual posters with tips to help the

environment.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.9:Relate advances

in science and technology

to environmental concerns,

and to actions taken to

address them.

W.3.2: Write

informative/explanatory

texts to examine a topic

and convey ideas and


RI.3.2: Determine the

main idea of a text;

recount the key details and

explain how they support

the main idea.

Desired Results




communities.

Assessments


Write a summary of article and news broadcast.

Design a poster.

Create an action plan.

Teacher Resources

http://pbskids.org/eekoworld/

http://epa.gov/climatechange/kids/index.html

http://www1.eere.energy.gov/kids/

http://globalwarming.markey.house.gov/getinvolved_id

=0004.html

Equipment Needed

Markers/crayons

Paper

Projector

Laptop/PC- Internet

Poster board



http://pbskids.org/eekoworld/

http://epa.gov/climatechange/kids/index.html

http://www1.eere.energy.gov/kids/

http://globalwarming.markey.house.gov/getinvolved_id=0004.html

http://globalwarming.markey.house.gov/getinvolved_id=0004.html






How do physical

geography, human

geography, and the

human environment


or determine the

development of


and nations?


human interactions


the development of


nations.

Research a major city of the United States and create a

group presentation (poster, video, PowerPoint, diagrams

etc.) about their major city that will be presented to the

entire class.

Create a color-coded map of the United States based on

climate. Have students compare and contrast two

regions, climate conditions and how it affects the culture

there.

Pretend you are going on a vacation to a specific region.

Design a brochure about that region. Include points of

interest, map, climate, and what you would pack.


Places are jointly

characterized by

their physical and

human properties.

The physical

environment can

both accommodate

and be endangered


6.1.4.B.10: 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.

W.3.8: Recall information



digital sources; take brief


evidence into provided

categories.

Desired Results




communities.

Assessments


Design a brochure on a region of the United States.

Research and present information on a major city in the

United States.

Compare and contrast two regions in the United States.

Teacher Resources

www.50states.com

www.epals.com

http://www.americaslibrary.gov/es/index.php

www.scholastic.com/teachers/top_teaching/2010/03/re

gion-tour

Equipment Needed

Construction paper

Markers/crayons

Laptop/Computer- Internet

Regional maps

Globe

http://www.50states.com/

http://www.epals.com/

http://www.americaslibrary.gov/es/index.php

http://www.scholastic.com/teachers/top_teaching/2010/03/region-tour

http://www.scholastic.com/teachers/top_teaching/2010/03/region-tour


Standard: 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.

Strand:C. Economics, Innovation, and Technology


How can individuals,

groups, and societies apply

economic reasoning to

make difficult choices

about scarce resources?

What are the possible

consequences of these

decisions for individuals,

groups, and societies?

Individuals, groups, and

societies can apply



about scarce resources and

those decisions can impact

the consequences for

individuals, groups, and

societies.

Write a story about a timestudents had to decide between several

equally desirable choices.

Give students a toy circular and have them choose what they want

to buy; then give them a designated amount of money and tell them

they cannot purchase everything, but only choose what is

necessary.

Assign entries for journals describing situations where students

have to make choices and identify the opportunity costs.

Students learn about scarcity, alternatives, choices, and opportunity

costs by reading So Few of Me by Peter H. Reynolds. The class

participates in an activity to help Perdita figure out her morning

schedule at summer camp. The students identify Perdita’s

alternatives, choose activities for her, and identify the opportunity

costs of those choices. Then, students work in groups to make

choices and identify opportunity costs for Juan’s after-school

schedule.


People make decisions

based on their needs,

wants, and the availability

of resources.

6.1.4.C.1: Apply opportunity

cost to evaluate individuals’

decisions, including ones made

in their communities.

W.3.2.a: Introduce a topic and

group related information

together; include illustrations

when useful to aiding

comprehension.

3. NBT.A.2: Fluently add and

subtract within 1000 using

strategies and algorithms based

on place value, properties of

operation, and/or the

relationship between addition

and subtraction.

Desired Results


Students will learn that past and present interactions,

creativity, and innovation determine what happens

economically in local and global communities.

Assessments


Write a story

Complete journal entries

Participate in a group discussion

Teacher Resources

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S0

4_BA_L03_I01_01.pdf

http://www.econedlink.org/lessons/index.php?lid=51&type=educ

ator

http://www.philadelphiafed.org/education/teachers/lesson-

plans/so-few-of-me.pdf

www.rockingham.k12.va.us/resources/.../files/economics.ppt

Equipment Needed

Toy circular

Chart paper

Writing paper

Play money

Journals

So Few of Me by Peter H. Reynolds.

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S04_BA_L03_I01_01.pdf

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S04_BA_L03_I01_01.pdf

http://www.econedlink.org/lessons/index.php?lid=51&type=educator


http://www.philadelphiafed.org/education/teachers/lesson-plans/so-few-of-me.pdf

http://www.philadelphiafed.org/education/teachers/lesson-plans/so-few-of-me.pdf

http://www.rockingham.k12.va.us/resources/.../files/economics.ppt
















People have to make

choices between wants and

needs and evaluate the

outcomes of those choices.

People make choices

because they cannot have

everything they want.

Students listen to the book Monster Musical Chairs and identify the

scarcity problem the monsters had – not enough chairs for every

monster to have one. Students wear a picture of a want they have

drawn and play a version of musical chairs in which the chairs are

labeled goods. Students learn that a good can satisfy a want and

that due to scarcity not everyone's wants are satisfied.

Have popcorn bags and allow students to get as much popcorn as

they want; at some point it will run out; discuss what happened and

how the situation would have changed if it was known that there

was not enough popcorn for everyone.

Look at printed and viewed advertisements and discuss how the

advertisement is influencing consumers; also assemble a display of

print advertisements for familiar products or edit a selection of

television commercials illustrating a variety of advertising appeals.


People

makedecisionsbasedontheir

needs,

wants,andtheavailabilityof

resources.

6.1.4.C.2:Distinguishbetw

eenneedsandwantsandexpl

ainhowscarcity

andchoiceinfluencedecisio

nsmadebyindividuals,

communities,and nations.

RL. 3.3: Describe

characteristics in a story

(e.g. their traits,

motivations, or feelings)

and explain how their

actions contribute to

sequence of events.

Desired Result





Assessments


Conduct a group discussion

Complete a questionnaire about advertisement

Teacher Resources

http://www.econedlink.org/lessons/index.php?lid=51&type=educ

ator


plans/monster-musical-chairs.pdf

http://ecedweb.unomaha.edu/lessons/popcorn.htm

http://web.centre.edu/econed/Subpages/resource_scarcity_game.h

tm


http://ecedweb.unomaha.edu/lessons/want3-5.pdf#

Equipment Needed

Monster Musical Chairs by Stuart Murphy

Chairs

Crayons

Tape

Popcorn bags

Brown paper bags

Samples of advertisements

Markers

Poster board / bulletin board



http://www.philadelphiafed.org/education/teachers/lesson-plans/monster-musical-chairs.pdf

http://www.philadelphiafed.org/education/teachers/lesson-plans/monster-musical-chairs.pdf

http://ecedweb.unomaha.edu/lessons/popcorn.htm

http://web.centre.edu/econed/Subpages/resource_scarcity_game.htm

http://web.centre.edu/econed/Subpages/resource_scarcity_game.htm


http://ecedweb.unomaha.edu/lessons/want3-5.pdf







How are producers and

consumers around the

world interconnected and

interdependent?

People’s choices about what

goods and services to buy

and consume determine how

resources will be used.

People have to make choices

between wants and needs and

evaluate the outcomes of

those choices.

After reading A Potato from the Great Depression, students will

differentiate between goods, services, barter and money. Students

are led through several rounds of a barter activity that incorporates

math skills. Through this activity, students learn about the

difficulties of using barter to satisfy wants.

Students listen to the book Earth Day—Hooray!They learn how

incentives change people’s behavior. The students learn how Luke,

Carly, and Ryan, characters in the book, collect cans to sell to the

recycling center and use the money they receive to buy flowers to

plant in the park. In a classroom discussion of the story, students

track the number of cans brought to school each day. Students

evaluate scenarios to determine what behavior is being encouraged

or discouraged and to identify whether the incentives are rewards or

penalties.

Discuss price per unit, and discuss if buying in bulk is always the

best option; show products and determine what is the better deal.


Economicsisa

drivingforceforthe

occurrenceofvariousevents

and phenomenainsocieties.

6.1.4.C.3: Explainwhyincentivesvarybetwe

enandamongproducersand

consumers.

RI.3.3: Describe characteristics

in a story (e.g. their traits,

motivations, or feelings) and

explain how their actions

contribute to sequence of

events.

3. OA.D.8: Solve two-step

word problems using the four

operations. Represent three

problems using equations with a

letter standing for the unknown

quantity. Assess the

reasonableness of answers using

mental computation and

estimation strategies including

rounding.


Desired Results




Assessments


Complete an interactive activity


Explain which item is a better deal and why

Teacher Resources


plans/Potato.pdf


http://www.econedlink.org/lessons/index.php?lid=206&type=edu

cator

http://www.stlouisfed.org/education_resources/assets/lesson_plan

s/EarthDayHooray.pdf#


cator

Equipment Needed

A Potato from the Great Depression by Kate Lied

Earth Day—Hooray! By Stuart Murphy

White board and marking pens

Supermarket circulars

Internet on laptop or PC

http://www.philadelphiafed.org/education/teachers/lesson-plans/Potato.pdf

http://www.philadelphiafed.org/education/teachers/lesson-plans/Potato.pdf




http://www.stlouisfed.org/education_resources/assets/lesson_plans/EarthDayHooray.pdf

http://www.stlouisfed.org/education_resources/assets/lesson_plans/EarthDayHooray.pdf


















People have to make

choices between wants and

needs and evaluate the

outcomes of those choices.

Read The Goat in the Rug as told to Charles L. Blood and Martin

Link; discuss economic resources, natural resources, human

resources, producer, product, goods; complete “Rug Resources”

activity

Create a cause and effect chart describing what goods are needed

because of the demand for a product is greater.

Organize the class into groups and have each group choose a

product to “sell.” Identify the price or create one; discuss what

might cause them to raise the price or lower it, as well as why they

may decide to make fewer amounts of the product.


Economicsisa

drivingforceforthe

occurrenceofvariousevents

and phenomenainsocieties.

6.1.4.C.4:Describehowsup

plyanddemandinfluencepri

ceandoutputof products.

W.3.7: Conduct short



Desired Results





Assessments


Complete “Rug Resources” activity

Complete cause and effect chart

Conduct group discussion

Teacher Resources


http://ecedweb.unomaha.edu/lit-goat.htm

http://econed.org/userfiles/files/data/A%20Goat%20in%20the%2

0Rug.pdf

http://www.totally3rdgrade.com/lesson_plan_supply_demand.htm

l Equipment Needed


Cause and effect graphic organizer

Journal / writing paper


http://ecedweb.unomaha.edu/lit-goat.htm

http://econed.org/userfiles/files/data/A%20Goat%20in%20the%20Rug.pdf

http://econed.org/userfiles/files/data/A%20Goat%20in%20the%20Rug.pdf

http://www.totally3rdgrade.com/lesson_plan_supply_demand.html

http://www.totally3rdgrade.com/lesson_plan_supply_demand.html









economic reasoning to make

difficult choices about

scarce resources?





People’s choices about

what goods and services to

buy and consume

determine how resources

will be used.

Have students choose a specialized job from premade cards begin

with modern day jobs; tape card on shirt and sit in circle; look

around the circle and pick two to three other workers who produce

a service or good that you might need for your job; each worker

you pick gets the ball of yarn being passed and then that worker

states other workers; a web eventually will be made with all the

workers. To extend the lesson, complete activity again with

colonial jobs.

Complete interactive activity on

http://www.econedlink.org/lessons/index.php?lid=448&type=educa

tor about specialization and then meet back as a class and discuss

questions.


Economicsisa drivingforceforthe

occurrenceofvariouseventsand

phenomenainsocieties.

6.1.4.C.5: Explaintheroleofspecializa

tionintheproductionand

exchangeofgoodsand

services.

SL.3.1a :Come to

discussions prepared,

having read or studied

required material; draw on

that preparation and other

information known about

the topic to explore ideas

under discussion.

Desired Results




Students will learn that past and present interactions, creativity,

and innovation determine what happens economically in local

and global communities.

Assessments



Complete interactive activity

Teacher Resources



cator

http://www.history.org/life/trades/tradehdr.htm

http://econ-fun.com/pdf_Files/lesson.pdf#

http://www.scribd.com/doc/12763054/Supply-Demand-Flash-

Cards

Equipment Needed


Pencil

Cardstock

Markers

Tape

Ball of yarn



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




http://www.history.org/life/trades/tradehdr.htm

http://econ-fun.com/pdf_Files/lesson.pdf

http://www.scribd.com/doc/12763054/Supply-Demand-Flash-Cards

http://www.scribd.com/doc/12763054/Supply-Demand-Flash-Cards


Strand: C. Economics, Innovation, and Technology











How have scientific and

technological

developments over the

course of history changed

the way people live and

economies and

governments function?


societies can apply







societies.

Scientific and

technological




how economies and

governments function.

Visit a virtual mall found

onhttp://www.ftc.gov/bcp/edu/microsites/youarehere/ to learn key

consumer concepts, such as how advertising affects you, how you

benefit when businesses compete, how to protect your information,

and how to spot scams.

Read the book, Piggy Bank Primer: Saving and Budgeting, which

introduces students to economic concepts such as saving, spending,

budgeting, wants, goods, services and opportunity cost. Download

from:

http:///www.stlouisfed.org/education_resources/assests/lesson_plans/

piggy_bank_primer/StudentSavingBudgeting.pdf

Describe an entrepreneur. Reflect on the life of Milton S. Hershey

and use this reflection to identify the successes, failures, risks and

rewards of entrepreneurship.

View the A&E Biography of Hershey. Download from:

http://www.biography.com/people/milton-hershey-9337133


People make decisions based

on their needs, wants, and the

availability of resources.

Economics is a driving force

for the occurrence of various

events and phenomena in

societies.

6.1.4.C.6: Describe the role

and relationship among

households, businesses,

laborers, and governments

within the economic system.

W.3.1: Write opinion pieces

on topics or texts, supporting

a point of view with reasons.

Desired Results

http://www.ftc.gov/bcp/edu/microsites/youarehere/

http://www.stlouisfed.org/education_resources/piggy-bank-primer-saving-and-budgeting/

http://www.stlouisfed.org/education_resources/assests/lesson_plans/piggy_bank_primer/StudentSavingBudgeting.pdf

http://www.stlouisfed.org/education_resources/assests/lesson_plans/piggy_bank_primer/StudentSavingBudgeting.pdf



Students will learn that past and present interaction, creativity,

and innovation determine what happens economically and

local and global communities.

Assessments


Choose an area of the mall and write two paragraphs describing

the area and what the consumer can acquire there.

Keep track of how much money they spend in a span of two

weeks. They will make a chart with four columns. In the

“Savings” section, they will list the amount of money they are

putting aside for savings. In the “Entertainment” section, they

will list items such as rentals of video games, trips to the

movies, or visits to an ice skating rink. In the “Food” section,

they will list items such soda, candy bars, and snacks. In the

“Other” section, they will list items such as books, school

supplies, gifts, etc.

Interview an entrepreneur and find out the risks and rewards

associated with starting a business. Students will be challenged

to find out when and why the entrepreneur decided to start his

or her own business.

Develop a plan for a business they would like to start. They will

identify the product they would provide in their business, their

target market, and "how" they would get started in business.

Teacher Resources


http://www.stlouisfed.org/education_resources/assets/lesson_plans/p

iggy_bank_primer/StudentSavingBudgeting.pdf

http://www.thehersheycompany.com/about-hershey/our-

story/hersheys-history.aspx


Equipment Needed

Laptop/Computer – Internet

Book, Piggy Bank Primer: Saving and Budgeting

A&E Biography of Hershey

Entrepreneur to be interviewed




http://www.stlouisfed.org/education_resources/assets/lesson_plans/piggy_bank_primer/StudentSavingBudgeting.pdf

http://www.stlouisfed.org/education_resources/assets/lesson_plans/piggy_bank_primer/StudentSavingBudgeting.pdf

http://www.thehersheycompany.com/about-hershey/our-story/hersheys-history.aspx

http://www.thehersheycompany.com/about-hershey/our-story/hersheys-history.aspx


http://www.stlouisfed.org/education_resources/piggy-bank-primer-saving-and-budgeting/





How can individuals, groups,

and societies apply economic

reasoning to make difficult

choices about scarce

resources? What are the

possible consequences of these




technological developments

over the course of history

changed the way people live

and economies and



societies can apply economic


choices about scarce resources

and those decisions can impact



societies.

Scientific and technological

developments over the course

of history changed the way

people live and how

economies and governments

function.

After reading, How to Make an Apple Pie and See the World by

Marjorie Priceman,

The teacher will distribute “Country Cards” and “Natural Resource

Cards” to students. She will then ask the student to name the first

country that the girl in the story visited to find the natural resource

she needed for her pie. The student holding that country card will

place it on the board. Next, ask students to identify the natural

resource that was found in that country. Place that resource on the

board under the country. Continue until all country cards and natural

resource cards are placed correspondingly.

After reading, How to Make an Apple Pie and See the World by

Marjorie Priceman, divide students into groups and give them index

cards. They are to identify the forms of transportation the baker used

(steamship, horse and cart, train, bicycle, elephant ride, car,banana

boat, airplane, bus) and what he transported.

In the interactive activity “Mapping Exports”, students will view

which places in the world produce which exports. They will then

decide which exports they will import into the United States. Then,

next to each product, tell whether the import is a product (something

created by people) or a natural resource (something that is found

naturally).


People make decisions based

on their needs, wants, and the


Economics is a driving force



societies.

6.1.4.C.7: Explain how the

availability of private and public

goods and services is influenced

by the global market and

government.

RI.3.7 Use information gained

from illustrations (e.g. Maps,

photographs) and the word in a

text to demonstrate

understandings of the text (e.g.

where, why, and how key events

occur.)

Desired Results





Assessments


Write an essay describing how countries around the world trade

in the global market and how transportation plays a role in it.

Write a short essay explaining their import choices on the

abovementioned activity. They should consider the following:

Why did you select each of the imports?

What might happen if those imports could not be imported into

the United States? Could we live without them? Which import

on your list do you think is most important? Why?

Use a world map and draw the exports they learned about in

“Mapping Exports” in their respective country or continent.

Teacher Resources

http://www.econed.org/userfiles/files/How%20to%20Make%20an

%20Apple%20Pie.pdf

http://www.econedlink.org/lessons/index.php?lid=400&type=stude

nt

Equipment Needed


How to Make an Apple Pie and See the World by Marjorie

Priceman (Dragonfly Books, New York, 1994)

Index cards

http://www.econed.org/userfiles/files/How%20to%20Make%20an%20Apple%20Pie.pdf

http://www.econed.org/userfiles/files/How%20to%20Make%20an%20Apple%20Pie.pdf

http://www.econedlink.org/lessons/index.php?lid=400&type=student

http://www.econedlink.org/lessons/index.php?lid=400&type=student










choices about scarce resources?


consequences of these decisions

for individuals, groups, and

societies?




changed the way people live and


function?








societies.


developments over the course of

history changed the way people

live and how economies and


Gain background knowledge Henry Ford and his production line.

Theorize how his Model T and the assembly line impacted American

growth and supply and demand for the product.

Research to find out where their favorite toy was made.


People make decisions based on

their needs, wants, and the


Economics is a driving force for

the occurrence of various events

and phenomena in societies.

6.1.4.C.8: 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.

W.3.7: Conduct short research

projects that build knowledge

about a topic.

RI 3.5: Use text features and

search tools (e.g., key words,

sidebars, hyperlinks) to locate

information relevant to a given

topic efficiently.

Desired Results





Assessments


Create a poster that includes a web with a picture of their

favorite toy and stems that give information about where, when,

by whom, why, and how it is produced and distributed.

Teacher Resources

http://www.hfmgv.org/exhibits/hf/

http://www.biography.com/people/henry-ford-

9298747/videos/henry-ford-full-episode-2073247507

Equipment Needed

Internet access and projector

Poster and coloring utensils, glue sticks, and scissors




http://www.hfmgv.org/exhibits/hf/

http://www.biography.com/people/henry-ford-9298747/videos/henry-ford-full-episode-2073247507

http://www.biography.com/people/henry-ford-9298747/videos/henry-ford-full-episode-2073247507














technological




economies and



societies can apply







societies.

Scientific and

technological




how economies and


Interview a parent/guardian in their household. Ask a series of

questions about how they save money, why is important to invest,

and limit your debt etc.

Play Money Metropolis on the Internet to learn about the importance

of saving money.

Observe various pictures and distinguish if these items are needs or

wants. Cut and paste these items into the two columns, then write a

short opinion piece with reasons of why each item is either a need or

want.


Economics is a driving

force for the occurrence of

various events and

phenomena in societies,

and in individuals’ lives.

6.1.4.C.10: Explain the role of

money, savings, debt, and

investment in individuals’ lives.

W.3.8 Recall information from

experiences or gather


digital sources; take brief notes

on sources and sort evidence

into provided categories.

Desired Results





Assessments


Conduct an interview.

Participate in the game.

Write an opinion piece with reasons.

Teacher Resources

http://www.practicalmoneyskills.com/games/moneymetropolis/

http://www.moneyinstructor.com/elementary.asp

http://www.orangekids.com/

Equipment Needed

Internet access

Computers

Lined paper

Pencils

Interview sheet




http://www.practicalmoneyskills.com/games/moneymetropolis/

http://www.moneyinstructor.com/elementary.asp

http://www.orangekids.com/








resources? What are the

possible consequences of

these decisions for


societies?





and economies and






resources and those decisions

can impact the consequences


societies.




people live and how


function.

Select an inventor from New Jersey, then research how the

inventor’s inventions, ideas and contributions impacted our state.

Present the information to the class.

Compose a narrative describing life without one of Thomas Edison’s

inventions.

Create a cause and effect chart based on inventions by New Jersey

inventors. List the inventions in the cause column, and decide what

the effect is based on the inventions.


Creativity and innovation

have led to improvements in

lifestyle, access to

information, and the creation

of new products.


affect lifestyle, access to


of new products and services.

6.1.4.C.12: Evaluate the impact

of ideas, inventions, and other

contributions of prominent

figures who lived New Jersey.

RI 3.5: Use text features and

search tools (e.g., key words,

sidebars, hyperlinks) to locate

information relevant to a given

topic efficiently.

W3.7: Conduct short research


about a topic.

Desired Results





Assessments


Presentation of a New Jersey inventor.

Written inference.

Cause and effect worksheet.

Teacher Resources

http://www.learninggamesforkids.com/social_studies_games/inven

tor-games/thomas-edison-video.html

http://edtech.kennesaw.edu/web/inventor.html


tors.html

Equipment Needed

Internet access

Cause and effect worksheet

Pencils

Lined paper




http://www.learninggamesforkids.com/social_studies_games/inventor-games/thomas-edison-video.html

http://www.learninggamesforkids.com/social_studies_games/inventor-games/thomas-edison-video.html


http://www.learninggamesforkids.com/social_studies_games/inventors.html






groups, and societies

apply economic reasoning

to make difficult choices







technological




economies and

governments functions.


societies can apply







societies.

Scientific and

technological




how economies and


Read a biography on Mark Zuckerberg, Steve Jobs, or Bill Gates,

and create a resume.

Create a bulletin board defining an entrepreneur including written

definitions, examples, and qualities of an entrepreneur.


Economics is a drivingforce



societies.

Economic opportunities in

New Jersey and other states

are related to the availability

of resources and technology.

6.1.4.C.13:Determine the

qualities of entrepreneurs

in a capitalisticsociety.

SL3.1d: Explain their own

ideas and understandings

in light of the discussions.

Desired Results





Assessments


Present information about an entrepreneur.

Create a bulletin board.

Teacher Resources

http://abcnews.go.com/Business/SmallBiz/successful-student-

entrepreneurs/story?id=9075154

http://bizkids.com/students

Equipment Needed

Bulletin board

Bulletin board paper

Magazines

Internet access

Biography books



http://abcnews.go.com/Business/SmallBiz/successful-student-entrepreneurs/story?id=9075154

http://abcnews.go.com/Business/SmallBiz/successful-student-entrepreneurs/story?id=9075154

http://bizkids.com/students

















and economies and









societies.






Compare and contrast using a Venn diagram of how different

regions in New Jersey affect available jobs and economic

opportunities based on climate, geography, natural resources etc.

Design an advertisement for a product based on a natural resource

found in a specific region in New Jersey.

Write a letter to friend from the point of view of a community

worker from a specific region. Example: farmer in a cornfield, ski

instructor on a mountain, a financial consultant in the Northeast etc.

(In letter include mode of transportation, how much you earn,

explanation of job, technology used etc.)



New Jersey and other

states are related to the

availability of resources

and technology.

6.1.4.C.14: Compare different

regions of New Jersey to

determine the role that

geography, natural resources,

climate, transportation,

technology, and/or the labor

force have played in economic

opportunities.

W.3.1: Write opinion pieces on

topics or texts, supporting a

point of view with reasons.

Desired Results





Assessments


Compare and contrast by creating a Venn diagram.

Design an advertisement.

Write a friendly letter.

Teacher Resources

www.econedlink.org

www.classroom.jc-schools.net/SS-units/economics.htm

http://www.classbrain.com/artstate/publish/cat_index_37.shtml

Equipment Needed

Lined paper

Venn diagram graphic organizer

White construction paper

Internet access

http://www.econedlink.org/

http://www.classroom.jc-schools.net/SS-units/economics.htm

http://www.classbrain.com/artstate/publish/cat_index_37.shtml











scarce resources? What are

the possible consequences of

these decisions for


societies?





and economies and









societies.




people live and how


function.

Create a timeline using pictures from the internet to represent

changes in transportation throughout the years.

Watch automobile video online. Discuss the changes to automobiles.

To further extend the lesson students will create an automobile that

they think they will see in the future. (Model automobile with a

description.)

Design a bulletin board mural based on transportation. Divide the

bulletin board into 3 sections land, sea, and air. Research different

modes of transportation for each. Using magazines students will cut

out pictures of the 3 types of transportation and create a bulletin

board mural.






and technology.

6.1.4.C.15: Describe how the

development of different

transportation systems impacted

the economies of New Jersey

and the United States.

W.3.2a: Introduce a topic and

group related information

together; include illustrations

when useful to aiding

comprehension.

Desired Results





Assessments


Design a transportation mural.

Create a transportation timeline.

Build a future automobile.

Teacher Resources

https://c1.livetext.com/doc/5258114

http://teachertube.com/viewVideo.php?video_id=66220&title=Hist

ory_of_the_Automobile

www.themes.ppst.com/index.html

Equipment Needed

Projector

Internet access

Rulers

Pencils

Markers

Construction paper

Rubric for timeline and automobile

Printer

Magazines

https://c1.livetext.com/doc/5258114

http://teachertube.com/viewVideo.php?video_id=66220&title=History_of_the_Automobile

http://teachertube.com/viewVideo.php?video_id=66220&title=History_of_the_Automobile

http://www.themes.ppst.com/index.html













these decisions for


societies?





and economies and









societies.




people live and how


function.

Select and research a famous American inventor from history.

Create a project to present that includes their inventions, struggles,

and accomplishments, thenpresent their projects to the class.

Write a friendly letter to an inventor from history asking them about

their inventions and accomplishments.

Create an improved invention of a mousetrap using website

http://www.inventivekids.com/category/featured/. Write up how they

used creativity and innovation to build their mousetrap. Present

improved mousetraps to the class.




information, and the

creation of new products

and services.


have led to improvements

in lifestyle, access to

information, and the

creation of new products.

6.1.4.C.16: Explain how

creativity and innovation

resulted in scientific

achievement and inventions in

many cultures during different

historical periods.

RI 3.3 Write narratives to

develop real or imagined

experiences or events using

effective technique, descriptive

details, and clear event

sequences.

Desired Results

http://www.inventivekids.com/category/featured/





Assessments


Present a project on a famous inventor.

Write a friendly letter.

Design an improved mousetrap using creativity and innovation.

Teacher Resources



tors.html


Equipment Needed

Internet access

Lined paper

Model of student project

Markers/crayons

Standard:6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
















these decisions for


societies?





and economies and









societies.




people live and how


function.

Present students with pictures from agricultural society and

industrial society. Lead a discussion about how citizens earned

money in the pre industrial age, and post-industrial age. Then draw a

conclusion about why there was a transition from agricultural to

industrial. (Science and technology changed America.)

Create a timeline of inventions that impacted society from the

industrial age to the information age.

Select one invention from U.S. History to research. Create an

advertisement depicting how the invention will change America.

Present advertisements to the class.






and technology.

Economics is a driving

force for the occurrence

of various events and

phenomena in societies.

6.1.4.C.17:Determine the

role of science and

technology in the

transition from an

agricultural society to an

industrial society, and then

to the information age.

SL 3.1dExplain their own

ideas and understanding in

light of the discussion.

Desired Results





Assessments


Draw conclusions about how America transitioned from

agricultural to industrial.

Create a timeline.

Design an advertisement.

Teacher Resources



tors.html


Equipment Needed

Rulers

Pictures

Internet access & a Projector
























and economies and









societies.






Research how societies communicated from history. Select one

invention that pertains to communication. Write an expository piece

on how that one invention led to the collaboration and spread of

ideas throughout America.

Create their own communication device that they feel could be

invented in the future. Draw a model of the communication device

on a poster. They are to include how the device works, and how it

will help citizens collaborate with each other in the United States.

Create a timeline of communication systems throughout history.





of new products and services.


have led to improvements in

lifestyle, access to


of new products.

6.1.4.C.18: Explain how the

development of communications

systems has led to increased

collaboration and the spread of

ideas throughout the United

States and the world.

W.3.7 Conduct short research


about a topic.

W.3.2Write

informative/explanatory texts to

examine a topic and convey

ideas and information clearly.

Desired Results





Assessments


Write an expository piece.

Design a communication device.

Create a timeline.

Teacher Resources

http://inventors.about.com/library/inventors/bl_history_of_commu

nication.htm

http://www.timetoast.com/timelines/67684

http://www.history.com/photos/inventions-communication

Equipment Needed

Rulers

Pencils

Markers/crayons

Lined paper


Poster boards

Internet Access

http://inventors.about.com/library/inventors/bl_history_of_communication.htm

http://inventors.about.com/library/inventors/bl_history_of_communication.htm

http://www.timetoast.com/timelines/67684

http://www.history.com/photos/inventions-communication


Standard: 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.

Strand: D. History, Culture, and Perspectives


How do citizens,

civic ideals, and

government

institutions interact

to balance the needs

of individuals and

the common good?

Active citizens exercise their rights and responsibilities by participating in democratic processes

List effects of colonization on Native Americans.

Divide the class into two groups, Native Americans and

colonists. Role-play and discuss their views on

colonization’s positive and negative effects.

Make a booklet of various groups’ reasons for

immigrating.


Active citizens in the 21st

century:

Recognize that

people have

different

perspectives based

on their beliefs,

values, traditions,

culture, and

experiences.

6.1.4.D.2 Summarize reasons

why various groups,

voluntarily and involuntarily,

immigrated to New Jersey

and America.

RI.3.3: Describe the

relationship between a series

of historical events, scientific

ideas or concepts, or steps in

technical procedures in a

text, using language that

pertains to time, sequence,

and cause/effect.


Desired Results

Students will learn that the challenges faced in the past

by immigrants, affects the present as well as the future.

Assessments


Match up cause and effect statements concerning

colonization written on index cards.

Make a list of reasons for immigration in the Early 1900s

after reading Immigration in the Early 1900s found on

http://www.eyewitnesstohistory.om/snpim1.htm

Generate three didactic questions on abovementioned

articles and provide answers.

Teacher Resources

http://www.(funsocialstudies.)learninghaven


www.history.org/kids/games/activities

http://americanhistory.mrdonn.org/immigration.html

Equipment Needed


Index cards

Chart paper


http://www.(funsocialstudies.)learninghaven/


http://www.history.org/kids/games/activities

http://americanhistory.mrdonn.org/immigration.html








How do citizens,

civic ideals, and

government



of individuals and

the common good?

Active citizens exercise

their rights and

responsibilities by

participating in democratic

processes.

Listen to the oral histories with the Ellis Island Interactive

Tour found on abovementioned website.

After interactive tour, find Ellis Island on a map of New

York City area and display the map in the classroom.

Work on KWL Graphic Organizer found on:

http://www.scholastic.cm/teacher/lesson-

plan/immigration-lesson-plan/immigratin-stories



century:

Recognize that

people have

different

perspectives based

on their beliefs,

values, traditions,

culture, and

experiences.

6.1.4.D.3:Evaluate the

impact of voluntary and

involuntary immigration

on America’s growth as a

nation, historically and

today.

SL3.2: Determine the

main ideas and supporting

details of a text read aloud

or information presented in

diverse media and formats,

including visually,

quantitatively, and orally.

Desired Results

http://www.scholastic.cm/teacher/lesson-plan/immigration-lesson-plan/immigratin-stories

http://www.scholastic.cm/teacher/lesson-plan/immigration-lesson-plan/immigratin-stories




Assessments


Write an exit ticket about their virtual tour.

Write down at least two new questions they have about

Ellis Island. As a class, students will answer them.

Generate three facts that they were most impressed with.

Teacher Resources

http://www.scholastic.com/teachers/lesson-

plan/immigration-lesson-plan/immigration-stories

Equipment Needed


Index cards

Chart paper





http://www.scholastic.com/teachers/lesson-plan/immigration-lesson-plan/immigration-stories



Strand:D. History, Culture, and Perspectives


How do our

interpretations of

past events inform

our understanding

of cause and effect,

and continuity and

change, and how do

they influence our

beliefs and

decisions about

current public

policy issues?

How can the study

of multiple

perspectives, beliefs

systems, and

cultures provide a

context for

understanding and

challenging public

actions and

decisions in a

diverse and

interdependent

world?

Our past events and our

understanding of their

cause and effect influence

our beliefs and decisions

about current public policy

issues.

Studying multiple


systems, and cultures

provides a context for

understanding and

challenging public actions

and decisions in a diverse

and interdependent world.

Discuss the first European communities in North

America. Students will compose an opinion piece on

what impact they think these first European communities

had on the creation of the United States.

Use a graphic organizer to show the sequence of major

events leading to the formation of the United States.



Key historical

events, documents,

and individuals led

to the development

of our nation.

6.1.4.D.4:Explain how key

events led to the creation

of the United States and

the state of New Jersey.

3.1.W.3: Write opinion

pieces on topics or texts,

supporting a point of view

with reasons.

Desired Results



Assessments


Create a graphic organizer on the major events that

formed our nation.

Write an opinion piece on what impact the first European

communities had.

Teacher Resources

www.history-timelines.org.uk/american-

timelines/30-new-jersey-history-timeline.htm

www.state.nj.us/nj/about/history

www.kids.usa.gov

Equipment Needed

Computer with internet access

Graphic organizer

Smart Board




http://www.history-timelines.org.uk/american-timelines/30-new-jersey-history-timeline.htm

http://www.history-timelines.org.uk/american-timelines/30-new-jersey-history-timeline.htm

http://www.state.nj.us/nj/about/history

http://www.kids.usa.gov/





How do our

interpretations of past

events inform our

understanding of

cause and effect, and

continuity and

change, and how do

they influence our

beliefs and decisions

about current public

policy issues?

How can the study of

multiple perspectives,

beliefs systems, and

cultures provide a

context for

understanding and

challenging public

actions and decisions

in a diverse and

interdependent world?






issues.

Studying multiple




understanding and




Provide each student with a transcript of the Declaration

of Independence. Discuss the various parts: The

Preamble, statement of beliefs, and list of complaints etc.

Label the various parts as a whole class.

Work in small groups to draft their own Declaration of

Independence.



Historical symbols

and the ideas and

events they represent

play a role in

understanding and

evaluating our

history.

Key historical events,

documents, and

individuals led to the

development of our

nation.

6.1.4.D.5:Relate key

historical documents (i.e.,

the Mayflower Compact,

the Declaration of

Independence, the United

States Constitution, and

the Bill of Rights) to

present day government

and citizenship.

3.W.3.2: Write

informative/explanatory

texts to examine a topic

and convey ideas and


Desired Results

Students will learn that the challenges faced in the

past by immigrants, affects the present as well as

the future.

Assessments


Label the Declaration of Independence.

Draft their Declaration of Independence.

Teacher Resources

www.kids.usa.gov

http://www.pbs.org/ktca/liberty/tguide_2.html

http://www.congressforkids.net/games/billofri

ghts/2_billofrights.htm

Equipment Needed

Computer with internet access

Transcript of Declaration of Independence

Smart Board



http://www.kids.usa.gov/

http://www.pbs.org/ktca/liberty/tguide_2.html

http://www.congressforkids.net/games/billofrights/2_billofrights.htm

http://www.congressforkids.net/games/billofrights/2_billofrights.htm






How do our

interpretations of

past events inform

our understanding

of cause and effect,

and continuity and

change, and how do

they influence our

beliefs and

decisions about

current public

policy issues?

How can the study

of multiple


systems, and

cultures provide a

context for

understanding and

challenging public

actions and

decisions in a

diverse and

interdependent

world?






issues.

Studying multiple




understanding and




Research a signer of the Declaration of Independence,

and write a brief biography or report on that person.

Read the biographies of George Washington, Thomas

Jefferson, and Ben Franklin. Students will discuss their

contributions towards the development of the

government in the United States.



The study of American

folklore and popular

historical figures

enables Americans

with diverse cultural

backgrounds to feel

connected to a national

heritage.

Key historical events,

documents, and

individuals led to the

development of our

nation.

6.1.4.D.6:Describe the

civic leadership qualities

and historical

contributions of George

Washington, Thomas

Jefferson, and Benjamin

Franklin toward the

development of the United

States government.

3.W.3.7: Conduct

shortresearch projects that

build knowledge about a

topic.

Desired Results

Students will learn that the challenges faced in the

past by immigrants, affects the present as well as

the future.

Assessments


Write a biography on George Washington, Thomas

Jefferson, or Ben Franklin.

Participate and contribute to a discussion on George

Washington, Thomas Jefferson, and Ben Franklin.

Teacher Resources

http://www.history.com/topics/benjamin-

franklin

www.vrml.k12.la.us/co/constitution_day/prea

mble/preambleforkids.htm

http://www.washingtonsworld.org/





http://www.history.com/topics/benjamin-franklin

http://www.history.com/topics/benjamin-franklin

http://www.vrml.k12.la.us/co/constitution_day/preamble/preambleforkids.htm

http://www.vrml.k12.la.us/co/constitution_day/preamble/preambleforkids.htm

http://www.washingtonsworld.org/




How do citizens,

civic ideals, and

government



individuals and the

common good?


their rights and

responsibilities by


processes.

Examine the series of photos to observe and analyze

changes in communities over time.

Discuss how the growth of an area may impact

government decisions.

Complete a journal entry:

Would you rather live in the year 1903, 2003, or 2103?

Explain why.



century:

Are aware of their

relationships to

people, places, and

resources in the local

community and

beyond.

6.1.4.D.11:Determine how

local and state

communities have changes

over time and explain the

reasons for the changes.

W.3.1a: Introduce the

topic or text they are

writing about, state an

opinion, and create an

organizational structure

that lists reasons.

Desired Results




Assessments


Answer an open ended question:

A new highway is built near a small town. Write about

how this will impact the community and the decision

making process of the local government.

Teacher Resources

www.archives.gov

www.lcweb2.loc.gov

www.kidsgeo.com

www.brainpopjr.com

Equipment Needed


Chart paper




http://www.archives.gov/

http://www.lcweb2.loc.gov/

http://www.kidsgeo.com/

http://www.brainpopjr.com/





How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Read and compare the folktales Johnny Appleseed and

Origin of the Prairie Rosefrom different parts of the

United States found on http://www.ipl.org/div/cquest.

Simulate what Johnny Appleseed would say to Prairie

Rose if they met.

Read Pecos Bill, Colossal Cowboy: The Graphic

Novelby Sean HamannTulien, Stone Arch Books, 2010.

Follow reading by inventing more adventures for Pecos

Bill.



century:

Recognize that

people have

different

perspectives based

on their beliefs,

values, traditions,

culture, and

experiences.

6.1.4.D.12:Explain how

folklore and the actions of

famous historical and fictional

characters from New Jersey

and other regions of the United

States contributed to the

American national heritage.

RL3.9: Compare and contrast

the themes, settings, and plots

of stories written by the same

author about the same or

similar characters (e.g., in

books from a series)

Desired Results

http://www.ipl.org/div/cquest




Assessments


Select one of the two folktales and write two paragraphs

explaining how this particular fictional or famous

historical character contributed to the American national

heritage.

Examine Johnny Appleseed’s life and write a list of

ways his life would be different if he lived in today’s

world.

Discuss questions and answer writing prompts found at

the end of the bookPecos Bill, Colossal Cowboy: The

Graphic Novel by Sean HamannTulien, Stone Arch

Books, 2010.

Teacher Resources


www.socialstudiesforkids.com

Equipment Needed


Chart paper

Pecos Bill, Colossal Cowboy: The Graphic Novel

by Sean HamannTulien, Stone Arch Books, 2010






http://www.socialstudiesforkids.com/




How do citizens,

civic ideals, and

government



of individuals and

the common good?


theirrights and

responsibilities by


processes.

Research and discuss the different ways cultures greet

each other. Ex. People from France, Spain, Italy and

Portugal greet friends by kissing on both cheeks. Most

Hispanics are more accustomed to physical contact.

Even people who know each other only slightly may

embrace each other. As for the Middle East, Muslims

and Orthodox Jews avoid body contact with the opposite

sex, but people of the same sex commonly hug when

greeting each other.

Discuss the importance of artifacts and the stories they

contain. Students will be encouraged to bring in personal

artifacts and share with their classmates. Finally, they

will interview a family member about the artifact and

create written/artistic representation for a final class

“quilt piece”.



century:

Develop strategies

to reach consensus

and resolve conflict.

6.1.4.D.13: Describe how

culture is expressed

through and influenced by

the behavior of people.

W.3.7:Conduct short



Desired Results




Assessments


Interview a member of a different culture and question

them about how the traditions from their cultures differ

from or are similar to American culture.

Create a Venn diagram to show similarities and

differences.

Teacher Resources

www.socialstudiesforkids.com

www.reedschools.org

www.shgresources.com/us/symbols

www.tolerance.org

Equipment Needed


Paper




http://www.socialstudiesforkids.com/

http://www.reedschools.org/

http://www.shgresources.com/us/symbols

http://www.tolerance.org/





How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Create a time line for the different ethnic groups that

entered the United States in the 1900s.

Make a line graph to show the changes in the number of

immigrants entering the United States in the 1900s.

Create a mural or presentation on how being the

American identity has evolved over the past 200 years,

stressing the similarities from two hundred years ago to

more contemporary perspectives.



century:

Develop strategies

to reach consensus

and resolve conflict.

6.1.4.D.14:Trace how the

American identity evolved

over time.

3.MD.B.3: Draw a scaled

picture graph and a scaled bar

graph to represent a data set

with several categories. Solve

one- and two-step “how many

more” and “how many less”

problems using information

presented in scaled bar graphs.

For example, draw a bar graph

in which each square in the bar

graph might represent 5 pets.

Desired Results




Assessments


Write a paragraph using information from the created

time line using sequential order words.

Teacher Resources

http://www.pbskids.org/bigapplehistory/immigration

www.tolerance.org

http://www.scholastic.com/teachers/lesson-

plan/immigration-lesson-plan/immigration-stories

Equipment Needed


Graph paper

Markers












How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Read and discuss the lives of the characters in Where did

Your Family Come From? by Melvin and Gilda Berger.

Ideals Children’s Books, 1993.

Create a four column chart labeled: Character name,

country of origin, reason for immigrating, and problems

encountered and complete with information gathered

from abovementioned book.



century:

Identify

stereotyping, bias,

prejudice, and

discrimination in

their lives and

communities.

6.1.4.D.15:Explain how various

cultural groups have dealt with

the conflict between

maintaining traditional beliefs

and practices and adopting new

beliefs and practices.

SL3.1a: Come to discussions

prepared, having read or studied

required material; explicitly

draw on that preparation and

other information known about

the topic to explore ideas under

discussion.

Desired Results




Assessments


Select a character and create a character map depicting

its personality traits.

Make a Venn diagram comparing the character and

themselves

____________________________________________________

Equipment Needed


Paper

Where Did Your Family Come From?by Melvin and

Gilda Berger. Ideals Children’s Books, 1993.

Teacher Resources


www.tolerance.org










How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Read Martin Luther King Jr.’s I Have a Dream speech.

Discuss which of his dreams have been realized and

which have not.

Have the students paint self-portraits, mixing colors to

match their skin tone as closely as they can. When they

are finished, ask them to think of a name for their color,

such as "coffee," "peaches," or "olive. "What they will

see is that everyone has a unique color, and that no one is

truly "black" or "white." Then make a rainbow of colors

drawn from everyone in the class. Emphasize that there

is nothing wrong with noticing someone else's color,

because everyone's color is unique. Point out that color is

a good thing, because it makes life interesting and fun to

look at.



century:

Demonstrate

understanding of

the need for fairness

and take appropriate

action against

unfairness.

6.1.4.D.16:Describe how

stereotyping and prejudice

can lead to conflict, using

examples from the past

and present.

SL.3.3: Ask and answer

questions about

information from a

speaker, offering

appropriate elaboration

and detail.

Desired Results




Assessments


Write a paragraph explaining what they have learned

from the lesson. They should include specific examples

of stereotypes and explain why they believe those

stereotypes are wrong.

____________________________________________________

Equipment Needed


Paper

Teacher Resources

www.tolerance.org

www.brainpopjr.org





http://www.brainpopjr.org/





How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Research U.S. and/or state symbols. Compare and

contrast these symbols.

Create a booklet of the symbols.



century:

Are aware of their

relationships to

people, places, and

resources in the

local community

and beyond.

6.1.4.D.17:Explain the

role of historical symbols,

monuments, and holidays

and how they affect the

American identity.

W.3.7:Conduct short



Desired Results




Assessments


Create their own personal symbol and write a paragraph

explaining the significance of their symbol.

____________________________________________________

Equipment Needed


Paper

Teacher Resources

www.bensguide.gpo.gov

www.shgresources.com/us/symbols




http://www.bensguide.gpo.gov/

http://www.shgresources.com/us/symbols





How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Ask a parent or grandparent to share a story about

themselves at their age.

Draw a picture that reflects what was written in their

story.

Make a drawing of three meals you might have for dinner

at your favorite restaurant. Then, make a list of the kinds

of foods people might eat in Japan. Finally, draw a

typical Japanese meal you would enjoy eating.

Role-play eating with chopsticks. Fortune cookies will be

brought in and “fortune” will be discussed.



century:

Recognize that

people have

different

perspectives based

on their beliefs,

values, traditions,

culture, and

experiences.

6.1.4.D.18:Explain how an

individual’s beliefs, values,

and traditions may reflect

more than one culture.



writing in which the

development and

organization are appropriate

to task and purpose. (Grade-

specific expectations for

writing types are defined in

standards 1–3 above.)

Desired Results




Assessments


Complete a T-Chart to compare and contrast the

American and Japanese culture.

Answer an open-ended question: What are the

differences between a Japanese meal and an American

meal?

____________________________________________________

Equipment Needed


Paper

Grandfather’s Journey by Allen Say. Houghton Mufflin,

1991.

How My Parents Learned to Eat by Ina Friedman.

Sandpiper Houghton Mufflin, 1987.

.

Teacher Resources

www.pbs.org/parents/arthur/lesson/world





http://www.pbs.org/parents/arthur/lesson/world




How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Invite students and family to bring artifacts that reflect

their ethnic origins, e.g. food, clothes, toys, and art.

Use these items to create a cultural discovery center.



century:

Demonstrate

understanding of

the need for fairness

and take appropriate

action against

unfairness.

6.1.4.D.19:Explain how

experiences and events may

be interpreted differently by

people with different cultural

or individual perspectives.

RL.3.8: Recall information



digital sources; take brief


evidence into provided

categories.

Desired Results




Assessments


Write a report about their culture.

Complete a graphic organizer identifying similarities and

differences of represented cultures.

____________________________________________________

Equipment Needed


Paper

Maps

Globes

Teacher Resources

www.kidsgeo.com

www.geography4kids.com

www.enchantedlearning.com





http://www.geography4kids.com/

http://www.enchantedlearning.com/





How do citizens,

civic ideals, and

government



of individuals and

the common good?


their rights and

responsibilities by


processes.

Discuss the many elements of culture including values,

language, religion, beliefs, and family structure.

Read different versions of the fairy tale Cinderella.

Discuss how they represent the different cultures. Select

two and make a Venn diagram comparing and contrasting

the two.

After reading each Cinderella story, locate and label each

country on a world map.



century:

Recognize that

people have

different

perspectives based

on their beliefs,

values, traditions,

culture, and

experiences.

6.1.4.D.20: Describe why

it is important to

understand the

perspectives of other

cultures in an

interconnected world.

RI.3.9: Compare and

contrast the most

important points and key

details presented in two

texts on the same topic.

Desired Results




Assessments


Create a celebration quilt or banner representing the

important features of their own culture.

Make their own Cinderella story based on their self-

defined culture.

Create three questions to go along with their stories.

____________________________________________________

Equipment Needed


Paper

Maps and Globes

A Cinderella Tale from the Mexican Tradition by Jewell

Reinhart Coburn, Shens Books, 2000.

Raisel’s Riddle by Erica Silverman, Farrar, Straus and

Giroux, 1999.

Anklet for a Princess by MederithBabeauxBrucker,

Shens Books, 2002.

Yeh-Shen: A Cinderella Story from China by Ai-Ling

Louie, Puffin Books/The Penguin Group/Penguin

Putnam Books for Young Reader,1999.

The Golden Sandal by Rebecca Hickox, Holiday House

Publication, 1999.

Teacher Resources

www.kidsgeo.com

www.geography4kids.com

www.enchantedlearning.com


http://www.geography4kids.com/

http://www.enchantedlearning.com/

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