Harding Township School Social Studies Curriculum Grades 3 5 fileSocial Studies Curriculum Grades...

Harding Township School

Social Studies Curriculum Grades 3‐5

April 2013

Third Grade Social StudiesUnit One: Communities Around Us

6 Weeks CCCS 6.1.4.A.1 6.1.4.C.2

6.1.4.A.10 6.1.4.C.5 6.1.4.B.2 6.1.4.C.8 6.1.4.B.6 6.1.4.C.9

Essential Question(s)/ Enduring Understandings

Communities are alike and different and are found all over the world. What is a community? How are communities different? How can you learn about your community? What are urban, suburban, and rural communities?

Unit/Content 1. Learning About Communities 2. Communities of Different Sizes

Skills / Objectives

1. Learning About Communities • Understand that citizens are part of a community and culture. • Explain how people in a community depend on one another. • Recognize that communities use rules and laws to keep people safe. • Recognize that communities are unique and have different

geographies, histories, and jobs • Compare and contrast communities • Recognize that communities exist in different countries around the

world. • Identify how people in different communities communicate with

each other • Explain how nations help each other. • Identify different ways to learn about your community. • Identify the steps one takes to interview others and to write to or

visit places. 2. Communities of Different Sizes • Identify the features of an urban community • Compare and contrast urban communities in the US • Identify the features of a suburban community. • Compare urban and suburban areas. • Explain why people settle in suburban areas. • Identify the features of a rural community. • Compare a rural are to urban and suburban communities. • Identify connections between rural, suburban, and urban areas. • Recognize that people have a different perspective concerning

communities.

Third Grade Social StudiesUnit One: Communities Around Us

6 Weeks • Identify how every place is unique and can be described by its

physical characteristics.

Assessments Class Participation Teacher observation Workbook Urban, Rural and Suburban Project Unit Test

Materials Harcourt Social Studies: Our Communities ©2007 and all associated materials

Interdisciplinary Connections

Visual Arts: Technology, p. 28; Design a space, p. 50 Math: Computation, p. 16 Reading/L.A.: Identify Main Idea, p. 17; Read about cultures, p. 34; Write interview questions, p. 35; Write a summary, p. 45 Science: Research Rivers, p. 23

Technology Integrations

Teacher made Smartoard activities for practice and teacher modeling Streaming Videos from DiscoveryEducation.com Brainpopjr.com videos Harcourt online materials

Third Grade Social StudiesUnit Two: Communities And Geography

6 Weeks CCCS 6.1.4.B.1 6.1.4.B.7

6.1.4.B.2 6.1.4.B.8 6.1.4.B.4 6.1.4.B.9 6.1.4.B.5 6.1.4.B.10 6.1.4.B.6 6.1.4.C.9


Different communities have different landforms and bodies of water. People change and adapt to their surroundings. How can you find a community’s location? What are the physical features of a community? How does the environment affect people? How can people care for the environment?

Unit/Content 3. Our Physical Geography 4. Our Human Geography

Skills / Objectives

3. Our Physical Geography • Use geographic tool to locate communities. • Use hemisphere and equator to find locators. • Understand relative location. • Recognize and describe physical characteristics of places. • Identify landforms, climate, and vegetation of communities. • Explain how physical processes change the Earth’s ecosystems. • Identify the five geographical regions of the US. • Explain that regions can share both physical and human

characteristics. • Describe how communities can be part of more than one region. • Identify both living and non‐living natural resources. • Understand the important of renewable and non‐renewable

resources. 4. Our Human Geography • Identify human and physical characteristics of different places. • Recognize factors that influence human settlement and how humans

adapt to their environment. • Understand that natural disasters can change the environment. • Recognize that people modify the environment to meet basic needs. • Identify ways people modify the environment for transportation,

farming, and mining • Identify ways people modify the environment to control water and

generate electricity • Identify ways people negatively affect the environment

Third Grade Social StudiesUnit Two: Communities And Geography

6 Weeks • Understand how citizens can care for the environment. • Indentify how people solve problems and the steps they follow. • Understand how to gather information about a problem. • Solve a problem involving the environment. • Identify ways people have affected the environment and analyze the

consequences. • Describe how citizens make the community a better place in which

to live by working to preserve the environment.

Assessments Class Participation Teacher observation Workbook Unit Test



Visual Arts: Technology, p. 28; Design a space, p. 50; Cartooning, p. 133 Math: Find Differences, p. 93 Reading/L.A.: Writing a Story, p. 84; Compare and Contrast Communities Using Children’s Literature, p.137 Physical Education: Play a Map Game, p. 85 Science: Ecosystems, p. 97, 101, 109; Weather and Tornadoes, p.117 Health: Food Regions, p. 105; Safety, p. 125



Third Grade Social StudiesUnit Three: Communities Over Time

6 Weeks CCCS 6.1.4.A.1 6.1.4.C.17 6.1.4.D.5 6.1.4.D.13

6.1.4.A.2 6.1.4.D.1 6.1.4.D.6 6.1.4.D.14 6.1.4.A.3 6.1.4.D.2 6.1.4.D.9 6.1.4.D.15 6.1.4.A.15 6.1.4.D.3 6.1.4.D.11 6.3.4.A.1 6.1.4.C.16 6.1.4.D.4 6.1.D.12


Every community has a unique history. Some features of a community change, while others stay the same, over time. How do communities change and stay the same? How have people changed communities? Who formed the first communities in North America? How did the US grow and change?

Unit/Content 5. History Through Time and Place 6. Our Country’s History

Skills / Objectives

5. History Through Time and Place • Describe how the past, present, and future are all connected. • Indentify the ways communities change over time and stay the

same. • Understand how people such as George Stephenson and William

Jenney help communities grow. • Identify how people create change. • Indentify primary and secondary sources and the purpose of each. • Understand the inventions cause changes in many different areas. • Indentify inventions that have changed communication,

transportation and daily living. • Identify ways that ancient civilization influence life today. • Describe the ancient civilizations of Mesopotamia, Sumer, Egypt,

China, Greece, Rome and Mali 6. Our Country’s History • Compare and Contrast Native American tribes. • Describe the culture, housing, economy, and other ways of life of

Native Americans. • Identify Native American groups as either primarily hunting or

farming communities. • Recognize that people have different perspectives concerning

change. • Identify how history is interpreted by people differently. • Identify the reasons for exploration. • Identify and describe European settlements in North America.

Third Grade Social StudiesUnit Three: Communities Over Time

6 Weeks • Describe the interactions between Native Americans and settlers. • Identify why and how the colonists fought for freedom from

England. • Identify the major events and people of the Revolutionary War. • Understand the role of important documents in US history. • Describe changes that have led to the growth of the US • Understand causes and effects of events in US history. • Use primary sources to identify information about the Lewis and

Clark exploration.




Visual Arts: Architecture, p. 158; Chinese printing, p. 181; Make a map, p. 193 Math: Find Differences, p. 93 Reading/L.A.: Write a report, p. 172; Write a Diary Entry, p. 184; Primary Sources, p. 206; Use Reference Sources, p. 217 Science: Space Exploration, p. 218



Third Grade Social StudiesUnit Four: Citizens and Government

6 Weeks CCCS 6.1.4.A.1 ‐ 16

6.1.4.D.5 6.1.4.D.6 6.1.4.D.9 6.1.4.D.12 6.1.4.D.16‐20


Communities depend on citizens to participate in their government. What are our rights? What are our responsibilities? What are the three branches and levels of our government? How do other world communities govern their people?

Unit/Content 7. Citizenship 8. Government

Skills / Objectives

7. Citizenship • Understand and apply some basic rights of citizens, including the

freedoms of religion, speech, press, and assembly • Understand the purpose of the Bill of Rights. • Identify and explain the voting process. • Understand that citizens have responsibilities • Identify voting, obeying laws, respecting others, and paying taxes as

responsibilities. • Understand the concept of common good and how people help work

for the common good. • Describe the traits of a good citizen. • Identify people in history who have been good citizens. • Identify everyday heroes in a community. 8. Government • Identify the three levels of government. • Identify and describe the three branches of the national government • Identify government services. • Understand the purposes of government as listed in the Preamble to

the Constitution. • Explain the basic types, purposes, and structures of city and county

governments. • Identify goods and services that local governments provide. • Explain how local taxes support community services. • Describe the features of state government and its leaders. Describe

the features of national government and its leaders.

Third Grade Social StudiesUnit Four: Citizens and Government

6 Weeks • Identify services that state and national governments provide. • Identify places that are important in our country’s government. • Explain how certain symbols are associated with values of US history

and government. • Identify various monuments and memorials and what they

symbolize. • Explain how certain documents symbolize our nation. • Understand how world governments can be different. • Compare and contrast the governments of the US, Canada, Mexico

and Bhutan.




Visual Arts: Architecture, p. 287; Make a sculpture, p. 292 Music: Sign a Song, p. 299; write a song, p. 251 Math: Computation, p. 274s Reading/L.A.: Public Speaking, p. 270; Write a Report, p. 255



Third Grade Social StudiesUnit Five: People in Communities

6 Weeks CCCS 6.1.4.A.8 6.1.4.D.2 6.1.4.D.18

6.1.4.A.9 6.1.4.D.3 6.1.4.D.19 6.1.4.A.10 6.1.4.D.5 6.1.4.D.20 6.1.4.A.11 6.1.4.D.15 6.3.4.D.1 6.1.4.A.13 6.1.4.D.16 6.1.4.A.15 6.1.4.D.17


Cultural differences enrich communities and make them diverse. What different cultures can be found in the US? What makes up our American heritage? How do people express their culture? How are customs different around the world?

Unit/Content 9. Our American Culture 10. Cultures Around the World

Skills / Objectives

9. Our American Culture • Identify reasons why people move and settle in new places. • Describe immigrants’ arrival and living conditions in the US. • Identify reasons why people move within a country. • Understand how different groups share their cultures in the US • Compare and contrast cultures and diversity in communities. • Identify ways that immigrants contribute to communities. • Identify American landmarks, such as the Statue of Liberty and

Mount Rushmore. • Identify and explain the significance of national holidays, such as

Martin Luther King, Jr. Day, Presidents’ Day, Veterans’ Day, and Independence Day.

10. Cultures Around the World • Recognize literature, art, music, dance, architecture, and religion as

expressions of culture. • Compare and contrast the many ways people express their culture. • Understand how stories help define culture and share ideas of

people around the world. • Identify St. Patrick’s Day, Cinco de Mayo, and Kwanzaa as examples

of cultural holidays. • Compare and contrast how different cultural groups celebrate the

new year • Compare and contrast language, dress, and food in various cultures

around the world. • Define cultural identity

Third Grade Social StudiesUnit Five: People in Communities

6 Weeks • Identify expressions of different cultures around the world.




Visual Arts: Illustrating stories, p. 357; cultural Expo, p. 364 Music: Songs about countries, p. 318; cultural music, p. 337; patriotic songs, p. 341 Math: Comparing Amounts, p. 352 Reading/L.A.: Write a thank‐you letter, p. 316; write a report, p. 326; write a travel brochure, p. 336; fact or fiction, p. 355; storytelling, p. 357; compare and contrast, p. 373 Health: Japanese Foods, p. 315



Third Grade Social StudiesUnit Six: Working in Communities

6 Weeks CCCS 6.1.4.C.1‐11


People depend on one another to produce, buy, and sell goods and services. Good decision‐making helps the economy of a family or a community. How do people in a community depend on one another? Why do people and countries trade with each other? How do families earn, spend, and save money? How do businesses around the world make money?

Unit/Content 11. Working in Our Community 12. Saving and Spending Our Money

Skills / Objectives

11. Working in Our Community • Identify consumers and producers and understand that they are

dependent on one another. • Understand the importance of entrepreneurship. • Explore the world of work. • Identify the three types of resources used in a business. • Recognize the differences between human, natural, and capital

resources. • Identify the types of resources used by a specific type of business. • Explain why countries import and export goods. • Identify how transportation has improved the quality of goods and

services. • Identify how technology has changed the economy of communities

worldwide. • Explain how improvements in communication have affected

businesses. 12. Spending and Saving Our Money. • Understand that bartering is a direct exchange of goods and services.• Recognize money as a means of exchange. • Identify different forms of money used over time. • Identify and explain free markets. • Explain that competition in a free market economy affects pricing. • Understand how supply and demand affects pricing. • Understand how people earn income and the types of work they do. • Explain the relationship between saving and spending. • Recognize the skills used to make economic decisions. • Identify that businesses around the world depend on each other. • Recognize that smaller businesses are important parts of

Third Grade Social StudiesUnit Six: Working in Communities

6 Weeks communities.




Visual Arts: Make a collage, p. 409 Math: Comparing prices, p. 379, 424; find differences, p. 393; calculate interest, p. 429; make a budget, p. 434 Reading/L.A.: Write a Generalization, p. 380; Write a How‐to Paragraph, p. 383; write an informative paragraph, p. 403 Health: Research Yogurt, p. 396



Fourth Grade Social Studies Unit One: The Land of New Jersey

6 Weeks CCCS 6.1.4.A.15

6.1.4.B.1‐7 6.1.4.B.10 6.1.4.C.14

Essential Question(s)

How would you describe the land of New Jersey?

Unit/Content 1. The Geography of New Jersey 2. The Natural Regions of New Jersey

Skills / Objectives

1. The Geography of New Jersey • Identify the main features that help attract people to NJ • Identify the global grid as a system of latitude and longitude lines. • Identify the characteristics used to define a region. • Describe the geography of NJ, including the Atlantic Coastal Plain,

the Jersey Shore, the Pinelands, the Central Corridor/Piedmont, the Highlands, and the Appalachian Ridge and Valley.

• Describe the basic components of Earth’s physical systems, including landforms, the water cycle, weather and climate.

• Understand that natural resources can be either living or nonliving. • Understand the nature, characteristics, and distribution of

renewable and nonrenewable resources and the role of resources in everyone’s daily life.

• Understand that the community and its environment function as an ecosystem.

• Know that air quality, water supply, and solid waste disposal are important environmental issues for all of us.

• Describe the life and work of landscape painter, George Inness. • Explain how Christine Todd Whitman focused on environmental

issues as head of the EPA. • Compare and contrast ways in which NJ and California have

addressed the problem of coastal erosion. 2. The Natural Regions of New Jersey • Support the main idea that the geography of the Appalachian Ridge

and Valley and the Highlands regions includes many wonders to explore.

• Describe the geography of the Appalachian Ridge and valley and the Highlands regions.

• Identify the physical and human characteristics of the Appalachian Ridge and Valley and the Highlands regions.


6 Weeks • Identify some of the physical processes that shape earth’s surface,

such as weathering and erosion. • Describe how the physical and human characteristics of the

Appalachian Ridge and Valley and the Highlands regions have changed over time.

• Explain how glaciers formed many of the landforms found in NJ • Describe the geography of the Central Corridor/Piedmont region. • Identify the physical and human characteristics of the Central

Corridor/Piedmont region. • Identify the similarities and differences between urban and suburban

communities. • Describe how the physical and human characteristics of the Central

Corridor/Piedmont region have changed over time. • Analyze an elevation map to explain relationships among landforms. • Explain how Woodrow Wilson devoted much of his career to public

service. • Describe the geography of the Jersey Shore and the Pinelands areas. • Identify the physical and human characteristics of the Jersey Shore

and Pinelands areas. • Describe how the physical and human characteristics of the Jersey

Shore and the Pinelands areas have changed over time. • Identify the similarities and differences among rural, suburban and

urban communities.

Assessments Participation in class discussions Teacher observation Lesson Reviews, Chapter Reviews, Unit Reviews Chapter Tests/Unit Tests Workbook

Materials Hardcourt Social Studies: New Jersey ©2008 and all associated materials


Math – Calculate Population Densities p. 15 Reading/LA – Read Biographies, Main Idea and Details, Current Events Writing – Write a letter to the Editor Science – Glaciers Art – Landscape, Illustrated Timeline


Teacher made Smartboard activities for practice and teacher modeling Streaming Videos from DiscoveryEducation.com Brainpop.com videos Harcourt online materials

Fourth Grade Social Studies Unit Two: Native Americans and European Settlers

6 Weeks CCCS 6.1.4.D.1

6.1.4.D.2 6.1.4.D.3 6.1.4.D.4 6.1.4.D.10


Why is it important to study the early people of NJ?

Unit/Content 3. A Land and Its People 4. Europeans in New Jersey

Skills / Objectives

3. A Land and Its People • Understand the patterns and processes of early migration. • Explain why the first people came to New Jersey • Describe the effect the land had on the lives of early New Jerseyans. • Describe the first people of New Jersey • Describe how the Lenape way of life was affected by the

environment. • Describe the characteristics of Lenape culture. • Explain how families long ago expressed their beliefs and values

through stories, songs, and celebrations. • Identify the accomplishments of notable individuals, including Chief

Oratam. • Identify the importance of respecting cultural traditions • Describe the contributions of Lynette Perry, who preserved ancient

Delaware traditions. • Describe artifacts produced by different Native American groups of

North America. 4. Europeans in New Jersey • Understand the causes and effects related to the European

settlement of NJ. • Describe the earliest European explorations of NJ • Explain why various groups immigrated to the New World, and

describe the problems they encountered. • Understand the causes and effects related to the transfer of NJ from

Dutch to English control. • Observe how Dutch culture remains alive in NJ today. • Identify the causes and effects of NJ’s division into West Jersey and

East Jersey and the colony’s eventual reunion • Describe the distribution of populations in West Jersey and East


6 Weeks Jersey.

• Describe why the basic concept of tolerance was important in New Jersey’s colonial communities.

• Identify the effects of increased contact between European settlers and the Delaware.

• Describe the importance of farms in the history of NJ • Explain how the lifestyles of Native Americans and European settlers

differed. • Describe how the development of transportation networks in NJ

affected NJ’s relationships with other colonies. • Describe situations in which people from diverse backgrounds

worked together to solve common problems. • Identify the accomplishments of John Woolman, who supported fair

treatment of the Native Americans.




Math – Graph data, Compare and use map scales Reading/LA – Cause/effect; read biographies Writing – Questions for William Penn Science – Archaeology Art – Draw a historical picture



Fourth Grade Social Studies Unit Three: A New Nation

6 Weeks CCCS 6.1.4.A.1 6.1.4.D.5

6.1.4.A.2 6.1.4.D.6 6.1.4.A.3 6.1.4.D.8 6.1.4.A.4 6.1.4.D.15 6.1.4.A.7 6.1.4.D.4


What does independence mean to you?

Unit/Content 5. The Road to War 6. The Founding of a New Nation

Skills / Objectives

5. The Road to War • Describe the sequence of taxation measure imposed by the British

on the colonies. • Explain what taxes are, how they are collected, and how the money

is used. • Explain colonial resistance to the British taxes • Explain the sequence of events that led to the First Continental

Congress and to the Second Continental Congress. • Identify the accomplishments and key actions of the First and Second

Continental Congresses. • Analyze the varying viewpoints of colonial Loyalists and Patriots. • Identify issues with which the leaders and the opponents of the

American Revolution struggled. • Identify ways in which Patriots and Loyalists expressed and

supported their beliefs. • Describe the sequence of events leading to the drafting o the

Declaration of Independence. • Identify the Declaration of Independence as a major document in

American history. • Identify the key principles, beliefs, and ideas expressed in the

Declaration of Independence • Describe the reasons Revolutionary leaders fought for independence

from England. 6. The Founding of a New Nation. • Describe the sequence of events during the Battle of Trenton, the

Battle of Princeton, and the Battle of Monmouth. • Understand the contributions made by Colonel Tye and Mary Ludwig

Hays McCauley to NJ history.

Fourth Grade Social Studies Unit Three: A New Nation

6 Weeks • Discuss NJ’s important role during the American Revolution • Identify the Articles of Confederation as a key document in American

history. • Explain the contribution of Mary Ludwig hays McCauley or “Molly

Pitcher”. • Understand family life in a community of the past. • Describe the sequence of events during the Constitutional

Convention. • Explain democracy, and describe the virtues and benefits of a

democracy as compared with those of an authoritarian government. • Describe how the Constitution is a basic plan for the US government. • Identify the US Constitution and the Bill of Rights as key documents

that express democratic principles and beliefs. • Compare and contrast revolutions in two different geographical

locations. • Identify the contributions of significant individuals, such as George

Washington during the Revolutionary period.




Reading/LA – Sequence, Read Biographies Writing – Interview a primary source Science – Benjamin Franklin Art – Draw a historical picture



Fourth Grade Social Studies Unit Four: Building a Nation

6 Weeks CCCS 6.1.4.A.2 6.1.4.C.16

6.1.4.A.3 6.1.4.C.17 6.1.4.A.10 6.1.4.D.9 6.1.4.A.11 6.1.4.D.14 6.1.4.A.12 6.1.4.D.16 6.1.4.C.12 6.1.4.C.13


How does a country grow and develop?

Unit/Content 7. Growth and Industry 8. The Civil War

Skills / Objectives

7. Growth and Industry • Draw conclusions about the effects that inventions and technology

had on social and economic activities. • Describe the major inventions and discoveries in technology in the

1800s. • Identify and describe the major scientists and inventors of NJ. • Describe the development of transportation networks in NJ • Draw conclusions about the growth of NJ cities. • Explain changes in NJ cities over time. • Identify the work of social reformers such as Lucy Stone, Dorothea

Dix, and Clara Barton. • Describe the importance of factories in the history of NJ. • Identify basic American values and beliefs, such as equality of

opportunity, fairness, and respect for others. • Describe the accomplishments of early reformer Lucy Stone. 8. The Civil War. • Describe the struggle of different groups to obtain liberty and

equality. • Explain the contributions made by William Still, Angelina Grimke, and

Sarah Grimke to NJ history. • Explain the concepts of fairness and respect for others. • Describe NJ’s role in the Underground Railroad. • Describe the contributions that Harriet Tubman made to NJ history. • Draw conclusions about NJ’s role in the Civil War. • Identify the Emancipation Proclamation as a major document in

American history.

Fourth Grade Social Studies Unit Four: Building a Nation

6 Weeks • Understand how the Emancipation Proclamation helped the Union’s

cause • Identify Lincoln’s Gettysburg Address as a document that expresses

democratic principles and beliefs. • Identify the contributions of Civil war nurse Cornelia Hancock.




Reading/LA – Draw Conclusions; Read Biographies Writing – Interview historical figures Math – Create a pie chart



Fourth Grade Social Studies Unit Five: New Century, New Challenges

6 Weeks CCCS 6.1.4.C.3 6.1.4.C.17

6.1.4.C.5 6.1.4.D.2 6.1.4.C.6 6.1.4.D.3 6.1.4.C.12 6.1.4.D.15 6.1.4.C.14 6.1.4.C.16


How do inventions change the way we live?

Unit/Content 9. Changing Life in New Jersey 10. Changing Times, Changing Faces

Skills / Objectives

9. Changing Life in New Jersey • Compare and contrast the social and economic effects of major

inventions. • Describe the importance of factories in the history of NJ. • Identify major inventors in NJ history, such as Thomas Edison, and

describe their inventions. • Compare and contrast the contributions of John T. Dorrance, Charles

F. Seabrook, and Robert Wood Johnson to NJ industry. • Explain the role of oil and oil products in everyday life. • Explain the role of innovation in an economic system. • Identify the contributions of NJ pharmaceutical companies. • Describe the importance of farms in NJ history. 10. Changing Times, Changing Faces • Compare and contrast the challenges that immigrants faced in their

home countries and in the US. • Understand the reasons that various groups immigrated to the US

and analyze how large groups of people move within the US • Describe the experience of immigrants entering the US through Ellis

Island. • Describe the requirements for US citizenship. • Understand that the US interacts with other nations sometimes

through wars • Demonstrate knowledge of major events and issues in the history of

US • Understand the causes and effects of the Great Depression. • Identify NJ’s contributions to WWI and WWII.

Assessments Participation in class discussions Teacher observation

Fourth Grade Social Studies Unit Five: New Century, New Challenges

6 Weeks Lesson Reviews, Chapter Reviews, Unit Reviews Chapter Tests/Unit Tests Workbook



Reading/LA – Compare and contrast; reading biographies Math – Count in Decades Art – Tell a story with pictures Science – agricultural science



Fourth Grade Social Studies Unit Six: Modern New Jersey

6 Weeks CCCS 6.1.4.A.1

6.1.4.C.1‐8 6.1.4.C.10 6.1.4.C.11 6.1.4.C.14 6.1.4.C.15 6.1.4.C.17


What is important in the lives of New Jersey citizens?

Unit/Content 11. New Jersey’s Economy 12. New Jersey Today

Skills / Objectives

11. New Jersey’s Economy • Summarize the three functions of money in the economy. • Define economy, and explain its components. • Understand the role of goods and services in the economy. • Identify how state and local governments use tax money to provide

community services and social institutions such as police departments, school districts, and fire departments to meet our needs.

• Explain what taxes are, how they are collected, and how money is used

• Summarize how wants, needs, supply and demand, and scarcity of resources require choices, which generate opportunity costs.

• Describe how the US interacts with other nations through trade. • Summarize how all societies have economic systems to allocate

resources and to produce and distribute goods and services. • Identify and describe the four factors of production: land, labor,

capital, and entrepreneurship • Explain how productive resources (natural, human, and capital) are

used to produce goods and services. 12. New Jersey Today • Summarize how NJ changed after WWII. • Describe the development of transportation and communication

networks in NJ • Describe situations in which people from diverse backgrounds work

together to address issues such as education, affordable housing, and terrorism.

• Analyze how democratic values are exemplified in American songs,

Fourth Grade Social Studies Unit Six: Modern New Jersey

6 Weeks symbols, and slogans.

• Identify the historical events and democratic values honored by major national holidays.

• Summarize the roles of the three branches of government. • Describe the state seal as a symbol of NJ • Explain the importance of democracy, and identify the virtues and

benefits of democracy as compared with an authoritarian government.

• Summarize the contributions of New Jersey Congresswoman Millicent Hammond Fenwick.

• Describe the evolution and uses of the American flag. • Explain why the American flag is an important symbol.




Reading/LA – summarize; reading biographies Math – Figure Mileage Art – Draw a historical picture Science – scientific breakthroughs



Fifth Grade Social StudiesUnit One: The Land and Early People

6 weeks Standards 6.1.8.A.1.a 6.1.8.B.1.a

6.1.8.B.1.b 6.1.8.C.1.b 6.1.8.D.1.a 6.2.8.B.1.b 6.2.8.D.1.c 6.3.8.A.1 6.3.8.D.1


People interact with their environment and are affected by it. How do the geography and the climate of the US differ from region to region? What was the impact of early North American civilizations? How did geography and climate affect native American groups?

Unit/Content 1. Our Nation’s Geography 2. Native Americans

Skills / Objectives

1. Our Nation’s Geography • Describe the relative location of the five regions of the US. • Identify the US as a nation in North America • Use latitude and longitude to determine exact locations. • Identify and describe the landform regions of the US. • Locate the landforms of North America on a map. • Identify and locate major bodies of water in the US • Explain why many cities in the US are located near rivers. • Identify the factors that affect climate and vegetation. • Describe the climate regions of the US • Explain how physical features affect human settlement patterns. • Describe ways that people use the land and affect the environment. 2. Native Americans • Identify possible explanations of how people came to live in the

Americas • Explain how early peoples in the Americas lived, hunted, and farmed • Understand how changes in the environment affected early peoples’

lives. • Describe how the Easter Woodlands peoples adapted to their

environment • Locate the Easter Woodlands cultural area and compare lifestyles

among its inhabitants. • Explain how the Plains people adapted to their environment • Compare and contrast the ways of life of the different Plains groups. • Describe how the Pueblo people adapted to their environment • Identify the lifestyles of other peoples of the Southwest and West. • Describe how the peoples of the Pacific Northwest adapted to their

environment and used the area’s resources to meet their needs. • Understand how the peoples of the Arctic survived in a cold climate

with limited resources.

Fifth Grade Social StudiesUnit One: The Land and Early People

6 weeks

Assessments Participation in class discussions Teacher observation Activity pages Unit Test

Materials History Alive: The United States Through Modern Times ©2014 and all associated materials


Visual Arts: Drawing, p. 17, 43, 85 Science: Zoology Reading/LA: Response to Literature, Read Traditional Literature Math: Analyze problems


Teacher made Smartboard activities for practice and teacher modeling Streaming Videos from DiscoveryEducation.com Brainpop.com videos History Alive! online materials

Fifth Grade Social StudiesUnit Two: Cultures Meet

6 weeks Standards 6.1.8.A.1.a 6.1.8.B.1.a

6.1.8.B.1.b 6.1.8.C.1.a 6.1.8.C.1.b 6.1.8.D.1.a 6.1.8.D.1.b 6.1.8.D.1.c 6.1.8.A.2.a 6.1.8.A.2.b 6.3.8.A.2 6.3.8.D.1


Cultural differences and competition for land led to conflicts among different groups of people in the Americas. Why did Europeans begin to explore different areas of the world? What explorers led key expeditions and what routes did they follow? How did European explorations change the lives of Native Americans?

Unit/Content 1. The Age of Exploration 2. Building the First Colonies

Skills / Objectives

1. The Age of Exploration • Analyze historical people, places, events and ideas in graphic

formats. • Explain the reasons for European exploration. • Explain the technology that made ocean exploration possible. • Describe the aims, obstacles, and accomplishments of early

explorers. • Trace the routes of the explorers and identify the areas they claimed.• Describe the aims, obstacles, and accomplishments of Spanish

explorers. • Trace the routes of Spanish explorers and identify their claims. • Describe the aims, obstacles, and accomplishments of European

explorers. • Trace the routes of the explorers and identify the areas they claimed.2. Building the First Colonies • Locate the lands in North American claimed by Spain. • Describe relations between Spanish settlers and Native Americans. • Study relations between Spanish colonists and Native Americans. • Learn how the Virginia colony was settled. • Describe the relations between English settlers and Native

Americans • Understand the cooperation and conflict that existed between the

Powhatan and settlers in Jamestown. • Learn how people lived in the Plymouth Colony. • Describe the cooperation and conflict between settlers and Native

Americans. • Explain how English settlers developed ways to govern themselves. • Describe how European nations struggled for control of North

America.

Fifth Grade Social StudiesUnit Two: Cultures Meet

6 weeks • Describe the relations between French and Dutch settlers and the

Native Americans.


Materials History Alive: The United States through Modern Times ©2014 and all associated materials


Visual Arts: Design a Book Cover Science: Ocean Currents Reading/LA: Identify Main Idea and Details in Expository Text Math: Computation



Fifth Grade Social StudiesUnit Three: The Thirteen Colonies

6 weeks Standards 6.1.8.A.1.a 6.1.8.B.1.b

6.1.8.C.1.a 6.1.8.C.1.b 6.1.8.D.1.a 6.1.8.D.1.b 6.1.8.A.2.a 6.1.8.A.2.b 6.1.8.A.2.c 6.1.8.B.2.a 6.1.8.B.2.b 6.1.8.C.2.a 6.1.8.C.2.b 6.1.8.C.2.c 6.1.8.D.2.b 6.3.8.A.2 6.3.8.C.1


The 13 English colonies were founded in different regions of North American for different reasons. Why did different people come to the English colonies and where did they settle? How did new colonies impact Native American groups? What kinds of governments, economies, and new ideas developed in the colonies?

Unit/Content 1. The New England Colonies 2. The Middle Colonies 3. The Southern Colonies

Skills / Objectives

1. The Age of Exploration • Analyze historical people, places, events and ideas in graphic

formats. • Explain the reasons for European exploration. • Explain the technology that made ocean exploration possible. • Describe the aims, obstacles, and accomplishments of early

explorers. • Trace the routes of the explorers and identify the areas they claimed.• Describe the aims, obstacles, and accomplishments of Spanish

explorers. • Trace the routes of Spanish explorers and identify their claims. • Describe the aims, obstacles, and accomplishments of European

explorers. • Trace the routes of the explorers and identify the areas they claimed.2. Building the First Colonies • Locate the lands in North American claimed by Spain. • Describe relations between Spanish settlers and Native Americans. • Study relations between Spanish colonists and Native Americans. • Learn how the Virginia colony was settled. • Describe the relations between English settlers and Native

Americans • Understand the cooperation and conflict that existed between the

Powhatan and settlers in Jamestown.

Fifth Grade Social StudiesUnit Three: The Thirteen Colonies

6 weeks • Learn how people lived in the Plymouth Colony. • Describe the cooperation and conflict between settlers and Native

Americans. • Explain how English settlers developed ways to govern themselves. • Describe how European nations struggled for control of North

America. • Describe the relations between French and Dutch settlers and the

Native Americans.


Materials History Alive!: The United States Through Modern Times ©2014 and all associated materials


Visual Arts: View historic artworks Science: Classify animals Reading/LA: Responses to Literature, Biographical Sketch Math: Compute a percentage, solving problems



Fifth Grade Social StudiesUnit Four: The American Revolution

6 weeks Standards 6.1.8.A.1.a 6.1.8.B.1.b

6.1.8.C.1.b 6.1.8.D.1.a 6.1.8.D.1.b 6.1.8.A.2.a 6.1.8.A.2.b 6.1.8.A.2.c 6.1.8.C.2.a 6.1.8.C.2.b 6.1.8.D.2.a 6.1.8.D.2.b 6.1.8.A.3.a 6.1.8.B.3.a 6.1.8.B.3.c 6.1.8.B.3.d 6.1.8.C.3.a 6.1.8.D.3.a 6.1.8.D.3.b 6.1.8.D.3.c 6.1.8.D.3.d 6.1.8.D.3.e 6.3.8.A.2 6.3.8.C.1


Freedom was so important to the colonists that they were willing to suffer terrible hardships and years of war to win it. What disagreement led to the American Revolution? Which people and groups impacted the American Revolution? What were the major events and battles of the American Revolution? How did the American Revolution affect United States history?

Unit/Content 1. The Colonies Unite 2. The Revolutionary War

Skills / Objectives

1. The Colonies Unite • Describe the fight to control North America • Describe how alliances between Native Americans and colonies

affected the French and Indian war. • Explain the new laws passed after the French and Indian War. • Identify on maps lands in North American claimed by different

European nations • Identify the laws that caused conflicts in the colonies • Explain the importance of the Committees of Correspondence. • Examine the life of Patrick Henry and his views and impact during the

American Revolution • Explain why the colonists refused to accept the new laws passed by

Parliament. • Describe why fighting broke out at Lexington and Concord • Recognize different points of view about who should govern the

colonies • Explain the significance of the Second Continental Congress • Understand the importance of the Battle of Bunker Hill • Understand the people and events associated with the Declaration

of Independence • Tell why the Declaration of Independence is important and identify

its key political concepts.

Fifth Grade Social StudiesUnit Four: The American Revolution

6 weeks 2. The Revolutionary War • Describe the personal and economic effects of the war. • Explain the roles of women, African Americans, and Native

Americans during the war • Analyze the events leading up to the Revolutionary War • Identify the early battles, campaigns and turning points of the

Revolution • Examine the roles of American and British leaders. • Describe how individuals and other nations contributed to the war's

outcome. • Understand the hardships of daily life for Revolutionary War soldiers.• Identify the major battles and campaigns of the Revolutionary War. • Describe how individuals and other nations contributed to the war's

outcome. • Analyze the end of the Revolutionary War • Evaluate how the Declaration of Independence changed views on

slavery. • Understand the significance of new land policies and their impact on

Native Americans.


Materials History Alive!: The United States through Modern Times ©2014 and all associated materials


Visual Arts: Persuasive artwork, analyze paintings Science: chemical reactions Reading/LA: cause/effect; poetry Math: computation



Fifth Grade Social StudiesUnit Five: A Growing Nation

6 weeks Standards 6.1.8.B.1.a 6.1.8.B.1.b

6.1.8.C.2.a 6.1.8.D.2.b 6.1.8.A.3.a 6.1.8.A.3.b 6.1.8.A.3.c 6.1.8.A.3.d 6.1.8.A.3.e 6.1.8.A.3.f 6.1.8.A.3.g 6.1.8.B.3.b 6.1.8.C.3.b 6.1.8.D.3.e 6.1.8.D.3.f 6.1.8.D.3.g 6.1.8.A.4.a 6.1.8.A.4.b 6.1.8.A.4.c 6.1.8.B.4.a 6.1.8.B.4.b 6.1.8.C.4.a 6.3.8.A.3 6.3.8.D.1


The United States established a new government and grew larger as more people arrived and lands were acquired. What were some of the major problems faced by the writers of the Constitution? How does the Constitution secure our liberty? How did western settlement affect Native Americans? What kind of changes did the United States face in the early 1800s?

Unit/Content 1. The Constitution 2. The Young Republic

Skills / Objectives

1. The Constitution • Describe how the Constitution set up the government of the United

States • Explain the importance of the Great Compromise • Explain how Morris contributed to the Constitution and the

establishment of the US government • Explain the purpose of the Constitution • Compare the powers and functions of the three branches of

government • Describe the struggle to get the Constitution approved. • Explain the key rights guaranteed in the Bill of Rights. • Describe the development of the United States government • Identify the principles of a constitutional government • Learn how the authority of a democracy comes from its people • Compare the powers granted to citizens, the federal government,

and the states. • Identify the symbols of the US • Explain how various symbols and artifacts express patriotism. 2. The Young Republic • Describe how early pioneers met the challenges of frontier life. • Explain why President Jefferson agreed to buy Louisiana.

Fifth Grade Social StudiesUnit Five: A Growing Nation

6 weeks • Describe the expedition to explore the lands of the Louisiana

Purchase • Examine the role Sacagawea played in the Lewis and Clark expedition• Examine issues related to Lewis and Clark's expedition • Describe the events of the War of 1812. • Explain the Indian Removal Act and the Trail of Tears • Explain how Texas became a state • Describe how pioneers traveled west on the Oregon and Mormon

trails • Tell how the US gained lands after the Mexican‐American War. • Describe the California gold rush. • Explain how canals, steamboats, and railroads improved

transportation and shipping • Describe how new inventions led to the Industrial Revolution.


Materials History Alive!: The United States through Modern Times ©2014 and all associated materials


Visual Arts: Design a coin or stamp Science: steam engines Reading/LA: drawing conclusions Math: computation; calculate a percentage



Fifth Grade Social StudiesUnit Six: Civil War Times

6 weeks Standards 6.1.8.B.1.b 6.1.8.C.2.a

6.1.8.D.2.b 6.1.8.A.3.g 6.1.8.C.3.c 6.1.8.A.4.a 6.1.8.B.4.a 6.1.8.C.4.c 6.1.8.D.4.a 6.1.8.D.4.b 6.1.8.D.4.c 6.1.8.A.5.a 6.1.8.A.5.b 6.1.8.B.5.a 6.1.8.C.5.a 6.1.8.C.5.b 6.1.8.D.5.a 6.1.8.D.5.b 6.1.8.D.5.c 6.1.8.D.5.d 6.3.8.A.1 6.3.8.B.1


Social and economic differences divided the nation and led to war. The nation was reunited, but continued to face many challenges. What caused the Civil War? How did the Union win the Civil War? What happened in the South after the Civil War? How did the US change after the Civil War?

Unit/Content 1. The Civil War 2. A Changing Nation

Skills / Objectives

1. The Constitution • Analyze sectional differences and events leading to the Civil War. • Describe legislative acts that dealt with slavery. • Explain how the Kansas‐Nebraska Act led to conflict. • Analyze how the Dred Scott decision affected the US. • Describe the aim and operation of the Underground Railroad. • Explain the contributions of women to the antislavery movement. • Identify important abolitionists and describe their work. • Describe Abraham Lincoln's political career. • Analyze the election of 1860. • Identify reasons that some Southern states left the Union. • Describe the events at Fort Sumter that began the Civil War. • Understand social and economic conditions in Abraham Lincoln's

lifetime. • Identify the conflicts and changed that occurred during the 1800s. • Analyze the early battles of the Civil War • Discuss the Emancipation Proclamation and describe its effects. • Identify different groups of Americans who contributed to the Civil

War effort. • Identify major battle of the Civil War and their results. • Analyze the Gettysburg Address and its impact on the Civil War • Describe the surrender of General Lee to General Grant at

Appomattox Court House.

Fifth Grade Social StudiesUnit Six: Civil War Times

6 weeks 2. A Changing Nation • Analyze plans for the Reconstruction of the US • Analyze the reactions of both Southerners and Northerners to

Reconstruction efforts. • Examine why many people moved west in the late 1800s. • Analyze what happened to Native Americans as people moved west. • Examine the industries and inventions of the late 1800s that changed

how people lived. • Analyze how new industries and work demands led to the formation

of unions. • Identify how the population grew and changed after the Civil War. • Compare new and old immigrants and describe the challenges both

faced. • Explain how prejudice against immigrants led to regulations on

immigration • Examine the life of Jane Addams and understand how she helped

immigrants and poor people • Analyze immigration and population data for the US during the late

1800s and early 1900s.


Materials History Alive!: The United States Through Modern Times ©2014 and all associated materials


Visual Arts: drawing Science: inventions Reading/LA: persuasive writing, personal narratives Math: percentages; computation



Harding Township School Social Studies Curriculum Grades 3 5 fileSocial Studies Curriculum Grades...

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