MARLBORO TOWNSHIP PUBLIC SCHOOLS...P U R P O S E The purpose of the Marlboro Township Public...
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MARLBORO TOWNSHIP PUBLIC SCHOOLS DEPARTMENT OF CURRICULUM AND INSTRUCTION SOCIAL STUDIES CURRICULUM GUIDE GRADE 4 Copyright © 2015, 2010 Marlboro Township Board of Education READOPTED MAY 3, 2016
Transcript of MARLBORO TOWNSHIP PUBLIC SCHOOLS...P U R P O S E The purpose of the Marlboro Township Public...
MARLBORO TOWNSHIP PUBLIC SCHOOLS
DEPARTMENT OF CURRICULUM AND INSTRUCTION
SOCIAL STUDIES
CURRICULUM GUIDE
GRADE 4
Copyright © 2015, 2010 Marlboro Township Board of Education
READOPTED MAY 3, 2016
ACKNOWLEDGMENTS
Dr. Eric Hibbs, Superintendent of Schools
Mr. Michael Ballone, Director of Curriculum & Instruction
BOARD OF EDUCATION
Michael Lilonsky, President
Victoria Dean, Vice President
Dara Enny
Jian Kao
Joanne LiuRudel
Craig Marshall
Debbie Mattos
BonnieSue Rosenwald
Robyn Wolfe
CURRICULUM WRITING COMMITTEE
Lauren S. Kolanovic, Chairperson
Alicia Longo
Laura Sturgis
Lisa Isganitis, Secretary
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PURPOSE The purpose of the Marlboro Township Public School’s Social Studies Curriculum is to provide an articulated course of instruction incorporating live Internet links to resources, and aligned with the 2014 New Jersey Core Curriculum Content Standards for Social Studies.
It is designed to prepare student learners to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age by providing the knowledge, skills, and perspectives needed to achieve that goal.
GOALS 1. All students will learn to be civic minded, globally aware, and socially responsible. 2. All students will demonstrate fundamental values of American citizenship through active
participation in local and global communities. 3. All students will develop an awareness of the constancy of change and the impact of the past on
present and future events throughout the world by studying historic and current events. 4. All students will understand the role of government and its impact on the ways in which regions
develop and change over time. 5. All students will recognize the interdependence between natural and human resources. 6. All students will consider multiple perspectives, value diversity, and promote cultural
understanding. 7. All students will recognize the impact of geography on the economic development and lifestyles
of the regions of the United States. 8. All students will appreciate the global dynamics between people, places, and resources. 9. All students will utilize emerging technologies to communicate and collaborate on career and
personal matters with citizens of other world regions.
THE SPECIAL EDUCATION PROGRAM USES THE
FOLLOWING CURRICULUM WITH APPROPRIATE
MODIFICATION BEING MADE TO ADDRESS THE NEEDS OF
THE INDIVIDUAL STUDENTS.
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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.
Grade 4
Strand A. Civics, Government, and Human Rights Essential Questions Enduring Understandings
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.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Rules and laws are developed to protect people’s rights and the security and welfare of society.
Instructional Guidance To assist in meeting this CPI, students may: ● Determine what makes some rules better than others after being
provided with a list of rules (some of which are unfair, unenforceable, do not have a legitimate purpose or have other issues). This activity may take place on or around Constitution Day on September 17.
SE : ● Put rules on index cards so students can manipulate and sort. ● Create a rubric that describes characteristics of good rules and
use it to evaluate rules from other classrooms.
CPI 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Create a class constitution. ● Brainstorm rules that are appropriate for the classroom in small
groups. ● Use a checklist to evaluate ideas in small groups and select 35
rules. ● Present rules and explain why the group’s rules should be chosen
for the class constitution. ● Revise rules after all groups have shared ideas. ● Take a class vote indicating “yea” or “nay” to each of the
proposed rules. ● Sign rules with the teacher once the rules are determined and post
for display.
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Resources ● Scholastic features “Creating a Classroom Constitution Lesson
Plan”. http://www2.scholastic.com/browse/home.jsp ● Discovery Education : After logging onto site using the URL
listed below, search for the following title, “American Government” http://www.discoveryeducation.com Examine the structure and values of American government by exploring the rules in our daily lives and the reasons for them, as well as the rules and reasons behind our government.
Content The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
Instructional Guidance To assist in meeting this CPI, students may: ● Discuss the concept of rights, responding to prompts, such as:
What does it mean to them? Do they have rights within their own families? What rights do they not have in the family context? What rights do they have in school and in the community?
● Generate a list of rights and responsibilities and students will categorize them into two groups.
SE: ● Color coding to help categorize. ● Paragraph frame to assist with written response. ● Project Read Key Point to assist with written response.
CPI 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Exit Card: Explain why we need rights and responsibilities in
order to function as a unit. ● Scholastic Democracy for Kids
http://teacher.scholastic.com/scholasticnews/indepth/democracy_plaza/reproducibles/images/rights_activity.pdf Rights and Responsibilities worksheet.
Resources ● Active Citizens 101 was created by Constitutional Rights
Foundation (Social Capital and Democracy Unit). http://www.crfusa.org/images/pdf/82004%20AC%20101.pdf
● Democracy For Kids http://teacher.scholastic.com/scholasticnews/indepth/democracy_plaza/reproducibles/index.asp?article=rights
● Brain Pop Jr.: “Right and Responsibilities”: After logging in using the URL below, scroll down to the bottom of the page to the section titled “Social Studies Movies” to find “Rights and Responsibilites” http://www.brainpopjr.com/socialstudies
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Content American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
Instructional Guidance To assist in meeting this CPI, students may: ● View Brain Pop videos. ● Make a list of factors that are important to consider when
developing an effective social action plan. SE: ● Provide leveled readers, use graphic organizers and outlines for
notes and research . ● Key Point and supporting details graphic organizer from Project
Read. ● Provide outlines or copies of notes.
CPI 6.1.4.A.3 Determine how “fairness,” “equality,” and the “common good” have influenced change at the local and national levels of United States government
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Students complete an open response to a scenario in which they
have to judge the fairness to a classroom situation and justify their reasoning. Example: Taking privileges away from a certain population in the classroom.
Resources ● Active Citizens 101 was created by Constitutional Rights
Foundation (Social Capital and Democracy Unit). http://www.crfusa.org/images/pdf/82004%20AC%20101.pdf
● K12 ServiceLearning Project Planning Toolkit (Updated Edition) contains information about the 5 core components of a servicelearning project: investigation, planning and preparation, the service activity, reflection, and demonstration/celebration. http://www.servicelearning.org/filemanager/download/8542_K12_SL_Toolkit_UPDATED.pdf
● Service Learning Provider shows examples of elementary school service learning projects. http://www.goodcharacter.com/SERVICE/primer10.html
● DoSomething features videos about different causes (teacher should select appropriate videos for elementary students). http://www.dosomething.org/video
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Content
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.
Instructional Guidance To assist in meeting this CPI, students may: ● Read aloud or Webquest on what government is and the three
branches. ● Complete flipbook on the three branches or a graphic organizer. ● Class activity in which the class is divided into three groups each
acting as a branch of the government to implement a policy. ● Give students a list of services and categorize them by
governmental provider. For example, the Executive Branch makes laws.
SE: ● Provide leveledreading passages. ● Highlight vocabulary words, provide graphic organizer for
written work, and provide copies of all notes. ● Graphic organizer for written work. ● Project Read Key Point and supporting details.
CPI 6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Review project and grade using a rubric. ● Written assignment where students explain why or why not as to
whether the system of checks and balances is a fair way to make decisions or decide policy.
Resources ● Global Education Collaborative Ning is an online community
for teachers and students interested in global education. http://globaleducation.ning.com/
● EekoWorld is designed to help children between the ages of 6 and 9 learn about the important role they can play in taking care of the earth. http://pbskids.org/eekoworld/exchange/index.html
● Epals has developed collaborative projects about a variety of topics including global warming and the world’s water supply. http://www.epals.com/
● Thinkquest is an online community for students and teachers (free websites and password protected). http://www.thinkquest.org/en/
● Ben’s Guide to U.S. Government for Kids http://bensguide.gpo.gov/
● Brain Pop Jr.: “Local and State Governments”: After logging in using the URL below, scrolfind the section entitled “Local and State Government” http://www.brainpopjr.com/socialstudies/government/localandstategovernments/preview.weml
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● Promethean Planet : After logging onto site using the URL listed
below, search for the following title, “Branches of Government ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “The Three Branches fo the US Government ” http://www.prometheanplanet.com/enus/
Content In a representative democracy, individuals elect representatives to act on the behalf of the people.
Instructional Guidance To assist in meeting this CPI, students may: ● Students make a chart of the various levels of government and
include the members and roles of each level. ● Brainstorm examples of and write down on board instances in
which the students have seen the mayor, governor, or President interacting with citizens and for what reasons.
SE: ● Provide leveled readers on the levels of government, provide
graphic organizer,and flexible grouping. ● Provide graphic organizer of the levels of government. ● Provide vocabulary cards or worksheet.
CPI 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. 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Exit Card: What are some services provided by the different
levels of government? ● Exit Card: Identify leaders of local, state, and national
government. Resources ● State and Local Government on the Net Index of links to
specific state governments, national organizations, federal resources, and multistate sites http://www.statelocalgov.net/index.cfm
● Governor, U.S. Senators, and U.S. House Members A site used to find out who current government officials are of each state. Just click on a state and you will see the governor, senators, and house members listed. http://www.phschool.com/curriculum_support/government_update/state/index.html
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● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Local, State and Federal Governments” www.discoveryeducation.com What does it take to create and run a strong city, state, or country? Explore local, state, and federal governments to see how their branches work together. Students will see that one branch makes the laws, another makes sure the laws are fair, and a third makes sure the laws are obeyed.
Content The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
Instructional Guidance To assist in meeting this CPI, students may: ● Readaloud about the abolitionist movement and the women’s
rights movement. ● Use Scott Foresman’s Regions, Chapter 5, Lesson 3 to compare
and contrast these movements. ● Collect biographies from school library or local library and
students will complete research assignment.
SE: ● Preview vocabulary, provide leveledreaders, use graphic
organizer and paragraph frames. ● Provide Venn Diagram to compare/contrast. ● Project Read Story Form Biographies Organizer. ● View BrainPop biographies.
CPI 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.(e.g., fairness, civil rights, human 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Use rubric to grade research assignment. ● Students create a Venn diagram or complete an exit card where
they list similarities and differences for abolitionists and women’s rights activists.
Resources ● Regions , Scott Foresman, 2008, Unit 5, Lesson 3 ● List of Human Rights (Historically Based) Films This site
features a list of historically based human rights films. Students and teachers will benefit from this comprehensive resource. http://teacherlink.ed.usu.edu/tlresources/units/ByrnesS2003/films.htm
● Brain Pop: “Historical Figures”: After logging in using the URL below, find and click on the specific historical figures that you are studying: Historical U.S. figures and history http://www.brainpop.com/socialstudies/famoushistoricalfigures/
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● Discovery Education : After logging onto site using the URL
listed below, search for the following topic, “Martin Luther King” www.discoveryeducation.com This session introduces Martin Luther King Jr. and explains his achievements as the foremost leader in America's civil rights movement. The program discusses King's childhood in Georgia, his education at Morehouse College, and his first years as a Baptist minister in Alabama. Photos and reenactments of the Montgomery bus boycott highlight King's leadership in the struggle to end segregation, and excerpts from the "I have a dream" speech demonstrate the power and inspiration his words still have on audiences today.
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “The March on Washington” www.discoveryeducation.com "I Have a Dream":
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Harriet Tubman” www.discoveryeducation.com In this program, learn about Harriet Tubman. Courage helps her escape slavery and become a "modernday Moses," bravely leading others to freedom.
Content The United States democratic system requires active participation of its citizens.
Instructional Guidance To assist in meeting this CPI, students may: ● Students play an active role in voting for a class party, class trip,
etc. Conduct a classroom vote and tally at random 12 of the votes to see what the most popular choice is. Analyze how the votes change with more participants involved and how the outcome can change as well.
● Students play an active role in passing a bill for a classroom policy. The class is divided into three groups as each will represent a branch of the government. They will then go through the steps involved while working together in each group.
SE: ● Provide leveled readers about the voting process, review
vocabulary and selective grouping.
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CPI
6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. CPI
6.1.4.A.12 Explain the process of creating change at the local, state, or national level.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment ● Teacher observation and open dialogue. ● Exit Card: List the steps in how a bill becomes a law.
Resources ● Scholastic: Be Informed (Classroom Activities) Scholastic
offers a series of printable panels and classroom activities which focus on how to stay informed and abreast of political issues. Each piece is provided in PDF format. http://teacher.scholastic.com/scholasticnews/indepth/democracy_plaza/reproducibles/index.asp?article=informed
● What is a Law? http://bensguide.gpo.gov/35/lawmaking/index.html
● Brain Pop: “How a Bill Becomes a Law”: After logging in using the URL below, find and click on the specific topic that you are studying: How a Bill Becomes a Law http://www.brainpop.com/socialstudies/usgovernmentandlaw/howabillbecomesalaw/preview.weml
● Brain Pop: “How a Bill Becomes a Law”: After logging in using the URL below, find and click on the specific topic that you are studying: Voting http://www.brainpop.com/socialstudies/usgovernmentandlaw/voting/preview.weml
Content Immigrants can become and obtain the rights of American citizens.
Instructional Guidance To assist in meeting this CPI, students may: ● Readaloud: Italian Immigrants from the Making Meaning
library. ● Discuss immigration and the reasons why people migrated to the
U.S. ● Complete the “Ben’s Guide Webquest” ● Readaloud: A New Life from the Region s library
SE: ● Provide leveled readers and biographies. ● Review vocabulary. ● Provide a framework or graphic organizer for webquest. ● Project Read Key Point organizer to assist with webquest.
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CPI 6.1.4.A.13 Describe the process by which immigrants become United States citizens
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Exit Card: Students describe the process of becoming a U.S.
citizen. Resources ● Scholastic: Meet Three Recent Immigrants: Three interesting
stories of immigration in the 21st century. Read the accounts of three young girls and their families as they start their lives over in America. http://teacher.scholastic.com/activities/immigration/recent/index.htm
● Ben's Guide: Citizenship: Becoming a U.S. Citizen: Ben's Guide is a fun way to present U.S. Government to students grades K12. This site presents a description of the process of becoming a U.S. citizen. Links to related sites are available. http://bensguide.gpo.gov/35/citizenship/citizenship.html
Content The world is comprised of nations that are similar to and different from the United States.
Instructional Guidance To assist in meeting this CPI, students may: ● Utilize Time For Kids , Scholastic News , and newspapers to
research and discuss current events.
CPI 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
SE: ● Review vocabulary. ● Provide appropriate newspaper articles. ● Provide graphic organizer to assist in responding to articles: The
Five W’s: who, what, where, when, why (and how)
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Maintain a daily/weekly diary of current events that are discussed
and written about.
Resources ● Time for Kids Search for specific topics, quizzes and activities
http://www2.scholastic.com/browse/scholasticNews.jsp ● Promethean: Celebrate Cultures This interactive flipchart
explores various cultures, traditions, and symbols. The flipchart contains assessment tools. The vocabulary is appropriate for early elementary school. http://www.prometheanplanet.com/en/Resources/Item/27548
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Content In an interconnected world, it’s important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges
Instructional Guidance To assist in meeting this CPI, students may: ● Utilize Time For Kids , Scholastic News, and newspapers to
research and discuss current events.
SE: ● Review vocabulary. ● Provide appropriate newspaper articles. ● Provide graphic organizer to assist in responding to articles: The
Five W’s: who, what, where, when, why (and how)
CPI 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Maintain a daily/weekly diary of current events that are discussed
and written about.
Resources ● Time for Kids Search for specific topics, quizzes and activities
http://www2.scholastic.com/browse/scholasticNews.jsp ● Promethean: Celebrate Cultures This interactive flipchart
explores various cultures, traditions, and symbols. The flipchart contains assessment tools. The vocabulary is appropriate for early elementary school. http://www.prometheanplanet.com/en/Resources/Item/27548
Content In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems.
Instructional Guidance To assist in meeting this CPI, students may: ● Utilize Time For Kids , Scholastic News , and newspapers to
research and discuss current events ● Discuss responses to a current global issue.
SE: ● Review vocabulary. ● Provide appropriate newspaper articles. ● Provide graphic organizer to assist in responding to articles: The
Five W’s: who, what, where, when, why (and how)
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CPI 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Maintain a daily/weekly diary of current events that are discussed
and written about. Resources ● Time for Kids Search for specific topics, quizzes and activities
http://www2.scholastic.com/browse/scholasticNews.jsp ● Promethean: Celebrate Cultures This interactive flipchart
explores various cultures, traditions, and symbols. The flipchart contains assessment tools. The vocabulary is appropriate for early elementary school. http://www.prometheanplanet.com/en/Resources/Item/27548
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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.
Grade 4
Strand B. Geography, People, and the Environment Essential Questions Enduring Understandings
How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?
Active citizens recognize the consequences of human interactions with environment and take actions to promote positive outcomes.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content
Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth
Instructional Guidance To assist in meeting this CPI, students may: ● Introduce different map skills using worksheets, desk maps,
atlases, globes, and the Promethean Board.
SE: ● Review vocabulary. ● Provide a graphic organizer to categorize map features ● Provide outline or copy of notes. ● Provide Venn Diagram to compare/contrast. ● Use Project Read Report Form Classification Organizers to
classify maps. CPI
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. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Compare and contrast the different types of maps using a Venn
diagram and apply map skills learned. Resources ● Brain Pop: “ Map Skills” and “Latitude and Longitude”: After
logging in using the URL below, find and click on the specific topic that you are studying. http://www.brainpop.com/socialstudies/geography/
● Geography for Kids Great games for practicing latitude and longitude . This URL may be uncooperative. Copy and paste into browser. http://www.kidsgeo.com/geographygames/latitudelongitudemapgame.php
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CPI 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.
● Promethean Planet : A simple introduction to identifying nine
types of geographic features (ocean, bay, island, peninsula, lake, river, plain, mountain, volcano). http://www.prometheanplanet.com/enus/Resources/Item/55954/geographicfeatures/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Map Skills Jeopardy ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Latitude and Longitude:Location ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Geography Terms”. http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Geography” www.discoveryeducation.com This twopart Unit of Study is designed to present students with explanations of how maps and globes are used to represent key concepts about our planet. One video explores maps and the other presents information about globes. Vocabulary includes terms such as scale, compass rose, cardinal directions, symbols, latitude, longitude, equator, hemisphere, oceans, and continents. The video covering globes also includes material about using charts, graphs, and tables.
Content
Places are jointly characterized by their physical and human properties. CPI 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.
Instructional Guidance To assist in meeting this CPI, students may: ● Compare and contrast the regions as they are learned throughout
the year. Keep a chart in notebooks describing key physical and human properties of each region.
SE: ● Frequent review of vocabulary. ● Provide notes and outlines, and use graphic organizers to
compare/contrast regions. ● Provide Venn Diagram to compare/contrast.
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Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Write a letter to a student in another region explaining what it is
like to live in the Northeast, using sensory details. ● Create a brochure of any region using sensory details.
Resources ● Regions , Scott Foresman, 2008, Unit 1 ● Discovery Education : After logging onto site using the URL
listed below, search for the following topic, “Physical Geography” www.discoveryeducation.com “Physical Geography" examines the Earth's oceans and fresh water sources, the major continents and basic landforms, and the changes that are constantly occurring to the Earth's surface. The program also looks at the world's climates and the factors that shape those climate zones, as well as the world's natural resources and the many ways people use them. Finally, the program considers how these aspects affect not only where people live, but how they live, as well. Through liveaction video footage, graphics and animation, this comprehensive program helps students better understand the physical forms and forces that create the world around us and encourages them to apply this knowledge to gain an understanding of human, or cultural, geography. In this context, students will also be introduced to basic map and globe skills.
Content The physical environment can both accommodate and be endangered by human activities.
Instructional Guidance To assist in meeting this CPI, students may: ● Brainstorm and create a list of how humans both pollute and
conserve the environment. ● Readaloud: “Just a Dream” in McGraw Hill anthology.
SE: ● Provide leveledreaders. ● Use a graphic organizer to assist with written work. ● Project Read Key Point and supporting details.
CPI 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Students can create a poster as to how we can conserve the
physical environment.
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Resources ● Brain Pop: “Humans and the Environment” After logging in
using the URL below, find and click on the specific topic that you are studying. http://www.brainpop.com/science/ourfragileenvironment/humansandtheenvironment/preview.weml
Content Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.
Instructional Guidance To assist in meeting this CPI, students may: ● Compare and contrast the regions as they are learned throughout
the year. Keep a chart in notebooks describing key physical and human properties of each region.
SE: ● Frequent review of vocabulary. ● Provide notes and outlines, and use graphic organizers to
compare/contrast regions. ● Venn Diagram
CPI 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Write a letter to a student in another region explaining what it is
like to live in the Northeast, using sensory details. ● Create a brochure of any region using sensory details.
Resources ● Regions , Scott Foresman, 2008, Unit 1
Content Patterns of settlement across Earth’s surface differ markedly from region to region, place to place, and time to time.
Instructional Guidance: To assist in meeting this CPI, students may: ● Refer to Regions journal and collaborate in groups to: How do
regional and state boundaries differ? ● Choose one regions and explain how the landforms of that region
might affect how people work and play there. ● Explain the benefits of settling in each region. ● Identify ways natural resources are used in each of the regions.
SE: ● Use Project Read Key Point and Supporting Details for written
work. ● Provide copies of notes
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CPI 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others. 6.1.4.B.8 Compare ways people choose to use and divide natural resources.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Compare the Northeast region to another region as to how they
use the natural resources in that region. ● Writing Task: If you could choose one other region to live in,
what region would that be and why? Resources ● Regions , Scott Foresman, 2008, Unit 1, pp. 1115
Content Advancements in science and technology can have unintended consequences that impact individuals and/or societies.
Instructional Guidance To assist in meeting this CPI, students may: ● Utilize Time For Kids , Scholastic News , and newspapers to
research and discuss current events ● Compare and contrast the social and economic effects of major
inventions ● Describe the importance of factories in the history of New Jersey ● Identify the impact of inventions on daily life.
SE: ● Review vocabulary. ● Provide appropriate newspaper articles. ● Provide graphic organizer to assist in responding to articles: The
Five W’s: who, what, where, when, why (and how)
CPI 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Create a chart listing the pros and cons of technology. ● Research an inventor and present a brief oral report about that
inventor, including the inventor’s contribution and the impact that this invention had on the society at that time and society today.
Resources ● Time For Kids, Scholastic News, and/or newspaper articles ● BrainPop: “Natural Resources” After logging in using the URL
below, find and click on the specific topic that you are studying. http://www.brainpop.com/science/ourfragileenvironment/naturalresources/preview.weml
● New Jersey , Scott Foresman, 2008, Unit 5, Chapter 9
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Content Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.
Instructional Guidance To assist in meeting this CPI, students may: ● Use map skills to locate major cities. ● Use library resources to identify cultural features of different
cities. SE:
● Graphic organizers to record information and provide leveledreaders.
● Project Read Report Form “Places” collection sheet.
CPI 6.1.4.B.10 Identify the major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Using a Venn diagram, compare and contrast two cities in two
different world regions. Find the differences and similarities in climate, culture, and commerce.
● Write an essay explaining how geography impacts culture. Resources ● Deskmaps ● Google Maps http://maps.google.com/ ● Brain Pop: “Geography Themes” After logging in using the
URL below, find and click on the specific topic that you are studying. www.brainpop.com
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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.
Grade 4
Strand C. Economics, Innovation, and Technology Essential Questions Enduring Understandings
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?
Active Citizens make informed and reasoned economic decisions and accept responsibility for the consequences of their actions and/or inactions.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content People make decisions based on their needs, wants, and the availability of resources.
Instructional Guidance To assist in meeting this CPI, students may: ● Participate in a service learning project that benefits children
affected by a natural disaster. ● Raise funds and donate proceeds to one of the causes ● Scott Foresman Regions : Chapter 3 lesson 2
SE: ● Use read alouds and leveled readers to introduce issues that have
impacted the word, ● Review vocabulary, ● Provide highlighted or summarized copy of chapter text. ● Use parallel textbook, or reading buddy for chapter text.
CPI
6.1.4.C.1 Apply opportunity cost* (i.e., choices and tradeoffs) to evaluate individuals’ decisions, including ones made in their communities.
*Opportunity cost: The value of the best alternative given up (Council for Economic Education).
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● There are 10 gifts on a tree. Select two gifts. Mother says it’s OK
to get one of the two gifts, but not both. You must choose between two gifts. What is the opportunity cost of this choice?
● Identify five choices you made today preparing for school. For each choice, list the opportunity cost. (Remember, opportunity cost is the next best thing you would choose to do.)
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CPI 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
Resources ● Regions , Scott Foresman, 2008, Chapter 3, Lesson 2 ● EconEdLink: Costs and Benefits of ‘The Three Little Pigs’
Find out what the definition of a cost and a benefit is in terms of the economy when using this site. “When making a decision, students should consider the costs and the benefits of that decision.” http://www.econedlink.org/lessons/index.php?lid=282&type=student
● EdEconLink: That’s Not Fair! Primary Lesson on Scarcity This crosscurricular lesson on scarcity and opportunity costs, also teaches a valuable lesson about why we share. http://www.econedlink.org/lessons/index.php?lid=252&type=educator
● EconEdLink/Learning About Opportunity Costs With Crayola This site will provide you with an easytounderstand, real world explanation of what opportunity costs are and how to make the best decisions with your limited resources. Teacher’s version, along with convenient lesson plan links are attached to this site. http://www.econedlink.org/lessons/index.php?lid=39&type=student
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Need vs. Wants ” http://www.prometheanplanet.com/enus/
Content Economics is a driving force for the occurrence of various events and phenomena in societies.
Instructional Guidance To assist in meeting this CPI, students may: ● Regions , Scott Foresman, 2008, Chapter 3 ● Read alouds and primary sources: from Josefina Saves the Day ● Have students work in groups to create a pamphlet for other
students on how to be a responsible consumer. ● Have students create a cartoon strip about someone making an
economic choice. ● Ask students if they receive an allowance. Have those students
discuss how they earn their allowance and if they are saving their money for any special purchases. Ask students if they ever trade toys, baseball cards, books, or food. What makes a fair trade?
● What are some necessities for a good economy? List responses on the board.
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SE: ● Use read alouds and leveled readers. ● Review vocabulary. ● Provide parallel text or use reading buddies for chapter text. ● Provide illustrations for students to use when creating the
pamphlet and cartoon.
CPI 6.1.4.C.3 Explain why incentives vary between and among producers and consumers. 6.1.4.C.4 Describe how supply and demand influence price and output of products. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Small group assessment: Have students consider the following
decisionmaking scenario: Suppose you are the owner of a business that makes fruit juices and your profits are down. What can you do to encourage more people to buy your product?
● Read the story “Jack and the Beanstalk.” Tell the class what Jack got in return for his mother’s cow. Decide if Jack’s trade was a good one or a bad one. Explain why you think so.
Resources ● Regions , Scott Foresman, 2008, Chapter 3 ● Academy Curricular Exchange : Columbia Education Center
Social Studies This lesson allows for personal involvement in the concept of supply and demand which helps the students see how it relates to their everyday life. http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst184.html
● EconEdLink: Incentives Influence Us Find out more about the concept of incentives in our economy through this lesson plan. "You will identify incentives used at home and school." http://www.econedlink.org/lessons/index.php?lid=378&type=student
● EconEdLink: Marketplace: BacktoSchool Retail This is an online lesson that allows students to examine spending trends that increase when they return to school. Emphasis is on adolescents' impact on the retail industry. http://www.econedlink.org/lessons/index.php?lid=253&type=student
● EconEdLink: Bringing the Market to the Farm This printable lesson discusses producers and consumers from an agricultural perspective. It focuses on choices that the consumer has with regard to purchasing agricultural goods (e.g. fruits and vegetables). As an example it uses community supported agriculture (CSA). http://www.econedlink.org/lessons/index.php?lid=403&type=student
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● Econ Ed Link: We are Consumers and Producers This lesson plan is geared toward beginning economics concepts. "In this lesson you are going to learn more about how you and others are consumers and producers." http://www.econedlink.org/lessons/index.php?lid=457&type=student
● The Educator's Reference Desk: Supply and Demand From this site on the Educator's Reference Desk website you'll find a handson lesson on the laws of supply and demand for your fourth, fifth, and sixth graders. http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
● BrainPop: “Supply and Demand” After logging in using the URL below, find and click on the specific topic that you are studying. www.brainpop.com
● Leveledreader: The American Economy ● Promethean Planet : After logging onto site using the URL listed
below, search for the following title, “Goods vs. Services ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Elementary Economics ” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Factors of Production” www.discoveryeducation.com Students learn the differences between goods and services and that each is divided into consumer and industrial. The "factors of production:" are defined and illustrated using real businesses. Through skits, we see how the factors of production can be combined in various ways in a market economy to result in profit or loss.
Content Interaction among various institutions in the local, national, and global economies influence policy making and societal outcomes.
Instructional Guidance To assist in meeting this CPI, students may: ● Regions , Scott Foresman, 2008, Chapter 3 ● Read alouds and primary sources: from Josefina Saves the Day ● Have students work in groups to create a pamphlet for other
students on how to be a responsible consumer. ● Have students create a cartoon strip about someone making an
economic choice. ● Ask students if they receive an allowance. Have those students
discuss how they earn their allowance and if they are saving their money for any special purchases. Ask students if they ever trade toys, baseball cards, books, or food. What makes a fair trade?
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http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
● What are some necessities for a good economy? List responses on the board.
SE: ● Use read alouds and leveled readers. ● Review vocabulary. ● Utilize flexible grouping. ● Provide paragraph frames for written work. ● Provide illustrations for students to use when creating the
pamphlet and cartoon.
CPI 6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system. 6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government. 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Small group assessment: Have students consider the following
decisionmaking scenario: Suppose you are the owner of a business that makes fruit juices and your profits are down. What can you do to encourage more people to buy your product?
● Read the story “Jack and the Beanstalk.” Tell the class what Jack got in return for his mother’s cow. Decide if Jack’s trade was a good one or a bad one. Explain why you think so.
Resources ● Academy Curricular Exchange : Columbia Education center
Social Studies This lesson allows for personal involvement in the concept of supply and demand which helps the students see how it relates to their everyday life. http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst184.html
● EconEdLink: Incentives Influence Us Find out more about the concept of incentives in our economy through this lesson plan. "You will identify incentives used at home and school." http://www.econedlink.org/lessons/index.php?lid=378&type=student
● EconEdLink: Marketplace: BacktoSchool Retail This is an online lesson that allows students to examine spending trends that increase when they return to school. Emphasis is on adolescents' impact on the retail industry. http://www.econedlink.org/lessons/index.php?lid=253&type=student
● EconEdLink: Bringing the Market to the Farm This printable lesson discusses producers and consumers from an agricultural perspective. It focuses on choices that the consumer has with regard to purchasing agricultural goods (e.g. fruits and vegetables). As an example it uses community supported agriculture (CSA). http://www.econedlink.org/lessons/index.php?lid=403&type=student
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● Econ Ed Link: We are Consumers and Producers This lesson
plan is geared toward beginning economics concepts. "In this lesson you are going to learn more about how you and others are consumers and producers." http://www.econedlink.org/lessons/index.php?lid=457&type=student
● The Educator's Reference Desk: Supply and Demand From this site on the Educator's Reference Desk website you'll find a handson lesson on the laws of supply and demand for your fourth, fifth, and sixth graders. http://www.eduref.org/cgibin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
● BrainPop: “Supply and Demand” After logging in using the URL below, find and click on the specific topic that you are studying. www.brainpop.com
● Leveledreader: The American Economy ● Promethean Planet : After logging onto site using the URL listed
below, search for the following title, “Goods vs. Services ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Elementary Economics” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Factors of Production” www.discoveryeducation.com Students learn the differences between goods and services and that each is divided into consumer and industrial. The "factors of production:" are defined and illustrated using real businesses. Through skits, we see how the factors of production can be combined in various ways in a market economy to result in profit or loss.
Content
Availability of resources affects economic outcomes.
CPI
6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently. This CPI covered in grade 3.
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http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
Content Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.
CPI 6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives. This CPI covered in grade 3. 6.1.4.C.11 Recognize the importance of setting longterm goals when making financial decisions within the community. This CPI covered in grade 3.
Content Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.
Instructional Guidance To assist in meeting this CPI, students may: ● Students can read a Time For Kids magazine that features kid
entrepreneurs and teacher can lead a discussion qualities and impact.
● Teachers can sign on to www.CelebrateNJ.com and register their class to be in a statewide writing competition. Students will have to research a prominent New Jersey prominent New Jersey figure and complete an essay of no longer than 250 words. Must register by end of October.
● Complete research paper or PowerPoint presentation on prominent New Jersey figure and grade using rubric.
SE: ● Use teacher read alouds. ● Highlight and review key words within reading passage. ● Teacher can provide graphic organizer to assist with
comprehension (5W chart). ● Project Read Story From People Fact Sheet or Biography Fact
Sheet.
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CPI 6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey. 6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic society.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Write research paper or Powerpoint Presentation using rubric. ● Write “Celebrate New Jersey” essay using rubric.
Resources ● Celebrate New Jersey www.celebratenj.com ● Class Brain.com If you're looking for information about the state
of New Jersey, chances are you'll find it here at this Class Brain site! Sections include famous people, history and more. http://classbrain.com/artstate/publish/cat_index_37.shtml
● 50States.com: New Jersey An organized list of a variety of New Jersey facts. Links are provided to give more specific information on these facts. http://www.50states.com/newjerse.htm
● Internet Public Library Kidspace: New Jersey Great resource from the Internet Public Library with easytofind facts about the state of New Jersey, and useful links for further information. http://www.ipl.org/div/stateknow/nj1.html
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Thomas Edison ” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following title, “ Ben Franklin byJean Fritz ” http://www.discoveryeducation.com Jean Fritz's 1976 children's book comes to life in this iconographic version. A new idea always on his mind, Ben Franklin's joy of living, his humor, inventions, and dedication to his country capture children's attention and spark their interest in American history. This video provides instructional support for Benjamin Franklin, American history, predictions, cause and effect, inferences, sequencing events, main idea and supporting details.
Content Economic opportunities in New Jersey and other states are related to the availability of resources and technology.
Instructional Guidance To assist in meeting this CPI, students may: ● Videos on inventors ● Collect books on inventors for students to read during IDR ● Discuss and role play how ideas and information was
communicated in the past and how that information is communicated today.
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SE : ● Use read alouds and leveled readers to introduce inventors,
students can use illustrations to show inventions and technology that have impacted our lives
● Use BrainPop videos to introduce inventors. ● Project Read Key Point and Supporting Details Graphic
Organizer.
CPI 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. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Have students write a paragraph on how modern transportation
affects business and trade in the United States and around the world.
● Have students research and write a report on the effects of a transportation shutdown.
● Write a paragraph about how technology has changed the way people work and conduct business.
Resources ● Regions , Scott Foresman, 2008, Chapter 3, Lesson 3 ● Nettrekker: After logging in using the URL listed below, search
for “ Trade and Transportation in the U.S.Lesson for Primary ” http://school.nettrekker.com Use this creative lesson to teach your students about the concept of economic interdependence. In this lesson, students will make geographic, economic, and social studies connections as they imagine and discuss what it would be like to operate various modes of transportation for the purpose of transporting food.
● Nettrekker: After logging in using the URL listed below, search for “ National Geographic: On the Road Again ” http://school.nettrekker.com Use this intermediate lesson to teach your students how to "...identify modes of transportation and communication for moving people, products, and ideas from place to place." This lesson also provides opportunities for investigating the impact of global interdependence on traditional trade.
● Nettrekker: After logging in using the URL listed below, search for “ Postcards From America ” http://school.nettrekker.com Sign up to receive postcards by email from a teacher and a photographer who are touring America. Share their thrill at each new site they photograph while discovering America
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● Discovery Education : After logging onto site using the URL
listed below, search for the following topic, “ Benjamin Franklin by Jean Fritz” www.discoveryeducation.com Jean Fritz's 1976 children's book comes to life in this iconographic version. A new idea always on his mind, Ben Franklin's joy of living, his humor, inventions, and dedication to his country capture children's attention and spark their interest in American history. This video provides instructional support for Benjamin Franklin, American history, predictions, cause and effect, inferences, sequencing events, main idea and supporting details.
Content Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
Instructional Guidance To assist in meeting this CPI, students may: ● Videos on inventors ● Collect books on inventors for students to read during IDR ● Discuss and role play how ideas and information were
communicated in the past and how that information is communicated today.
CPI 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. This CPI covered in grades K, 1 and 2. CPI 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.
SE : ● Use read alouds and leveled readers to introduce inventors,
students can use illustrations to show inventions and technology that have impacted our lives
● Use BrainPop videos to introduce inventors. ● Project Read Key Point and Supporting Details Graphic
Organizers. Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Long ago, people ordered from catalogs by sending a letter of
request in the mail to the company. Then they waited for almost two months for the order to arrive at their house in the mail. Explain how innovations in transportation and communication have changed this process since then. What are the similarities and differences? For example, explain what may happen if you order clothes from overseas.
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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. This CPI covered in grades 1 and 2.
Resources ● About.com: Nineteenth Century Inventions 1800 to 1899 A
timeline of inventions of the 19th century. Click on the link for each invention for more information. http://inventors.about.com/od/timelines/a/Nineteenth.htm
● Nettrekker: After logging in using the URL listed below, search for “ Enchanted Learning: Inventors & Inventions from the 1700 ” http://school.nettrekker.com Use this site to learn more about early inventors and inventions from the 18th century. This web page offers text and images on various inventors and their inventions.
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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.
Grade 4
Strand D. History, Culture, and Perspectives Essential Questions Enduring Understandings
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?
Active citizens respect different viewpoints and take actions that result in a more just and equitable society.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Statement Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
Instructional Guidance To assist in meeting this CPI, students may: ● Scott Foresman’s New Jersey chapters 3 5. ● Compare and contrast the challenges that immigrants faced in
their home countries and in the United States. ● Describe the requirements of United States citizenship. ● Scott Foresman Read Alouds and Primary Resources: from Rhode
Island and from Description of Plymouth SE: ● Review vocabulary. ● Provide leveledreaders. ● Highlight key words within reading passage. ● Provide 5W graphic organizer to locate key information and assist
with comprehension.
CPI 6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment:
● Give three reasons why people immigrated to the U.S. ● Journal Entry : Describe experiences of living in a colony or
settlement and the challenges they faced using sensory details. ● Write a speech that a political candidate might give to a group of
immigrants who have become citizens and are thus eligible to vote. Speeches should address the immigrant’s problems and concerns.
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CPI 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.
Resources ● New Jersey, Scott Foresman, 2008, Chapters 3 and 4 ● New Jersey History for Kids
http://www.state.nj.us/state/historykids/ ● Brain Pop After logging in using the URL listed below, search
for “Immigration” http://www.brainpop.com/socialstudies/culture/immigration/preview.weml
● ArtsEdge: Immigrant Contributions to America A comprehensive lesson plan on the distinctive contributions of immigrants to the development of the United States. http://artsedge.kennedycenter.org/pagenotfound.aspx?item=%2fcontent%2f2317%2f&user=extranet%5cAnonymous&site=artsedge
● United States Immigration History Teach your students about the History of Immigration in the United States. The students can access immigration data on the internet and analyze immigration movement throughout the United States. http://www.uwlax.edu/faculty/skala/UnitedStatesImmigration.htm
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Immigration 1” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Immigration 2 ” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Statue of Liberty and Ellis Island: Two of America's Best Known Landmarks” www.discoveryeducation.com
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “The Pursuit of Happiness: Immigration” www.discoveryeducation.com
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Reasons for Immigration” www.discoveryeducation.com
● Nettrekker: After logging in using the URL listed below, search for “ Library of Congress: America’s History:New Jersey” Brief basic fact about NJ history. http://school.nettrekker.com
● Nettrekker: After logging in using the URL listed below, search for “ Thingstodo.com:New Jersey’s Famous People” Here is a list of famous people from New Jersey. Click on a name to get a more detailed description of his or her life. http://school.nettrekker.com
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● Regions , Scott Foresman, 2008, Chapter 10, pages 317 347 Content Statement Key historical events, documents, and individuals led to the development of our nation.
Instructional Guidance To assist in meeting this CPI, students may: ● Readaloud John, Paul, George, and Ben by Elaine Smith.
Students can list the qualities of a good leader as they listen to the story.
● A Reader’s Theater Script: www.hyperionbooksforchildren.com/JPGB_readers_theater.pdf
● Scott Foresman’s New Jersey chapter 5 ● Have a discussion on the slave trade and without going into
specifics, emphasize feelings as if someone was taken away from you. Readaloud suggestion: Terrible Things by Eve Bunting.
SE: ● Review vocabulary. ● Use leveled readers. ● Modify vocabulary within Reader’s Theater script. ● Project Read Key Point and supporting detail organizer. ● Teacher can provide graphic organizer or premade timeline for
students to complete assessment.
CPI
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. 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. 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.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment:
● Choose one leader and describe how he or she impacted the development of the United States.
● Students create a timeline to the creation of the United States. ● Exit Card: What role did New Jersey play in the Revolutionary
War? Was this important? Why or why not? ● Journal Entry: What would it feel like to have someone taken
away from you. Resources
● New Jersey , Scott Foresman, 2008, Chapter 5 ● New Jersey History for Kids www.state.nj.us/state/historykids ● Slave Images: Atlantic Slave Trade and Slave Life in the
Americas This site has thousand of photos, drawings and prints dealing with slavery, most of them dating from the period of Atlantic slave trade and slavery in the Americas. http://hitchcock.itc.virginia.edu/Slavery/index.php
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Constitution Day ” http://www.prometheanplanet.com/enus/
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CPI 6.1.4.D.7 Explain the role Governor William Livingston played in the development of New Jersey government. 6.1.4.D.8 Determine the significance of New Jersey’s role in the American Revolution. 6.1.4.D.9 Explain the impact of transAtlantic slavery on New Jersey, the nation, and individuals.
● Promethean Planet : After logging onto site using the URL
listed below, search for the following title, “Bill of Rights ” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “Weston Woods Series” www.discoveryeducation.com This title from the Jean Fritz Collection of historic books for young people is illustrated by Tomie dePaola. Jean Fritz introduces elementary and middle school students to the delegates at the 1787 summer convention in Philadelphia. Benjamin Franklin, George Washington, James Madison, and many others traveled there to draft a plan that would unify their states while preserving their sovereignty. Part of the Weston Woods Series.
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “American Values” www.discoveryeducation.com This program explores the American values of life, liberty, the pursuit of happiness, and patriotism in the U.S. and other countries.
Content Statement Personal, family, and community history is a source of information for individuals about the people and places around them.
Instructional Guidance To assist in meeting this CPI, students may: ● Scott Foresman’s New Jersey chapter 3. ● Readaloud: When the Shadbush Blooms by Carla Messinger: A
Lenape girl travels through the seasons dreaming of her great grandmother’s life.
SE: ● Review vocabulary, ● Provide pictures to show/represent images of Lenape life to aid in
visualization. ● Venn Diagram to compare and contrast. ● Use parallel text for chapter text or provide reading buddy. ● Provide leveled readers.
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CPI 6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment:
● Compare and contrast a day in the life of a Lenape child to your day.
Resources
● New Jersey, Scott Foresman, 2008, Chapter 3 ● Nettrekker: After logging in using the URL listed below,
search for “National Museum of American History: You Be the Historian ” Brief basic fact about NJ history. http://school.nettrekker.com Exercise involves learners in figuring out what life was like two hundred years ago for the colonial American Springer family by examining objects and documents they left behind.
● Nettrekker: After logging in using the URL listed below, search for “ Nortel LearniTTeachiT: Past and Present Communities Lesson Plan ” Brief basic fact about NJ history. http://school.nettrekker.com A detailed lesson plan with integrated technology activities on the topic of Past and Present Communities.Students will investigate the history of their community and develop a multimedia presentation.
Content Statement The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.
Instructional Guidance To assist in meeting this CPI, students may:
CPI 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. This CPI is covered in grades K, 1, 2 and 3.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Resources
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Content Statement Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
Instructional Guidance To assist in meeting this CPI, students may:
CPI 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. This CPI covered in grades K, 1 and 2
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Resources
Content Statement American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.
Instructional Guidance To assist in meeting this CPI, students may: ● Use the link below and click on the pictures to share with your
class. Analyze and discuss what is depicted in each picture in the different eras.
SE: ● Preview vocabulary and preview pictures and allow students to
select specific pictures that they will discuss. ● Teacher can provide leveled readers to introduce students to
different cultures.
CPI 6.1.4.D.14 Trace how the American identity evolved over time.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Select an era and write in your own words what characterized that
era based on the pictures and the reading. Resources ● Strangers in the Land of Strangers: Defining "American" in
Times of Conflict An interesting website that uses primary source documents to trace the "American" identity from the Revolution through the Civil Rights era. Clicking on the images will explain their role in the development of an American identity. http://www2.hsp.org/exhibits/strangers
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Content Statement Cultures struggle to maintain traditions in a changing society.
Instructional Guidance To assist in meeting this CPI, students may: Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Resources
CPI 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. This CPI is covered in grade 3.
Content Statement Prejudice and discrimination can be obstacles to understanding other cultures.
Instructional Guidance To assist in meeting this CPI, students may: Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Resources
CPI
6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. This CPI is covered in grades K, 1, 2, and 3.
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Content Statement Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
Instructional Guidance To assist in meeting this CPI, students may: ● Read aloud of selected holiday books throughout the year. ● Provide a library of IDR books on United States Symbols. ● Readaloud: Red, White, Blue, and Uncle Who by Teresa Bateman
and John O’Brien
SE: ● Provide leveledreaders, posters and visual aids of symbols.
CPI 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Select a monument and create a Powerpoint on its importance and
symbolic meaning. SE: ● Create a poster on the importance of a specific monument and its
symbolic meaning. Resources ● Ben’s Guide to US Government
http://bensguide.gpo.gov/35/symbols/ ● Discovery Education : After logging onto site using the URL
listed below, search for the following topic, “US Monuments” www.discoveryeducation.com Was there really an Uncle Sam? Who wrote the Pledge of Allegiance? Why are the flag's colors red, white, and blue? Students will enjoy exploring answers to these questions and learning about the origins and meaning of our country's most valued symbols and ceremonies.
Content Statement The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
Instructional Guidance To assist in meeting this CPI, students may:
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CPI 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture. This CPI is covered in grades K, 1, 2 and 3.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: Resources
Content Statement People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
Instructional Guidance To assist in meeting this CPI, students may: ● Students will create an indepth family tree including countries of
origin with flags, etc.. ● Conduct an interview with a family member to trace heritage,
challenges faced, and how those challenges were overcome. SE: ● Graphic organizer for family tree. ● Provide list of questions for interview. ● Project Read story from Family Tree organizer. ● Provide a list of interview questions.
CPI 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment:
● Students can present their family tree and a rubric can be used to grade it.
● Students can describe and analyze a challenge that his/her culture has faced.
● Select another culture and explain why you would have liked to have been part of that culture.
Resources
● Brain Pop After logging in using the URL listed below, search for “Culture” http://www.brainpop.com/socialstudies/culture
● Nettrekker: After logging in using the URL listed below, search for “ Internet Public Library” Brief basic fact about NJ history. http://school.nettrekker.com Click a continent and learn about the culture of different countrieslearn about everything from holidays, games, museums, to favorite national recipes.
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● Promethean Planet : After logging onto site using the URL
listed below, search for the following title, “Celebrate Cultures ” http://www.prometheanplanet.com/enus/ This interactive flipchart explores various cultures, traditions, and symbols. The flipchart contains assessment tools. The vocabulary is appropriate for early elementary school.
● Nettrekker: After logging in using the URL listed below, search for “The Great Balloon Race Around the World ” Brief basic fact about NJ history. http://school.nettrekker.com Travel around the globe by playing this interactive game! Drop in and meet people in other countries, learn about other cultures, and build your score!
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Martin Luter King, Logo for Equality ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Rosa Parks ” http://www.prometheanplanet.com/enus/
● Promethean Planet : After logging onto site using the URL listed below, search for the following title, “Culture and Exploration ” http://www.prometheanplanet.com/enus/
● Discovery Education : After logging onto site using the URL listed below, search for the following topic, “The Pursuit of Happiness: Immigration” www.discoveryeducation.com
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Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade 4
Strand A. Civics, Government, and Human Rights Essential Questions Enduring Understandings
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.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Active citizens in the 21st century: ·Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences. ·Identify stereotyping, bias, prejudice, and discrimination in their lives and communities. ·Are aware of their relationships to people, places, and resources in the local community and beyond. ·Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions. ·Develop strategies to reach consensus and resolve conflict. Demonstrate understanding of the need for fairness and take appropriate action against unfairness.
Instructional Guidance To assist in meeting this CPI, students may: ● Determine what makes some rules better than others after being
provided with a list of rules (some of which are unfair, unenforceable, do not have a legitimate purpose or have other issues). This activity may take place on or around Constitution Day on September 17.
● Create a rubric that describes characteristics of good rules and use it to evaluate rules from other classrooms.
SE: ● Students can use color coded index cards to assist with
classifying rules as fair/unfair or good/bad. ● Students can use graphic organizer to assist with classifying rules
as fair/unfair or good/bad.
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CPI 6.3.4.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community. (e.g., bike helmet, recycling).
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Create a class constitution. ● Brainstorm rules that are appropriate for the classroom in small
groups. ● Use a checklist to evaluate ideas in small groups and select 35
rules. ● Present rules and explain why the group’s rules should be chosen
for the class constitution. ● Revise rules after all groups have shared ideas. ● Take a class vote indicating “yea” or “nay” to each of the
proposed rules. ● Sign rules with the teacher once the rules are determined and post
for display. Resources ● Scholastic features Creating a Classroom Constitution Lesson
Plan. http://scholastic.com
CPI 6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community members and local officials.
Instructional Guidance To assist in meeting this CPI, students may: ● Brainstorm a list of questions to ask local officials and /or
community members about an important issue. The issue might relate to allocations in the school or municipal budget, policies involving parks or sports activities or issues involving an upcoming election.
● Gather as much information about the topic in advance including any relevant historical perspectives. Debate which questions are most important to ask. Consider contacting several people from different stakeholder groups to become aware of multiple perspectives.
● Determine the best method to communicate with the official or community member (e.g., via email, Skype, blog or in person as a guest speaker).
● Send thank you notes to show appreciation for the person’s time and effort.
● Reflect upon the experience by determining the benefits of getting information from an expert in the field and identify any challenges.
SE: ● Provide a graphic organizer to help students develop questions
for interviews (5W organizer). ● Project Read Key Point and supporting details graphic organizer.
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Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Create a news story about a local issue using information
gathered from interviewing local officials and/or community members in small groups. Submit the story for publication in your school or community newspaper, as a podcast to be posted on the school website or as a video that can be broadcasted on the local television station.
Resources ● Voicethread is a collaborative, multimedia slide show that holds
images, documents, and videos and allows people to navigate pages and leave comments . http://voicethread.com/about/k12
● Audacity is free software that can be used for creating a podcast (export as a .WAV file). http://audacity.sourceforge.net
CPI 6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.
Instructional Guidance To assist in meeting this CPI, students may: ● View videos or read about 23 social action projects in small
groups and determine what made them successful or unsuccessful.
● Make a list of factors that are important to consider when developing an effective social action plan.
● Research appropriate methods to communicate with the public (e.g., public service announcements for local television or radio station, developing a website or podcast).
● Seek advice from individuals who have successfully implemented action plans.
SE: ● Use read alouds and leveled readers to introduce social issues. ● Review vocabulary. ● Project Read Key Point Organizer for written work. ● 5W or Project Read Story From Story Puzzle to assist with
reading comprehension.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Brainstorm a list of local issues and survey people to find out
which are most important in the school and/ or community. Select one of the problems and in small groups gather information and data to become better informed about the causes and effects.
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● Brainstorm ideas for the action plan, determine the most effective
steps and develop a time schedule (individual and group work). Seek feedback from peers and teacher, make necessary modifications and complete the task.
● Survey people to find out if the action plan was successful. Reflect upon the experience by identifying the successful and challenging aspects of the project and determine if any modifications are needed for future experiences.
Resources ● K12 ServiceLearning Project Planning Toolkit (Updated
Edition) contains information about the 5 core components of a servicelearning project: investigation, planning and preparation, the service activity, reflection, and demonstration/celebration. http://servicelearning.org/filemanager/download/8542_k12_sl_toolkit_updated.pdf
● Service Learning Provider shows examples of elementary school service learning projects. http://www.goodcharacter.com/service/primer10.html
● DoSomething features videos about different causes (teacher should select appropriate videos for elementary students). http://www.dosomething.org/video
CPI 6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
Instructional Guidance To assist in meeting this CPI, students may: ● Discuss issues of concern that relate to current events topics,
health concerns or the environment. SE: ● Use read alouds and leveled reading passage. ● Highlight vocabulary within reading passages. ● Use flexible grouping to assist with discussion.
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Resources ● Global Education Collaborative Ning is an online community
for teachers and students interested in global education. http://globaleducation.ning.com/
● EekoWorld is designed to help children between the ages of 6 and 9 learn about the important role they can play in taking care of the earth. http://pbskids.org/eekoworld/exchange/index.html
● Epals has developed collaborative projects about a variety of topics including global warming and the world’s water supply. http://www.epals.com/
● Thinkquest is an online community for students and teachers (free websites and password protected). http://www.thinkquest.org/en/
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Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade 4
Strand B. Geography, People, and the Environment Essential Questions Enduring Understandings
How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?
Active citizens recognize the consequences of human interactions with environment and take actions to promote positive outcomes.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Making informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions Becoming aware of individuals’ relationships to people, places, and resources in the local community and beyond Developing strategies to reach consensus and resolve conflict
Instructional Guidance To assist in meeting this CPI, students may:
● Celebrate the 40 th Anniversary of Earth Day by investigating what people are doing as part of the “Generating a Billion Acts of Green” project and discuss which of those actions relate to environmental issues at the local or state level.
● Watch videos or read about how other school groups have addressed environmental issues at the local or state level. Discuss successful elements of the projects in small groups and determine if any could be effectively replicated in the community.
● Contact the New Jersey Department of Environmental Protection, http://www.state.nj.us/dep/ ,to find out about what can be done about environmental issues in the state.
SE : ● Use read alouds and leveled readers about Earth Day. ● Use graphic organizers to assist with comprehension (5W). ● Create an Earth Day poster showing proactive strategies to save
the Earth.
CPI 6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Plan an event that will enable the community to participate in the Global Day of Conversation as a way to celebrate Earth Day, April 22, 2010. On this day at least 500 mayors around the world will be engaged in conversations within their local communities on issues of climate, energy and sustainability. Visit Earthday Network for more information. http://www.earthdy.net/globaldayofconversation
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Resources ● Earth Day In A Box provides organization tips and resources by
Earth Day Network. http://www.earthday.net/node/88 ● Alliance for New Jersey Environmental Education is designed
to promote and improve Environmental Education for people of all ages in New Jersey. http://www.anjee.net/index.html
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Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade 4
Strand C. Economics, Innovation, and Technology Essential Questions Enduring Understandings
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?
Active Citizens make informed and reasoned economic decisions and accept responsibility for the consequences of their actions and/or inactions.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Active citizens in the 21st century: ·Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences. ·Identify stereotyping, bias, prejudice, and discrimination in their lives and communities. ·Are aware of their relationships to people, places, and resources in the local community and beyond. ·Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
Instructional Guidance To assist in meeting this CPI, students may: ● Participate in a service learning project that benefits children
affected by a natural disaster. ● Raise funds by participating in a “penny war” (or another
activity) and donate proceeds to one of the causes listed in the resources below or contact local businesses and request that they make a donation.
● Participate in the United Way Day of Action http://national.unitedway.org/dayofaction/uw.cfm . On June 21, the longest day of the year, United Ways across the country are participating in a nationwide Day of Action.
SE: ● Use read alouds and leveled readers to introduce social issues. ● Use graphic organizer to assist with comprehension (5W). ● Students can create poster about a social issue (i.e. oil spill,
hurricane damage, flood relief).
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· Develop strategies to reach consensus and resolve conflict. Demonstrate understanding of the need for fairness and take appropriate action against unfairness. CPI 6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● Develop a project that addresses one of the United Nations
Millennium Goals http://www.undp.org/mdg/basics.shtml .
Resources ● FreeRice is a nonprofit website run by the United Nations World
Food Program. Students answer questions about a variety of topics. For each question answered correctly, 10 grains of rice is donated on their behalf. http://freerice.com
● Goats for Kids enables individuals/groups to purchase a goat to help children avoid malnutrition. http://www.goats4kids.com
● World Food Program Youth Action Center http://www.wfp.org/youthactioncentre
● The Wall Against Hunger features aWall of Photos uploaded by supporters of the World Food Programme's mission: delivering the world from hunger. Viewers may feed a child in honor of someone they love, put their photo on the Wall and send them an original email greeting. http://wall.wfp.org
● Charity Guide provides links to websites that enable students to make a difference in minutes or hours. Volunteer suggestions include opportunities related to animal welfare, children’s issues, community development, health & safety and poverty. http://charityguide.org/volunteer/childprotection.htm
● Live United provides kidfriendly volunteer ideas. http://liveunited.org/takeaction/volunteer ?
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Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade 4
Strand D. History, Culture, and Perspectives Essential Questions Enduring Understandings
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?
Active citizens respect different viewpoints and take actions that result in a more just and equitable society.
Content and Cumulative Progress Indicators (CPIs)
Classroom Applications
Content Statement Active citizens in the 21st century: ·Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences. ·Identify stereotyping, bias, prejudice, and discrimination in their lives and communities. ·Are aware of their relationships to people, places, and resources in the local community and beyond. ·Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
Instructional Guidance To assist in meeting this CPI, students may: ● Discuss the civil rights movement and/or situations that involve
bullying. ● Readaloud on Martin Luther King, Rosa Parks, or Ruby Bridges. ● Read aloud and discuss a Time For Kids article dealing with fairness
and/or bullying. SE: ● Use read alouds and leveled readers/biographies. ● Highlight vocabulary within Time For Kids articles. ● Provide a graphic organizer to assist with comprehension (5W). ● Students can roleplay social skills scenarios. ● Students can create antibullying poster.
Sample Assessments To show evidence of meeting this CPI, students may complete the following assessment: ● The students can work in groups to create skits to create a solution to a
bullying problem. Resources
● Time For Kids magazines
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· Develop strategies to reach consensus and resolve conflict. Demonstrate understanding of the need for fairness and take appropriate action against unfairness. CPI 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
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