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Social Studies Curriculum

Grade 4: Unit 4

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Course Description

The history of the United States is the overarching theme with a concentration on New Jersey’s contribution to our country’s history. From an

historical perspective, students will gather essential content that range from the peopling of the North America, a cultural understanding of

Native Americans and their culture, to the colonization process of the thirteen original colonies. As the course enters a close, students will have

the opportunity to examine the impact of the American Revolution and the role of New Jersey with the context of the war. Threaded throughout

this historical journey student will analyze aspects of culture, geography, government, and economics.

As a means of reinforcing essential content acquisition, the use of grade level appropriate complex thinking types, strategies of critical thinking,

creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather and reinforce the

essential knowledge being presented throughout the school year.

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Pacing Chart

Unit Topic Suggested Timing

Unit 1 Exploration and Encounters 9

Unit 2 Colonization in North America 9

Unit 3 American Revolution 9

Unit 4 Creation of the American Nation 5

Unit 5 Paterson History 4

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

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

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1.5.A.1, 8.5.A.2, 8.1.5.A.3, 8.1.5.F.1

➢ Technology Operations and Concepts

• Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures.

Example of Use: Mini-Report: Write a brief biography or report about an Enlightenment period thinker and how they

contributed to the America’s new government.

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

Example of Use: Create a graphic organizer that shows the cause and effect relationship between authors such as Locke,

Hobbes, Rousseau, Montesquieu and Thomas Jefferson, all leading to the Declaration of the Independence.

➢ Creativity and Innovation

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

and your classmates will ask your scripted questions.

Example of Use: Enlightenment Collage: Make a collage of words, concepts and pictures to represent the Enlightenment

period that influenced our nation’s government.

➢ Critical Thinking, Problem Solving, Decision Making

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

Example of Use: Math, Geography: Estimate and calculate the amount of territory gained in the Louisiana Purchase

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Career Ready Practices

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

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

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

through a program of study.

CRP4. Communicate clearly and effectively and with reason.

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

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

conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others;

they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare

accordingly to ensure the desired outcome.

Example of Use: Re-write the opening two- three paragraphs of the Declaration of Independence either to fit the needs of the current year or change the

language to make it more “reader-friendly”.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative

impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and

regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

Example of Use: Expedition Journal: Take on the role as Lewis or Clark. Write a journal entry describe your goals, hopes and fears on your western

expedition. Cite specific things you’ve learning in class.

CRP6. Demonstrate creativity and innovation.

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

productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and

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Career Ready Practices

they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to

apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example of Use: NJ State Seal: Redesign the New Jersey state seal, using representative concepts learned in class.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively

influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of

means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action,

attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals

and organizational culture.

Example of Use: Counter-Law: Have students read excerpts of the Indian Removal Act. Ask them to draft a law countering the effects of the IRA.

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Assist students with managing their own

emotional states

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

Self-Awareness

Self-Management

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

Example practices that address

Relationship Skills:

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication

skills

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Demonstrate value for a diversity of

opinions

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✔ Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Educators play a vital role in guiding the

practice and implementation of student

responsible decision making practices.

Responsible decision making is a process

that students learn. It is important for

teachers to consistently reinforce the

practices, give feedback and allow for

growth.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

● Leveled Text

● Chunking text

● Choice Board

● Cubing

● Socratic Seminar

● Tiered Instruction

● Small group instruction

● Sentence starters/frames

● Writing scaffolds

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

● Tiered learning stations

● Tiered questioning

● Data-driven student partnerships

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Enrichment

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

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self-Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

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

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

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

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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2020 New Jersey Student Learning Standards – Social Studies

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

Civics, Government and Human Rights: Participation and Deliberation

• 6.1.5.CivicsPD.5: Analyze key historical documents to determine the role they played in past and present-day government and

citizenship (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of

Rights).

History, Culture, and Perspectives: Continuity and Change

• 6.1.5.HistoryCC.2: Use a variety of sources to illustrate how the American identity has evolved over time.

Civics, Government and Human Rights: Human and Civil Rights

• 6.1.5.CivicsHR.1: Describe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to

the improvement of American democracy (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due

process).

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

• 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United

States and other countries.

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

European colonists and Native American resulting in changes to conditions.

Geography, People and the Environment: Human Population Patterns ·

• 6.1.5.GeoPP.3: Use geographic models to describe how human movement relates to the location of natural resources and sometimes

results in conflict.

• 6.1.5.GeoPP.5: Describe how the migration and settlement patterns of Native American groups impacted different regions of the

Western Hemisphere.

Economics, Innovation and Technology: National Economy

• 6.1.5.EconNM.1: Explain the ways in which the government pays for the goods and services it provides.

History, Culture, and Perspectives: Continuity and Change

• 6.1.5.HistoryCC.1: Analyze key historical events from the past to explain how they led to the creation of the state of New Jersey

and the United States.

• 6.1.5.HistoryCC.4: Use evidence to document how the interactions among African, European, and Native American groups impacted

their respective cultures.

• 6.1.5.HistoryCC.13: Craft a claim explaining how the development of early government structures impacted the evolution of American

politics and institutions

English Language Arts Standards – Grade 4

Reading: Informational Text

Key Ideas and Details:

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Craft and Structure:

RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the

information provided.

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Integration of Knowledge and Ideas:

RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.

Writing

Text Types and Purposes:

W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event

sequences.

Research to Build and Present Knowledge:

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize

information and provide a list of resources.

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Grade 4 Unit 4 Topic: Creation of the American Nation

There will be an in-depth review of the origins of our government

and its laws, specific documents such as the Mayflower Compact,

Declaration of Independence and the Constitution, as well as

coverage of the territorial expansion of the United States and how it

negatively affected groups such as the Native Americans.

ELA Standards: RI.4.2, RI.4.4, RI.4.6, RI.4.8, W.4.1, W.4.2, W.4.3, W.4.7, W.4.8

Student Learning Objectives Essential Questions Sample Activity Resources

Identify major documents and

symbols in New Jersey and

American history.

NJSLS

6.1.4.D.12,

6.1.8.A.3.a, 6.1.8.A.3.c,

6.1.8.A.3.g

RI.4.8, W.4.8, 6.1.4.D.5,

What are the common principals

of the foundational documents of

the Mayflower Compact,

Declaration of Independence, Bill

of Rights and the Constitution?

Where did the influence of the

foundational documents come

from with references to the

Enlightenment Period?

Pretend you’re participating in the

Constitutional Convention. Choose a

side regarding state representation

and document your feelings as the

debate unfolds and ultimately the

Great Compromise is met.

Redesign the New Jersey state seal,

using representative concepts

learned in class.

Mayflower Compact:

http://www.socialstudiesforkids.com/arti

cles/ushistory/mayflowercompact.htm

Declaration of Independence:

https://www.ducksters.com/history/decla

ration_of_independence.php

United States Constitution:

https://www.ducksters.com/history/us_c

onstitution.php

New Jersey State Seal:

https://www.njleg.state.nj.us/kids/seal.as

p

Rev. Dr. Martin Luther King's “I

Have a Dream” Speech:

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https://www.dltk-

kids.com/crafts/mlk_speech.htm

Describe and map the continuing

territorial expansion and

settlement of the frontier during

this period.

NJSLS:

6.1.8.A.4.b, 6.1.8.B.4.a

RI.4.6,

What was the rationale behind

the purchase of the Louisiana

Territory?

What were the implications of the

Lewis and Clark expedition?

What role did the Sacagawea

play in the Lewis and Clark

Expedition?

Map-Making:

Have students a map of the United

States. Then, create an overlay of the

thirteen colonies and the Louisiana

Purchase.

Lewis & Clark Interview:

Design a talk show to interview

Lewis & Clark upon their return

home from the western expedition.

Have students prepare questions and

select two students to act out the

primary roles.

Expedition Journal:

Take on the role as Lewis or Clark.

Write a journal entry describe your

goals, hopes and fears on your

western expedition. Cite specific

things you’ve learning in class

Louisiana Purchase:

http://www.socialstudiesforkids.com/a

rticles/ushistory/louisianapurchase.ht

m

Louisiana Purchase Map:

https://www.varsitytutors.com/earlya

merica/maps/maps/map-louisiana-

purchase-1803/map-louisiana-

purchase-1803

Eight Things You May Not Know

About the Louisiana Purchase:

https://www.history.com/news/8-

things-you-may-not-know-about-the-

louisiana-purchase

Lewis and

Clark Expedition: https://www.archi

ves.gov/education/lessons/lewis-clark

Sacajawea: https://mrnussbaum.com/

sacagawea-biography-lewis-and-clark

California Gold Rush:

https://www.history.com/topics/westw

ard-expansion/gold-rush-of-1849

Marshall, Sutter, and

Sam Brannan:

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https://goldrushofcalifornia.weebly.co

m/49ers.html

Analyze the causes and

consequences of continuing

conflict between Native

American tribes and

colonists (e.g. Tecumseh’s

rebellion).

NJSLS:

6.1.8.B.1.a, 6.1.8.D.1.b,

6.1.8.B.2.b, 6.1.8.B.3.a

RI.4.1, RI.4.2,

W.4.1, W.4.2, W.4.7,

What were the advantages and

disadvantages of the

policy of assimilation of

Native Americans into white

culture?

How did removal and

resettlement of the Native

Americans impact white

settlers?

How is it possible to sustain a

culture under these

circumstances?

Counter-Law:

Have students read excerpts of the

Indian Removal Act. Ask them to

draft a law

countering the effects of the IRA.

Primary Source Analysis:

Read and watch firsthand accounts

and/or secondary sources how

people experienced Native American

removal and relocation.

Mini-Report:

Students write a mini report on a

Native American who resisted or led

a resistance to colonial domination

add/or forced assimilation and

relocation.

Tecumseh’s Rebellion:

https://www.cmich.edu/library/clarke/

ResearchResources/Michigan_Materi

al_Local/Detroit_Pre_statehood_Desc

riptions/A_Brief_History_of_Detroit/P

ages/Tecumseh%27s-Uprising.aspx

Assimilation Through Education –

Indian Boarding Schools:

https://content.lib.washington.edu/aip

nw/marr.html

Indian Removal:

http://www.digitalhistory.uh.edu/activ

e_learning/explorations/indian_remov

al/indian_menu.cfm

Causes and Effects of Indian

Removal:

http://historymatters.gmu.edu/d/7402

Discuss the background

and major issues of the War of

1812 (e.g. sectionalism issues,

role of Native Americans).

NJSLS:

6.1.8.B.3.a, 6.1.8.C.3.a,

6.1.8.D.3.g

RI.4.6, W.4.8,

What are some of the reasons for

the Westward Expansion?

What were some of the conflicts

that arose from Westward

Expansion?

Gallery Walk:

Post images and excerpts of various

accounts of the War of 1812. Have

student

groups react to what they see on a

memo board adjacent to each

primary source.

Timeline:

Create a timeline of the events

surrounding the War Of 1812.

Northwest Territory:

http://socialstudiesforkids.com/articles

/ushistory/northwestterritory.htm

War of 1812 Facts:

https://www.history.com/topics/war-

of-1812

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Trail of Tears Poem:

Students will write a poem from the

first-hand perspective of being a

Native American in the Trail of

Tears.

James Madison:

https://www.ducksters.com/biography

/uspresidents/jamesmadison.php

Rise of American Sectionalism:

https://www.slideshare.net/marinelam

artinez/rise-of-american-sectionalism

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Amistad Curriculum

The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

George Washington's Famous

Cook: A Slave Called Hercules

A play about George Washington's

Famous Cook: A Slave Called

Hercules

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/3538/7086

Mr. Banneker Writes A Letter A Letter from Benjamin Banneker

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4037/7087

Alexander Hamilton, Aaron Burr,

and Manumissions

Early attempts at ending Slavery in

the United States

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4038/7431

The Other Lafayette: James

Armistead Lafayette (Violet:

Another Paul Revere?)

Study the contributions of an African

American Spy in the Revolution

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4038/7342

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Amistad Additional Resources The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the

homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skill (1600-1800)

2. Indigenous Civilization (1000-1600)

3. Ancient Africa (3000-1492)

4. The Emerging Atlantic World (1200-1700)

5. Establishment Of A New Nation And Independent To Republic

6. The Constitution And Continental Congress (1775-1800)

7. The Evolution Of A New Nation State (1801-1860)

8. The Civil War And Reconstruction (1861-1877)

9. Post Construction And The Origins Of Progressive Era

10. America Confronts The 20th Century And The Emergence Of Modern America (1901-1920)

11. America In The 1920s And 1930s, Cultural, Political, And Intellectual Development, And The New Deal, Industrialization And

Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the topics

covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

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5. Gallery

6. Gallery Tools

7. Griot

8. Library

9. Links

10. Rubrics

All resources on the NJ Amistad Curriculum website are encouraged and approved by the district for use.

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Holocaust Curriculum

In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary

education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including

bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in

Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Songs about Acceptance Students will write and present their own songs about

tolerance and acceptance. Students will explain their

themes to the class.

https://www.youtube.com/watch?v=oODXe

m4oRp0

Showcase of Anti-Discrimination Students will create their own artwork to depict the

downfalls of discrimination. While conducting a gallery

walk, students will write post-its of encouragement on

works of art that they like.

https://www.tolerance.org/classroom-

resources/student-tasks/do-

something/artistic-expression-showcase

How Tolerant is Our Class? Students will create survey questions on bias and pose

their questions to classmates. Students will compile their

data and report their results to the class. Students will

create a pictorial representation of their data and analyze

it for trends.

https://www.educationworld.com/a_lesson/0

3/lp294-02.shtml

Words Can Hurt Students imagine they are a new person in a group.

Students will write a short skit in which they insult the

new person and then must brainstorm an apology.

Students will describe how classmates may feel when

they are teased or called hurtful words.

https://www.educationworld.com/a_lesson/0

3/lp294-03.shtml

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DBQ’s

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

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

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

with complex text and engage in high level critical thinking.

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

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

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Unit Vocabulary

• amendment

• antifederalist

• Battle of New Orleans

• Bill of Rights

• Articles of Confederation

• cabinet

• democracy

• Era of Good Feeling

• checks and balances

• executive branch

• federal system

• federalist

• forty-niners

• gold rush

• great compromise

• Indian Removal Act

• judicial branch

• Virginia Plan

• wagon train

• War Of 1812

• War Hawks

•

• legislative branch

• Louisiana Purchase

• mountain men

• neutral

• New Jersey Plan

• ordinance

• pioneer

• political party

• preamble

• ratify

• republic

• secretary

• Shays’ Rebellion

• statehood

• Supreme Court

• territories

• Trail of Tears

• veto

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Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

Suggested Project 1:

Write an essay describing what you believe is the most

important right or freedom guaranteed in the Constitution.

Justify your answer.

Suggested Project 2:

If you were charged with the task of creating a

“perfect government”, describe what that would be.

Be as specific as possible.