social studies curriculum€¦ · stenglish language arts, science, math and 21 century life and...

STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ Fifth Grade

Social Studies Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Mission Stafford Township School District, together with parents and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society.

Philosophy Social studies is the integrated study of the social sciences to prepare young people to become responsible citizens. The purpose of the Stafford Township School District social studies curriculum is to develop social understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens of a democratic society.) This social studies curriculum builds the following capacities in young people: disciplinary knowledge, thinking skills, commitment to American democratic values, and citizen participation in a global society. This social studies curriculum is aligned with the New Jersey Core Curriculum Content Standards for Social Studies. It is divided into six strands – social studies skills, civics, world history, United States/New Jersey history, geography, and economics. These strands are subtopics that help teachers identify the specific skills and content for each grade level. Every child will be provided with the opportunity to acquire the knowledge and skills needed for competent participation in social, political, and economic life. Promoting and respecting individual student growth, the social studies program recognizes that:

• Students gain an understanding and appreciation of American traditions and values based on knowledge of history and of the development and functioning of the American constitutional system of government;

• Develop critical thinking skills which enable them to function as lifelong learners and to examine and evaluate issues of importance to all Americans;

• Acquire basic literacy in the core disciplines of social studies and have the understandings needed to apply this knowledge to their lives and citizens;

• Understand world history as the context for United States history and as a record of the great civilizations and cultures of the past and present;

• Participate in activities that enhance the common good and increase the general welfare. As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:

• Have high expectations for all students. • Promote the teaching of critical thinking. • Value the needs of students as key elements in instructional planning. • Provide adequate resources for children to explore the content area. • Relate current events as needed to enhance content area instruction. • Communicate regularly and clearly with parents/guardians and encourage them to be a part of

the learning process. • Teach the full spectrum of social studies outlined by the provided strands.

Vision/Statement of Beliefs The focus of teaching and learning social studies skills, civics, economics, world and U.S history, and geography is for the development of essential knowledge and skills. Students must develop a thorough knowledge of basic concepts that can apply in a wide range of situations. They must also develop the broad-based skills that are vital to succeed in the world of work: they must learn to evaluate different points of view and examine information critically to solve problems and make decisions on a variety of issues. Overall, social studies learning seeks to examine and understand communities, from the local to the global, their various heritages, physical systems, and the nature of citizenship within them. Students acquire knowledge of key social studies concepts, including change, culture, environment, power, and the dynamics of the marketplace. They learn about the United States and the role of citizens in a democratic society within a culturally diverse and interdependent world. They also acquire skills of inquiry and communication through field studies and other research projects; through the use of maps, globes, and models; and through the consideration of various forms of historical evidence. Students apply these skills to develop an understanding of American identity and democratic values, to evaluate different points of view, and to examine information critically in order to solve problems and make decisions on issues that are relevant to their lives. General expectations for every grade level include the following:

• Students and teachers are focused on what is to be learned. • Students are aware of why it is important to learn the task at hand. • Students are taught explicitly through explanation and modeling. • Teachers use authentic tasks to ensure application of learning and not those materials created

solely for the practice of a particular skill. • Teachers monitor student progress and make adjustments in their teaching to ensure the

success of all students. • Teachers know that certain skills and strategies need to be taught to automaticity but do not

impede student progress by holding them back until they are mastered. Instead they find alternate ways to promote understanding as they continue to move forward.

Curriculum Integration Many opportunities exist to integrate the social studies standards into other content areas. Curriculum integration can often save limited instructional time while providing students an additional opportunity to apply previously learned skills and knowledge. Curriculum integration is encouraged. Character Counts! Character Counts! is a nationally recognized program based on six shared values – values that are clear and unequivocal – that should be taught to all age groups. This program has been endorsed by The Stafford Township Board of Education. Efforts are underway to focus on these six values or pillars through building and/or community activities. The six pillars of character are trustworthiness, caring, respect, responsibility, fairness, and citizenship. Holidays Holidays that focus on historical figures and/or events provide natural opportunities for reflection, review, and for building a greater depth of understanding about the contributions individuals and organized groups have made to our history.

NJ World Class Standards New Jersey Core Curriculum Content Standards and Common Core Standards

In 2009 New Jersey’s Core Curriculum Content Standards were revised for Visual & Performing Arts, Health & Physical Education, Science, Social Studies, World Languages, Technology, and 21st Century Life and Careers. In 2010 New Jersey adopted the Common Core Standards for English/Language Arts and Mathematics. The revised standards align with the knowledge and skills needed by all students for post-secondary opportunities, which may encompass: four-year college, community college, technical training, military service, direct entry into the workplace, and an array of future careers—including some that are just being envisioned and others that are currently unforeseen. In addition, the standards by necessity reflect a framework for teaching and learning that responds to the needs of 21st-century digital learners by incorporating the 'new literacies' required in an innovation economy: the ability to effectively access, evaluate, and synthesize vast amounts of information; to apply knowledge and skills to personal, workplace, and global challenges; to work collaboratively in cross-cultural settings; to solve problems creatively; and to act ethically as citizens of the world community. These 21st-century student outcomes require a deeper understanding of academic content at much higher levels than ever before. The revised standards facilitate this in-depth learning in all content areas through the systematic and transparent integration of 21st-century knowledge, skills, and themes; global perspectives; cross content connections; and technology. Consequently, successful implementation of the revised standards requires rethinking of traditional curricular and assessment approaches, as well as the creation of 21st-century learning environments in which teachers and students work across and beyond traditional disciplines and boundaries as engaged co-learners, critical and creative thinkers, and problem solvers. -Source: http://www.njcccs.org

About the Common Core Standards… In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process – the Common Core State Standards Initiative (CCSSI). On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released. Building on the strength of current state standards, the CCSS are designed to be focused, coherent, clear and rigorous; internationally benchmarked; anchored in college and career readiness; and evidence and research based. Created by teachers, parents, education experts, and other from across the country, the Common Core Standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Ocean County Social Studies Curriculum

Aligned to the 2009 Standards Ocean County School Districts have a Curriculum Council that is comprised of Curriculum Directors and Administrators that meet on a regular basis to discuss state mandates and initiates. This Council works together to understand the state’s new mandates and how best to implement these initiatives. When New Jersey adopted the Common Core Standards, school districts were faced with the expensive task of updating their current curriculum to the new Common Core Standards. The Ocean County Curriculum Council came up with the idea for all school districts in Ocean County to pull their resources and work together to look at the Common Core Standards and together write a county curriculum that addresses the new standards. Over the 2011-12 school year, teachers and administrators from most of the school districts in Ocean County met to develop the County Social Studies Curriculum document. After the County Curriculum team wrote the document, each school district took the document, added in the resources and materials that were specific to their own district, and then had the document approved by their board of education.

1 Created by: C. McGrath- Manchester School District, V. Georgeson- Stafford School District,

C. Baker- Little Egg Harbor School District

OCEAN COUNTY SOCIAL STUDIES CURRICULUM

Content Area: Social Studies

Course Title: US History Grade Level: 5th

3 Worlds Meet

September

October

Colonization and Settlement

November

December

January

February

Revolution and New Nation

March

April

May-June

Date Created: March 2012

Board Approved on:



OCEAN COUNTY SOCIAL STUDIES CURRICULUM Unit Overview


Unit Title: Three Worlds Meet

Target Course/Grade Level: 5th

Unit Summary

Indigenous societies in the Western Hemisphere migrated and changed in response to the physical

environment and due to their interactions with Europeans. European exploration expanded global

economic and cultural exchange into the Western Hemisphere.

Active citizens in the 21st century:

Recognize the causes and effects of prejudice on individuals, groups, and society.

Recognize the value of cultural diversity, as well as the potential for misunderstanding.

Listens open-mindedly to views contrary to their own.

Collaboratively develop and practice strategies for managing and resolving conflict.

Recognize that the actions or inactions of individuals, groups, and nations can have intended and

unintended consequences.

Challenge unfair viewpoints and behavior by taking action.

Make informed and reasoned decisions.

Accept decisions that are made for the common good.

Primary interdisciplinary connections: English Language Arts, Science, Math and 21

st Century Life and Careers. For further clarifications see NJ

Core Content Standards at www.njcccs.com

21st century themes:

Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,

creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and

interpersonal communication, science

Learning Targets

CPI # Cumulative Progress Indicator (CPI)

6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family

structures among African, European, and Native American groups.

6.1.8.B.1.a Describe migration and settlement patterns of Native American groups,

and explain how these patterns affected interactions in different regions

of the Western Hemisphere.

6.1.8.B.1.b Analyze the world in spatial terms, using historical maps to determine

what led to the exploration of new water and land routes.

6.1.8.C.1.a Evaluate the impact of science, religion, and technology innovations on

European exploration.

6.1.8.C.1.b Explain why individuals and societies trade, how trade functions, and

the role of trade during this period.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider

opposing arguments, and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative

proposal that addresses a public issue, and share it with an appropriate

legislative body (e.g., school board, municipal or county government,

http://www.njcccs.com/



state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address

issues of gender equality, child mortality, or education.

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with

reasons and information.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.

W.5.3. Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

W.5.4. Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. (Grade-

specific expectations for writing types are defined in standards 1–3

above.)

W.5.7 Conduct short research projects that use several sources to build

knowledge through investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase

information in notes and finished work, and provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 5 topics and

texts, building on others’ ideas and expressing their own clearly.

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas

logically and using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the development

of main ideas or themes.

RI.5.1. Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

RI.5.2. Determine two or more main ideas of a text and explain how they are

supported by key details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more

individuals, events, ideas, or concepts in a historical, scientific, or

technical text based on specific information in the text.

RI.5.5. Compare and contrast the overall structure (e.g., chronology,

comparison, cause/effect, and problem/solution) of events, ideas,

concepts, or information in two or more texts.

RI.5.4 Determine the meaning of general academic and domain-specific words

and phrases in a text relevant to a grade 5 topic or subject area.



RI.5.6. Analyze multiple accounts of the same event or topic, noting important

similarities and differences in the point of view they represent.

RI.5.7. Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or to

solve a problem efficiently.

RI.5.8. Explain how an author uses reasons and evidence to support particular

points in a text, identifying which reasons and evidence support which

point(s).

RI.5.9. Integrate information from several texts on the same topic in order to

write or speak about the subject knowledgeably.

RI.5.10. By the end of the year, read and comprehend informational texts,

including history/social studies, science, and technical texts, at the high

end of the grades 4–5 text complexity band independently and

proficiently.

RL.5.1. Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

RL.5.2. Determine a theme of a story, drama, or poem from details in the text,

including how characters in a story or drama respond to challenges or

how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a

story or drama, drawing on specific details in the text (e.g., how

characters interact).

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning,

tone, or beauty of a text (e.g., graphic novel, multimedia presentation of

fiction, folktale, myth, poem).

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and

adventure stories) on their approaches to similar themes and topics.

8.1.2.A.4

Create a document with text using a word processing program.

8.1.4.A.2

Create a document with text formatting and graphics using a word

processing program.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities

with students in other classes, schools, or countries using electronic

tools.

8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print

information by citing resources.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive

behaviors that impact critical thinking and problem-solving skills.

9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or

the community.



Unit Enduring Questions

How did past

interactions of peoples

and cultures shape the

American heritage?

How do present

interactions of peoples

and cultures shape the

American heritage?

How did/do

interactions with the

environment shape the

American heritage?

Unit Enduring Understandings

The cultures of African, European and Native American groups

coalesced to form the America we know today.

The cultures of a myriad of peoples continue to shape the America we

live in today.

The environment influences settlement and trade patterns.

Unit Objectives

Students will know…

The governments,

belief systems, and

family structures of

African, European and

Native American

groups

The settlement pattern

of Native Americans

Understand the

exploration patterns of

new waterways and

land groups

Understand the impact

of science, religion,

and technology

innovations on

European exploration

Understand why

societies trade, how

trade functions and the

role of trade during

this time period

Unit Objectives

Students will be able to…

Compare and contrast the governments, belief systems, and

family structures of African, European and Native American

groups

Explain how the settlement patterns of Native Americans

affected interactions in different regions of the Western

Hemisphere

Compare and contrast gender roles, religion, values, cultural

practices, and political systems of Native American groups

Evaluate the impact of science, religion, and technology

innovations on European exploration

Chart the exploration patterns of new waterways and land

groups

Analyze the exploration patterns of new waterways and land

groups

Explain why societies trade, how trade functions and the role of

trade during this time period




Evidence of Learning Formative Assessments

Observation

Homework

Class Participation

Debate

Team Learning

Notes/Outlines

Discussions

Writing/quizzes/tests (emphasizing written

communication skills)

Time-Lines

Journal Entries/Class Newspapers

Summative Assessments

Unit Content Tests

Class Projects

Oral Writing

Modifications (ELLs, Special Education, Gifted and Talented)

Teacher Tutoring

Peer Tutoring

Cooperative Learning Groups

Modified Assignments

Differentiated Instruction

Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com

Follow all IEP modifications/504 plan

Teacher Notes:

As required by the NJ Department of Education, teachers in all content areas will integrate the 21st-

Century Life and Careers Standards. As the NJ DOE indicates, “Providing New Jersey students with the

life and career skills needed to function optimally within this dynamic context is a critical focus and

organizing principle of K-12 public education. New Jersey has both an obligation to prepare its young

people to thrive in this environment, and a vested economic interest in grooming an engaged citizenry

made up of productive members of a global workforce that rewards innovation, creativity, and adaptation

to change.” The links below indicate the CPIs for grade ranges and need to be addressed throughout the

units of study.

NJ Standards 9 Introduction

21st-Century Life and Career Standards (with links to CPIs)

As indicated in the Common Core Standards, the ELA standards will be integrated throughout Social

Studies/ History Courses. In addition, when possible, fiction and nonfiction reading should be integrated in

social studies courses for an integrated approach. For more information on the ELA standards, see

Common Core ELA Standards. Particularly helpful to secondary history courses is this link:

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

PBL tasks found through the resources can be adapted to address various historical/cultural units.

In-text vocabulary should be incorporated into every unit. Word journals, word/vocabulary walls and/or

various other activities should be utilized by the instructor to teach vocabulary.

http://www.state.nj.us/education/cccs/standards/9/intro.pdf

http://www.state.nj.us/education/cccs/standards/9/

http://www.corestandards.org/the-standards/english-language-arts-standards




The research process must be integrated within each course curriculum. Students will investigate issues

emergent from thematic/historical units of study. As the Common Core Standards indicate, students will

develop proficiency with MLA format.

Students must engage in technology applications integrated throughout the curriculum.

Civics, geography, economics, and the use of primary sources must be integrated throughout the Social

Studies curriculum.

Low and High Prep Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often

require a teacher to both create multiple pathways to process information/demonstrate learning and to

assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In

contrast, low-prep strategies might require a teacher to strategically create process and product choices for

students, but students are allowed to choose which option to pursue given their learning profile or

readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words),

so there are fewer details to consider. Most teachers find that integration of one to two new low-prep

strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal

prompts, spelling or

vocabulary lists

Students are given a choice of different journal prompts,

spelling lists or vocabulary lists depending on level of

proficiency/assessment results.

Anchor activities

Anchor activities provide meaningful options for students

when they are not actively engaged in classroom activities

(e.g., when they finish early, are waiting for further

directions, are stumped, first enter class, or when the teacher

is working with other students). Anchors should be directly

related to the current learning goals.

Choices of books

Different textbooks or novels (often at different levels) that

students are allowed to choose from for content study or for

literature circles.

Choices of review

activities

Different review or extension activities are made available

to students during a specific section of the class (such as at

the beginning or end of the period).

Homework options

Students are provided with choices about the assignments

they complete as homework. Or, students are directed to

specific homework based on student needs.

Student-teacher goal

setting

The teacher and student work together to develop individual

learning goals for the student.



Flexible grouping

Students might be instructed as a whole group, in small

groups of various permutations (homogeneous or

heterogeneous by skill or interest), in pairs or individual.

Any small groups or pairs change over time based on

assessment data.

Varied computer

programs

The computer is used as an additional center in the

classroom, and students are directed to specific websites or

software that allows them to work on skills at their level.

Multiple Intelligence

or Learning Style

options

Students select activities or are assigned an activity that is

designed for learning a specific area of content through their

strong intelligence (verbal-linguistic, interpersonal, musical,

etc.)

Varying scaffolding

of same organizer

Provide graphic organizers that require students to complete

various amounts of information. Some will be more filled

out (by the teacher) than others.

Think-Pair-Share by

readiness, interest,

and/or learning

profile

Students are placed in pre-determined pairs, asked to think

about a question for a specific amount of time, then are

asked to share their answers first with their partner and then

with the whole group.

Mini workshops to

re-teach or extend

skills

A short, specific lesson with a student or group of students

that focuses on one area of interest or reinforcement of a

specific skill.

Orbitals

Students conduct independent investigations generally

lasting 3-6 weeks. The investigations “orbit” or revolve

around some facet of the curriculum.

Games to practice

mastery of

information and skill

Use games as a way to review and reinforce concepts.

Include questions and tasks that are on a variety of cognitive

levels.

Multiple levels of

questions

Teachers vary the sorts of questions posed to different

students based on their ability to handle them. Varying

questions is an excellent way to build the confidence (and

motivation) of students who are reluctant to contribute to

class discourse. Note: Most teachers would probably admit

that without even thinking about it they tend to address

particular types of questions to particular students. In some

cases, such tendencies may need to be corrected. (For

example, a teacher may be unknowingly addressing all of

the more challenging questions to one student, thereby

inhibiting other students’ learning and fostering class

resentment of that student.)



High Prep. Strategies

Cubing

Designed to help students think about a topic or idea from

many different angles or perspectives. The tasks are placed on

the six sides of a cube and use commands that help support

thinking (justify, describe, evaluate, connect, etc.). The

students complete the task on the side that ends face up, either

independently or in homogenous groups.

Tiered assignment/

product

The content and objective are the same, but the process and/or

the products that students must create to demonstrate mastery

are varied according to the students’ readiness level.

Independent

studies

Students choose a topic of interest that they are curious about

and wants to discover new information on. Research is done

from questions developed by the student and/or teacher. The

researcher produces a product to share learning with

classmates.

4MAT

Teachers plan instruction for each of four learning preferences

over the course of several days on a given topic. Some lessons

focus on mastery, some on understanding, some on personal

involvement, and some on synthesis. Each learner has a

chance to approach the topic through preferred modes and to

strengthen weaker areas.

Jigsaw

Students are grouped based on their reading proficiency and

each group is given an appropriate text on a specific aspect of

a topic (the economic, political and social impact of the Civil

War, for example). Students later get into heterogeneous

groups to share their findings with their peers, who have read

about different areas of study from source texts on their own

reading levels. The jigsaw technique allows you to tackle the

same subject with all of your students while discreetly

providing them the different tools they need to get there.

Multiple texts

The teacher obtains or creates a variety of texts at different

reading levels to assign strategically to students.

Alternative

assessments

After completing a learning experience via the same content

or process, the student may have a choice of products to show

what has been learned. This differentiation creates

possibilities for students who excel in different modalities

over others (verbal versus visual).



Modified

Assessments

Assessments can be modified in a variety of ways – for

example by formatting the document differently (e.g. more

space between questions) or by using different types of

questions (matching vs. open ended) or by asking only the

truly essential questions.

Learning contracts

or Personal

Agendas

A contract is a negotiated agreement between teacher and

student that may have a mix of requirements and choice based

on skills and understandings considered important by the

teacher. A personal agenda could be quite similar, as it would

list the tasks the teacher wants each student to accomplish in a

given day/lesson/unit. Both Learning contracts and personal

agendas will likely vary between students within a classroom.

Compacting

This strategy begins with a student assessment to determine

level of knowledge or skill already attained (i.e. pretest).

Students who demonstrate proficiency before the unit even

begins are given the opportunity to work at a higher level

(either independently or in a group).

Literature circles

Flexible grouping of students who engage in different studies

of a piece of literature. Groups can be heterogeneous and

homogeneous.

Readers’

Workshop

(Writers’

Workshop is a

parallel strategy)

The Readers’ Workshop approach involves students in three

types of activities:

Mini-lessons (5-10 minutes) on some aspect of literature

or a reading strategy.

Independent Reading Time (30-40 minutes), where

students keep a journal and respond to the literature in

terms of what they think or how they feel about what they

are reading.

Sharing Time (10 minutes), where students share with

another person their journal entries and the other person

gives feedback.

Stations/

Learning Centers

A station (or simply a collection of materials) that students

might use independently to explore topics or practice skills.

Centers allow individual or groups of students to work at their

own pace. Students are constantly reassessed to determine

which centers are appropriate for students at a particular time,

and to plan activities at those centers to build the most

pressing skills.

Tape recorded

materials at

different levels

Books on tape are purchased or (created by the teacher) so

that students can listen to the book being read aloud to them

while they follow along in the text. This is often done at a

listening station, where tapes of books/information on various



reading levels are available.

Tic-Tac-Toe

Choice Board

(sometimes called

“Think-Tac-Toe”)

The tic-tac-toe choice board is a strategy that enables

students to choose multiple tasks to practice a skill, or

demonstrate and extend understanding of a process or

concept. From the board, students choose (or teacher

assigns) three adjacent or diagonal.

To design a tic-tac-toe board:

- Identify the outcomes and instructional focus

- Design 9 different tasks

- Use assessment data to determine student levels

- Arrange the tasks on a tic-tac-toe board either randomly, in

rows according to level of difficulty, or you may want to

select one critical task to place in the center of the board for

all students to complete.

Choice Boards

Work assignments are written on cards that are placed in

hanging pockets. By asking students to select a card from a

particular row of pockets, the teacher targets work toward

student needs yet allows student choice.

1. Low-prep Differentiation

Choices of books

Homework options

Use of reading buddies

Varied journal Prompts

Orbitals

Varied pacing with anchor options

Student-teaching goal setting

Work alone / together

Whole-to-part and part-to-whole explorations

Flexible seating

Varied computer programs

Design-A-Day

Varied Supplementary materials

Options for varied modes of expression

Varying scaffolding on same organizer

Let’s Make a Deal projects

Computer mentors

Think-Pair-Share by readiness, interest, learning profile

Use of collaboration, independence, and cooperation

Open-ended activities

Mini-workshops to reteach or extend skills

Jigsaw

Negotiated Criteria

Explorations by interests

Games to practice mastery of information

Multiple levels of questions



To Differentiate Content

_ Reading partners/ Reading Buddies

_ Read/Summarize

_ Read/Question/Answer

_ Visual Organizer/Summarizer

_ Parallel Reading with Teacher Prompt

_ Choral Reading/Antiphonal Reading

_ Flip books

_ Split Journals (Double Entry - Triple Entry)

_ Books on Tape

_ Highlights on Tape

_ Digests/”Cliff Notes”

_ Notetaking Organizers

_ Varied Texts

_ Varied Supplementary Materials

_ Highlighted Texts

_ Think-Pair-Share/Preview-Midview-Postview

2. High-Prep Differentiation

Tiered activities and labs

Tiered products

Independent studies

Multiple texts

Alternative assessments

Learning contracts

4-MAT

Multiple-intelligence options

Compacting

Spelling by readiness

Entry Points

Varying organizers

Lectures coupled with graphic organizers

Community mentorships

Interest groups

Tiered centers

Interest centers

Personal agendas

Literature Circles

Stations

Complex Instruction

Group Investigation

Tape-recorded materials

Teams, Games, and Tournaments

Choice Boards

Think-Tac-Toe

Simulations

Problem-Based Learning

Graduated Rubrics



Flexible reading formats

Student-centered writing formats

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Kids Discover: Native Americans

Explorers

America 1492

Discovery Education Media http://www.discoveryeducation.com/

Promethean Planet http://www.prometheanplanet.com/en-us/

Brain Pop http://www.brainpop.com/

Thinkfinity: www.thinkfinity.com

Pedros Journal (historical fiction) Pam Conrad

Suggested Activities:

Research an explorer giving details about the person’s explorations and discoveries.

Create a circle graph that shows the amount of land claimed by England, Spain, France, and the Netherlands

by 1650.

Create and label a diagram of a Renaissance invention.

Create Explorer wheels.

Utilize technology presentation programs to create a slide show of a major explorer.

Teacher Notes:

As required by the NJ Department of Education, teachers in all content areas will integrate the 21st-

Century Life and Careers Standards. As the NJ DOE indicates, “Providing New Jersey students with

the life and career skills needed to function optimally within this dynamic context is a critical focus

and organizing principle of K-12 public education. New Jersey has both an obligation to prepare its

young people to thrive in this environment, and a vested economic interest in grooming an engaged

citizenry made up of productive members of a global workforce that rewards innovation, creativity,

and adaptation to change.” The links below indicate the CPIs for grade ranges and need to be

addressed throughout the units of study.

NJ Standards 9 Introduction

21st-Century Life and Career Standards (with links to CPIs)

As indicated in the Common Core Standards, the ELA standards will be integrated throughout Social

Studies/ History Courses. In addition, when possible, fiction and nonfiction reading should be

integrated in social studies courses for an integrated approach. For more information on the ELA

standards, see Common Core ELA Standards. Particularly helpful to secondary history courses is this

link: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

PBL tasks found through the resources can be adapted to address various historical/cultural units.

In-text vocabulary should be incorporated into every unit. Word journals, word/vocabulary walls

and/or various other activities should be utilized by the instructor to teach vocabulary.

The research process must be integrated within each course curriculum. Students will investigate

http://www.discoveryeducation.com/

http://www.prometheanplanet.com/en-us/

http://www.brainpop.com/

http://www.state.nj.us/education/cccs/standards/9/intro.pdf

http://www.state.nj.us/education/cccs/standards/9/

http://www.corestandards.org/the-standards/english-language-arts-standards




issues emergent from thematic/historical units of study. As the Common Core Standards indicate,

students will develop proficiency with MLA format.

Students must engage in technology applications integrated throughout the curriculum.

Civics, geography, economics, and the use of primary sources must be integrated throughout the Social

Studies curriculum.




Unit Overview


Unit Title: Colonization and Settlement

Target Course/Grade Level: 5

Unit Summary

The colonists adapted ideas from their European heritage and from Native American groups to

develop new political and religious institutions and economic systems.

The slave labor system and the loss of Native American lives had a lasting impact on the

development of the United States and American culture.




Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.








Primary Interdisciplinary Connections:

English Language Arts, Science, Math, and the 21st Century Life and Careers. For further clarifications see

NJ Core Content Standards at www.njcccs.org

21st Century Themes:

Through instruction and life career skills all students acquire the knowledge and skills needed to prepare

for life as citizens and workers in the 21st century.

Learning Targets

Content Standards


6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North

American colonies.

6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of

these early structures on the evolution of American politics and institutions.

6.1.8.A.2.c Explain how race, gender, and status affected social, economic, and political opportunities

during Colonial times.

6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of

the colonies.

6.1.8.C.2.a Relate slavery and indentured servitude to Colonial labor systems.



6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people

living in Europe and the Americas.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a

public issue, and share it with an appropriate legislative body (e.g., school board,

municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education.

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

W.5.3. Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

W.5.4. Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types

are defined in standards 1–3 above.)

W.5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and

digital sources; summarize or paraphrase information in notes and finished work, and

provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak

clearly at an understandable pace.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations

when appropriate to enhance the development of main ideas or themes.

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text.

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key

details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or

concepts in a historical, scientific, or technical text based on specific information in the

text.



RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 5 topic or subject area.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and

differences in the point of view they represent.

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s).

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about

the subject knowledgeably.

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 4–5 text complexity band

independently and proficiently.

RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when


RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama,

drawing on specific details in the text (e.g., how characters interact).

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of

a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on

their approaches to similar themes and topics.

8.1.2.A.4


8.1.4.A.2

Create a document with text formatting and graphics using a word processing program.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in

other classes, schools, or countries using electronic tools.

8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print information by

citing resources.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact

critical thinking and problem-solving skills.

9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.



Unit Essential Questions

How do economic, political

and religious forces interact to

cause cultures to form new

systems?

How did geography play a

role in the settlement of the

colonies?


Students will understand that…

economic, political and religious forces combine to form a culture

location is destiny

Unit Objectives

Students will know how…

to identify the early stages

of the establishment of the

American government

to interpret the importance

of religious freedom to the

development of the colonies

to recognize the power

struggle among European

countries and its

contribution to the

development of our new

nation

the French and Indian War

contributed to the American

Revolution

to determine the factors that

impacted the regional

identities of the colonies

the roles of religious

freedom and participatory

government in various

North American colonies

affected colonization

how race, gender, and status

affected social economic

and political opportunities

during Colonial times.

slavery/indentured servitude

in the Colonial labor system

developed over time

Unit Objectives


explain how and why early government structures developed,

and determine the impact of these early structures on the

evolution of American politics and institutions.

compare and contrast the religion and government in various

North American colonies.

explain the factors that impacted regional identity.

delineate the factors that impacted the regional identities of the

colonies.

explain how race, gender, and status affected social economic

and political opportunities during Colonial times.

relate slavery/indentured servitude to Colonial labor systems.

analyze the power struggle among European countries and

determine its impact on the economies of the colonies and

European countries.

determine the impact on people living in Europe and the

Americas.

explain the factors that influenced the French and Indian War




Evidence of Learning Formative Assessments

Observation

Homework

Class Participation

Debate

Team Learning

Notes/Outlines

Discussions

Open Ended Questions/quizzes/tests

(emphasizing written communication skills)

Time-Lines

Journal Entries

Summative Assessment

Project-based assessments (using rubrics)

Unit Content Tests

Class Projects

Constructed Response to Open-ended Questions

Expository/Persuasive writing

Project Based Learning – Performance Assessments


Teacher-Student Conferencing

Peer Tutoring






Teacher Notes:

Europeans seeking religious freedoms established colonies in America. Jamestown and Plymouth colonies

are established by the English settlers. Colonists and Native Americans begin to interact in positive and

negative ways. The economics of the newly established regions are influenced by geographical location;

summarize how slavery developed in America. England and France’s power struggles affected the

colonists and Naïve Americans which led to the French and Indian War.

Suggested Learning Activities/Topics

Simulate the conflict in Jamestown.

Create a multimedia presentation.

Virtual field trip to Jamestown.

Conduct an interview of a famous colonist.

Recognize the Puritan belief system.

Write a journal account of life in Plymouth.

Discover the origin of the Town Meeting form of government.

Make a model of Jamestown settlements.



Create maps to identify location of European settlements.

Create a model of a typical colony town that shows how land was used to support its inhabitants.

Create a labeled map of the colonies.

Listen to songs sung by enslaved workers.

Discover how enslaved

Africans were able to keep their culture alive under difficult conditions.

Virtual field trip of Colonial Williamsburg.

Create a model of a Southern plantation.

Problem Based Learning Activities www.IDEPortal

Colonial coins - Students use their knowledge of the American colonies to evaluate how well the United

States treasury represented U.S. colonial history on the redesigned quarter. They create new state designs

for a future collectible coin, based on the cultural heritage and political history of a region.

Slavery – A Thing of the Past - Did you know that slavery still exists in our modern world? Students

research the history of slavery in the U.S. They utilize research, note-taking, and organizational skills to

create a detailed petition to fight slavery in other countries today.

http://www.ideportal/




Unit Overview


Unit Title: Revolution and the New Nation

Target Course/Grade Level: 5th

Unit Summary

Disputes over political authority and economic issues contributed to a movement for independence

in the colonies.

The fundamental principles of the United States Constitution serve as the foundation of the United

States government today.




Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.



Demonstrate understanding of democratic values and processes.






Primary interdisciplinary connections:

English Language Arts, Science, Math and 21st Century Life and Careers. For further clarifications see NJ

Core Content Standards at www.njcccs.com

21st century themes:

Technology, 21st Century Life and Career 9.1 Strands A-D, including: critical thinking, problem solving,

creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and

interpersonal communication, science

Learning Targets


6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which

they were fulfilled for women, African Americans, and Native Americans during this time

period.

6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution

and Bill of Rights.

6.1.8.A.3.d Compare and contrast the Articles of Confederation and the UNITED STATES Constitution

in terms of the decision-making powers of national government.

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.

6.1.8.B.3.c Use maps and other geographic tools to evaluate the impact of geography on the execution

http://www.njcccs.com/



and outcome of the American Revolutionary War.

6.1.8.B.3.d Explain why New Jersey’s location played an integral role in the American Revolution.

6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward

American colonies, and responses by various groups and individuals in the North American

colonies led to the American Revolution.

6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers,

urban craftsmen, northern merchants, and southern planters), African Americans, Native

Americans, and women during the American Revolution, and determine how these groups

were impacted by the war.

6.1.8.D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United

States relations with Native Americans and with European powers that had territories in

North America.

6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the

national government met the goals established in the Preamble of the Constitution.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a

public issue, and share it with an appropriate legislative body (e.g., school board, municipal

or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education.

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate

governmental agency regarding the best course of action.

6.3.8.C.1

Contact local officials and community members to obtain information about the local school

district or municipal budget and assess budget priorities.

6.3.8.D.1

Engage in democratic processes (e.g., legislative hearings, judicial proceedings, elections)

to understand how conflicting points of view are addressed in a democratic society.

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and

information.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

W.5.3. Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

W.5.4. Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types

are defined in standards 1–3 above.)

W.5.7 Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic.

W.5.8. Recall relevant information from experiences or gather relevant information from print and

digital sources; summarize or paraphrase information in notes and finished work, and

provide a list of sources.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and



teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.

SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak

clearly at an understandable pace.

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations

when appropriate to enhance the development of main ideas or themes.

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when


RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key

details; summarize the text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or

concepts in a historical, scientific, or technical text based on specific information in the text.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 5 topic or subject area.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and

differences in the point of view they represent.

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s).

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about

the subject knowledgeably.

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 4–5 text complexity band

independently and proficiently.

RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when


RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama,

drawing on specific details in the text (e.g., how characters interact).

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a

text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on

their approaches to similar themes and topics.

8.1.2.A.4


8.1.4.A.2 Create a document with text formatting and graphics using a word processing program.



8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other

classes, schools, or countries using electronic tools.

8.1.2.D.1 Model legal and ethical behaviors when using both print and non-print information by citing

resources.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact

critical thinking and problem-solving skills.

9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.

Unit Essential Questions

How words move people to

take action?

Why the American Revolution

occurred?


Students will understand that…

the written and spoken word can be powerful motivators.

various economic, cultural, political and religious factors

influenced the American Revolution.

Unit Objectives

Students will know how…

early government created The

Articles of Confederation

to describe the geography of

the colonies

to identify the cause and effect

of the American Revolution

perspectives of Loyalists and

Patriots differed

the Founding Fathers

contributed to the

establishment of our nation’s

government

the creation of the Declaration

of Independence shaped the

new nation

the Bill of Rights became the

structure for the Constitution

Unit Objectives


assess how conflicts and alliances among European countries and

Native American groups impacted the expansion of the American

colonies.

explain how the consequences of the Seven Years War, changes

in British policies toward American colonies, and responses by

various groups and individuals in the North American colonies

led to the American Revolution.

analyze from multiple perspectives how the terms of the Treaty

of Paris affected United States relations with Native Americans

and with European powers that had territories in North America.

explain how taxes and government regulation can affect

economic opportunities, and assess the impact of these on

relations between Britain and its North American colonies.

explain why the Declaration of Independence was written and

how its key principles evolved to become unifying ideas of

American democracy.

examine the roles and perspectives of various socioeconomic

groups (e.g., rural farmers, urban craftsmen, northern merchants,

and southern planters), African Americans, Native Americans,

and women during the American Revolution, and determine how

these groups were impacted by the war.

analyze how prominent individuals and other nations contributed

to the causes, execution, and outcomes of the American

Revolution.

determine the extent to which the geography of the United States

influenced the debate on representation in Congress and

federalism by examining the New Jersey and Virginia plans.

use maps and other geographic tools to evaluate the impact of

geography on the execution and outcome of the American



Revolutionary War.

explain why New Jersey’s location played an integral role in the

American Revolution.

determine the role that compromise played in the creation and

adoption of the Constitution and Bill of Rights.

compare and contrast the Articles of Confederation and the

UNITED STATES Constitution in terms of the decision-making

powers of national government.

examine the ideals found in the Declaration of Independence, and

assess the extent to which they were fulfilled for women, African

Americans, and Native Americans during this time period.

evaluate the impact of the Constitution and Bill of Rights on

current day issues.

analyze the impact of George Washington as general of the

American revolutionary forces and as the first president of the

United States.


Evidence of Learning

Formative Assessments

Observation

Homework

Class Participation

Notebook

Discussions

Writing Tasks

Summative Assessments

Class Projects

Unit Content Tests

Project Based Learning- Performance assessments

Constructed Response to Open-ended Prompts

Expository/Persuasive writings


Teacher-Student Conferencing

Peer Tutoring






Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:



Kids Discover: American Revolution

Discovery Education Media: http://www.discoveryeducation.com/

Promethean Planet: http://www.prometheanplanet.com/en-us/

Brain Pop: http://www.brainpop.com/

The American Revolution: http:www.mce.k12tn.net/revolutionary_war/american_revolution.htm

George Washington’s Socks (historical fiction)

Tolerance/Holocaust Lessons:www.scholastic.com

Project Based Learning: www.ideportal.com

Thinkfinity:www.thinkfinity.com

www.animatedatlas.com/movie.html

www.internet4classrooms.com

Teacher Notes:

Effects of the French and Indian War led the English Settlers to yearn for a sense of unity. England’s taxing

of the Colonists had a negative effect on the colonists resulting in the need for more freedoms in the

colonies. These events led to the Colonists desire to be independent of England’s rule; the American

Revolution began.

Following the war, the American’s struggled to create a functional government that was fair and

democratic. Through compromise between representatives of each Colony, the Constitution was created.

Suggested Learning Activities/Topics:

Create a multimedia presentation related to the revolution.

Create a portrait of a Revolutionary Hero.

Compare/Contrast loyalists and patriots.

Debate the issue of British rule vs. self-government (e.g. talk show format)

Bill of Rights

Branches of Government

Tolerance

Problem Based Learning Activities- www.ideportal.com-

The Dream Lives On

In this unit, students will create a multimedia presentation about equality in America, incorporating history,

current events, technology, interviewing, and writing skills into a comprehensive study of civil rights in

America.

Kids' Hyper-Constitution

Understanding the language of the U.S. Constitution can be difficult. Students examine parts of the

Constitution and rewrite one section using language that elementary school students can understand. Then,

hyperlinks are added to the document to explain the various rights, what they mean to elementary school

students, and what might happen if they didn't exist.

http://www.discoveryeducation.com/

http://www.prometheanplanet.com/en-us/

http://www.brainpop.com/

../oc%20curriculum%20SS/oc%20curriculum%20SS5th%20grade/www.scholastic.com

../oc%20curriculum%20SS/oc%20curriculum%20SS5th%20grade/www.ideportal.com

../oc%20curriculum%20SS/oc%20curriculum%20SS5th%20grade/www.thinkfinity.com

../oc%20curriculum%20SS/oc%20curriculum%20SS5th%20grade/www.animatedatlas.com/movie.html

../oc%20curriculum%20SS/oc%20curriculum%20SS5th%20grade/www.internet4classrooms.com

http://www.ideportal.com-/

Stafford Township School District Grade Level Expectations and Pacing Guides

After our district participated in creating the Ocean County Social Studies Curriculum we shared the document with our staff. The County Curriculum addresses the Common Core Standards and had an enormous amount of resources for our staff to use, but still did not give teachers a clear understanding of how to implement the standards in their classrooms. Over the 2011-12 School Year, we looked at the materials and resources that we have available in Stafford, and worked with teachers to create grade level expectations and pacing guides. These documents outline what teachers need to cover in specific grade levels and timeframes. The purpose is to create consistency within a grade level to ensure that all students at a specific grade level will be exposed to specific skills, strategies, expectations, and assignments.

Stafford Township School District Social Studies Topics

Fifth Grade

United States History

September/October – Three Worlds Meet

November - February – Colonization & Settlement

March - June – Revolution & The New Nation

Appropriate Benchmark Assessment The primary purpose of benchmark assessment and evaluation is to improve student learning. Information gathered through benchmark assessment helps teachers determine students' strengths and weaknesses in their achievement of the curriculum expectations in each grade. This information also serves to guide teachers in adapting curriculum and instructional approaches to students' needs and in assessing the overall effectiveness of programs and classroom practices. Benchmark assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a subject. As part of benchmark assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. Benchmark assessment and evaluation will be based on the curriculum expectations and the achievement levels outlined in this document. In order to ensure that benchmark assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use benchmark assessment and evaluation strategies that:

• address both what students learn and how well they learn; • are varied in nature, administered over a period of time, and designed to provide opportunities

for students to demonstrate the full range of their learning; • are appropriate for the learning activities used, the purposes of instruction, and the needs and

experiences of the students; • are fair to all students; • ensure that each student is given clear directions for improvement; • promote students' ability to assess their own learning and to set specific goals; • include the use of samples of students' work that provide evidence of their achievement; • are communicated clearly to students and parents at the beginning of the school year and at

other appropriate points throughout the year.

Additional Resources: • http://www.education-world.com/a_tsl/archives/soc_sci.shtml • http://www.sfsocialstudies.com/ • http://streaming.discoveryeducation.com/ • http://www.maps101.com/ • http://www.state.nj.us/education/njpep/index.html • Primary documents, software, videotapes, maps, globes • Teacher directed materials

Technology

Students will use technology in social studies classrooms to: • Access and retrieve information responsibly to support learning. • Present social studies information in a variety of visual forms. • Use simulations to acquire an understanding of social studies concepts. • Communicate understandings of social studies content and processes.

http://www.education-world.com/a_tsl/archives/soc_sci.shtml

ADDITIONAL INFORMATION: Grade 1 Suggested Topics/Materials

• Family and Community/Scott Foresman Big Book and leveled readers • People and Places/Scott Foresman Big Book and leveled readers • Holidays/Scott Foresman Big Book and leveled readers

Suggested Vocabulary Words celebration choice citizen community culture fairness family family tree future globe job map money need past present problems rules solutions symbol tradition Famous People/Events Martin Luther King, Jr. Abraham Lincoln Pilgrims Squanto Harriet Tubman George Washington Columbus Day Election Day Flag Day Independence Day Labor Day Memorial Day Presidents’ Day Thanksgiving Veterans’ Day Famous American Landmarks/Symbols American Flag Pledge of Allegiance Statue of Liberty White House Geography Words Atlantic Ocean Earth New Jersey North America Pacific Ocean South America United States of America Washington, D.C.

Grade 2 Suggested Topics/Materials

• My Community/Scott Foresman Big Book and leveled readers • Citizenship and Jobs/Scott Foresman Big Book and leveled readers • Holidays/Scott Foresman Big Book and leveled readers

Suggested Vocabulary Words: The vocabulary should be studied throughout the year, not in isolation. characteristic communication community continents culture currency environment generation globe government heritage justice laws leader map mayor oceans president region responsibility rules timeline town council tradition transportation Famous People/Events Susan B. Anthony Martin Luther King, Jr. Abraham Lincoln Sacajawea Harriet Tubman George Washington Columbus Day Election Day Flag Day Independence Day Labor Day Memorial Day Presidents’ Day Thanksgiving Veterans’ Day Famous American Landmarks/Symbols American Flag Pledge of Allegiance Statue of Liberty White House Geography Words Arctic Ocean Atlantic Ocean Earth Indian Ocean New Jersey North America Pacific Ocean United States of America Washington, D.C


• Pilgrims/National Geographic Big Book and Scott Foresman leveled readers • Native Americans/National Geographic Big Book and Scott Foresman leveled Readers • Communities Across America/National Geographic Big Book and Scott Foresman leveled

readers Suggested Vocabulary Words role interaction past citizen present time span fact pilgrim fiction authority citizenship colonies heritage settlement colony community cause effect federal rural document economic system product landforms services country continent suburb mountain range society government natural resources agriculture trade custom tax ancestors environment geography skyscraper budget manufacturing Lenape US Cities New Orleans, LA New York, NY Philadelphia, PA Washington, DC Orlando, FL Atlantic City, NJ Boston, MA Chicago, IL Denver, CO Los Angeles, CA Seattle, WA San Francisco, CA San Antonio, TX Famous Events/People 1906 San Francisco Earthquake Martin L. King, Jr. Thanksgiving George Washington Abraham Lincoln Christopher Columbus Current President Governor, Mayor Famous American Landmarks/Symbols Golden Gate Bridge Tower of the Americas Alamo Big Bend National Park Statue of Liberty Ellis Island Lighthouses Gateway Arch Mount Rushmore


• Geography and Map Skills/Scott Foresman “Regions” book, leveled readers, on-line access to Scott Foresman

• Regions/ Scott Foresman “Regions” book, leveled readers, on-line access to Scott Foresman Suggested Vocabulary Words decades centuries generations immigrants county government representative democracy responsibility citizenship belief opportunity tradition culture heritage slavery folklore inventions artifacts economics latitude longitude scale consequence population customs ethnic groups constitution US Cities Atlanta, GA San Francisco, CA Trenton, NJ Dallas, TX Pittsburgh, PA Phoenix, AZ Nashville, TN New Orleans, LA Miami, FL Famous American Landmarks/Symbols Statue of Liberty Tomb of the Unknown Liberty Bell Golden Gate Bridge Gateway Arch Ellis Island Washington Monument Lincoln Memorial


• Geography and Map Skills • Scott Foresman “The United States” book, leveled readers, on-line access to Scott Foresman • American History (Revolution-Reconstruction)/Scott Foresman “The United States” book,

leveled readers, on-line access to Social Studies Program Suggested Vocabulary Words compass rose monopoly gulf speculator boundary/boundaries isthmus inset consumer draft map scale consolidation armistice latitude competitor civilian migrant longitude cardinal directions map key border secede equator confederacy prime meridian civil grid blockade tributary emancipation continental divide epidemic mass transit inaugural urbanization Reconstruction skyscraper borough imperialism carpet bagger tenement share cropper melting pot territory reformer rebels (rebs) homesteader suffrage Yankees protectorate labor union population sweatshop US Cities Cleveland, OH Sacramento, CA San Antonio, TX Detroit, MI Montgomery, AL Honolulu, HA Las Vegas, NV Tallahassee, FL Albuquerque, NM Famous People/Events Martin Luther King, Jr. Benjamin Franklin George Washington William Penn Powhatan John Smith Andrew Johnson Famous American Landmarks/Symbols United Nations Williamsburg, VA Philadelphia, PA Ellis Island Massachusetts Bay Colony Jamestown, VA


• Geography and Map Skills/Scott Foresman “The World” book, leveled readers, on-line access to Social Studies Program

• American History Revolution-Reconstruction/Scott Foresman “The World” book, leveled readers, on-line access to Social Studies Program

Suggested Vocabulary Words Protestantism mercantilism moveable type triangular trade circumnavigate commerce Conquistador excommunicate myth immortal aristocracy democracy Trojan War Olympic games philosopher plague mercenary patricians plebeians republic representative Senate consul dictator tribune patriotism Caesar Emperor gladiator papyrus pyramid pharaoh hieroglyphics Locations Mediterranean Sea Aegean Sea Crete Troy Mount Olympus Athens Sparta Marathon Macedonia Alexandria Tiber River Rome Carthage Colosseum Egypt Nubia Florence Venice Cape of Good Hope West Indies Brazil Quebec Jamestown Sandwich Islands New South Wales Lisbon England London Scandinavia Danube River Rhine River People Plato Socrates Aristotle Homer Pericles Charlemagne William the Conqueror King John Raphael Michelangelo Leonardo da Vinci Galileo Martin Luther Johannes Gutenberg Henry the Navigator Ferdinand Magellan Christopher Columbus Elizabeth I Vasco da Gama James Cook

Accommodations for Special Education Students as Specified in Their IEP & for English Language Learners Access to Special Equipment and Instructional Materials

• Calculator. • Tape recorder/CD player. • Slant board. • Special pens, pencils and paper. • Computer. • FM systems. • Communication board /augmentative communication devices.

Class Work Curricular Procedures • Allow additional time to complete work. • Assist in organizing materials. • Cue students’ attention. • Functional or practical emphasis (specify in IEP). • Limit oral reading unless student volunteers. • Modify reading assignments. • Modify writing requirements. • Ongoing monitoring of work produced during class. • Peer tutoring or partner learning. • Preferential seating. • Provide alternate content objectives (specify in IEP). • Provide copies of class notes. • Provide organizational aids (folders, schedules). • Provide repetition/practice. • Provide student a daily schedule/established routine. • Provide study guides. • Reading assistance in content area. • Reduce content objectives. • Reduce length/number of written assignments. • Review, restate and repeat directions. • Simplify verbal/.written directions. • State expectations clearly. • Teach to learner’s auditory style. • Teach to learner’s multi sensory style. • Teach to learner’s visual style.

Facilitating Appropriate Behavior • Assign activities which require some movement. • Avoid the use of confrontational techniques. • Consistently enforce school rules. • Designate a “time-out” location within the classroom. • Encourage student to accept responsibility for behavior. • Ignore minor annoying behaviors. • Involve parents/guardians to coordinate approach. • Minimize situations that the student may perceive as embarrassing. • Monitor levels of tolerance and be mindful of signs of frustration. • Provide clear and concise classroom expectation and consequences. • Provide student with alternative. • Reinforce student for appropriate behaviors. • Speak privately, without the audience of peers, to student about inappropriate behavior. • Use praise generously. • Check for student behavior plan.

Homework

• Homework assignment book checked by special education mainstream. teacher(s) and parent/guardian daily.

• Reduce length of assignments. • Reduced alternative reading work. • Reduced alternative written work. • Time in school to complete.

Modifying Test

• Allow open book tests/open note tests (circle). • Allow student to edit a “first draft” on essay questions and grade final edited copy. • Allow student to give answers orally. • Allow student to type. • Allow student to make corrections on returned tests for additional credit. • Allow test to be given by special education teacher. • Allow use of instructional aids (calculator, computer, etc.). • Improve font/spatial organization of test. • Math tools for tests (fact chart, number line calculator). • Minimize essay questions. • Modify test format. • Modify the content of the test. • Retake failed tests using alternative strategies. • Test only on key concepts. • Time of test determined by instructor. • Use word banks.

Modifying the Environment • Frequently check the organization of the student’s notebook. • Help keep the student’s work area free of unnecessary materials. • Monitor the student’s use of his/her assignment sheet. • Provide a specific place for turning in completed assignments. • Provide opportunities for movement/activity change. • Seat student in an area free of distractions. • Use checklists to help the student get organized. • Use preferential seating. • Use study carrels.

Modifying the Grading

• Allow for spelling errors. • Grade determined through collaboration of general/special education teacher. • Modify homework/class work expectations.

Modifying the Presentation of Materials

• Assign tasks at an appropriate reading level. • Break assignment into segments of shorter tasks. • Cue student by calling his/her name before asking questions. • Familiarize student with any new vocabulary before beginning the lesson. • Frequently check on progress of independent work. • Give additional presentations by varying the methods using repetition, simpler

explanations, more examples and modeling. • Give written directions to supplement verbal directions. • Highlight important concepts to be learned in text of material. • Monitor the student’s comprehension of language used during instruction. • Provide a checklist for long, detailed tasks. • Provide clear and well defined worksheets. • Provide clear, concise directions and concrete examples for homework/class work

assignments. • Provide due date on written assignments. • Provide graph paper for math computation. • Reduce the number of concepts presented at one time. • Student qualifies for Books on Tape. • Use concrete examples of concepts before teaching the abstract. • Utilize manipulative, hands-on activities. • Utilize visual aids such as charts and graphs.

Instructional Strategies and Techniques that Address Learning Style • Multi-sensory approach. • Stress visual presentation. • Stress auditory presentation. • Modify written expectations. • Provide positive reinforcement. • Provide support/encouragement. • Provide structured environment. • Set clear limits and consequences. • Use concrete examples. • Simplify directions. • Provide repetition and practice. • Allow frequent activity changes. • Provide small group instruction. • Reduce work increments. • Set short-term goals. • Preferential seating. • Use study carrels to increase concentration. • Seat in area of minimal distraction. • Model skills/techniques to be mastered. • Have student repeat directions. • Utilize peer buddy as needed.

social studies curriculum€¦ · stenglish language arts, science, math and 21 century life and...

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