Units and Timelines

September - October / Geography of New Jersey
Lenape / What was daily life like?
Explorers / Who explored New Jersey?, What did they discover?, and Where did they explore?
November - December / Colonial New Jersey / Reasons for Colonists settling in New Jersey?
What was daily life like?
American Revolution / Causes of the American Revolution
Declaration of Independence
Loyalist or Rebel?
Role of New Jersey in the American Revolution
Results of the Revolution
January / New Jersey Government / How is our government setup?
U. S. Constitution
Bill of Rights
How is the Government of New Jersey similar to the United States Government?
February - April / Invention and Technology /
  • Major Inventions
  • Changing Modes of Transportation
  • How transportation and inventions changed the lives of the people of New Jersey

Civil War / Slavery
Gettysburg Address
Results of the Civil War
Industrial Revolution / Case study: Paterson
Factory Conditions
Industry changes how people live and work
Immigration: Reasons for coming to America
Reform / Women’s Suffrage
May / World Conflict and I'll think it's in the / Who was involved?, and Why did it happen?
Outcomes of the war
Great Depression as a / Why it happened?
How bad was the Great depression?
How did Americans help other Americans?
World War II and Post World War II New Jersey / Who was involved?, and Why did it happen?
Outcomes of the war
How did New Jersey, especially Paramus, change after World War II?
June / NJ Today / Issues that people of New Jersey face today

Geography is to be infused throughout the year.

*New Jersey Today unit can be combined with the New Jersey Government unit.

UNIT – GEOGRAPHY

ESSENTIAL QUESTIONS

  1. What is the geography of New Jersey like?
  2. How has the geography of New Jersey influenced where and how people live?
  3. What impact do human activities have on the environment?
  4. Why do people live where they do?

Geography Objectives

  1. Students will be able to use scale, latitude and longitude, read a map key, know cardinal directions, and read and locate places on a map.
  2. Students will be able to locate physical features, major cities, boundaries and landmarks.
  3. Students will be able to compare and contrast the regions of New Jersey.
  4. Students will be able to locate and label continents and oceans on a map.
  5. Students will be able to identify the 21 countries of New Jersey.

New Jersey Core Social Studies Content Standards:

6.6

A. The World in Spatial Terms

  1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.
  2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time).
  3. Estimate distances between two places on a map using a scale of miles.
  4. Identify the major cities of New Jersey, the United States, and the world.
  5. Identify the major countries, continents, bodies of water, and mountain ranges of the world.
  6. Locate time zones, latitude, longitude, and the global grid.

B. Places and Regions

  1. Identify the physical and human characteristics of places and regions in New Jersey and the United States (e.g., landforms, climate, vegetation, housing).
  2. Explain changes in places and regions over time and the consequences of those changes.
  3. Describe the geography of New Jersey.
  4. Discuss factors involved in the development of cities (e.g., transportation, food, marketplace, religion, military protection).

C. Physical Systems

  1. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.

D. Human Systems

  1. Describe the development of transportation and communication networks in New Jersey and the United States.
  2. Identify the distribution and characteristics of populations for different regions of New Jersey and the United States.

E. Environment and Society

  1. Differentiate between living and non-living natural resources.
  2. Explain the nature, characteristics, and distribution of renewable and non-renewable resources.

Teaching and Learning activities

  • New Jersey state research

Students draw an outline of New Jersey and label physical features, major cities, major highways, and points of interest.

  • Comparison chart of regions (see attached)
  • Create a postcard to send to a friend describing a specific regions (physical features, nickname, occupations, points of interest, natural resources)
  • Each group is assigned a region

Building (environment)

Water shortage

Energy demands

Pollution

Overpopulation

  • Students bring in articles about things happening in NJ

INSTRUCTIONAL MATERIALS

  • Activity Forms
  • Textbook
  • NJ maps
  • Graphic Learning maps

CONTENT

  • Map skills
  • Continents/Ocean
  • Regions
  • Counties
VOCABULARY

Atlantic Coastal Plain

Highlands

Ridge and Valley

Piedmont

Fall Line

Valley

Reservoir

Pinelands

Headquarters

Natural Resources

Physical Features

Region

Unit: Settlers

ESSENTIAL QUESTIONS, THEMES, MAJOR CONCEPTS, CONTENT

1.What are the major turning points in New Jersey?

2.Who are the famous people that influenced New Jersey to its history?

3.What are problems that people in New Jersey faced and how were they solved?

4.Why did people come to New Jersey and how did they influence the history and culture of New Jersey?

5.How has New Jersey changed over time?

CONTENT:

  1. Lenape – Original people: Unami and Munsee tribe

How did the Lenape impact New Jersey?

Settled in the by water

Used land resources of the Trails – Road (pg. 68)

Summary – pg. 75

Why did Lenape leave the area?

  1. Explorers:
  • Columbus: 1492, Spain, New World, West Indies
  • Cabot :1497, England, westward route to Asia, North America’s Eastern coast.
  • Verrazano: 1524, France, water route to Asia, Sandy Hook.
  • Hudson:1609, Holland, water route through North America, Hudson River.
  1. Colonists:
  • Reasons – Religious freedom, opportunity for a better life, avoid debt, riches, adventure, land.
  • Daily Life – Occupations, educations, home life, fun/amusements, health/medicine, travel, communication, food.
  • Howdid settlers and colonists affected New Jersey? – Names of communities, locations of towns, environment, industry.

OBJECTIVES:

Students will be able to identify who settled in New Jersey, why they did, and how they influenced New Jersey life.

New Jersey Core Social Studies Content Standards:

6.1

A. Social Studies Skills

  1. Explain how present events are connected to the past.
  2. Apply terms related to time including years, decades, centuries, and generations.
  3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).
  4. Organize events in a time line.
  5. Distinguish between an eyewitness account and a secondary account of an event.
  6. Distinguish fact from fiction.

6.4

A. Family and Community Life

  1. Discuss how families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations.
  2. Compare family life in a community of the past to life in a community of the present.
  3. Discuss the reasons why various groups, voluntarily and involuntarily, immigrated to America and New Jersey and describe the problems they encountered.
  4. Discuss the history of their community, including the origins of its name, groups and individuals who lived there, and access to important places and buildings in the community.
  5. Explain that Americans have come from different parts of the world and have a common American heritage, in addition to the heritage of the countries of origin.
  6. Describe situations in which people from diverse backgrounds work together to solve common problems.

B. State and Nation

  1. Compare the major early culture of the Lenape that existed in the region that became New Jersey prior to contact with the Europeans.

VOCABULARY:

LenapeRoute

HeritageCoast

LonghouseColony

WigwamImmigrant

TraditionProprietor

AncestorIndustry

ExplorationIndenture servant

Occupation

TEACHING AND LEARNING ACTIVITIES

  • Venn Diagram – compare/contrast daily life, religious beliefs, where/why they chose to settle, etc. of Lenape and settlers.
  • Research the different explorers and the areas they discovered.
  • Write 3-4 day journal entries of life on board a colonial ship (p. 9 – story starters)
  • Colonial America – Scholastic

Read aloud letters – p. 5&6

  • Complete ship word web together p. 7
  • Eating the Plates – Lucille Recht Penner Scholastic
  • Read aloud intro, chap. 1 & 2
  • Discuss and chart why they leave, conditions on ships (brainstorm list), arrival, etc.
  • Students will research in groups one aspect of colonial life after being given general overview of information.
  • Write a newspaper article explaining the explorer’s (Columbus, Cabot, Verrazano, Hudson) adventure.
  • Answer who, what, where, when, why and how.
  • Sailed for? Purpose? End result?
  • Pack a trunk of what you would want to have with you on your journey to America – p.8
  • Compare/contrast the life of a colonial child with that of a Lenape child.

INSTRUCTIONAL MATERIALS

Colonial America – Scholastic – copies of pgs. 5-7 and 8-8.

Eating the Plates – Lucille Recht Penner Scholastic

UNIT: American Revolution

ESSENTIAL QUESTIONS, THEMES, MAJOR CONCEPTS, CONTENT

  1. What are the major turning points in New Jersey?
  1. Who are the famous people that influenced New Jersey to its history?
  1. What are the problems that people in New Jersey faced and how were they solved?
  1. Why did people come to New Jersey and how did they influence the history and culture of New Jersey?
  1. How has New Jersey changed over time?

CONTENT

  • Reasons for independence – religious freedom, taxes, make own decisions.
  • New Jersey Role in Revolution – crossroads, Trenton, Morristown (Jockey Hollow), Delaware River.
  • Revolution Outcomes – Loyalist and Patriots have to learn how to get along, signing of peace agreement, establishment of laws.

VOCABULARY

LoyalistMilitia

PatriotCompromise

HessianRatify

ConstitutionDeclaration of Independence

Ally

OBJECTIVES:

Students will be able to:

  1. Understand and explain reasons why people fought for independence and rebelled against the British.
  1. Understand why New Jersey was important in the American Revolution.
  1. Understand impact of major battles and turning points during the revolution.
  1. Understand revolution outcomes.

New Jersey Core Social Studies Content Standards:

6.1

A. Social Studies Skills

  1. Explain how present events are connected to the past.
  2. Apply terms related to time including years, decades, centuries, and generations.
  3. Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper).
  4. Organize events in a time line.
  5. Distinguish between an eyewitness account and a secondary account of an event.
  6. Distinguish fact from fiction.

6.4

B.

  1. Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England.
  2. Discuss New Jersey’s role during the American Revolution.
  3. Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the Declaration of Independence, the United States Constitution, the New Jersey State Seal, and Martin Luther King Jr.’s "I Have a Dream" speech.

A

2. Compare family life in a community of the past to life in a community of the present.

6. Describe situations in which people from diverse backgrounds work together to solve common problems.

B. Historical preservation of primary documents, buildings, places of memory, and significant artifacts

TEACHING AND LEARNING ACTIVITIES

  • From Colonies to Country – Joy Hakim – Read and discuss Chap. 11-14
  • Read aloud – Can you make them behave, King George? – Jean Fritz
  • Plot major battles on map of New Jersey
  • T-chart of before and after revolutionary war – compare/contrast
  • Read and discuss “What’s All This Fuss About Tea?” – Tea is Brewing
  • Debate between Loyalists and Patriots – construct arguments for or against the tea party.

INSTRUCTIONAL MATERIALS

  • From Colonies to Country – Joy Hakim
  • George Washington’s Socks
  • Can You Make Them Behave King George? – Jean Fritz

UNIT: GOVERNMENT

ESSENTIAL QUESTIONS, THEMES, MAJOR CONCEPTS, CONTENT

  1. What does government do and why is it important?
  2. How is government organized at the local, state and national level?

CONTENT

  • Why do we need government? Make laws, decisions, rights, and responsibility.
  • How is government set up? – 3 Branches of government, constitution, how a bill becomes a law.
  • Major documents – Declaration of Independence, Constitution, Bill of Rights.

VOCABULARY

LegislativeCongress

JudicialSenate

ExecutiveRepresentative

Bill of rightsMunicipality

ConventionBudget

Democracy Veto

RepublicChecks and balances

Citizen

INSTRUCTIONAL OBJECTIVES, OUTCOMES, STANDARD/INDICATORS

Students will be able to:

  1. Understand the purposes of government.
  2. Identify the parts of government and how they work.
  3. Identify and understand the Declaration of Independence, Constitution, and Bill of Rights.

New Jersey Core Social Studies Content Standards:

6.2

A. Civic Life, Politics, and Government

  1. Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects rights and the common good).
  2. Differentiate between power and authority.
  3. Recognize that government exists at the community, county, state, and federal levels.
  4. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.
  5. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.

B. American Values and Principles

1.Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution.

2.Explain the significance of symbols of American values and beliefs, including the Statue of Liberty, the Statue of Justice, the American Flag, and the national anthem.

3.Describe how American values and beliefs, such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy.

4.Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society.

C. The Constitution and American Democracy

1.Discuss how the Constitution describes how the United States government is organized and how it defines and limits the power of government.

2.Discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life.

3.Identify major services provided by state and local government.

4.Delineate the respective roles of the three branches of the federal and state governments.

D. Citizenship

1.Explain that a citizen is a legally recognized member of the United States with rights and responsibilities, such as voting in elections and serving on juries.

2.Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign).

3.Describe the process by which immigrants can become United States citizens.

E. International Education: Global Challenges, Cultures, and Connections

3. Explain why it is important for nations to communicate and resolve disagreements through peaceful means.

4. Outline the purposes of the United Nations.

5. Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them.

10. Use technology to learn about students and their families in other countries through classroom links, email, and Internet research.

11. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.

TEACHING AND LEARNING ACTIVITIES

  • Students write a bill about an issue of concern (see attached).
  • Compare and contrast 3 branches of government – flow chart.
  • Have an election about a particular topic.
  • “Speaking of Your Rights” worksheet – read and discuss Bill of Rights.
  • “Do Your Duty, by George” worksheet
  • “State Constitution” worksheet – understanding New Jersey Constitution.
  • We The People book

Lesson 11 – 12 Branches of Government

Lesson 2 Reason for Government

Lesson 5 Constitution

Lesson 21 Responsibilities of Being a Citizen

INSTRUCTIONAL MATERIALS

  • Bill activity worksheet
  • “Speaking of your rights” worksheet
  • “Do Your Duty, by George” worksheet
  • “State Constitution” worksheet
  • We The People book

UNIT: INVENTIONS AND INDUSTRIAL REVOLUTION

ESSENTIAL QUESTIONS:

  • Why are machine and inventions important?
  • How have machine and inventions changed the ways people lived in New Jersey?
  • How have machine and inventions changed the ways people work and businesses operate?
  • What impact have roads, trains, and canals had on New Jersey?
  • Why were factories, businesses, and cities built where they are?

CONTENT:

  • Major Inventions – roads, trains, canals, factories.
  • How inventions changed lives? – efficient, communication, travel, daily life, electricity.
  • How did the Industrial Revolution affect New Jersey? Development of Factories an Cities (Paterson)
  • Paterson’s natural resources – water, power

VOCABULARY

PatentsInterdependence

InnovationSpecialization

Thomas Alva EdisonManufacturing

Labor Union

Industrial

INSTRUCTIONAL OBJECTIVIES, OUTCOMES, STANDARDS/INDICATORS

Students will be able to:

  • Identify major inventions and how they affected New Jersey.
  • Understand how inventions impacted life.
  • Understand the impact factories had on Paterson.

New Jersey Core Social Studies Content Standards:

6.4

B 5. Identify and discuss major scientific discoveries and inventions, the scientists and inventors who developed them (e.g., Thomas Edison), and their impact on life today.

TEACHING AND LEARNING ACTIVITIES