SOCIAL
STUDIES
GRADE
4
NEW
Curriculum
Vineland
Public Schools
2005
Frank
Giordano, President
Jacqueline
Gavigan, Vice President
Mayra
Arroyo
Allan
Bernardini
Jessica
Deckard
Ronald
Franceschini, Jr.
Nicholas
Girone
Suzanne
Morello
Richard Smith
Dr.
Clarence C. Hoover, III, Superintendent of Schools
Mr.
Kevin Franchetta, Assistant Superintendent for Business
Mr. Michael Brodzik
SOCIAL STUDIES PURPOSE AND GOALS
As defined by the National Council for the Social
Studies, "Social Studies is the integrated study of the social sciences
and humanities to promote civic competence.
Within the school program, social studies provides coordinated,
systematic study drawing upon such disciplines as anthropology, archeology,
economics, geography, history, philosophy, political science, psychology,
religion and sociology, as well as appropriate content from the humanities,
mathematics and natural sciences. The
primary purpose of social studies is to help young people develop the ability
to make informed and reasoned decisions for the public good as citizens of a
culturally diverse, democratic society in an interdependent world."
In order to carry out the purpose of social
studies education, the Vineland Public Schools Social Studies Program focuses
on the following goals, adapted from the Mission Statement and Goals of the
These goals are to promote:
1.
Development of thinking, writing and
speaking skills essential to effective decision-making and problem solving that
will enable our students to be rational, humane and lifelong learners.
2.
Understanding of the common elements of
culture and appreciation of cultural diversity.
3.
Understanding of political principles and
systems to encourage competent civic participation in a democratic society.
4.
Understanding of the impact of science
and technology on individuals and societies.
5.
Reflective attitudes toward personal
values, the values of others and the cultural values evident in students' own
and other societies.
6.
Understanding and appreciation of the
interdependence of peoples and nations in a global society.
7.
Understanding of how human beings view
themselves and others, individually and in groups.
8.
Understanding of historical methods,
divergent perspectives and interpretation, cause and effect relationships,
change and continuity and turning points.
9.
Appreciation of the humanities and the
impact of aesthetic expression.
10. Understanding
of economic principles and systems within a global context.
11. Geographic
understanding, including an informal spatial view of the world and the
interrelationship of humans and their environments.
12. Understanding
of the obstacles and conflicts that prevent effective communication and
cooperation among cultures and societies.
13. Recognition
of the responsibility of government and individuals for the protection of human
rights.
The units of study and student proficiencies
that define each course are consistent with district and state objectives and
reflect commitment to the
NEW
6.1
Social Studies Skills (infused throughout all units of the curriculum)
6.2
Civics
A.
Civic Life,
Politics, and Government
B.
American Values
and Principles
C.
The Constitution
and American Democracy
D.
Citizenship
E.
International
Education: Global Challenges, Cultures, and Connections
6.3
World History
A.
The Birth of
Civilization to 1000 BCE (BC)
B.
Early Human
Societies to 500 CE (AD)
C.
Expanding Zones
of Exchange and Interaction to 1400 CE (AD)
D.
The Age of Global
Encounters (1400-1750)
E.
The Age of
Revolutionary Change (1750-1914)
F.
The Era of the
Great Wars (1914-1945)
G.
The Modern World
(1945-1979)
H.
Looking to the
Future (1980-present)
6.4
A.
Family and
Community Life
B.
State and Nation
C.
Many Worlds Meet
(to 1620)
D.
Colonization and
Settlement (1585-1763)
E.
Revolution and
the New Nation (1754-1820)
F.
Expansion and
Reform (1801-1861)
G.
Civil War and
Reconstruction (1850-1877)
H.
The Industrial
Revolution (1870-1900)
I.
The Emergence of
Modern
J.
The Great
Depression and World War II (1929-1945)
K.
Postwar Years
(1945-1970)
L.
Contemporary
6.5
Economics
A.
Economic Literacy
B.
Economics and
Society
6.6
Geography
A.
The World in
Spatial Terms
B.
Places and
Regions
C.
Physical Systems
D.
Human Systems
E.
Environment and
Society
PROFICIENCY
Satisfactory student achievement in each of the
proficiencies listed in this curriculum shall be determined by student
attainment of the 70% district-passing-standard. Such proficiency shall be measured by a
multiplicity of evaluation techniques and activities that include, but are not
restricted to the following:
1. Teacher-made tests/quizzes
2.
Class participation
3.
Homework assignments
4.
Research papers/reports
5.
Projects
6.
Writing assignments (stress prewriting
skills using graphic organizers)
7.
Oral reports and presentations
8.
Notebooks/journals
9.
Portfolios
10. Cooperative
group projects/activities
11. Role
playing
12. Interpretation/creation
of maps, charts, graphs, tables, cartoons
COURSE DESCRIPTION: 4th
GRADE NEW
The Fourth Grade
Social Studies curriculum, New Jersey History, includes the study of our state
within a national and global context.
The location of
The course is
interdisciplinary, integrating all of the social studies (history, political
science, geography, sociology, psychology, anthropology and economics) as well
as literature, language arts, science, math and the fine arts. The overall goal of the course is to have
students understand the connections between their own lives and the
physical/cultural areas in which they live, as well as within the broader context of the nation and the world.
The
curriculum is consistent with district goals and the goals of the Social
Studies program K-12. Learning
objectives incorporate the New Jersey Content Standards and Proficiencies in
Social Studies, K-4. . NJCCCS 6.1: Social Studies Skills are
integrated throughout the course in all lessons. NJCCCS 6.2-6.6 are listed after the
objectives for each unit as appropriate.
The following are the
major goals of the course:
1. observation,
thinking, writing, speaking and social interaction skills necessary for
rational and
effective decision-making and problem solving.
2. respect for
ethical principles and values in dealing with others and in solving
problems.
3. application of
a framework for the study of cultures based on institutions common to
all cultures.
4. understanding
and appreciation of the unique characteristics of diverse cultures.
5. understanding
and appreciation of the impact early cultures have had on world
civilization
and on the development of values that sustain American society.
6. geographic
understanding, including an informed spatial view of the world, the impact
of geography
on history, and the interaction of humans and their environments.
7. understanding
of historical methods, perspectives, turning points, parallels, and cause
and effect
relationships.
8. understanding
of the historical origins and beliefs of the world's major religions.
9. recognition and
evaluation of the accomplishments and traits of select historical
figures.
10. comparison of governmental systems, and commitment to
the values implicit in
democracy.
11. understanding and application of economic principles
and comparison of economic
systems.
12. understanding and comparison of varying systems of
social organization.
13. appreciation for the arts and humanities and
recognition of the integral role of the arts
as vehicles
of human communication and cultural identity.
14. understanding and evaluation of the impact of science
and technology on the
individual and society.
15. integration of learning through interdisciplinary
lessons and activities.
Mike
Brodzik-Chair
Donna
Basiciani
Christine
Beecher
Elizabeth
Kaspar
Lisa
Madison
Matthew
Merckx
Peter
Moniodis
Sue
Napier
Susan
Petitt
Linda
Scavelli
Danielle
Smith
Emelina
Torres
Erin
Vassalo
Joann
Wargo
OVERVIEW-EARLY NEW
Units 1, 2, 3 and 4 explore the lives of
the Lenni-Lenape of
STUDENT PROFICIENCIES
Given
appropriate learning activities, students will be able to:
4-1.1 explain the concept of history, and the
reasons for studying history. (6.3, 6.4)
4-1.2 explain how communities begin and grow. (6.2,
6.4, 6.5, 6.6)
4-1.3 identify resources used to find out about a
community's history. (6.4)
4-1.4 trace the migration routes of the ancestors
of the Native Americans. (6.3, 6.4, 6.6)
4-1.5 identify the earliest Native Americans that lived
in
4-1.6 explain the economic activities of the Lenape
Indians. (6.4, 6.5, 6.6)
4-1.7 describe Indian appearance, social
organization, customs, religious beliefs and ways the
Lenape heritage has endured. (6.2, 6.4,
6.5, 6.6)
4-1.8 explain why the Lenape left
UNIT 2:
IMMIGRANTS COME TO NEW
STUDENT PROFICIENCIES
Given
appropriate learning activities, students will be able to:
4-2.1 describe the characteristics and purposes of
maps, globes, aerial photographs and satellite-
produced images. (6.6)
4-2.2 identify the 7 continents, the four
hemispheres and the four oceans on a world map. (6.6)
4-2.3 locate the
(6.3, 6.4, 6.6)
4-2.4 identify the major physical characteristics
of the
4-2.5 name and apply the cardinal and intermediate
directions. (6.6)
4-2.6 explain the purpose of the compass rose. (6.6)
4-2.7 explain the purpose of and difference between
latitude and longitude. (6.6)
4-2.8 identify and interpret symbols on a map. (6.6)
4-2.9 use map scales to determine distance between
two points. (6.6)
4-2.10
understand how a search for a water route to the
4-2.11
explain the importance of the voyage of Christopher Columbus. (6.2, 6.3, 6.4,
6.5, 6.6)
4-2.12
define the term
4-2.13
explain the importance of the voyage of Henry Hudson. (6.3, 6.4, 6.5, 6.6)
4-2.14
recognize the Dutch and the Swedes as the first Europeans to settle and govern
in New
4-2.15
define barter and apply it to the economies of the early inhabitants of
6.6)
4-2.16
evaluate how the Lenape way of life was changed by the Dutch. (6.3, 6.4, 6.6)
4-2.17
compare the settlers' views on land ownership with Indian beliefs, and discuss
how it
would lead to conflict. (6.3, 6.4,
6.5, 6.6)
4-2.18
evaluate the methods used by countries to acquire land in the
4-2.19
infer why people wanted to leave their native countries and settle in the
the characteristics of people who
would have taken this risk. (6.2, 6.3, 6.4, 6.5, 6.6)
UNIT
3: COLONIAL NEW
STUDENT PROFICIENCIES
Given
appropriate learning activities, students will be able to:
4-3.1 define and apply the term boundary. (6.4, 6.6)
4-3.2
distinguish between countries and
states. (6.3, 6.4, 6.6)
4-3.3 explain how
4-3.4 explain the economic and social changes that
took place in NJ under the English
proprietors. (6.2, 6.4, 6.5, 6.6)
4-3.5 understand the significance of the right of
the colonists to meet in an Assembly. (6.2, 6.4)
4-3.6 identify Quakers as the founders of
4-3.7 understand the significance of
(6.3, 6.4, 6.5, 6.6)
4-3.8
understand the concept scarcity, and
explain how the economic needs of the early settlers
were met. (6.3, 6.4, 6.5, 6.6)
4-3.9
define the different types of resources: natural, human and capital, and apply
these terms to
the economy of the early
settlers. (6.4, 6.5, 6.6)
4-3.10
explain the significance of geography to the economic development of colonial
New
4-3.11
determine the impact of geography on the settlement of historic towns in
County. (6.4, 6.5, 6.6)
4-3.12
explain how improvements in travel helped
4-3.13
compare an indentured servant to a slave. (6.4, 6.5, 6.6)
4-3.14
evaluate the circumstances under which slaves and indentured servants came to
(6.3, 6.4, 6.5, 6.6)
4-3.15
summarize the reasons for and the results of the conflict between the English
and the
French and Indians in
UNIT
4: THE REVOLUTIONARY WAR
STUDENT PROFICIENCIES
Given
appropriate learning activities, students will be able to:
4-4.1 identify the 13 original colonies. (6.4, 6.6)
4-4.2 trace the sequence of events that caused the
colonies to protest British rule. (6.3, 6.4, 6.5,
6.6)
4-4.3 explain why the colonists objected to being
taxed by Parliament and how they objected to
the taxes. (6.4, 6.5, 6.6)
4-4.4 define the term delegate and
briefly explain the purpose of the First Continental Congress.
(6.2, 6.4)
4-4.5 define Patriot and Loyalist.
(6.4)
4-4.6 identify how, where and when the
Revolutionary War began. (6.2, 6.3, 6.4, 6.6)
4-4.7 briefly explain the importance of the Second
Continental Congress. (6.2, 6.3, 6.4, 6.5, 6.6)
4-4.8 recite the date and author, and explain the
importance of the Declaration of Independence.
(6.2, 6.4)
4-4.9 identify the rights (freedom, equality)
expressed in the Declaration of Independence.
(6.2, 6.4)
4-4.10
explain the importance of
Battle of Trenton as a turning
point. (6.4, 6.6)
4-4.11
describe the role of George Washington in the Revolutionary War. (6.2, 6.4, 6.6)
4-4.12
explain why
4-4.13
describe the outcome of the Revolutionary War. (6.2, 6.3, 6.4, 6.5, 6.6)
4-4.14
list the problems of the new states after the Revolutionary War. (6.2, 6.4,
6.5, 6.6)
4-4.15
compare what the large and small states wanted in the federal Constitution. (6.2,
6.4)
4-4.16
describe the role
4-4.17
identify basic rights that American citizens have. (6.2, 6.4)
OVERVIEW-MODERN
NEW
Unit
5 identifies the structure and function of the levels and branches of
government. Students become familiar with the levels of government most likely
to affect them, and the responsibilities of the local and state officials who
represent them. Economics and geography
concepts relate the past to the present and describe
UNIT 5: NEW
STUDENT PROFICIENCIES
Given
appropriate learning activities, students will be able to:
4-5.1 recognize the New Jersey State Constitution
as a living document. (6.2, 6.4)
4-5.2 identify the kinds of government in our
state, and describe the purpose of each. (6.2)
4-5.3 locate
4-5.4 compare the functions of the executive,
legislative and judicial branches of state
government. (6.2, 6.4)
4-5.5 describe some of the services local
governments provide. (6.2, 6.4, 6.5)
4-5.6 understand that taxes help pay for goods and
services provided by government. (6.2, 6.5)
4-5.7 explain how
4-5.8 identify and understand how to contact some
of
4-5.9 explain the importance of
4-5.10
explain the roles of manufacturing, farming and tourism in
4-5.11
describe forms of transportation in
4-5.12
understand and interpret population density. (6.4, 6.5, 6.6)
4-5.13
identify the boundaries of
4-5.14
understand and apply the term region.
(6.4, 6.6)
4-5.15
identify the four major regions of
land. (6.4, 6.6)
4-5.16
identify and appreciate the economic and geographic features of the four major
regions of
SUGGESTED
PACING CHART- 4th GRADE NEW
|
Textbook |
Curriculum Topics |
Days |
Time Frame |
|
Chp 3 Lessons 1-3 |
Unit 1 Lenni Lenape Indians |
10 |
September |
|
Chp 2 Lesson 1 Chp 4 Lessons 1-4 |
Unit
2 Immigrants Come To |
10 |
October |
|
Chp 4 Lessons 1-4 |
Unit 3 Colonial |
15 |
November-December |
|
Chp 5 Lessons 1-3 |
Unit 4 The Revolutionary War |
15 |
January-February |
|
Chp 1 Lessons 1-3 Chp 2 Lessons 2,3 Chp 10 Lessons 1-3 Chp 11 Lessons 1-3 Chp 12 Lessons 1-3 |
Unit
5 Government,
Economics and Geography |
10 |
April-May |