East Hanover Township Public Schools
Social Studies Curriculum
Based on the
2009 New Jersey Core Curriculum Content Standards
Grades K – 5
Board of Education Approval: January 9, 2012
Acknowledgements
East Hanover Township Science Curriculum Team
Lisa Mangione
Marisa Godleski
Marie Bender
Candy Crescibene
Pamela Murphy
Liane Swan
East Hanover Township Public Schools
Social Studies Curriculum
This Social Studies Curriculum is supported by the following textbook series:
Houghton Mifflin Social Studies, Houghton Mifflin, 2005 - http://www.eduplace.com/ss/hmss/ and The New Jersey Adventure,
Gibbs Smith, 2004.
In addition to the social studies series, numerous media resources including SMART Board presentations and other
technological media enrich the learning for students. These are listed in the body of the individual curricular pages.
EAST HANOVER TOWNSHIP SCHOOLS
Social Studies Scope and Sequence Grades K-6
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
School and Family
Communities
The Places We
Live
Explorers
Land Near and
Far
Our Land and
Resources
Regions of New
Jersey; Map
Skills
Natural New
Jersey;
Symbols of NJ
Old and New
Communities
Lenape Indians
of NJ
Colonization
Communities
and History
Communities
and History
European
Explorers in NJ
Early Colony of
NJ
Colonization
Being an Active
Citizen
Colonial Life in
NJ
American Revolution
Our
Government
Revolutionary
War in NJ
Constitution
Our
Government
Government:
Federal and NJ
Constitution
May
School Rules
Safety
Friendship
Columbus Day
Community
Helpers
Bullying
Election Day
Veterans Day
Colonial Life
Thanksgiving
Multicultural
Holidays
New Year
Martin Luther
King, Jr. Day
Maps
Valentine’s Day
Friendship
President’s Day
St. Patrick’s Day
Cardinal
Directions
Easter/Passover
Cultural
Celebrations
Memorial Day
Summer Safety
Industrial
Revolution in NJ
Civil War in NJ
US Geography
June
Looking at
Culture
Holidays and
Heroes
September
October
November
December
January
February
March
April
Where We Live
Ways of Living
World of Work
Everything
Changes
Good Citizens
People At Work
America’s Past
America’s
Government
Explorers
American Revolution
US Geography
East Hanover Social Studies Curriculum
Grade: Kindergarten
Topic One: Family and Friends
Objective
NJCCCS
Students will be able
to:
6.1.P.A.1
Demonstrate an understanding of rules by following most classroom routines.
6.1.P.A.2
Demonstrate responsibility by initiating simple
classroom tasks and jobs.
6.1.P.A.3
Demonstrate appropriate behavior when collaborating with others.
Identify rules as
ways to keep one
safe and free of
harm.
Identify the characteristics of a friend.
Identify school as a
safe place for learning and making new
friends
6.1.P.D.1
Describe characteristics of oneself, one’s family,
and others.
6.1.P.D.2
Demonstrate an understanding of family roles and
traditions.
Understand the importance of following
rules, cooperating
6.1.P.D.3
and sharing
Express individuality and cultural diversity (e.g.,
through dramatic play).
Understand the many 6.1.P.D.4
facets of family, inLearn about and respect other cultures within the
cluding family mem- classroom and community.
ber roles, traditions,
and cultural heritage.
Suggested Materials/Resources/Technology for Unit
http://www.scholastic.com
www.weeklyreader.com
www.brainpopjr.com
www.smartexchange.com
www.discoveryearth.com
http://exchange.smarttech.com/curriculum/curri
culumlist.html?curriculum=enuscurr103&grade=enus
curr103gr002&subject=enuscurr103gr002su007
http://exchange.smarttech.com/curriculum/detai
ls.html?id=8b9ab843-5a8a-4be4-b423335b03149055
http://exchange.smarttech.com/curriculum/detai
ls.html?id=51c2fc01-24e2-4070-92ccb62587688a21
http://exchange.smarttech.com/curriculum/de
tails.html?id=1f41f34e-3ccd-4806-94f1d7d8573580c9
http://k12teacherresources.wikispaces.com/Kinderga
rten+Social+Studieshttp://chumby.dlib.vt.edu
/melissa/posters/kinderposter.html
Book List:
Classroom/School Library Books, Big
Books, and Videos
Journeys Reading Series
Clifford's family
My very big little world : a SugarLoaf book
Know and Follow Rules
World dances
Lion Dancer
Suggested Benchmarks/Assessments for Unit
Story-telling
Observations
Songs
Symbol/Picture Identification
Class Participation
Group Discussion
Role Playing
Drawings/Illustrations
Writing/Posters/Collage
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade: Kindergarten
Topic One: A Big Wide World
Objective
Students will be able to:
Identify Christopher Columbus and the importance of his
contribution to exploration.
Identify Community Helpers
and their importance of their
occupation.
Identify volunteers as people
who work for free to help
others.
NJCCCS
6.1.P.B.1
Develop an awareness of the physical features of
the neighborhood/community.
6.1.P.B.2
Identify, discuss, and role-play the duties of a
range of community workers.
6.1.4.D.1
Determine the impact of European colonization on
Native American populations, including the Lenni
Lenape of New Jersey.
Suggested Materials/Resources/Technology for
Unit
Journeys Reading Series
Classroom/School Library Books, Big Books,
and Videos
http://www.scholastic.com/tbw/viewBooklist.d
o?dp=%3D%3FUTF8%3FB%3FYm9va2xpc3RJZD0xMDU0OTE5
JnNoYXJlZD10cnVl%3F%3D
www.weeklyreader.com
www.brainpopjr.com
www.smartexchange.com
www.discoveryearth.com
http://chumby.dlib.vt.edu/melissa/posters/kinde
rposter.html
http://exchange.smarttech.com/cu
rriculum/curriculumlist.html?curriculum=enuscurr10
3&grade=enuscurr103gr002&sub
ject=enuscurr103gr002su007
http://k12teacherresources.wikispaces.co
m/Kindergarten+Social+Studies
http://chumby.dlib.vt.edu/melissa
/posters/kinderposter.html
Book List:
Christopher Columbus
In 1492
Community Helpers Dentists
Community Helpers Librarians
Suggested Benchmarks/Assessments for Unit
Models
Story-telling
Observations
Songs
Symbol identification
Graphs/Maps
Role Playing
Drawings/Illustrations
Writing/Poster/Collage
Graphic Organizer
Charts
Homework
East Hanover Social Studies Curriculum
Grade: Kindergarten
Topic One: Long Ago and Today
Objective
Students will be able to:
Identify the characteristics of a
Colony and its way of life.
Identify Thanksgiving as a National Holiday.
Describe the differences of life
today from life long ago.
Understand Native Americans
were the first people to live in
America.
NJCCCS
6.1.4.D.1
Determine the impact of European
colonization on Native American
populations, including the Lenni Lenape of New Jersey.
Suggested Materials/Resources/Technology for Unit
Journeys Reading Series
Classroom/School Library Books, Big Books, and
Videos
http://www.scholastic.com/tbw/viewBooklist.do?dp=%
3D%3FUTF8%3FB%3FYm9va2xpc3RJZD0xMDU0OTE5JnNoY
XJlZD10cnVl%3F%3D
www.weeklyreader.com
www.brainpopjr.com
www.smartexchange.com
www.discoveryearth.com
http://exchange.smarttech.com/curriculum/curriculumlist.html?curriculum=enuscurr103&grade=enuscurr103
gr002&subject=enuscurr103gr002su007
http://exchange.smarttech.com/curriculum/details.html
?id=ccc8c3f7-53b5-4e73-b7d6-3907503fb61
http://.smarttech.com/curriculum/details
.html?id=8592c3d7-5e7e-4bfe-ae4c15a40515ef69http://k12teacherresources.wikispaces.com/Kin
dergarten+Social+Studies
http://chumby.dlib.vt.edu/melissa/poster
s/kinderposter.html
Book List:
Twas the Night Before Thanksgiving
The First Thanksgiving
Round the turkey : a grateful
Thanksgiving
Colonial life
A colonial town: Williamsburg
Holidays for children: Pow Wow
Pilgrims and Native Americans : handson projects about life in early America
Suggested Benchmarks/Assessments for Unit
Models
Story-telling
Observations
Songs
Symbol/Picture Identification
Class Participation
Group Discussion
Role Playing
Drawings/Posters/Collage
Writing
Graphic Organizer Charts
Homework
East Hanover Social Studies Curriculum
Grade: Kindergarten
Topic One: Our Country Is A Good Place
Objective
NJCCCS
Students will be able to:
6.1.4.A.1
Explain how rules and laws created by community,
Identify the purpose of an
state, and national governments protect the rights of
election, and how it is a func- people, help resolve conflicts, and promote the
tion of a democracy.
common good.
Identify the term Veteran and
the importance of giving
honor and respect on November 11.
Understand freedom is a person’s right to make choices.
Identify George Washington
as the first president of our
country.
Understand we celebrate
freedom in our country on
Thanksgiving Day and Independence Day.
Understand the important
contribution of MLK to Civil
Rights.
6.1.4.A.10
Describe how the actions of Dr. Martin Luther
King, Jr., and other civil rights leaders served as
catalysts for social change and inspired social activism in subsequent generations.
6.1.4.D.6
Describe the civic leadership qualities and historical contributions of George Washington, Thomas
Jefferson, and Benjamin Franklin toward the development of the United States government.
6.1.4.D.17 Explain the role of historical symbols,
monuments, and holidays and how they affect the
American identity.
Suggested Materials/Resources/Technology for
Unit
Journeys Reading Series
Classroom/School Library Books, Big Books,
and Videos
http://www.scholastic.com/tbw/viewBooklist.do?
dp=%3D%3FUTF8%3FB%3FYm9va2xpc3RJZD0xMDU0OTE5Jn
NoYXJlZD10cnVl%3F%3D
www.weeklyreader.com
www.brainpopjr.com
www.smartexchange.com
www.discoveryearth.com
http://exchange.smarttech.com/curriculum/details
.html?id=4a0291cf-51a1-46aa-bf2bba7e1f173f49http://k12teacherresources.wikispaces.com/Kindergarten
+Social+Studies
http://chumby.dlib.vt.edu/melissa/posters/kinderp
oster.html
Book List:
George Washington America’s
First President George
Washington:The Father of Our
Country
‘Twas the Night Before
Thanksgiving
The First Thanksgiving
Round the turkey : a grateful
Thanksgiving
Election day
Class president
Learning about dignity from
the life of Martin Luther King,
Jr.
Martin Luther King Jr.
The 4th of July Story
Apple pie 4th of July
Suggested Benchmarks/Assessments for Unit
Models
Story-telling
Observations
Symbol/Picture Identification
Class Participation
Group Discussion
Role Playing
Drawings/Illustrations
Writing/Posters/Collage
Homework
East Hanover Social Studies Curriculum
Grade: First
Topic One: School and Family
Objective
Students will be able to:
1. Identify the individuals in a
family and discuss the different traditions celebrated by
each family.
2. Recognize that everyone is
part of a larger community in
their school.
3. Create rules for a classroom.
4. Identify leaders and rules in
the community.
5. Identify the features and members of a community.
6. Explain how different groups
of people have migrated to the
United States and the impacts.
NJCCCS
6.1.P.A.1
6.1.4.D.18
6.1.P.D.2
6.1.P.B.2
6.1.4.D.3
6.3.4.A.1
 Demonstrate an understanding of rules by following
most classroom routines.

Explain how individual’s
beliefs, values, and traditions may reflect more than
one culture.

Demonstrate an understanding of family roles and traditions.

Identify, discuss, and roleplay the duties of a range of
community workers.
Suggested Materials/Resources/Technology for
Unit
Weekly Readers
Mailbox Companion/Teachers’ Helper
Houghton Mifflin Social Studies Text
Brain Pop
www.smartexchange.com
Columbus Day Activities
Veterans’ Day Activities
Library Books
- What is a Family
- Community Helpers from A to Z
- No, David
- Chrysanthemum
- Vote
- If I Were President
- A Day in the Life of a Police Officer
- Share and Take Turns

Family

Community

Classroom Rules

Community Helpers
Suggested Benchmarks/Assessments for Unit

Evaluate the impact of voluntary and involuntary immigration on America’s
growth as a nation, historically and today.

Evaluate what makes a good
rule or law.
Demonstration of student knowledge through:
 Content of conversation and questions, answers
 Role playing, performance tasks
 Teacher Observation
 Drawings/Illustrations
 Writing
Grade: First
Topic Two: Where We Live
Objective
Students will be able to:
1. Identify different places and
environments on Earth using
maps.
2. Identify different physical
characteristics of Earth.
3. Explain how natural resources
are used.
4. Compare the weather depending on the seasons.
5. Compare and contrast the similarities and differences between
cities, suburbs, and towns.
6. Identify that our country is
comprised of different states
and towns.
7. Identify countries that border
the United States and differences among them.
NJCCCS
6.1.4.B.1
6.1.4.B.4
6.1.4.B.8
6.1.P.B.1
6.1.4.B.10

Compare and contrast information that can be found
on different types of maps
and determine when the information may be useful.

Describe how landforms,
climate, and weather, and
availability of resources
have impacted where and
how people live and work in
different regions of New
Jersey and the United States.

Suggested Materials/Resources/Technology for
Unit
Weekly Readers
Mailbox Companion
Teachers’ Helper
Houghton Mifflin Social Studies Text
Brain Pop
www.smartexchange.com
Maps and Globes
Thanksgiving Activities
Library Books
- Me on the Map
- The Reason for the Seasons
- America The Beautiful
- Tar Beach
- Earth’s Land and Water
- Where Do I Live?
- Garbage Collector’s
- Hello Ocean
Maps
Natural Resources
Weather and Seasons
City, Town, Suburb
Our Country
Our Country’s Neighbors
Suggested Benchmarks/Assessments for Unit
Compare ways people
choose to use and divide
natural resources.


Develop an awareness of the
physical features of the
neighborhood/community.





Identify the major cities in
New Jersey, the United
States, and major world regions, and explain how
maps, globes, and demographic tools can be used to
understand tangible and intangible cultural differences.
Demonstration of student knowledge through:
Content of conversation and questions, answers
Role playing, performance tasks
Teacher Observation
Drawings/Illustrations
Writing
Grade: First
Topic Three: World of Work
Objective
Students will be able to:
1. Identify needs and wants for
human beings.
2. Determine the goods and services produced by different
groups.
3. Explain how individuals can
buy, trade, and save to make a
living.
4. Identify different kinds of jobs
in a community.
5. Explain the process of getting
food to a market.
6. Demonstrate the use of a globe
or map to locate a country.
7. Identify the contributions of
Martin Luther King, Jr.
8. Identify the role of the President.
NJCCCS
Suggested Materials/Resources/Technology for
Unit
Weekly Readers
- The Berenstein Bears and Mama’s
6.1.4.D.17
Mailbox Companion
New Job
 Explain the role of historical Teachers’ Helper
- Community Helpers from A to Z
symbols, monuments, and holi- Houghton Mifflin Social Studies Text
- On My Way to Buy Eggs
- ABS of Jobs
days and how they affect the Brain Pop
www.smartexchange.com
- Sheep in a Shop
American identify.
Maps and Globes
- Delivery
Martin Luther King, Jr. Day Activities
6.1.4.A.10

Needs and Wants
Presidents’
Day
Activities

Goods and Services
 Describe how the actions of Dr. Library Books

Buy, Trade, and Save
Martin Luther King, Jr., and other - Something Good, by Robert Munsch

All Kinds of Jobs
civil rights leaders served as - Goods and Services Video

Getting Food to a Market

Globe/Map Skills
catal- ysts for social change and - Henry and Beezus
inspired social activism in subsequent generations.
6.1.4.B.8
 Compare ways people choose to
Suggested Benchmarks/Assessments for Unit
use and divide natural resources.
6.1.4.C.2
Demonstration of student knowledge through:
 Distinguish between needs and
 Content of conversation and questions, answers
wants and explain how scarcity
 Role playing, performance tasks
and choice influence decisions
 Teacher Observation
made by individuals, communi Drawings/Illustrations
ties, and nations.
 Writing
6.1.4.C.5
 Explain the role of specialization
in the production and exchange of
goods and services.
6.1.4.C.10
 Explain the role of money, savings, debt, and investment in individuals’ lives.
Grade: First
Topic Four: Everything Changes
Objective
Students will be able to:
1. Compare and contrast present life and life long ago.
2. Identify characteristics of
Early Americans.
3. Compare and contrast family life today and in the past.
4. Compare and contrast
schools long ago and today.
5. Identify reasons why people
move.
6. Identify ways in which
news and ideas are shared.
NJCCCS
6.1.4.D.11
 Determine how local and state
communities have changed over
time, and explain the reasons for
the changes.
6.1.4.D.2
 Summarize reasons why various
groups, voluntarily and involuntarily, immigrated to New Jersey and
America, and describe the challenges they encountered.
6.1.4.D.14

Trace how the American identity
evolved over time.
Suggested Materials/Resources/Technology for
Unit
Weekly Readers
Mailbox Companion
Teachers’ Helper
Houghton Mifflin Social Studies Text
Brain Pop
www.smartexchange.com
Maps and Globes
Library Books
- Colonial Life
- Squanto and the First Thanksgiving
- Cotton Now and Then
- The Quilt Story
- Window
- Grandfather’s Trolley
- I Go with My Family to Grandma’s

Learning About the Past

First Americans

Family Life Past and Present

Going to School Long Ago

Moving People and Things

Sharing News and Ideas
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:
 Content of conversation and questions, answers
 Role playing, performance tasks
 Teacher Observation
 Drawings/Illustrations

Writing
Grade: First
Topic Five: Good Citizens
Objective
Students will be able to:
1. Explain the importance of
laws in everyday life.
2. Understand the importance
of the government and identify various leaders in US
History.
3. Recognize that citizenship
begins with becoming a
contributing member of different communities.
4. Recognize heroes in America’s history and explain
their contributions.
5. Recognize the symbols of
our country.
6. Demonstrate an understanding of Memorial Day, Flag
Day, and Independence
Day.
NJCCCS
6.1.4.A.1
6.1.4.A.3
6.1.P.A.3
6.1.4.A.10
6.1.4.D.17

Explain how rules and laws
created by community, state,
and national governments
protect the rights of people,
help resolve conflicts, and
promote the common good.

Determine how “fairness”,
“equality”, and the “common
good” have influenced
change at the local and national levels of United States
government.

Demonstrate appropriate behavior when collaborating
with others.

Describe how the actions of
Dr. Martin Luther King, Jr.
and other civil rights leaders
served as catalysts for social
change and inspired social
activism in subsequent generations.

Explain the role of historical
symbols, monuments, and
holidays and how they affect
the American identity.
Suggested Materials/Resources/Technology for Unit
Weekly Readers
Mailbox Companion
Teachers’ Helper
Houghton Mifflin Social Studies
Text
Brain Pop
www.smartexchange.com
Maps and Globes
Memorial Day Activities
Flag Day Activities
Independence Day Activities
Library Books
- You’re a Grand Old Flag
- The Pledge of Allegiance
- Independence Day
- George Washington
- Mount Rushmore
 People Need Laws
 Government and Leaders
 Citizens
 Heroes of Our Country
 Symbols of Our Country
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:
 Content of conversation and questions, answers
 Role playing, performance tasks
 Teacher Observation
 Drawings/Illustrations
 Writing
East Hanover Social Studies Curriculum
Grade: 2
Topic One: People and Places
Objective
ALW identify groups that most
people belong to; describe the
leader’s role in a group; tell why
rules are important to a group
ALW compare maps and globes,
use symbols, and use a compass
rose to identify cardinal directions
ALW identify characteristics of a
community and a neighborhood;
explain that people can work together to improve their neighborhoods and communities
ALW find places on a neighborhood map using a simple numberletter grid
ALW compare characteristics of
cities and suburbs; explain relationships between cities and suburbs
ALW read a calendar
ALW describe characteristics of a
rural community; describe relationships of rural communities to
urban communities
NJCCCS
1.
6.1 U.S. History: America in the World
A. Civics, Government, and Human
Rights
6.1.4.A.1: Rules and laws are developed to protect people’s rights and the
security and welfare of society
B. Geography, People and the Environment
6.1.4.B.1: Compare and contrast information that can be found on different types of maps, and determine when
the information may be useful
6.1.4.B.2: Use physical and political
maps to explain how the location and
spatial relationships of places in New
Jersey, the United States, and other areas, worldwide, have contributed to
cultural diffusion and economic interdependence
6.1.4.B.10: Identify the major cities in
New Jersey, the United States, and
major world regions, and explain how
maps, globes, and demographic tools
can be used to understand tangible and
intangible cultural differences
Suggested Materials/Resources/Technology for Unit
Houghton Mifflin Social Studies Neighborhoods pages 22 to 58
Houghton Mifflin Social Studies Neighborhoods Workbook pages 1 to 7
Videos for People and Places:
What is a Community
How Communities Grow and Change
Weekly Readers
Brain Pop Jr.
www.eduplace.com
Literature:
Recess Rules
The Little House
Smart Exchange Smart Board Lessons:
People and Places
http://exchange.smarttech.com/search.html
?q=Communities&subject=All+subjects&
grade=Grade+2&region=en_US
Mailbox Magazines
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade: 2
Topic Two: Places Near and Far
Objective
ALW locate visual representations of local address: community, state, country, continent,
world
ALW locate on a globe the poles, hemispheres,
and equator
ALW identify landforms; identify bodies of
water
ALW identify intermediate directions
ALW tell the difference between weather and
climate; describe how climate affects people’s
lives; compare places that have different climates
ALW describe and identify landform regions;
describe and identify plant regions
ALW identify the main idea and supporting
details of a passage
ALW explain the difference between natural
and synthetic resources and between renewable
and nonrenewable resources; describe effects
on the environment when people use natural
resources to meet their needs and wants
NJCCCS
6.1 U.S. History: America in the World
6.1.4.B.4: Describe how landforms,
climate and weather, and availability
of resources have impacted where and
how people live and work in different
regions of New Jersey, the United
States, and other areas, worldwide,
have contributed to cultural diffusion
and economic interdependence.
6.1.4.B.3: Explain how and when it is
important to use digital geographic
tools, political maps, and globes to
measure distances to determine time
zones and locations using latitude and
longitude
6.1.4.B.5: Describe how human interaction impacts the environment in New
Jersey and the United States
6.1.4.B.8: Compare ways people
choose to use and divide natural resources
6.1.4.B.9: Relate advances in science
and technology to environmental concerns, and to actions taken to address
them
Suggested Materials/Resources/Technology
for Unit
Houghton Mifflin Social Studies Neighborhoods pages 62 to 111
Houghton Mifflin Social Studies Neighborhoods Workbook pages 8 to 15
Brain Pop Jr.
www.eduplace.com
Smart Exchange Smart Board Lessons:
Places Near and Far
http://exchange.smarttech.com/search.html
?q=landforms&subject=All+subjects&grad
e=Grade+2&region=en_US
Mailbox Magazines
Weekly Readers
Literature:
Across America, I
Love You by Christine
Loomis
Rachel by Amy Ehrlich
Earthshake by Lisa
Westberg Peters
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in
series)
East Hanover Social Studies Curriculum
Grade: 2
Topic Three: Ways of Living
Objective
ALW describe how children learn beliefs
and values from their families; explain
that Americans or their ancestors come
from all over the world
ALW use a timeline to determine sequence
ALW describe contributions of various
cultures to American life; analyze art and
language to find evidence of other cultures
ALW use proper steps in conducting an
interview
ALW explain the importance of American
symbols and landmarks; describe how a
work of art reflects the cultural heritage of
the community or country
ALW explain the differences among national, state, and religious holidays.
ALW use decision-making steps
NJCCCS
6.1 U.S. History: America in the World
6.1.4.D.2: Summarize reasons why
various groups, voluntarily and involuntarily, immigrated to New Jersey
and America, and describe the challenges they encountered.
6.1.4.D.13: Describe how culture is
expressed through and influenced by
the behavior of people.
6.1.4.D.15: Explain how various cultural groups have dealt with the conflict between maintaining traditional
beliefs and practices and adopting new
beliefs and practices.
6.1.4.D.17: Explain the role of historical symbols, monuments, and holidays
and how they affect the American
identity
6.1.4.D.18: Explain how an individual’s beliefs, values, and traditions may
reflect more than one culture
6.1.4.D.20: Describe why it is important to understand the perspectives
of other cultures in an interconnected
world.
Suggested Materials/Resources/Technology for Unit
Houghton Mifflin Social Studies Neighborhoods
pages 112 to 155
Houghton Mifflin Social Studies Neighborhoods
Workbook pages 16 to 22
Brain Pop Jr.
www.eduplace.com
Smart Exchange Smart Board Lessons: American
Symbols
http://exchange.smarttech.com/search.html?q=amer
ican+symbols&subject=All+subjects&grade=Grade
+2&region=en_US
Smart Exchange Smart Board Lessons: Timeline
http://exchange.smarttech.com/search.html?q=timel
ine&subject=All+subjects&grade=Grade+2&region
=en_US
Mailbox Magazines
Weekly Readers
Literature:
Marianthe’s Story by Aliki
Grandfather’s Journey by Allen Say
Dancing the Ring Shout by Kim L.
Siegelson
Miss Bridie Chose a Shovel by Leslie
Connor
How I Celebrate by Pam Robson
Videos:
What is Family
Moving to America
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade: 2
Topic Four: People At Work
Objective
ALW distinguish between needs and wants;
identify costs and benefits of an economic
choice
ALW explain the difference between fact and
fiction
ALW explain what producers and consumers
do; describe ways that people earn income to
buy what they need and want; describe skills
needed for specific jobs
ALW explain the difference between good
and services; list familiar service jobs and
skills associated with them
ALW obtain information from a bar graph
ALW describe how people make choices
about spending and saving; explain the purpose of banks; give reasons why people save
their money
NJCCCS
6.1. U.S. History: America in the World
6.1.4.C.2: Distinguish between needs and
wants and explain how scarcity and choice
influence decisions made by individuals,
communities, and nations
6.1.4.C.4: Describe how supply and demand influence price and output of products
6.1.4.C.5: Explain the role of specialization in the production and exchange of
goods and services
6.1.4.C.6: Describe the role and relationship among households, businesses, laborers, and governments within the economic
system
ALW find information in reference books
6.1.4.C.10: Explain the role of money,
savings, debt, and investment in individuals’ lives
ALW describe how a good is made and then
transported to market; explain the differences
among human, natural, and capital resources;
explain scarcity
6.1.4.C.11: Recognize the importance of
setting long-term goals when making financial decisions within the community
ALW explain the advantages and disadvantages of using a system of barter compared to using money for buying goods; explain what it means for a farmer to specialize
in wheat; explain how people, businesses,
and countries trade for goods
ALW use a map scale to find the distance
between places
Suggested Materials/Resources/Technology for Unit
Houghton Mifflin Social Studies Neighborhoods pages 156 to 207
Houghton Mifflin Social Studies Neighborhoods Workbook pages 23 to 32
Brain Pop Jr.
Smart Exchange Smart Board Lessons:
Good and Services
http://exchange.smarttech.com/search.html
?q=goods+and+services&subject=All+sub
jects&grade=Grade+2&region=en_US#pa
ge=1
www.eduplace.com
Mailbox Magazines
Smart Exchange Smart Board Lessons:
Needs and Wants
http://exchange.smarttech.com/search.html
?q=needs+and+wants&subject=All+subjec
ts&grade=Grade+2&region=en_US
Weekly Readers
Literature:
Beatrice’s Goat by Page McBrier
Yoshi’s Feast by Kimiko Kajikawa
Sweet Potato Pie by Kathleen D. Lindsey
Those Building Men by Angela Johnson
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade: 2
Topic Five: America’s Past
Objective
ALW explain that history is the story of the past
and of the people who came before us; compare
cultures of four different American Indian groups
ALW explain the importance of Marco Polo’s
journey; explain the importance of Columbus’s
journeys
ALW describe the customs and work of the settlers in Jamestown; describe the customs and
work of the settlers in Plymouth
ALW identify causes and effects in historical
events
ALW explain why the colonies wanted independence form Great Britain; indentify some of the
important people in the struggle for independence
ALW identify facts and opinions
ALW describe the character and the achievements
of Sitting Bull, Jackie Robinson, and Golda Meir;
describe the character and achievements of Albert
Einstein and Thomas Edison
ALW identify changes in transportation that occurred in Plainfield between 1834 and 2000; describe how changes in transportation affected the
community of Plainfield
ALW explain one point of view and respect others’ points of view
ALW trace changes in communication over time;
compare different modes of communication
NJCCCS
6.1 U.S. History: America in the World
6.1.4.C.12: Evaluate the impact of
ideas, inventions, and other contributions of prominent figures who lived
in New Jersey
6.1.4.C.16: Explain how creativity
and innovation resulted in scientific
achievement and inventions in many
cultures during different historical periods
6.1.4.D.1: Determine the impact of
European colonization on Native
American populations, including the
Lenni Lenape of New Jersey
6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on
America’s growth as a nation, historically and today
6.1.4.D.8: Determine the
significance of New Jerseys role in the
American Revolution
6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is
manifested in different regions of New
Jersey
Suggested Materials/Resources/Technology for
Unit
Houghton Mifflin Social Studies Neighborhoods pages 208 to 277
Mailbox Magazines
Weekly Readers
Houghton Mifflin Social Studies Neighborhoods Workbook pages 33 to 42
Brain Pop Jr.
www.eduplace.com
Smart Exchange Smart Board Lessons:
American Indians
http://exchange.smarttech.com/search.html?
q=american+indians&subject=All+subjects
&grade=Grade+2&region=en_US#page=2
Literature:
George Washington by
Cheryl Harness
When Mr. Jefferson Came
to Philadelphia by Ann
Turner
The Great Horse-less Carriage Race by Michael
Dooling
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
East Hanover Social Studies Curriculum
Grade: 2
Topic Six: America’s Government
Objective
ALW indentify the levels of government under which we live; describe
how people depend on government
services; explain what taxes are and
why they are necessary
ALW give examples of citizens’
rights; explain why citizens should
carry out their responsibilities; identify attributes of good citizenship, including working with others to solve
problems
ALW explain why government leaders make laws; explain how judges,
police, and other citizens help with
laws
NJCCCS
6.1 U.S. History: America in the World
6.1.4.A.2: Explain how fundamental right guaranteed by the United
States Constitution and the Bill of Rights contribute to the continuation and improvement of American democracy
6.1.4.A.3: Determine how ‘fairness’, ‘equality’, and the ‘common
good’ have influenced change at the local and national levels of United States government
6.1.4.A.4: Explain how the United States government is organized and
how the United States Constitution defines and limits the power of
government
6.1.4.A.5: Distinguish the roles and responsibilities of the three
branches of the national government
6.1.4.A.6: Explain how national and state governments share power in
the federal system of government
ALW read a pictograph
ALW explain what people do in an
election and why voting is important;
identify characteristics and duties of
community leaders; give examples of
a leader at each level of government
ALW find fair, nonviolent ways to
resolve conflict
ALW explain the origins and the purpose of the Constitution; list some of
the basic principles and ideals shaping
American government; describe how
the United States government is divided into three parts
ALW describe ways in which world
leaders interact with the United
States; identify events in other countries that can affect Americans
6.1.4.A.7: Explain how the United States functions as a representative
democracy, and describe the roles of elected representatives and how
they interact with citizens at local, state, and national levels.
6.1.4.A.8: Compare and contrast how government functions at the
community, county, state, and national levels, the services provided a,
and the impact of policy decisions made at each level.
Suggested Materials/Resources/Technology for
Unit
Houghton Mifflin Social Studies
Neighborhoods pages 278 to 331
Houghton Mifflin Social Studies
Neighborhoods Workbook pages 43 to
50
Brain Pop Jr.
www.eduplace.com
Smart Exchange Smart Board Lessons:
Government
http://exchange.smarttech.com/search.h
tml?q=government&subject=All+subje
cts&grade=Grade+2&region=en_US
6.1.4.A.12: Explain the process of creating change at the local, state,
or national level
6.1.4.A.14: Describe how the world is divided into many nations that
have their own governments, languages, customs, and laws
6.1.4.A.15: Explain how and why it is important that people from
diverse cultures collaborate to find solutions to community, state,
national, and global challenges.
Weekly Readers
Literature:
We the Kids by David
Catrow
Lives: Poems About Famous
Americans by Lee Bennett
Hopkins
So you Want to be President? By Judith St. George
Suggested Benchmarks/Assessments for Unit
Unit Assessment from Houghton Mifflin (included in series)
KWL Charts
Illustrations/Writings
6.1.4.A.11: Explain how the fundamental rights of the individual and
the common good of the country depend upon all citizens exercising
their civic responsibilities at the community, state, national, and global levels
Mailbox Magazines
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic One: The Places We Live
Objective
Students will be able to:
1. Describe what a community
is.
2. Explain the role of citizens
in a community.
3. Determine the reasons for
rules and laws in the community.
4. Review standard features of
a map including map title,
map key, and compass rose.
5. Use cardinal and intermediate directions on a map.
6. Describe the characteristics
of an urban, a suburban, and
a rural community.
7. Compare and contrast urban, suburban, and rural
communities.
NJCCCS
6.1U.S. History: America in the World
6.1.P.B.1
 Develop an awareness of the physical
features of the neighborhood/community
6.1.4.B.1
 Compare and contrast information that
can be found on different types of
maps, and determine when the information may be useful.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
2-3 weeks
Suggested Resources:
Textbooks(Houghton Mifflin-Unit 1, Chapter 1)
Library Books
Maps, Charts, Globes
Videos
Brain Pop Jr.
Smart Board
http://exchange.smarttech.co
m/search.html?q=communiti
es&subject
Weekly Readers
Readers’ Theater
Unitedstreaming.com
6.3 Active Citizenship in the 21st Century
6.3.4.A.1
 Evaluate what makes a good rule or
law.
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:





Correct completion of activities on a teacher
made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities, projects, and oral presentations
Achievement on test performance tasks
Flip Book
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Two: Our Land and Resources
Objective
Students will be able to:
NJCCCS
6.1 U.S. History: America in the World
1. Describe physical charac- 6.1.4.B.1
teristics of landforms and

bodies of water.
Compare and contrast information
2. Identify reasons why
that can be found on different types
many people live near
of maps, and determine when the inoceans, rivers, or lakes.
formation may be useful.
3. Define climate.
4. Identify United States
6.1.4.B.4
climate regions by using
 Describe how landforms, climate and
a map.
weather, and availability of resources
5. Interpret map information
have impacted where and how people
by using a map key.
live and work in different regions of
6. Locate major physical rethe United States.
gions on a map of the
United States.
6.1.4.B.8
7. Identify major bodies of
 Compare ways people choose to use
water in the U.S.
and divide natural resources.
8. Identify three types of resources.
9. Explain uses of natural
resources.
10. Identify ways that people
modify the physical environment.
11. Use a grid to determine
absolute location.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
4 -5 weeks
Suggested Resources:
Textbooks(Houghton Mifflin-Unit 1, Chapter 2)
Library Books
Maps , Charts, Globes
Videos
Brain Pop Jr.
Smart Board Lessons
http://exchange.smarttech.com/sear
ch.html?q=landforms
Weekly Readers
Readers’ Theater
Unitedstreaming.com
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:





Correct completion of activities on a teacher made
checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities,
projects, and oral presentations
Achievement on test performance tasks
Landform Puzzle
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Three: Old and New Communities
Objective
Students will be able to:
1. Describe the desert
environment of the
Navajo.
2. Explain how they
adapted to their environment.
3. Describe the importance of nature in
Navajo culture today.
4. Identify and use different sources of information to understand history.
5. Describe the environment in which the
Yurok lived.
6. Explain how the
Yurok used natural resources.
7. Explain Yurok economy.
8. Describe the environment of the Cherokee.
9. Explain how Europeans changed Cherokee
life.
10. Identify the causes and
effects of historical
events.
11. Describe the environment of the Haudenosaunee government.
NJCCCS
6.1 U.S. History: America in the World
6.1.4.D.1
 Determine the impact of European colonization on Native American populations including the
Navajo, Yurok, and Cherokee.
6.1.4.D.10
 Describe how the influence of
Native Americans groups, is
manifested in different regions in
the United States.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
4-5 weeks
Suggested Resources:
Textbooks(Houghton MifflinUnit 2, Chapter 3)
Library Books
Maps, Charts, Globes
Videos
Brain Pop Jr.
Smart Board
Lessons
http://exchange.smarttech.com/search.
html?q=Native+Americans&subject=
All+subjects&grade=All+grades&regi
on=en_US
Weekly Readers
Readers’ Theater
Unitedstreaming.com
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities on a teacher made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities, projects,
and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Four: Communities in History
Objective
Students will be able to:
1. Summarize why explorers came
to the Americas.
2. Describe the interactions of explorers with American Indians.
3. Identify some of the resources
explorers found.
4. Read and interpret information
on a timeline.
5. Define terms related to time, including decade and century.
6. Describe how early colonists
adapted to the land.
7. Describe Pilgrim and Wampanoag interaction.
8. Explain why colonists wanted
freedom.
9. Identify key people who worked
for freedom.
10. Summarize the early history of
the U.S. Constitution.
11. Understand how decisions can
influence events.
NJCCCS
6.1 U.S. History: America in the World
6.1.4.D.3
 Evaluate the impact of voluntary
and involuntary immigration on
America’s growth as a nation, historically and today.
6.1.4.D5
 Relate historical documents(Constitution) and events to
present day government and citizenship.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
4-5 weeks
Suggested Resources:
Textbooks(Houghton MifflinUnit 2, Chapter 4)
Library Books
Maps, Charts, Globes
Videos
Brain Pop Jr.
Smart Board Lessons
http://exchange.smarttech.
com/search.html?q=Explo
rers&subject=All+subject
s&grade=All+grades&reg
ion=en_US
Weekly Readers
Readers’ Theater
Unitedstreaming.com
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities on a teacher
made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities, projects, and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Five: Being an Active Citizen
Objective
Students will be able to:
NJCCCS
6.1 U.S. History: America in the World
1. Explain how citizens can
6.1.4.A.1
help improve their communi Explain how rules and laws created
ty.
by community, state, and national
2. Identify ways to promote the
governments protect the rights of
common good in a communipeople, help resolve conflicts, and
ty.
promote the common good.
3. Understand and apply the
process of conflict resolution.
4. Name some rights of citizenship.
5. Identify the U.S. Constitution
as a document that helps protect our rights.
6. Name some responsibilities
of citizenship.
Suggested Materials/Resources/Technology for
Unit
Videos
Brain Pop Jr.
Smart Board Lessons
http://exchange.smarttech.com/se
arch.html?q=Citizenship&subject
Suggested Resources:
Textbooks(Houghton Mif- =All+subjects&grade=All+grades
flin-Unit 4, Chapter 7)
&region=en_US
Library Books
Weekly Readers
Maps, Charts, Globes
Readers’ Theater
Unitedstreaming.com
Suggested Length of
Study:
2-3 weeks
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities on a teacher made
checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities, projects, and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Six: Our Government
Objective
Students will be able to:
1. Describe how people choose
their government leaders.
2. Identify services provided by
local government and explain how they are paid for.
3. Identify different kinds of local government.
4. Recognize and respect different points of view.
5. Identify the three branches of
state government and their responsibilities.
6. Explain how the branches of
state government make and
enforce the laws.
7. Describe ways stated and the
nation interact
8. Describe the roles of the three
branches of government.
9. Identify important symbols
and monuments of the United
States.
10. Interpret information given on
an inset map.
11. Demonstrate understanding of
the need for fairness and take
appropriate action against unfairness.
NJCCCS
6.1 U.S. History: America in the World
6.1.4.A.4
 Explain how the United States
government is organized.
6.1.4.A.5
 Distinguish the roles and responsibilities of the three branches of
the national government.
6.1.4.A.8
 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy
decisions made at each level.
6.3 Active Citizenship in the
21stCentury
6.3.4.A.2
 Contact local officials and community members to acquire information and or discuss local
issues.
 6.3.4.D.1
Identify actions that are unfair,
such as bullying, and propose solutions to address such actions.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
4-5weeks
Suggested Resources:
Textbooks(Houghton MifflinUnit 4, Chapter 8)
Library Books
Maps, Charts, Globes
Videos
Brain Pop Jr.
Smart Board Lessons
http://exchange.smarttech.com/sea
rch.html?q=Government&subject=
All+subjects&grade=All+grades&
region=en_US
Weekly Readers
Readers’ Theater
Unitedstreaming.com
Field Trip to Town Hall/Mayor
speaks about local government
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities on a teacher made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets, activities, projects, and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Seven: Looking at Culture
Objective
3.
4.
5.
6.
Suggested Materials/Resources/Technology
for Unit
Suggested Length of Library Books
Maps, Charts, Globes Videos
Study:
Explain what culture is.
6.1.4.B.3
2-3weeks
Brain Pop Jr.
Compare how people across
Smart Board Lessons
 Explain how and when it is important to
the world meet their needs.
http://exchange.smarttech.com/se
use geographic tools, maps, and globes to Suggested ReDescribe ways in which peoarch.html?q=Culture&subject=Al
sources:
measure distances and to determine latiple learn about their culture.
Textl+subjects&grade=All+grades&re
tude and longitude.
Describe some school routines 6.1.4.D.13
books(Houghton
gion=en_US
and customs in Moscow.
Mifflin-Unit
6,
Weekly Readers
 Describe how culture is expressed
Compare a school day in
Chapter 11)
Readers’ Theater
through and influenced by the behavior
Moscow to a school day in
Unitedstreaming.com
of people.
your community.
6.1.4.D20
Suggested Benchmarks/Assessments for Unit
Use latitude and longitude to
 Describe why it is important to underdetermine the absolute locastand the perspectives of other cultures in
Demonstration of student knowledge through:
tions of places.
an interconnected world.
Students will be able to:
1.
2.
NJCCCS
6.1 U.S. History: America in the World




Correct completion of activities on a teacher
made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets,
activities, projects, and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Third Grade
Topic Eight: Holidays and Heroes
Objective
Students will be able to:
1. Identify some cultural holidays celebrated in the United States.
2. Identify some religious holidays celebrated in the United States.
3. Describe ways in which families share
beliefs and values.
4. Identify national holidays celebrated
by people across the United States.
5. Explain why some people are honored
with holidays.
6. Describe the lives of American heroes
who worked for freedom.
7. Identify American heroes whose new
ideas helped others.
8. Distinguish between facts and opinions.
NJCCCS
6.1 U.S. History: America in the World
6.1.4D.15
 Explain how various cultural
groups have dealt with the conflict between maintaining traditional beliefs and practices and
adopting new beliefs and practices.
Suggested Materials/Resources/Technology
for Unit
Suggested Length of
Study:
3-4 weeks
Suggested Resources:
Textbooks(Houghton
Mifflin-Unit 6, Chapter
12)
Library Books
Maps, Charts, Globes
6.1.4.D.17

Explain the role of historical
symbols, monuments, and holidays and how they affect the
American identify.
Videos
Brain Pop Jr.
Smart Board Lessons
http://exchange.smarttech.co
m/search.html?q=Holidays&
subject=All+subjects&grade=Al
l+grades&region=en_US
Weekly Readers
Readers’ Theater
Unitedstreaming.com
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities on a teacher
made checklist
Content of conversation and questions, answers
Achievement on teacher created worksheets,
activities, projects, and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Fourth
Topic One: Geography/Map Skills/ US Regions
Objective
Students will be able to:
NJCCCS
6.1.4.B.1
Compare and contrast information that
Demonstrate an understanding of key
can be found on different types of maps,
geographic concepts:
and determine when the information may
Basic tools
be useful.
Location
6.1.4.B.3
Distance
Explain how and when it is important to
Direction
use digital geographic tools, political
Scale
maps, and globes to measure distances
Regions
and to determine time zones and locations
using latitude and longitude.
Make generalizations based on
6.1.4.B.4
knowledge of geographical concepts.
Describe how landforms, climate and
weather, and availability of resources
Develop the ability to apply geography have impacted where and how people live
skills in studying New Jersey and other and work in different regions of New JerUS regions:
sey and the United States.
Longitude/latitude
Grids
Landforms
Climate
Identify and compare the different
characteristics of the various regions of
the United States.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
September
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/details.html?id=14c7c398dd56-442e-a2bb-1c2392c531b5
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Fourth
Topic Two: Natural New Jersey
Objective
Students will be able to:
Identify and compare the different
characteristics of the various regions
of New Jersey and the United States.
Explain the current challenges facing
NJ; compare/contrast these challenges to those of US regions (e.g., population, immigration, economics, natural resources, agriculture, and industry).
Identify the 5 symbols of New Jersey, the nickname of New Jersey,
flag of New Jersey, and state seal of
New Jersey.
Identify the plants and animals native to New Jersey.
NJCCCS
6.1.4.B.10
Identify the major cities in New Jersey, the United States,
and major world regions, and explain how maps, globes,
and demographic tools can be used to understand tangible
and intangible cultural differences.
6.1.4.B.4
Describe how landforms, climate and weather, and availability of resources have impacted where and how people
live and work in different regions of New Jersey and the
United States.
6.1.4.B.5
Describe how human interaction impacts the environment
in New Jersey and the United States.
6.1.4.B.7
Explain why some locations in New Jersey and the United
States are more suited for settlement than others.
Suggested Materials/
Resources/Technology for Unit
Suggested Length of
Study:
October
Suggested Resources:
Textbooks (The New
Jersey Adventure –
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smartt
ech.com/search.html?q
=landforms+&subject
=Social+Studies&grad
e=Grade+4&region=e
n_US
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments
for Unit
Demonstration of student knowledge
through:




Correct completion of activities (on
a teacher made checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance
tasks
East Hanover Social Studies Curriculum
Grade: Fourth
Topic Three: Lenape Indians of New Jersey
Objective
Students will be able to:
Identify the first people to live in New
Jersey and describe their lifestyle
Describe how the Lenape Indians interacted with the environment
Explain how the Lenape Indians
worked, lived, and played
Explain some of the reasons the people were forced off the land
NJCCCS
6.1.4.B.8
Compare ways people choose to use and
divide natural resources.
6.1.4.D.10
Describe how the influence of Native
American groups, including the Lenni
Lenape culture, is manifested in different
regions of New Jersey.
6.1.4.D.1
Determine the impact of European colonization on Native American populations
including the Lenni Lenape of New Jersey.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
November
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/details.html?id=27c03cd5-4de24f0f-b34c-0bd808e1f045
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
Grade: Fourth
Topic Four: European Explorers in New Jersey
Objective
Students will be able to:
Identify the first Europeans to
explore the New Jersey region.
Know what motivated the explorers to come to NJ.
Understand the contributions of
Christopher Columbus, John
Cabot, Henry Hudson, and
Giovanni daVerrazano
Identify the first Europeans to
settle in theNew Jersey region
NJCCCS
6.1.4.D.2
Summarize reasons why various groups,
voluntarily, immigrated to New Jersey and
America, and describe the challenges they
encountered.
6.1.4.A.7
Explain why some locations in New Jersey
and the United States are more suited for
settlement than others.
6.1.4.D.12
Explain how folklore and the actions of famous historical and fictional characters
from New Jersey and other regions of the
United States contributed to the American
national heritage.
6.1.4.D.4
Explain how key events led to the creation
of the United States and the state of New
Jersey.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
December
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/d
etails.html?id=19c94799-991f4c65-b1b5-7956e9c30471
http://exchange.smarttech.com/d
etails.html?id=370db162-47f74de2-a21f-487b94778696
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments,
activities, projects and oral presentations
Achievement on test performance tasks
Grade: Fourth
Topic Five: Early Colony of New Jersey
Objective
Students will be able to:
Know the reasons the early colonists
came and settled in New Jersey
Identify which groups came from European countries for religious freedom.
Identify which groups came from European countries for reasons other than
religious freedom.
Identify the way New Jersey has been
divided into 21 counties and recognize
the location of the counties.
Identify the impact the French and Indian War had on events that shaped
the development of New Jersey.
NJCCCS
6.1.4.A.4
Describe how landforms, climate and
weather, and availability of resources
have impacted where and how people live
and work in different regions of New Jersey and the United States.
6.1.4.D.15
Explain how various cultural groups have
dealt with the conflict between maintaining traditional beliefs and practices and
adopting new beliefs and practices.
6.1.4.A.8
Compare and contrast how government
functions at the community, county, state,
and national levels, the services provided,
and the impact of policy decisions made
at each level.
6.1.4.D.4
Explain how key events led to the creation of the United States and the state of
New Jersey.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
January
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/details.html?id=5602e8b19a70-485a-8598-f181e7aa733f
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
Grade: Fourth
Topic Six: Colonial Life in New Jersey
Objective
Students will be able to:
Identify the responsibilities
women had at home in the early
colony of New Jersey.
Identify the jobs and responsibilities the men had in the early
colony of New Jersey.
NJCCCS
6.1.4.D.2
Summarize reasons why various groups,
voluntarily, immigrated to New Jersey and
America, and describe the challenges they
encountered.
6.1.4.C.6
Describe the role and relationship among
households, businesses, laborers, and governments within the economic system.
Explain what life was like in the
early colony of New Jersey.
6.1.4.D.9
Compare and contrast responses of indiCompare and contrast schools
viduals and groups, past and present, to
of the early colony of New Jer- violations of fundamental rights.
sey to the schools we have today.
Explain what life was like for
slaves and indentured servants
in New Jersey.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
February
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/de
tails.html?id=2a5ea38c-3b8a49d9-8024-afd199c3613d
http://exchange.smarttech.com/de
tails.html?id=62cb8ead-9bd84cc9-a86d-9b744f619d3e
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments,
activities, projects and oral presentations
Achievement on test performance tasks
Grade: Fourth
Topic Seven: New Jersey’s Role in the Revolutionary War
Objective
Students will be able to:
Understand the events that led up to
the American War for Independence
NJCCCS
6.1.4.D.4
Explain how key events led to the creation of the United States and the state of
New Jersey.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
March
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Know the battles fought in New Jer6.1.4.D.6
Library Books
sey: the Battle of Trenton, the Battle of Describe the civic leadership qualities and Videos
Monmouth, and the Battle of Springhistorical contributions of George Wash- Brain Pop
field.
ington, Thomas Jefferson, and Benjamin
Smart board
Franklin toward the development of the
http://exchange.smarttech.com/details.html?id=c394c2c0-04bfIdentify important people of New Jer- United States government.
4ffb-87b9-cd47fd849d9c
sey (Patience Lovell Wright, Molly
Unitedstreaming.com
Pitcher, Tempe Wick, and William
6.1.4.D.7
Weekly Reader
Livingston) who shaped the events of
Explain the role Governor William LivSuggested Benchmarks/Assessments for Unit
the Revolutionary War.
ingston played in the development of
New Jersey government.
Demonstration of student knowledge through:
Understand how New Jersey’s geography made it such an important site of
6.1.4.D.8
 Correct completion of activities (on a teacher made
the war.
Explain the significance of New Jersey’s
checklist)
role in the American Revolution.
 Content of conversation and questions, answers


Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
Grade: Fourth
Topic Eight: New Jersey Government/ Constitution/ Civics
Objective
Students will be able to:
Develop an understanding of
how our government works
Understand why we have the
form of government that we
have
Locate the capital of our state
government
Summarize the key concepts
of the US Constitution.
Explain why levels of government are divided into
branches
Summarize the responsibilities of each branch.
NJCCCS
6.1.4.A.1
Explain how rules and laws created by community,
state, and national governments protect the rights of
people, help resolve conflicts, and promote the
common good.
6.1.4.A.2
Explain how fundamental rights guaranteed by the
United States Constitution and the Bill of Rights
(i.e. freedom of expression, freedom of religion, the
right to vote, and the right to due process) contribute
to the continuation and improvement of American
democracy.
6.1.4.A.4
Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
6.1.4.A.7
Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of
Study:
April
Suggested Resources:
Textbooks (The New
Jersey Adventure –
Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/det
ails.html?id=892ad916-4a84-4d1b8c56-c01cb84faa55
http://exchange.smarttech.com/det
ails.html?id=5f9faaa7-e507-4b9abcaa-d2f657ede3ef
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
Grade: Fourth
Topic Nine: Economics of New Jersey
Objective
Students will be able to:
Describe the multicultural contributions made to NJ and their impact on
the United States
Explain and demonstrate how immigrants contributed to the growth of
cities and industries.
Explain how the Industrial Revolution
changed the way people worked from
farms to factories.
Explain how changes in transportation
such as railroads, canals, and steamboats changed how people in NJ conducted their business.
Identify the effects of inventions of
Samuel Morse and Alfred Vail, John
Stevens, Alexander Hamilton on life
in New Jersey.
NJCCCS
6.1.4.A.12
Explain how the fundamental rights of the
individual and the common good of the
country depend upon all citizens exercising their civic responsibilities at the
community, state, national, and global
levels.
6.1.4.A.15
Explain how and why it is important that
people from diverse cultures collaborate
to find solutions to community, state, national, and global challenges.
6.1.4.C.8
Illustrate how production, distribution,
and consumption of goods and services
are interrelated and are affected by the
global market and events in the world
community.
6.1.4.C.12
Evaluate the impact of ideas, inventions,
and other contributions of prominent figures who lived in New Jersey.
Suggested Materials/Resources/Technology for
Unit
Suggested Length of Study:
May
Suggested Resources:
Textbooks (The New Jersey Adventure – Chapter 1)
Library Books
Videos
Brain Pop
Smart board
http://exchange.smarttech.com/details.html?id=0adc372a-69e34402-a4d4-f920c3d968b3
Unitedstreaming.com
Weekly Reader
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:




Correct completion of activities (on a teacher made
checklist)
Content of conversation and questions, answers
Achievement on teacher made worksheets, experiments, activities, projects and oral presentations
Achievement on test performance tasks
East Hanover Social Studies Curriculum
th
Grade: 5 Grade
Topic One: Explorers
Objective
ALW:
Comprehend early exploration was motivated
by the desire to gain wealth, spread
Christianity and expand empires.
Familiarize themselves with technological
advances that led to more successful
exploration.
Apply knowledge of major explorers to chart
their exploration routes and describe their
discoveries.
Analyze the effects European exploration had
on
Native American tribes.
Compare and contrast characteristics of the
Spanish and Portuguese exploration and
conquest of the Americas
Investigate major reasons for early
colonization (economic, religious, etc.)
Compare and contrast the major colonies that
were developed. (Roanoke, Jamestown)
Analyze the various hardships early settlers
endured and how some settlements succeeded
and others failed.
Create maps and timelines of North and South
American exploration.
Describe the relations between French and
Dutch settlers and Native Americans.
NJCCCS
6.1 U.S. History: America in the World
1. Three Worlds Meet
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.
6.1.8.D.1.b - Explain how interactions among African,
European, and Native American groups began a cultural
transformation.
6.1.8.D.1. c - Evaluate the impact of the Colombian
Exchange on ecology, agriculture, and culture from
different perspectives.
2. Colonization and Settlement
6.1.8.A.2.a - Determine the roles of religious freedom
and participatory government in various North American
colonies.
6.1.8.B.2.b - Compare and contrast how the search for
natural resources resulted in conflict and cooperation
among European colonists and Native American groups
in the New World.
6.1.8.D.2.b - Compare and contrast the voluntary and
involuntary migratory experiences of different groups of
people, and explain why their experiences differed.
6.2 World History/Global Studies
4. Expanding Exchanges and Encounters
6.2.8.B.4.b - Assess how maritime and overland trade
routes (i.e., the African caravan and Silk Road) impacted
urbanization, transportation, communication, and the
development of international trade centers.
6.2.8.C.4.d - Analyze the relationship between trade
routes and the development of powerful city-states and
kingdoms in Africa.
Suggested Materials/Resources/Technology
for Unit
Suggested Length of Study:
September and October
Suggested Resources:
Textbooks – Houghton Mifflin
– Unit 2 Chapter 3 & 4
Smart board lessons
Library Books
Videos
BrainPop.com
Unitedstreaming.com
Additional websites
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:
• Content of conversation and questions/answers
• Lesson Review Quizzes
• Achievement on research projects and oral presentations on explorers.
• Achievement on test performance tasks
• Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
th
Grade: 5 grade
Topic One: Colonization
Objective
NJCCCS
Identify English colonies in the following regions:
New England, Middle, and Southern Colonies.
6.1 U.S. History: America in the World
1. Three Worlds Meet
6.1.8.C.1.b - Explain why individuals and societies
trade, how trade functions, and the role of trade
during this period.
6.1.8.D.1.b - Explain how interactions among
African, European, and Native American groups
began a cultural transformation.
2. Colonization and Settlement
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.B.2.b - Compare and contrast how the search
for natural resources resulted in conflict and cooperation among European colonists and Native American
groups in the New World.
6.1.8.C.2.a - Relate slavery and indentured servitude
to Colonial labor systems.
6.1.8.C.2.c - Analyze the impact of triangular trade
on multiple nations and groups.
6.1.8.D.2.b - Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people, and explain why their experiences
differed.
Create a map of the thirteen colonies, identifying
regions and major settlements.
Compare and contrast and describe the land,
climate and natural resources of each of the
colonial regions.
Analyze daily life in the colonies (environment,
production, culture, interaction with Native
Americans, etc.).
Explain the impact of religion and dissent in
Puritan communities on the expansion of
settlements in New England.
Examine the interactions between Native
Americans and European settlers, such as trade,
cultural exchanges, and conflicts.
Demonstrate knowledge of the Triangular Trade,
linking Europe, West Africa, and the Americas.
Compare the colonization of the Americas by
England, the Netherlands, and France, including
governance and interactions with other colonies
and Native Americans.
Identify the factors that account for the
establishment of African slavery in the Americas.
Describe the founding of colonies in New York,
New Jersey and Pennsylvania.
Understand the contributions of Benjamin Franklin
and William Penn to the development of
Pennsylvania and Philadelphia.
Suggested Materials/Resources/Technology
for Unit
Suggested Length of Study:
November and December
Suggested Resources:
Textbooks – Houghton Mifflin – Unit 3 Chapter 5and 6
Smart board lessons
Library Books
Videos
BrainPop.com
Unitedstreaming.com
Additional websites
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:
• Content of conversation and questions/answers
• Lesson Review Quizzes
• Achievement on research projects and oral presentations.
•
•
Achievement on test performance tasks
Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
th
Grade: 5 grade
Topic One: American Revolution
Objective
Analyze the impact of the French and Indian
War on Britain, France, colonists, and Native
Americans.
Describe the events that contributed to
growing tension between colonists and
England.
Examine the impact of the Proclamation of
1763.
Compare the positions of Loyalists and
Patriots
Create a cause and effect chain of events that
led to the first battles of the Revolutionary
War.
Identify three outcomes of the Second
Continental Congress, including governing the
colonies, forming an army with George
Washington as its leader, and taking steps to
separate from Great Britain.
Demonstrate knowledge of the Declaration of
Independence.
Describe colonial life during the Revolutionary
War.
Analyze the affect of European aid on the outcome of the war.
NJCCCS
6.1 U.S. History: America in the World
2. Colonization and Settlement
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.
3. Revolution and the New Nation
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.B.3.a - Assess how conflicts and alliances among
European countries and Native American groups impacted
the expansion of the American colonies.
6.1.8.B.3.c - Use maps and other geographic tools to
evaluate the impact of geography on the execution 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.C.3.a - 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.
6.1.8.C.3.b - Summarize the effect of inflation and debt on
the American people and the response of state and national
governments during this time.
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.b - Explain why the Declaration of Independence
was written and how its key principles evolved to become
unifying ideas of American democracy.
6.1.8.D.3.c - Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States.
6.1.8.D.3.d - Analyze how prominent individuals and other
Suggested Materials/Resources/Technology
for Unit
Suggested Length of Study:
January and February
Suggested Resources:
Textbooks – Houghton Mifflin
– Unit 4 Chapter 7, 8
Smart board lessons
Library Books
Videos
BrainPop.com
Unitedstreaming.com
Additional websites
Field trip to Red mill Historical
village
Suggested Benchmarks/Assessments for
Unit
Demonstration of student knowledge through:
• Content of conversation and questions/answers
• Lesson Review Quizzes
• Achievement on research projects and oral presentations.
•
•
Achievement on test performance tasks
Achievement in geographic and timeline projects
nations contributed to the causes, execution, and outcomes of 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.
East Hanover Social Studies Curriculum
th
Grade: 5 grade
Topic One: A New Nation & the Constitution
Objective
Analyze the strengths and weaknesses of the
Article of the Confederation.
Identify problems facing the US after the
Revolutionary War.
Evaluate the compromises which ultimately
led to the Constitution.
Explain the need for a new form of
government and the fear of having too
powerful a central government.
Debate the importance of each of the three
branches of government.
Demonstrate the concept of checks and
balances.
Identify the need for the ongoing changes
(amendments) to the Constitution.
Understand the 10 amendments in the Bill of
Rights and how they provided for the basic
rights of individuals
Identify the important policies
established by President George
Washington
Analyze the debate between state and national
power (Federalist vs. Anti- Federalists) and the
creation of political parties.
NJCCCS
6.1 U.S. History: America in the World
3. Revolution and the New Nation
6.1.8.A.3.b - Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law,
federalism, limited government, separation of powers, checks and
balances, and individual rights) in establishing a federal government
that allows for growth and change over time.
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 decisionmaking powers of national government.
6.1.8.A.3.f - Explain how political parties were formed and continue
to be shaped by differing perspectives regarding the role and power
of federal 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.b - 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.
6.1.8.D.3.c - Analyze the impact of George Washington as general of
the American revolutionary forces and as the first president of the
United States.
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 Active Citizenship in the 21st Century
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.D.1 - Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how
conflicting points of view are addressed in a democratic society.
Suggested Materials/Resources/Technology
for Unit
Suggested Length of Study:
March and April
Suggested Resources:
Textbooks – Houghton Mifflin – Unit 4 Chapter 9
Additional Resources:
Smart board lessons
Library Books
Videos
BrainPop.com
Unitedstreaming.com
We The Kids by David Catrow
SchoolHouse Rocks
Bill of Rights - History for Kids
Suggested Benchmarks/Assessments for
Unit
Demonstration of student knowledge through:
•
•
•
•
•
Content of conversation and questions/answers
Lesson Review Quizzes
Achievement on research projects and oral presentations.
Achievement on test performance tasks
Achievement in geographic and timeline projects
East Hanover Social Studies Curriculum
th
Grade: 5 grade
Topic One: US Geography
Objective
NJCCCS
Locate and name the countries of
North America, the 50 states and
the bodies of
water that border North America
6.1 U.S. History: America in the World
B. Geography, People, and the Environment
6.1.4.B.2 - Use physical and political maps to explain how the location and spatial relationship of
places in New Jersey, the United States, and other
areas, worldwide, have contributed to cultural diffusion and economic interdependence.
6.1.4.B.4 - Describe how landforms, climate and
weather, and availability of resources have impacted where and how people live and work in different
regions of New Jersey and the United States.
6.1.4.B.6 - Compare and contrast characteristics of
regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
6.1.4.B.10 - Identify the major cities in New Jersey,
the United States, and major world regions, and
explain how maps, globes, and demographic tools
can be used to understand tangible and intangible
cultural differences.
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.
Identify and locate major land
acquisitions in the expansion of
the U.S.
Compare and contrast the physical
and cultural areas and regions of
the U.S.
Describe the relationship between
natural resources and human settlement
Interpret and create graphs,
pictures, charts, tables and
timelines to compare
information about the U.S.
Explain how geographical
features helped or hindered the
movement of people,
goods and ideas across the continent
Compare and contrast the physical
characteristics of the regions of
the U.S.
Identify major regions, bodies of
water, and
places in the United States and the
world.
Suggested Materials/Resources/Technology for Unit
Suggested Length of Study:
May and June
Suggested Resources:
Maps
Teacher created materials
Smart board lessons
Library Books
Videos
Suggested Websites to support
geographic study:
Geospy
http://kids.nationalgeographic.com/Gam
es/GeographyGames/Geospy
State Geography Games
http://www.sheppardsoftware.com/web_
games.htm
States Review Game
http://www.pibmug.com/files/map_test.swf
Suggested Benchmarks/Assessments for Unit
Demonstration of student knowledge through:
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Content of conversation and questions/answers
Lesson Review Quizzes
Achievement on research projects and oral presentations.
Achievement on test performance tasks
Achievement in geographic projects