Social Studies Curriculum
K-6
Blairstown Elementary School
2014-2015
Committee:
Jennifer Apostolou
Claire Fleming
Abbey McDonald
Ashley Pennell
Jennifer Pillion
Mary Smith
Patty Tirone
Aimee Voss
Susan Elias, Supervisor of Curriculum & Instruction
Table of Contents
Mission Statement…………………………………………………………………………………………………….p. 2
Curricular Overview……………………………………………………………………………...………………….p. 2
Social Studies Units
Kindergarten………………………………………………………………………………………….………p. 3
1st Grade ………………………………………..………………………………..…………………………….p. 16
2nd Grade …………………………………………………………….…………..…………………………….p. 34
3rd Grade ……………………………………………………….………………..…………………………….p. 46
4th Grade …………………………………………………….…………………..…………………………….p. 64
5th Grade ……………………………………………………….………………..…………………………….p. 78
6th Grade …………………………………………………….…………………..…………………………….p. 94
1
Blairstown Elementary School Mission Statement
In partnership with home and community, Blairstown
Elementary School is dedicated to the mission of
providing an engaging, comprehensive education
aligned with the Common Core Standards.
A passion for learning is ignited through an enriched
learning environment. While celebrating
individuality, our students develop confidence,
competence and character.
All students have the opportunity to achieve their
highest potential on a quest of lifelong learning
to succeed in a global, 21st century.
Curricular Overview
The 2014-2015 Social Studies Curriculum was created through the analysis of the
past curriculum, the New Jersey Core Curriculum Content Standards, the Common Core
Standards, and the needs of our students at Blairstown Elementary School. This
curriculum utilizes the 2014 New Jersey Core Curriculum Content Standards, which differ
from the previous curriculum.
Our curriculums are written using the “Understanding By Design” philosophy in
which we look at the big picture and work backwards. This ensures that instruction is
focused and geared towards a specific outcome. Special attention was paid to incorporate
literature and non-fiction texts to use as resources along with the textbooks previously
purchased. Also, the committee organized the standards into specific units. This provides
the teachers with more useful information and allows them to create a pacing guide for
their own use. Finally, materials needed for learning activities and benchmarks will be
available in the appendices section of the curriculum.
Through our collaborative efforts and collegial atmosphere, we intend to support
our students throughout their educational journey. This curriculum was created with
those intentions. We believe that a curriculum is a working document that should be
analyzed and modified as needed. Please inform the Supervisor of Curriculum &
Instruction should you find an area in need of improvement or modification.
2
Kindergarten
3
SOCIAL STUDIES
Blairstown Elementary School
Grade K
Stage 1: Desired Results
Unit: Culture
Corresponding NJCCCS: 6.1.4.D.1, 6.1.4.D.20
Essential Questions
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What is culture?
Why should we learn about different
cultures and traditions?
Enduring Understandings
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I can describe how families have
similarities and differences.
I know some of the celebrations and
holidays of different groups of
people.
I can describe some of my traditions
and celebrations.
Knowledge and Skills:
Students will be able to:
 Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Compare their family to a different family. Fold a 12x18 paper in half and draw their
family and traditions on one side (e.g. celebrating the 4th of July), and a different
family (perhaps from a different country- i.e. Chinese New Year Parade) on the other
and label.
Assessment Methods:
Formative (On-going): Teacher observations, class participation and discussions
Summative (Culminating): benchmark assessment- see above
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Weekly Readers
 Have a Chinese parade
 Make Chinese New Year mask for the animal year
 Celebrate Sinterklaas and other winter holidays around the world
 Celebrate Cinco de Mayo by dancing to music and coloring the Mexican Flag
 Create Native American drum and sing Tomtom song
 Draw Native American symbols on a paper teepee
 Practice saying good morning in different languages
 Draw and label activities they do with their families
 Sing “It’s a Small World After All” and discuss meaning of song
 Invite grandparent or parent to talk about their family’s traditions
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Make a celebration cookbook by asking families to send in a family’s cultural recipe
and have student draw illustration for recipe
Design puppet people by using template on page 6 of MacMillan Activity Book and
role play with their puppets
Create masks for their favorite community celebration (See page 23 In MacMillan
TM)
Parade around to different cultural music.
Sing Frere Jacques in English and in French, then act out lyrics
Make a Families Around the World collage by cutting magazine photos of people and
things from different countries
Make a class Family Quilt by having each child draw a picture of their family then
collect and assemble quilt
Alike and Different Game (MacMillan TMp28)
Count to 10 in Spanish
Play the Driedel Game
Make a menorah
Make a kinara
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Books:
Families by Susan Kuklin
The Relatives Came by Cynthia Rylant
Families are Different by Nina Pellegrini
Me and My Family Tree by Annette Cable
All Kinds of Families by Norma Simon
Five Chinese Brothers by Clair Bishop
Seven Chinese Sisters by Kathy Tucker
The Runaway Wok by Ying Chang
Something from Nothing by Phoebe Gilman
The Little Overcoat MONDO
DreidelDriedelDreidel
Elmo’s Little Dreidel
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Websites:
www.littlegiraffes.com
www.discoveryeducation.com
www.enchantedlearning.com
http://kids.nationalgeographic.com/
http://www.china-family-adventure.com/chineseculture.html#.U77NBbco9johttp://www.chabad.org/kids/article_cdo/aid/354748/
jewish/Chanukah.htm
www.brainpopjr.com
5
SOCIAL STUDIES
Blairstown Elementary School
Grade K
Stage 1: Desired Results
Unit: Geography
Corresponding NJCCCS: 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.8, 6.1.4.C.15
Essential Questions
Enduring Understandings
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What is geography?
How does geography help us?
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I can use different types of maps to
understand the earth.
I can identify what natural
resources are and how we use
them.
I can identify different landforms.
I can identify different forms of
transportation.
Knowledge and Skills:
Students will be able to:
 Compare and contrast information that can be found on different types of maps, and
determine how 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.
 Describe how human interaction impacts the environment in New Jersey and the
United States.
 Compare ways people choose to use and divide natural resources.
 Describe how the development of different transportation systems impacted the
economies of New Jersey and the United States.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Match type of transportation to correct setting and identify different environment
by using Assessment (MacMillan p.176).
 Select a natural resource provided by the teacher (hand out picture of the natural
resource) and draw to show how people use it.
 Select the appropriate map for a given situation. Pose questions such as, “Which
map would I use if I wanted to get to the Post Office?” “Which map would I use if I
wanted to visit other countries like China?”
Assessment Methods:
Formative (On-going): Teacher observation of class activities and projects, class discussions
Summative (Culminating): see benchmark assessments
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 After reading Me on the Map Allow children to explore different maps and globes
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Create a picture web and label to show what a map can show
Locate the US on a world map and point out NJ
Make an island for St. Patrick’s Day to show Ireland and label (See
www.littlegiraffes.com)
After reading Town Mouse, Country Mouse, students draw a picture of their own
home and write about it.
Make a class scrapbook about a place they or their parents have visited in the US.
Encourage them to bring in photos, post-cards, or draw and label. Bind the pages
together with the cover “Places We Have Been”(See TM p80g)
Use pre-cut shapes to create a home. Have an adult write the student address on the
back to practice reading orally.
As a whole-class, create a map of the classroom on a large poster paper or on the
mimio
Play “Simon Says” using the cardinal directions
Take a walk throughout the town and discuss what is in the neighborhood
Make a transportation web to name as many different types of transportation there
are: Land, Air, Water and methods for each
Discuss bird’s eye view. Have children find an object, and then draw it by looking at
it from above. (See MacMillan TM pg.45)
Compare and contrast city and country living. Put 2 hula hoops on the floor and
place a label in each hoop: CITY& COUNTRY. Have students place country items and
city items (or pictures of country and city things) in the corresponding hoop and
discuss differences.
Discuss different places and environments such as the farms, beaches, and woods.
Divide the class into groups and assign a place for them to create. Use Activity book
pg.13-15 for students to color and paste to a painted background then share with
the class.
Have a Polar Express party
Draw and write about different methods of transportation in a Transportation
Journal
Make a transportation graph as a whole class to discuss how we get to school
Use Activity Book page 16 to color and cut into a picture correctly
Play “Red Light, Green Light”
Make paper mache globe using Activity Book pg.17-20 for the continents
Play “Which Would You Take?” Game on TM pg.54
Make clay or playdoh models of different landforms
Plant a tree for Arbor Day
Pick up trash around the playground for Earth Day
Books:
A Trip to the City (MONDO Shared Reading)
Me on the Map by Joan Sweeny
Town Mouse Country Mouse by Jan Brett
Rosie’s Walk by Pat Hutchins
From Here to There by Margery Cuyler
Harry’s Home by Catherine Anholt
Red, White, and Blue by Susan Canizares
My Country ‘Tis of Thee by Scholastic
There’s a Map on My Lap by Dr. Seuss
7
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Websites:
http://www.sheppardsoftware.com/Geography.htm
www.pbskids.org/rogers
http://www.kidsgeo.com/
http://www.kbears.com/geography.html
www.littlegiraffes.com
www.brainpopjr.com
www.discoveryeducation.com
8
SOCIAL STUDIES
Blairstown Elementary School
Grade K
Stage 1: Desired Results
Unit: Citizenship
Corresponding NJCCCS: 6.1.4.A.1,6.1.4.A.2, 6.1.4.A.3, 6.1.4.D.5, 6.1.4.D.6, 6.1.4.D.17, 6.3.4.A.1,
6.3.4.A.2, 6.3.A.3, 6.3.4.D.1
Essential Questions
Enduring Understandings
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What is a citizen?
What makes a good citizen?
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I know what good citizens do.
I know why rules are important.
Knowledge and Skills:
Students will be able to:
 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.
 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.
 Determine how “fairness,” “equality,” and the “common good” have influenced
change at the local and national levels of United States government.
 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of
Independence, the United States Constitution, and the Bill of Rights) to present day
government and citizenship.
 Describe the civic leadership qualities and historical contributions of George
Washington, Thomas Jefferson, and Benjamin Franklin toward the development of
the United States government.
 Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
 Determine what makes a good rule or law and apply this understanding to rules and
laws in your school or community (e.g., bike helmet, recycling).
 Examine the impact of a local issue by considering the perspectives of different
groups, including community members and local officials.
 Select a local issue and develop a group action plan to inform school and/or
community members about the issue.
 Identify actions that are unfair or discriminatory, such as bullying, and propose
solutions to address such actions.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Draw a picture of how the Sneetches played or worked together even though they
were different. (See School Wide Equity Plan: The Sneetches)
 Create posters that encourage peers to donate an item to the children in the
hospital. As a grade level, students make cards, decorate boxes, and send items to
local hospital. (See Kindergarten Community Service Project)
 Illustrate one of the classroom rules.
9
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Color and label a provided national symbol, then share with the class what the
symbol is and anything s/he knows about it.
Assessment Methods:
Formative (On-going): Teacher observations, Drawing of how to keep our community
beautiful (Activity Book p31); Play “Name and Match” Game on TMp106; whole class
discussions
Summative (Culminating): Benchmark assessments
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Write class rules or “The Classroom Constitution” as a whole-class discussing what
would be important for a safe, calm, and fun environment. Then have each student
sign his/her name.
 Make a Monument by having children use blocks to design a monument for their
own hero such as a parent or special friend. Then share about the person the
monument honors.
 Make a George Washington and Abraham Lincoln bag puppet
 Listen to patriotic music and sing along (e.g. “This Land is Your Land” with
movements)
 Write “Thank You” letters to local police officers, firefighters, board of education
members, town councilmen
 Make a red, white, and blue collage by cutting out pictures from magazines or
drawing pictures that are patriotic or red, white, and blue
 Have a patriotic parade by giving children instruments or flags and march around
the classroom to patriotic songs such as “The Star-Spangled Banner”
 Create a patriotic wind sock
 Read the “Our Flag” poem on TM pg.80h
 Paint the American Flag and discuss the importance of the stars and stripes
 Open a travel Agency Center. Include brochures or posters showing places in the
U.S. Invite children to design plane and train tickets. Then take turns role-playing
the agents and travelers planning and taking trips across the U.S.
 Make a United States Collage by having children look through magazines and cut out
patriotic pictures, people working together, playing together, and being good
citizens
 Brainstorm a list of ways to show good citizenship in the classroom such as sharing,
taking turns, being fair and role play situations
 Make a class flag (See TM pg.91)
 Play “Classroom Job Charades” by reminding students that they have
responsibilities as a classroom citizen. Invite volunteers to pantomime classroom
jobs and others guess.
 Write center rules and have students draw illustrations to go along with it. Then
hang in appropriate areas.
 Make safety badges
 Encourage family members and children to create a list of important rules they
follow at home and share with the class
 Children draw a picture of working together with a classmate in school
 Play “Guess the Leader”-children sit in a circle and one child is the “leader” and
begins clapping to a pattern and changing it periodically while one student guesses
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who the leader is
Play “Follow the Leader”
Invite the principal in to remind students to follow the school rules. Have students
ask a question regarding safety in the school.
Have students celebrate Election Day by voting on type of drink (water or apple
juice). Then tally and graph the results.
Take a classroom poll or vote on their favorite author, favorite color, etc.
Play “Rules and Laws” game (See TM pg.78)
Make a safety book by having students draw a picture and a sentence prompt: “I am
safe when I ________.” Bind the pages together to make a class book.
Create a traffic light using Activity Book pg.24 to discuss signals and rules when
driving
Play “Red Light, Green Light”
Sing along “The More We Get Together” See TM pg.71
Brainstorm a list of classroom problems and role play possible solutions (e.g.
sharing a toy)
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Books:
The Pledge of Allegiance
The Night Worker by Kate Banks
Curious George Takes a Job by H. A. Rey
Bennies’ Pennies by Pat Brisson
If You Were an Astronaut by V. Schomp
Career day by Anne Rockwell
President Day by Anne Rockwell
If I Were President
Thanksgiving on Thursday by Mary Pope Osbourne
Good Citizen Sarah by Virginia Kroll
The Statue of Liberty by Betsey Maestro
A Day with Police Office by Jan Kottke
Dear Daisy, Get Well Soon by Maggie Smith
Duck for President by Doreen Cronin
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Websites:
www. littlegiraffes.com
www.brainpopjr.com
http://www.ehow.com/info_8603309_patriotism-activities-children.html
www.discoveryeducation.com
http://www.neok12.com/Government.htm
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SOCIAL STUDIES
Blairstown Elementary School
Grade K
Stage 1: Desired Results
Unit: Economics
Corresponding NJCCCS: 6.1.4.C.2; 6.1.4.C.10
Essential Questions
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Why is it important to work?
Enduring Understandings
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I can tell the difference between a
want and a need.
I can explain why people need to
work.
Knowledge and Skills:
Students will be able to:
 Distinguish between needs and wants and explain how scarcity and choice influence
decisions made by individuals, communities, and nations.
 Explain the role of money, savings, debt, and investment in individuals’ lives.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Draw a picture and write about what they want to do when they grow up.
 Discriminate between wants and needs by folding a paper in half and labeling each
side as WANTS and NEEDS. Then students glue at least 3 magazine pictures to each
appropriate side.
Assessment Methods:
Formative (On-going): Teachers Observation, class participation, group work, Play Needs
and Wants Game TM pg.134
Summative (Culminating): see benchmark assessments
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Make a piggy bank from an empty container and paint it.
 Weekly Readers
 Community Member guest speaker
 Dramatize what community members do
 Create a jobs word web
 Make a list of classroom needs and classroom wants- whole class
 Open a store center and let children take turns playing store workers and customers
 Make a “Classroom Alphabet Job” book by helping children write the name of an
occupation under a picture for their alphabet letter
 Learn about the coins by making coin rubbings and discussing value of each
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Books:
Jobs (MONDO)
Career Day by Anne Rockwell
12
The Night Worker by Kate Banks
Curious George Takes a Job by H.A. Rey
Bennies’ Pennies by Pat Brisson
If You Were an Astronaut by V. Schomp
Chef Ki is Serving Dinner by Jill Durall
Bunny Money by Rosemary Wells
Jelly Beans for Sale by Bruce McMillan
Spending and Saving by Mary Hill
Dollars by Mary Hill
Quarters by Mary Hill
Here Comes Mr. Eventoff with the Mail! by Alice Flanagan
Office Brown Keeps the Neighborhood Safe! By Alice Flanagan
Office Buckle and Gloria by Peggy Rathmann
A Day in the Life of a Firefighter by Linda Hayward
We’re Taking an Airplane Trip by Dinah Moche
Let’s Find Out About Money by Kathy Barabas
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Websites:
www.brainpopjr.com
www.littlegiraffes.com
www.discoveryeducation.com
http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/46534kindergarten-economics-with-corduroy/
http://financeintheclassroom.org/passport/kindergarten/
http://www.moneyinstructor.com/kindergarten.asp
13
SOCIAL STUDIES
Blairstown Elementary School
Grade K
Stage 1: Desired Results
Unit: History
Corresponding NJCCCS: 6.1.4.A.10, 6.1.4.D.14, 6.1.4.D.16
Essential Questions
Enduring Understandings
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How are we alike and different?
How can we learn from the past?
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I can identify how people are alike
and different.
I can make different choices than the
people did in the past.
Knowledge and Skills:
Students will be able to:
 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.
 Trace how the American identity evolved over time.
 Describe how stereotyping and prejudice can lead to conflict, using examples from
the past and present.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Illustrate how some people would treat others that were different and how Dr.
Martin Luther King Jr. wanted us to treat everyone even if they were different. Using
large paper folded in half, have children draw a picture on the left side that shows
how some people were treated because they were different, and on the right side
have students draw a picture that shows how Dr. Martin Luther King Jr. wanted
everyone to play and work together.
Assessment Methods:
Formative (On-going): class participation, discussions with peers, student illustrations
Summative (Culminating): see benchmark assessment
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Weekly Readers
 Play “Remember When” by having children choose a memory of something that
happened to them in the past and act it out for peers to guess or children can draw
that memory and share with a friend (e.g. going to the zoo)
 “Show and Tell” about a family member’s picture or other memorabilia
 Create seasons timeline by taking the class photo under the same tree for each
season
 Have children bring in a picture from when they were younger (past) and take a
current picture for each child (now) and have them paste it on a folded piece of
construction paper with the title “How I Grew”. Help students label “Then” and
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“Now”
Students make photographed or illustrated timeline with years 0 1 2 3 4 5
Make a class time line by posting pictures on the wall from each month. Have
students label the month and the activity in the photograph
Make a Martin Luther King Jr. memory medal using Activity Book pg.35
Read a picture book about Martin Luther King Jr. and draw a picture of a way to be
peaceful
Make a class list of important details about Dr. King’s life
Create a dove with a hand print wing and discuss symbolism for peace
After reading Rosa, students draw a bus with different types of people on board
Role play discriminating or prejudice situations and have children reflect on their
feelings such as “Only children wearing jeans can play with the blocks today!”
Record student feelings on chart paper.
Play “Just Like Me” game- have students sit in a circle and each child states
something about him/herself (e.g. “I have a brother.” Or “I like pizza.”) All children
that have or like the same thing stand up and say, “Just Like Me!” Discuss student
differences and similarities.
After reading Elmer, have children color an elephant any way they want and explain
why their elephant is special.
Make a self portrait by allowing student to look in the mirror. Discuss the
importance of our uniqueness and what makes us special
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Books:
Amazing Grace by Mary Hoffmann
Rosa by Nikki Giovanni
Elmer by David McKee
The Happiest Hippo in the World
We Are All Alike We Are All Different
Who Was Martin Luther King, Jr? by Bonnie Bader
Martin’s Big Words by Doreen Rappaport
My Brother Martin by Christine King Fams
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Websites:
http://kindergartenkidsatplay.blogspot.com/2013/01/martin-luther-king-jr-inkindergarten.html
http://www.scholastic.com/teachers/book/amazing-grace
http://www.scholastic.com/browse/search/teacher?query=martin+luther+king&a
s_values_07413=&channelOnly=true
www.sheppardsoftware.com
http://www.first-school.ws/theme/special-days/martin-luther-king-jr.htm
www.littlegiraffes.com
www.brainpopjr.com
15
1 Grade
st
16
SOCIAL STUDIES
Blairstown Elementary School
Grade 1
Stage 1: Desired Results
Unit:Culture
Corresponding NJCCCS: 6.1.4.C.12, 6.1.4.C.15, 6.1.4.C.16, 6.1.4.D.17, 6.1.4.D.20
Essential Questions
Enduring Understandings
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What is culture?
Why is it important to learn about
culture?
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I can compare and contrast
families and their traditions.
I can explain what Thomas Edison
invented.
I can compare/contrast holidays in
America to another country.
Knowledge and Skills:
Students will be able to:
 Evaluate the impact of ideas, inventions, and other contributions of prominent
figures who lived New Jersey.
 Describe how the development of different transportation systems impacted the
economies of New Jersey and the United States.
 Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
 Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Compare and contrast Jamuhuri Day to the US holiday (July 4th)
 Compare and contrast an invention of Thomas Edison toThe Wright Brothers (TM
pg.A16). For both of the above activities, students will use a Venn diagram. They
will compare and contrast at least two facts.
Assessment Methods:
Formative (On-going): Teacher observations, class and group participation
Summative (Culminating): Maps, tests, quizzes, black line masters, visual dictionary
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Make a visual dictionary-students write a word and draw picture or cut out from a
magazine a picture to illustrate meaning
 Draw a family portrait and label each family member celebrating a family
tradition/holiday celebration
 Compare /contrast family traditions from above project
 Create a family tree
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Create a family book-include activities that families do together
Sing “Pride” by Alma Flor Ada and create a “Pride” poem of their own/illustrate
Have children illustrate/write a time when they felt proud
As you review the various types of home (apartment buildings, houses, mobile
homes), have children build them with blocks
Play “Simon Says”, taking turns playing Simon-the leader makes the rules
Play board games in small groups to practice following rules
Pantomime different transportation and have children guess
Have students write simple riddles about transportation for others to answer (more
challenging)
Class trip to Space Farms-compare and contrast transportation from then and now
Teach children the finger play “My Bicycle”-TM pg.38 and have children perform
this for each other or another class
Make a graph of transportation students use to go to school
Compare/contrast other areas’ transportation to school
Have children interview an adult family member about life in the past. Questions
should be formulated before the interview.
Create of chart of “then” and “now” to record “ways to send messages”
Have children play a game of “Invention Charades”. Each child chooses a machine
and pantomimes –others can guess. (Be sure to include Thomas Edison TM pg.46)
Have children look through old magazines and cut out pictures of inventions that
help others. Let each child make a “Helpful Inventions” collage for display and
discussion in class.
“Patriotic Scavenger Hunt”-take the students to the library and provide them with a
sheet full of pictures of famous American symbols such as; Constitution, American
Flag, President George Washington, White House, Liberty Bell, etc. With a partner,
have student find books that contain pictures and show them to adult in order to
check off list.
Make a symbols booklet
“Celebrate in Kenya” TM pg.50-have each child draw a picture celebrating “Jamuhuri
Day”
Compare and contrast Jamuhuri Day to the US holiday (July 4th)
Compare and contrast inventions of Thomas Edison and The Wright Brothers
Books:
Mama, Do You Love Me?by Barbara Joose
Family Photo by Dana Meachen Rau
Pumpkin Fever by Charnan Simon
Families by Ann Morris
Different Just like Me by Lori Mitchell
A House is a House for Me by Mary Ann Hoberman
Hooray for Saturday by Becky Manfredini and Jenny Reznick
Gingerbread Days by Joyce Carol Thomas
Dim Sum for Everyone! by Grace Lin
Learning from our Mothers by Leya Roberts
A Home Album by Peter and Connie Roop (then and now)
National Geographic Readers: Thomas Edison 2014 by Barbara Kramer
Thomas Edison (Kids Can Read) by Elizabeth MacLeod
Time For Kids: Thomas Edison: A Brilliant Inventor by Editors of TIME For Kids
18
First Flight: The Story of the Wright Brothers by Caryn Jenner
Who were the Wright Brothers by James Buckley
Can you Fly High, Wright Brothers by Melvin Berger
The Wright Brothers and the Airplane by Xavier Niz
First Flight: The Story of the Wright Brothers by Caryn Jenner
Who were the Wright Brothers by James Buckley
Can you Fly High, Wright Brothers by Melvin Berger
The Wright Brothers and the Airplane by Xavier Niz
Just Fine the Way They Are: From Dirt Roads to Rail Roads to Interstates by Connie
Nordhielm Wooldridge

Websites:
www.enchantedlearning.com
www.scholastic.com
www.weeklyreader.com
www.discoveryed.com
www.brainpopjr.com
www.weeklyreaders.com
www.internet4classrooms.com
19
SOCIAL STUDIES
Blairstown Elementary School
Grade 1
Stage 1: Desired Results
Unit:Geography
Corresponding NJCCCS: 6.1.4.B.1, 6.1.4.B.2, 6.1.4.B.5, 6.1.4.B.7, 6.1.4.B.8
Essential Questions
Enduring Understandings


What is Geography?
Why do we have to know about
geography?
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I can use different kinds of maps to
find information.
I can identify where people
live/work and compare to other
areas as well as New Jersey.
I can describe different ways to
help the environment.
I can identify natural resources
and how they are used.
Knowledge and Skills:
Students will be able to:
 Compare and contrast information that can be found on different types of maps, and
determine how 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.
 Describe how human interaction impacts the environment in New Jersey and the
United States.
 Explain why some locations in New Jersey and the United States are more suited for
settlement than others.
 Compare ways people choose to use and divide natural resources.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Match pictures to landform labels of the United States. (See appendices)
 Buddy project- Research a natural resource in NJ to determine where it comes from,
what it is used for, how and why to care for the natural resource. This information
will be recorded on a teacher made black line master. Students will present their
information to a partner, class, or small group.
Assessment Methods:
Formative (On-going): Teacher observation, class and group participation
Summative (Culminating): Tests, quizzes, black line masters, research project, visual
dictionary
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Make a visual dictionary-draw or cut out pictures to match the meaning
20
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Have students cut out magazine pictures that show small towns, large cities, and
farms. Sort in three groups-towns, cities, and farms.
Compare communities with above activity-students find what communities have in
common
Contrast communities-see above (TM pg.66-69)
Sing “Old MacDonald”. Then have students draw/write what “Old MacDonald”
might see if he visited the city. Then sing “Old MacDonald Saw a City”.
Practice reciting addresses-taking attendance
Bird’s Eye View picture-pick an object and look down on object-draw and write
about it (practice moving object N,S,E,W)
Have students draw a simple map of their classroom-bird’s eye view
Do a jigsaw puzzle of the United States-locate NJ, and states that students have
visited or locate on large map
Ask students to brainstorm the names of other countries and locate on a world map
Website www.shephardsoftware.com to locate and name ocean, country, continent,
state, city
Globe game-divide class into two teams. Team A spins globe, stop it with finger and
team collaborates to tell whether the place is a continent or an ocean. To extend
this activity challenge students to name the ocean/continent/country/state/city.
Sing “Big Beautiful Planet” by Raffi (TM pg.84-85). Have students brainstorm things
they love about the Earth, such as plants, animals, sunshine, rainbows etc. Create a
mural with a partner or draw a picture to illustrate what the song means to them.
EARTHAcrostic
Create a visual dictionary of land and water
Draw and label land/water and match to its meaning. Then label natural resources.
Choose a landform or water to draw. Then add jobs that would be associated with
that area.
Play “What do I stand for” (symbols on a map)-Ask children to draw three symbols
that might be used on a map. Have partners look at each other’s symbols and guess
what they stand for. Then make a map and use the symbols.
Keep a weather chart
Draw and label a tree in the four seasons
Give students old magazines to cut out pictures of things made from trees
Make picture cards that show natural resources. Have each child label the natural
resource that he or she drew.
Buddy project-research natural resources in NJ-where it comes from, what it is used
for, how and why to care for the natural resource
Play “I’m thinking of a resource”- Ask one child to think of a natural resource. Have
the rest of the group try to discover the resource that child is thinking of by asking
“yes” or “no” questions.
Create a “How we Help our World” bulletin board/poster
Create “Clean up Clue” posters for the classroom or other areas of the school
Create a class mural of Switzerland (TM pg.107). Draw and label the geographical
features; mountains, lakes, towns etc.
Play “Simon Says” using cardinal directions (TM pg. 128)
Play a game of “Hot and Cold”. Have children take turns hiding an object in the
room. Other group members must find the object based on directional clues, such
as: “You’re getting warm. Move a little east.”
World Address-town, state, country,continent,planet
21
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Books:
Me on the Map by Joan Sweeney
From Here to There by Margery Cuyler
What is a Community from A-Z-by Bobbie Kalman
I am Water by Jean Marzello
How the Sea Began by George Crespo
Water, Water, Everywhere! A Book About the Water Cycle by Melvin and Gilda Berger
Just a Dream by Chris Van Allsburg
Clean Air by Meredith Costain
The New Hounds in the Great Balloon Race by Amy Allard
Compost is Growing Gardens from Your Garbage by Linda Glaser
Cloudy with a Chance of Meatballs by Judi Barrett
Common Ground: The Water, Earth, and Air We Share by Molly Bang
The Sun, the wind and the Rain by Lisa Westberg Peters
Our Earth by Anne Rockwell
This is the Rain by Lola Shaefer
Our Big Home: An Earth Poem by Linda Glaser
On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer
The Lorax by Dr Seuss
Be a Friend to Trees by Patricia Lauber
Secret Life of Trees by Chiara hevellier
The Giving Tree by Shel Silverstein
Children Save the Rain Forest by Dorothy Hinshaw Patent
Long Live the Earth by Maighn Morrison
The Great Kapok Tree by Lynn Cherry
The Lorax by Dr Seuss
Be a Friend to Trees by Patricia Lauber
Secret Life of Trees by Chiara hevellier
The Giving Tree by Shel Silverstein
Children Save the Rain Forest by Dorothy Hinshaw Patent
Long Live the Earth by Maighn Morrison
The Great Kapok Tree by Lynn Cherry

Websites:
www.shephardsoftware.com
www.mhschool.com
www.enchantedlearning.com
www.brainpopjr.com
www.discoveryed.com
www.scholastic.com
www.weeklyreader.com
www.kids.nationalgeographic.com/
www.geography4kids.com/
www.nrdc.org/reference/kids.asp
(excellent for natural resources)
http://www.apples4theteacher.com/usa-states/new-jersey/facts/
www.internet4classrooms.com
SOCIAL STUDIES
22
Blairstown Elementary School
Grade 1
Stage 1: Desired Results
Unit: Citizenship
Corresponding NJCCCS: 6.14.A.1, 6.1.4.A.12, 6.1.4.A.3, 6.1.4.A.11, 6.3.4.A.1, 6.3.4.A.2
Essential Questions
Enduring Understandings

What makes a good citizen?
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I can explain how rules and laws
are helpful.
I can explain why voting is fair.
I can talk to local community
members/officials about what they
do to help our town.
Knowledge and Skills:
Students will be able to:
 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.
 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.
 Determine how “fairness,” “equality,” and the “common good” have influenced
change at the local and national levels of United States government.
 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.
 Determine what makes a good rule or law and apply this understanding to rules and
laws in your school or community (e.g., bike helmet, recycling).
 Examine the impact of a local issue by considering the perspectives of different
groups, including community members and local officials.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Draw and write school and community rules. Have children fold a large piece of
paper into two sections and label sections “School” and “Community”. Have them
draw and write in each section rules/laws at each level.
 Match American symbols to what they stand for (See “American Symbols” booklet)
 Write and draw information learned from a community member or local official
(Firefighter Phil) (Fire Dept.) etc.
 Decorate their nameplate and write fairness qualities on it. (Read fairness book- i.e.
Ish by Peter H. Reynolds)
Assessment Methods:
Formative (On-going): Teacher observations, class discussion, participation-individual and
group
Summative (Culminating): Tests, quizzes, blackline masters, visual dictionary
23
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Read A Good Helper by Madeline Willis. Have children act out “A Good Helper”.
 Create a visual dictionary of vocabulary (TM pg.122) ex. Mayor, governor, President,
citizen, law, rule, flag, Statue of Liberty, etc.
 Create a “good citizen” (champion choice maker) and display in classroom
 Have students help make classroom rules, sign it and display
 Brainstorm different groups students belong to. Create a list of rules the students
follow when they are in the group. Display when working in groups.
 Play “Law Charades”. Give pairs of children a “Secret Law” to pantomime, such as
buckling seat belts or stopping at a traffic light.
 Invite children to act out a typical classroom conflict. Students identify conflict.
Then turn and talk about ways to resolve. Bring class together to share ideas.
 Brainstorm community leaders and record. Have children take turns pantomiming
some typical actions of different leaders for others to guess.
 Draw pictures of community leaders and write captions that tell what they do. Bind
the pictures together to make a class book.
 Have children draw themselves dressed as a leader they would like to be. Ask them
to write a sentence about why they would like the job.
 Play “Follow the Leader”. Assign one child to be the “mayor” and let him/her lead
the rest of the class in hand or foot movements. Repeat with the roles of governor,
police officer, teacher, President, etc.
 Read Mary Mcleod Bethune biography (TM pg.136). Have students design and make
an award thanking her for being a good leader/citizen. Write a sentence telling why
she deserves the award.
 Brainstorm a list of rules that help you get along with other people in your school
and record. Choose a rule and one student to act it out. The class guesses the rule
and discusses why it’s a good rule. Then discuss how that rule might help other
community members.
 Ask children to vote for their favorite colors. Keep a tally and they can make a
graph.
 Work in groups of 2 or 3 to create a “Voting is Important” poster. Have them
illustrate and write why voting is important.
 Create a symbols booklet
 Listen to patriotic music
 In groups of 2 or 3 make a symbol poster- assign a symbol to color and write what it
stands for. Display in classroom.
 Read about good citizens; ex Nathan Hale, Frederick Douglas, Clara Barton, Eleanor
Roosevelt etc. then…see below
 Good Citizens Project
o Show children a postage stamp with a picture of a person from history. Have
students create a stamp for the citizen they chose
o Have partners act out an interview between a reporter and one good citizen
o Have children research interesting facts for their citizen and share with class
o Create a project/poster for their citizen. Draw and write why that person is a
good citizen.
 Read about first graders in Japan. Have children pretend to be first graders in Japan
and imitate some traditions they learned about.
24
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Have children fold a sheet of paper in half. Ask them to draw a picture of themselves
on one side and a first grader in Japan on the other. Write/draw how they are alike
and different.
Make a chart tocompare/contrast rules at home and in school.
Guest speaker- i.e. police officer, Red Cross volunteer
Create word riddles using American Symbols
Write a letter to the president and talk about how the class could help the country
(being good citizens, recycling, being tolerant of peoples’ differences)
Constitution Day birthday party-sing “Happy Birthday, Dear Constitution”. For the
presents, have each child draw and write (or turn and talk)why he/she is happy to
have a Constitution. Then watch the Schoolhouse Rock video-preamble song.
Make a flip chart/foldable to review lessons in unit (TM pg.164)
John Berry-make a puzzle ship
Read Ishby Peter H. Reynolds or any fairness book and decorate nameplate with
words/phrases to show fairness
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Books:
Stars and Stripes: The Story of the American Flag by Sara Thomson
Uncle Sam Old Glory by Delano West
The Statue of Liberty by Lucille Penner
If I were President by Catherine Stier
The Flag We Love by Pam Muñoz Ryan
I Read Symbols by Tana Hoban
Arthur Meets the President by Marc Brown
A Good Helper by Madeline Willis
Amelia Bedelia for Mayor by Herman Parish
We Can Get Along: A child’s book of Choices by Lauren Murphy Payne
The Children’s Aesop by Stephanie Calmenson
Win or Lose by How You Choose by Judge Judy Sheindlin
How to be a Friend by Laurie Krasny Brown
A Picture Book of Frederick Douglass by David A. Adler
Time For Kids- Clara Barton: Angel of the Battlefield
Amazing Civil War Nurse Clara Bartonby Mary Dodson Wade
A Picture Book of Eleanor Roosevelt by David A. Adler
Arthur Meets the President by Marc Brown
Everyone Counts: A Citizen's Number Book by Elissa Grodin
Does My Voice Count?: A Book About Citizenship by Sandy Donovan
Being a Good Citizen by Adrian Vigliano
We Live Here Too!: Kids Talk about Good Citizenship by Nancy Loewen
What Is Citizenship? by Leslie Harper
Ish by Peter H. Reynolds

Websites:
www.enchantedlearning.com
www.scholastic.com
www.weeklyreader.com
www.bensguide.gpo.gov/k-2
www.discoveryed.com
www.brainpopjr.com
25
www.internet4classrooms.com
26
SOCIAL STUDIES
Blairstown Elementary School
Grade 1
Stage 1: Desired Results
Unit:Economics
Corresponding NJCCCS: 6.1.4.C.1, 6.1.4.C.2, 6.1.4.C.10, 6.1.4.C.16, 6.1.4.C.17, 6.1.4.D.20
Essential Questions
Enduring Understandings

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What is work?
Why is work important?
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I can identify the difference
between wants and needs.
I can work to buy things I want or
need.
I can explain how new tools have
helped farmers today.
Knowledge and Skills:
Students will be able to:
 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’
decisions, including ones made in their communities.
 Distinguish between needs and wants and explain how scarcity and choice influence
decisions made by individuals, communities, and nations.
 Explain the role of money, savings, debt, and investment in individuals’ lives.
 Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
 Determine the role of science and technology in the transition from an agricultural
society to an industrial society, and then to the information age
 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Compare and contrast (at least two facts) about farming long ago and present day
using a Venn Diagram.
 Draw a picture of something you want and make a plan to purchase it.
 Pretend you lived in Brazil and draw/write the job you would want and why you
chose it.
Assessment Methods:
Formative (On-going): Teacher Observation, class and group participation
Summative (Culminating):Tests, quizzes, projects, black line masters
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Read Aesop’s Fable The Ant and the Grasshopper. Have partners or small groups of
children draw pictures of people or animals at work. Help children label their
pictures and allow time for them to explain their pictures to one another.
 Have children share their personal “work” experience. Draw and write about it.
27
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Draw and write about what they would like to be when they grow up
Play classroom job charades
Make bag puppets of some workers and act out job scenarios
Visual Dictionary-factory, goods, services, shelter, trade, volunteer, wants, needs,
etc.
Sort pictures of wants and needs. Glue onto paper labeled.
Have groups of children write a list of things they might want to take on a camping
trip. Then ask them to list what they would really NEED.
Introduce “opportunity cost” (what you give up to get something else) TM pg.179.
Discuss what students would give up in order to buy a new computer (or something
they really want).
Play community job charades
Children create life size portraits of themselves at work. Trace on bulletin board
paper. Have them think of a job they would like to do when they grow up and
decorate their figures to look like the worker.
Have pairs of children act out the process of buying and selling by playing “store”.
Extend this activity with play money-buyer/seller.
Read biography of Cesar Chavez TM pg.196. Create an award for him.
View pictures of farming today and long ago. Have children write a sentence how
they are alike and different
View pictures of farming today and long ago. Work in a group or with a partner to
discuss how the farmer’s job has changed.
View pictures of “tools” from long ago and present day (ex. Cars, dishwasher,
telephone, washing machine, computers, mail carriers, etc.).Compare/contrast then
and now (advantages, disadvantages).
Have children draw a picture of an improved object. Write a sentence about how
the object has changed the way people live or work.
Read about “Jobs in Brazil” (TM pg. 210). Have children draw a picture of a product
that is or might be produced in Brazil. On a map of Brazil locate where the product
is grown.
Compare/contrast jobs in Brazil to the U.S.
Play a game “Need or Want” show random pictures or call out an item and choose
need or want
On the 100th day write/draw; “If I Had One Hundred Dollars”
Books:
The Ant and the Grasshopper; An Aesop’s Fable retold by Noah Michaels
The Night Worker by Kate Banks
E-Mail by Larry Dane Brimner
Market Day by Lois Ehlert
A Busy Day at Mr. Kang’s Grocery Store by Alice K. Flanagan
Madlenka by Peter Sis
Joseph Had a Little Overcoat by Simms Taback
Click Clack Moo: Cows that Type by Doreen Cronin
Trashy Town by Andrea Zimmerman
Pigs Will be Pigs by Amy Axelrod (money)
Next Stop by Sarah Ellis
Alexander, Who Used to Be Rich Last Sunday by Judith Viorst
An Orange in January by Dianna Hutts Aston
28
Jack Of All Tails by Kim Norman
Mike Mulligan and His Steam Shovel by Virginia Lee Burton
Farmer John's Tractor by Sally Sutton
The Art of Miss Chew by Patricia Polacco
The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer
Touch the Sky: Alice Coachman, Olympic High Jumper by Ann Malaspina
Lemonade in Winter by Emily Jenkins
Betty Bunny Wants Everything by Michael B. Kaplan
FlickaRickaDicka Go To Market by Maj Lindman(excellent for WANTS/NEEDS,SAVING)
First Peas to the Table by Susan Grigsby,
Frankly, Frannie: Miss Fortuneby AJ Stern,
The No. 1 Car Spotter by Atinuke
It's a Habit, Sammy Rabbit! by Sam X. Renick
Jam & Jelly by Holly & Nellie by Gloria Whelan
Lemonade for Sale by Stuart J. Murphy
Walking Lightly by Fleur Beale
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Websites:
www.brainpopjr.com
www.discoveryed.com
www.scholastic.com
www.weeklyreader.com
www.nj.gov/education/aps/cccs
http://econkids.rutgers.edu/new-books-econmenu-214
www.internet4classrooms.com
29
SOCIAL STUDIES
Blairstown Elementary School
Grade 1
Stage 1: Desired Results
Unit: Americans Long Ago
Corresponding NJCCCS: 6.1.4.A.10, 6.1.4.B.7, 6.1.4.D.1, 6.1.4.D.6, 6.1.4.D.14, 6.1.4.D.16,
6.3.4.D.1
Essential Questions
Enduring Understandings

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What is history?
Why is history important?
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I can draw and write about an
event from the past.
I can make a poster of Native
Americans then and now.
I can identify how Dr. M L King, Jr.
and Susan B. Anthony helped make
rules and laws fair and equal for
everyone.
I can describe contributions of
George Washington, Thomas
Jefferson and Benjamin Franklin to
the United States.
I can make a timeline of historical
events.
I can describe a conflict and find a
solution.
Knowledge and Skills:
Students will be able to:
 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 why some locations in New Jersey and the United States are more suited for
settlement than others.
 Determine the impact of European colonization on Native American populations,
including the Lenni Lenape of New Jersey.
 Describe the civic leadership qualities and historical contributions of George
Washington, Thomas Jefferson, and Benjamin Franklin toward the development of
the United States government.
 Trace how the American identity evolved over time.
 Describe how stereotyping and prejudice can lead to conflict, using examples from
the past and present.
 Identify actions that are unfair or discriminatory, such as bullying, and propose
solutions to address such actions.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Listen to a story about Jackie Robinson (Teammates by Peter Golenbock) to
30
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compare/contrast characters in book (Jackie Robinson and Pee Wee Reese). Then
write a sentence to address how you would help Jackie feel like part of the team.
Name a famous historical figure and record what he/she is famous for. Provide
students with circles cut from yellow construction paper. Invite them to design
“gold” coins that honor a famous historical figure. On the back write why he/she is
being honored.
Record what happened to the Lenni Lenape when the Europeans arrived. Research
with buddies to learn about impact of Europeans onLenni Lenape. (Record on
teacher made worksheet)
Create a poster to address bullying. This can be done with a buddy class. Students
will make a “Super Hero Bullying Poster”. Discuss and plan the problem, name the
super hero bully, and create a poster illustrating how the super hero solves the
problem.
Assessment Methods:
Formative (On-going): Teacher observation, individual and group participation
Summative (Culminating): Tests, quizzes, visual dictionary, black line masters, buddy
project, poster
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Memory story-“I remember when”; Have students write and draw about an event
from the past
 Then and now pictures- Have children bring in two photos of themselves. Write one
sentence to tell about each picture.
 View pictures of early Americans/Native Americans, Pilgrims and begin a Visual
Dictionary. Also include: settlement, settlers, Christopher Columbus, Lenni Lenape,
George Washington, Sacajawea, Sam Houston, Abraham Lincoln, Thomas Jefferson,
Benjamin Franklin, Susan B. Anthony, Martin Luther King, Jr (TM unit 5)
 Read about Native Americans Then and Now TM pg.226-231. Have small groups
draw and label Native Americans doing activities then and now.
 Make a list of foods Native Americans ate long ago and locate on map where they
were living. Relate settlement to land/location.
 Read “New People Come to America” TM pg.234-239. Have children locate Europe
and Asia on a world map and use their fingers to “sail” west from Europe towards
Asia.
 Research with buddies to determine impact of European colonization on Native
Americans and Lenni Lenape –record on teacher made worksheet.
 Make a list of things Columbus and his sailors would have needed on their twomonth journey
 Challenge-have children make believe they are members of Columbus’s crew. Ask
them to write letters back home telling what it was like to arrive in North America
 Study George Washington. Have students write how George Washington helped our
country.
 Study Thomas Jefferson. List his contributions to our country.
 Study Sacajawea
 Role play the story of Sacajawea- Take turns being trail guides and leading fellow
explorers.
 Provide students with circles cut from yellow construction paper. Invite them to
31
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design “gold” coins that honor a famous historical figure. On the back write why
he/she is being honored.
Have children work in pairs to write questions they would ask Abraham Lincoln (or
any famous historical figure).
Build a log cabin with pretzel sticks (with permission from Administration).
Underneath write how Abraham Lincoln helped our country
Make a mini-book, famous historical figure and contributions; George Washington,
Abraham Lincoln, Thomas Jefferson, Benjamin Franklin etc. with a partner. Share
within classroom or with another class
Create “Voting is important” posters
Create a graph for class voting (Ex. Favorite sport, color etc)
Make a ballot for voting
Journal-“If I were President”
Vote-TM pg.253-Susan B. Anthony-Make a “Thank You” poster for Susan B.
Anthony.Include her contributions and pictures.
Read M.L. King, Jr (TM pg.260-263)– Role play being Martin Luther King Jr. being
fair and class can guess.
Have each child write sentences that tell how Martin Luther King Jr. fought for
freedom
Listen to “I Have a Dream” speech on computer and discuss meaningor write about
the meaning
Create a timeline of unit/history
Read Jackie Robinson book Teammates by Peter Golenbock (movie “42” correlates
to book).Compare/contrast characters in book (Jackie Robinson and Pee Wee
Reese).
Brainstorm “unfair” activities students have witnessed. List on board. Small groups
of students will discuss and share solutions to problems (include this in morning
meetings as well).
Read “A Hero from Mexico” TM pg.266-267. Have partners create a poster for
Mexico’s Independence Day celebration including illustrations as well as
information about Miguel Hidalgo.
Constitution Day birthday party- Sing “Happy Birthday, Dear Constitution”. For the
presents, have each child draw and write (or turn and talk) about why he/she is
happy to have a Constitution. Then watch the Schoolhouse Rock video-preamble
song.
Read/listen to information about Lenni Lenape (youtube, books, websites). Locate
settlement in New Jersey. Then introduce European settlement.
Research with Buddy group about Lenni Lenape
Books:
President’s Day by D. Marx
Abe Lincoln’s Hat by Martha Brenner
Just like Abraham Lincoln by Bernard Waber
Honest Abe by Edith Kunhardt
George Washington by Kimberly Weinberger
A picture Book of George Washington by David Adler
John, Paul, George, and Ben by Lane Smith
Martin Luther King, Jr. by Lala Schaefer
A picture book of ML King, Jr. by David Adler
32
Martin’s Big Words by Doreen Rappaport
My Dream of ML King, Jr. by Faith Ringgold
Teammates by Peter Golenbock (Jackie Robinson and PeeWee Reese)
My first Biography: Benjamin Franklin by Marion Dane Bauer and Anthony Lewis
Who Was Ben Franklin by Dennis BrindellFradin
A picture book of Sacajawea by David Adler
Sacajawea by Joyce Milton
Independence Day by David Marx
The Declaration of Independence from A to Z by Catherine Osornio
The Journey of the One and Only Declaration of Independence by Judith St. George
Trail of Tears by Joseph Bruchac (Native Americans)
The New Americans; Colonial Times 1620-1689 by Betsy Maestro (a must have)
When the Shadbush Blooms by Carla Messinger (Lenape culture)
The Lenape or Delaware Indians by Herbert C. Kraft
The Lenape Indians by Joshua D. G. Wilker
A Picture Book of Thomas Jefferson by David A. Adler
Who was Thomas Jefferson by Dennis B. Fradin
Thomas Jefferson’s Feast by Frank Murphy
Thomas Jefferson by Judy Emerson
Worst of Friends: Thomas Jefferson, John Adams by Suzanne Jurmain
Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull

Websites:
www.enchantedlearning.com
www.brainpopjr.com
www.discoveryed.com
www.education.com
www.kids.usa.gov
www.bensguide.gpo.gov/subject.html
www.internet4classrooms.com
www.bensguide.gpo.gov/k-2/index.html
www.usgennet.org/usa/nj/state/lenape.html
www.lenapelifeways.org/lenape1
(1600-1750 section)
33
2 Grade
nd
34
SOCIAL STUDIES
Blairstown Elementary School
Grade 2
Stage 1: Desired Results
Unit: Communities and Government
Corresponding NJCCCS: 6.1.4.A.1, 6.1.4.A.3, 6.1.4.A.10, 6.1.4.D.17, 6.1.4.D.19, 6.3.4.A.1,
6.3.4.A.2
Essential Questions
Enduring Understandings



Why do we need rules?
How does a good citizen contribute to a
community?
How does our government work?

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I can explain the need for rules and
laws.
I can describe how an individual
can contribute to the common
good of the community.
I can compare and contrast the
three different types of
communities.
I can identify historical symbols,
monuments, and holidays.
Knowledge and Skills:
Students will be able to:
 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.
 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 how experiences and events may be interpreted differently by people with
different cultural or individual perspectives.
 Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
 Examine the impact of a local issue by considering the perspectives of different
groups, including community members and local officials.
 Determine what makes a good rule or law and apply this understanding to rules and
laws in your school or community (e.g., bike helmet, recycling).
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create class rules. Explain how rules and laws help keep people safe, help resolve
conflict, and help promote the common good.
 Write three new pieces of information they learned, and three questions they have
for the EMS after their visit to the school.
 Create a step booklet which includes pictures and captions of our government, our
country’s capital, American symbols, and American heroes. (see appendices)
35
Assessment Methods:
Formative (On-going): Teacher observations, class and group participation
Summative (Culminating): Black-line masters, tests, quizzes, projects
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
Communities
 Vocabulary notebook entry
 Illustrate important classroom rules (choose a rule, draw a picture)
 List rules that apply to different places (home, classroom, school, recess,
community)
 Good Citizen web (TM pg.36)
 Create a web of community words (see TM pg.12)
 Draw and label a picture of a neighborhood (see TM pg.13)
 Complete “Joe’s Neighborhood” activity
 EMS visit to school followed by written questions
 Discuss problems a community might have and brainstorm solutions (see TM pg.17)
 Problem solving activity on TM pg.19
 Compare and contrast the three different types of communities using a tri-fold
graphic organizer
 Cut out pictures from magazines and create a collage of a community
 In groups, illustrate and label community posters (rural, urban, and suburban)
Write sentences describing each community.
 Citizenship activity (TM p. 25)
 Compare and contrast our community with El Paso, Texas and Kaolack, Senegal (see
TM pg.46-53)
Government
 Vocabulary notebook entry
 Have an election to choose a class flower (see TM pg. 286)
 Trace a map of New Jersey and put a star beside the name of the state capital
 Create a chart listing our community, state, and country leaders
 Trace a map of the United States and put a star beside the name of the capital
 Make a two column chart. On one side list two monuments in Washington, D.C. that
honor former presidents. In the other column, have them list two important
buildings there. Illustrate both.
 Complete “President Booklet”
 George Washington word scramble
 Mini book about the White House
 Read, The Story of the White House by Kate Waters. Complete, “My Trip to the White
House” writing activity.
 In groups, design a travel brochure about Washington, D.C. for people who are
thinking of visiting the city and want to learn about it. Include the name of the
building or monument, a drawing of it, and some information about it for visitors.
 Create a “My Own Flag” using symbols that represent the individual child.
 Create a scenario in the classroom to model an unfair situation.
36
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Books:
Alphabet Cityby Stephen Johnson
What is a Community? From A to ZbyBobbyKalman
Town and Country by Alice and Martin Provensen
Franklin’s Neighborhood by Paulette Bourgeois
Tony Baloney, School Rules by Pam Muñoz Ryan
N is for Our Nation’s Capitalby Marie and Roland Stein
The Ballot Box Battle by Emily Arnold

Websites:
Discovery Education
BrainPop
charactercounts.org (character development)
whitehouse.gov
bensguide.gpo.gov
37
SOCIAL STUDIES
Blairstown Elementary School
Grade 2
Stage 1: Desired Results
Unit: Geography
Corresponding NJCCCS: 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.6
Essential Questions

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How do maps and globes help us learn
about the world?
What are the different types of
landforms and regions of the United
States?
How does my community relate to the
larger world?
Enduring Understandings

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I can demonstrate basic globe and
map skills by locating different
states, countries, continents,
regions, and landforms.
I can describe the physical features
of landforms.
I can explain my location on earth.
Knowledge and Skills:
Students will be able to:
 Compare and contrast information that can be found on different types of maps, and
determine how 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.
 Compare and contrast characteristics of regions in the United States based on
culture, economics, politics, and physical environment to understand the concept of
regionalism.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Read a map using a compass rose and identify information that can be found on
different types of maps (states, countries, continents, landforms, bodies of water,
natural resources, etc.).
 Create and assemble a diagram identifying their school, street, town, state, country,
and continent.
 Research a state and develop a report.
o Cover Page- state name and students name
o Page #1- complete map page (color state, name of region, name of capital).
o Page #2- Draw the state flower, state flag, and state bird.
o Page #3- List 5 interesting facts about the state.
o (State report assignment packet is included with 2nd grade social studies
documents.)
Assessment Methods:
Formative (On-going): Teacher observations, group and individual participation
Summative (Culminating): Maps, diagram, black-line masters, state report, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
38
essential questions:
 Vocabulary notebook entry
 Groups of students find states on a U.S. map that begin with certain letters
 Play “Vocabulary Bingo” using content words
 Play “Simon Says” using cardinal directions
 Create a compass rose showing the cardinal directions
 Create a map of the classroom, school, etc.
 Write directions for following a route
 Complete “Flat Stanley” activities
 Use “Young Explorer’s Club” packet
 Create a “Landform Flipbook”
 Mold models of different landforms out of clay. Paint and label the landforms and
bodies of water.
 Create a landform description booklet.
 Design a “Me on the Map” circle diagram
 Complete a State Report
 Color a map of the seven continents and oceans
 US region packet
 Natural resource mobile (see TM pg.93)

Books:
Me on the Mapby Joan Sweeney
Map Making with Childrenby David Sobel
Weekly Reader
We Live Together Big Book- Macmillan/ McGraw-Hill
Our Earth by Anne Rockwell
Our Big Home:An Earth Poemby Linda Glaser

Websites:
www.flatstanley.com
Discovery Education
BrainPop
www.mhschool.com
http://www.sheppardsoftware.com/
39
SOCIAL STUDIES
Blairstown Elementary School
Grade 2
Stage 1: Desired Results
Unit: U.S. History
Corresponding NJCCCS: 6.1.4.B.7, 6.1.4.D.1, 6.1.4.D.2, 6.1.4.D.4, 6.1.4.D.6, 6.1.4.A.2
Essential Questions
Enduring Understandings

How did the United States become its
own country?


I can explain who the first
Americans were and how they
interacted with Europeans
colonizing in America.
I can summarize how the United
States developed, noting important
events and people.
Knowledge and Skills:
Students will be able to:
 Explain why some locations in New Jersey and the United States are more suited for
settlement than others.
 Determine the impact of European colonization on Native American populations,
including the Lenni Lenape of New Jersey.
 Summarize reasons why various groups, voluntarily and involuntarily, immigrated
to New Jersey and America, and describe the challenges they encountered.
 Explain how key events led to the creation of the United States and the state of New
Jersey.
 Describe the civic leadership qualities and historical contributions of George
Washington, Thomas Jefferson, and Benjamin Franklin toward the development of
the United States government.
 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.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Develop a foldable timeline of early US history from Columbus through US
independence, including illustrations and explanations of events and people.
Include at least five events on this timeline.
Assessment Methods:
Formative (On-going): Teacher observations, class and individual participation
Summative (Culminating): black-line masters, graphic organizers, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Vocabulary notebook entry
40
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Write about and illustrate a family tradition
Create a poster showing Columbus’s trip to America
Pretending they have traveled with Columbus, write a letter home, telling about the
trip and what they saw
Song- “Columbus Sailed with Three Ships” (see appendices)
Complete a web listing facts about the Pilgrims
Illustrate a colony and write struggles that the Pilgrims faced after arriving in
America
Students pretend they are Pilgrims. Create an invitation asking the Native
Americans to their meal and listing what they will eat.
Interview classmates about the different ways families celebrate Thanksgiving
Trace and label a map of the original 13 colonies
“Yankee Doodle” song activity (see TM pg.143)
As a class, create a “Who, What, Where, When, and Why” poster about the
Declaration of Independence
Create a freedom banner by writing “Freedom is”on construction paper and adding
pictures or words that show what freedom means to them
Students pretend they lived in the United States before the Civil War. Write a
paragraph that tells why they think slavery is wrong.
Using a venn diagram, compare and contrast Harriet Tubman and Frederick Douglas
Create a classroom “Pioneer Trail”. Students will draw pictures of things that
pioneers may have found on the trail, such as lakes, mountains, deserts, or animals.
Collect and post these pictures to the trail.
Write about “A day in the life of a pioneer” and the challenges they faced
List five things that pioneers did not have when they traveled, such as air
conditioning or cars or restaurants. Write ways the pioneers lived without these
items.

Books:
The One and Only Declaration of Independence by Judith St. George
The Story of Molly Pitcherby Joanne Mattern
Columbus Dayby Dennis Fradin
I Have Heard of a Landby Joyce Thomas
Independence Dayby David Marx
The Thirteen Colonies- A New True Book
Kids’ Americaby Steven Caney

Websites:
www.bensguide.gpo.gov
Discovery Education
BrainPop
www.history.org (colonial life)
41
SOCIAL STUDIES
Blairstown Elementary School
Grade 2
Stage 1: Desired Results
Unit: Economics
Corresponding NJCCCS: 6.1.4.C.2, 6.1.4.C.6, 6.1.4.C.10, 6.1.4.D.20
Essential Questions
Enduring Understandings


What is the difference between wants
and needs?
Why is work important and how do
people work together?



I can identify the difference
between wants and needs.
I can identify various jobs and how
people use their income.
I can explain how the US trades
goods with other countries.
Knowledge and Skills:
Students will be able to:
 Distinguish between needs and wants and explain how scarcity and choice influence
decisions made by individuals, communities, and nations.
 Describe the role and relationship among households, businesses, laborers, and
governments within the economic system.
 Explain the role of money, savings, debt, and investment in individuals’ lives.
 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Develop a budget for a party using a graphic organizer. Given a $50 budget,
students will need to choose which foods, games, entertainment, and decorations
they would want for a party, deciding what is important to them and
understanding the concept of having a budget. (See attached document).
 Develop a chart using a piece of paper folded into four sections labeled producer,
consumer, goods, and services. Thinking about their community, as well as
surrounding communities, students will complete the chart.
Assessment Methods:
Formative (On-going): Teacher observations, class and individual participation
Summative (Culminating): Charts, graphs, booklets, black-line masters, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Vocabulary notebook entry
 Job booklet (see TM pg.184-185)
 Use riddles to guess jobs
 “Worker/ What They Do” chart (use examples of jobs at school)
 Choose a job and create a poster (including illustrations and a description of the job)
 Make a T Chart listing three basic needs and four wants. Below the chart, define a
42
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need and a want.
Write a “good” and a “service” on an index card. Students can pick from the pile and
identify whether it is a “good” or “service”.
Letter to local business (see attached letter)
Budget- pie graph activity (see TM pg.199)
Party budget activity- Using a list of possible birthday party items and their prices,
students will be given a budget to use in order to plan a party
PRODUCE acrostic (see TM pg.203)
“Labels from Around the World” activity (see TM pg.215)
“All About China” booklet (see TM pg.226)

Books:
Community Helpers from A to Z- Bobbie Kalman
When I Grow Up- Al Yonkavic
Alexander, Who Used to Be Rich Last Sunday- Judith Viorst
The Trouble with Money- Stan and Jan Berenstain
Mama and Papa Have a Store- Amelia Carling
Sam and the Lucky Money- Karen Chinn
The Bag I’m Taking to Grandmas- Shirley Neitzel

Websites:
Discovery Education
BrainPop
Discovery Channel- Technology at Work, Inventors and Inventions
mhschool.com
http://www.econedlink.org/lessons/index.php?lid=517&type=educator
43
SOCIAL STUDIES
Blairstown Elementary School
Grade 2
Stage 1: Desired Results
Unit: Native Americans
Corresponding NJCCCS: 6.1.4.B.8, 6.1.4.D.1, 6.1.4.D.10, 6.1.4.D.15
Essential Questions
Enduring Understandings



Who were the Lenni Lenape?
Why were natural resources important
to the Native Americans?
How did Native American tribes differ
from one another?



I can describe the Lenni Lenape
culture.
I can identify how Native
Americans used natural resources.
I can compare and contrast
different Native American tribes.
Knowledge and Skills:
Students will be able to:
 Compare ways people choose to use and divide natural resources.
 Determine the impact of European colonization on Native American populations,
including the Lenni Lenape of New Jersey.
 Describe how the influence of Native American groups, including the Lenni Lenape
culture, is manifested in different regions of New Jersey.
 Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and practices.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create pocket charts of various tribes including information and activities relating
to the customs of the tribes. Staple together to create a booklet. Include
information on clothing, food/cooking, family life, homes, tools, and games. (Packet
of masters and directions attached in documents).
 Write three characteristics of the Lenni Lenape culture and two ways the European
colonization impacted the Native American populations. (Template attached in
documents).
Assessment Methods:
Formative (On-going): Teacher observations, class and group participation
Summative (Culminating): Pocket charts, dwellings, black-line masters, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Build Native American dwellings
 Create pocket folders for different Native American tribes which include a fact sheet,
an activity, and a picture dictionary
 Compare and contrast the clothing, food, and shelter of different Native American
tribes using a chart
 Enact a rain dance
44
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
Hold a Pow Wow and invite first grade students. (Make necklaces and headdresses)
Take a class trip to Fairview Lake Conference Center

Books:
The Lenape Indians of New Jerseyby Herbert C. Kraft
The Mud Ponyby Caron Lee Cohen
Weekly Reader, Powwow! Join a Native American celebration.
Squanto’s Journeyby Joseph Bruchac

Websites
Discovery Education.com
BrainPop.com
http://www.lenapelifeways.org/lenape1.htm
45
3 Grade
rd
46
SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: Early American Communities
Corresponding NJCCCS: 6.1.4.B.4, 6.1.4.B.6, 6.1.4.B.7, 6.1.4.B.8, 6.1.4.D.13, 6.1.4.D.15
Essential Questions
Enduring Understandings


Why did Europeans choose to explore
and settle in North America?
How did the American colonies survive
without modern technology?


I can explain why Europeans chose
to explore and settle in North
America.
I can discover three or more ways
American colonists survived
without today’s modern
technology.
Knowledge and Skills:
Students will be able to:
 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.
 Compare and contrast characteristics of regions in the United States based on
culture, economics, politics, and physical environment to understand the concept of
regionalism.
 Explain why some locations in New Jersey and the United States are more suited for
settlement than others.
 Compare ways people choose to use and divide natural resources.
 Describe how culture is expressed through and influenced by the behavior of
people.
 Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and practices.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a Tri-Venn diagram describing how landforms, weather, climate, culture, and
natural resources impacted the St. Augustine, Jamestown, and Plymouth colonies.
 Produce a T-chart that compares ways people in two American colonies chose to use
natural resources.
 Explain how the Pilgrims culture affected the Native Powhatan’s culture and vice
versa through a visual aide such as a class booklet in which each pair of students
generates one page
Assessment Methods:
Formative (On-going): Teacher observations, class participation, group work, written
notesand outlines, playing games
Summative (Culminating):Tri-Venn diagram, T-chart, timelines, completed Magic Squares,
written speech, quizzes, tests
47
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Construct a Venn diagram comparing life of the early colonists to present-day life
 Argue reasons for conflict between Native Americans and early colonists
 Organize the events that occurred in one of the early American colonies into a
timeline
 Read and interpret Ben Franklin’s inventions
 Solve Magic Squares
 Read If You Sailed on the Mayflower by Ann McGovern, and relate the lifestyles of
those on the Mayflower to our own lives today
 Listen to and outline The Thirteen Colonies by Marc Tyler Nobleman
 Read My Fellow Americans: A Family Albumby Alice Provensen
 View and analyze growth of the USA on www.animatedtales.com
 View specific dates on “time capsule” at www.dmarie.com
 Use www.digitalhistory.com in order to locate more information about St.
Augustine, Jamestown, and Plymouth colonies
 Take a virtual tour of St. Augustine, Florida at St.Augustine.com (virtual tour of the
Fort Castillo de San Marcos)
 Visit www.plimoth.org in order to locate more information on the replica of the
Mayflower, the Mayflower II, and to visit Plimoth Plantation virtually
 Play “Journey to a New World: Sail on the Mayflower” paper gamein order to allow
children to learn more about the Pilgrims’ voyage.(See appendices)
 Develop a drama or skit depicting a situation the Powhatans and the settlers of
Jamestown may have experienced
 View discovery education video clips on St. Augustine, “Landform & Along the
Southeastern Coastline: Florida”
 Jamestown, and Plymouth history in order to practice taking notes and locate
important information
 View and interpret discovery education video clip on how the English came to
Jamestown and Plymouth, “Exploring the World; The English Come to Jamestown
and Plymouth.”
 Create a personal time line of self
 Read Notes From a Wampanoag Child in order to gain perspective of this child’s
point of view as a native meeting the English (See appendices)
 Read Letters From a Pilgrim Child in order to better understand the life of a Pilgrim
girl named Lizzy(See appendices)
 Read The Boston Tea Party leveled readers (Communities MacMillan McGraw-Hill
mini books) in order to clarify meanings of attacked, colonists, patriots, and taxes, as
well as to sequence events in history
 Summarize “A New Country” and define colony, tax, patriot, revolution, and
constitution. (Communities MacMillan McGraw-Hill TM pg.60-69)
 View Brainpop.com videos and answer quiz questions
 Research colonial jobs, list and discuss jobs. Then play Pictionary in order to recall
those jobs.
 View the video, timeline, and take the quiz on:
http://education-portal.com/academy/lesson/13-colonies-colonial-life-economicspolitics.html#lesson
48
SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: History of Blairstown, Warren county, NJ
Corresponding NJCCCS: 6.1.4.A.3, 6.1.4.A.11, 6.1.4.B.4, 6.1.4.B.8, 6.1.4.C.12, 6.1.4.C.15,
6.1.4.D.11, 6.1.4.D.18, 6.3.4.B.1
Essential Questions
Enduring Understandings
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How was Blairstown formed?
How did families in the past and
present contribute to our town?
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I can explain three important
events that played a role in
Blairstown’s history.
I can write a letter to a friend
describing Blairstown, and sharing
three different ways people
contribute to our community.
Knowledge and Skills:
Students will be able to:
 Determine how “fairness,” “equality,” and the “common good” have influenced
change at the local and national levels of United States government.
 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.
 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.
 Compare ways people choose to use and divide natural resources.
 Evaluate the impact of ideas, inventions, and other contributions of prominent
figures who lived in New Jersey.
 Describe how the development of different transportation systems impacted the
economies of New Jersey and the United States.
 Determine how local and state communities have changed over time, and explain
the reasons for changes.
 Explain how an individual’s beliefs, values, and traditions may reflect more than one
culture.
 Plan and participate in an advocacy project to inform others about environmental
issues at the local or state level and propose possible solutions.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Produce a Blairstown Booklet complete with maps, history, contributions of
prominent figures, transportation changes, community changes, and traditions. (see
appendices)
 Brainstorm ideas in small groups, share them as a whole group, and write a class
letter, sharing knowledge of local government, and asking a few questions of a local
official, such as our mayor.
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Create a poster in partnerships or small groups that informs elementary school
students about environmental issues with water at the local level. Students will
post them throughout the school building in the hallways and share their message
orally in three different grade levels.
Assessment Methods:
Formative (On-going): Teacher observations, class participation, and group discussions
Summative (Culminating): Blairstown Booklet, class letter to local government official,
Blairstown test/quiz
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Construct a Step Book including information about my town, my county, my state,
my country, my continent, my hemisphere, and my world
 Complete a fill-in-the-blank about our town, “About the Place Where We Live” (See
appendices)
 Create a “Community Camera” in order to draw an important place in our town on
its lens, and explain why that is a great place to see
 Practice Blairstown vocabulary with homemade flashcards (See appendices)
 Explain how some goods and services are provided by the government, such as
roads, schools, and police departments
 Differentiate transportation by asking one group in class to create a flow chart of
ways transportation has changed in our town over the years, asking another group
to study a specific way one type of transportation changed our community over time
(such as how our mail system formed and changed our lives), and asking the final
group to compare transportation in our town to that of a suburb or urban
community of their choice
 Label a map of New Jersey including the following: Blairstown, Trenton,
Pennsylvania, New York, Atlantic Ocean, Delaware Water Gap, Delaware River,
Delaware Bay, Delaware, and compass rose abbreviations*
 Label a map of Warren County, adding in the following town names: Blairstown,
Hardwick, Knowlton, Hope, and Frelinghuysen *
 Locate important roads on a Blairstown map *
 Outline two routes from our school address to your home road *
 Locate all bodies of water in Blairstown and color them in on our town map *
 Read and understand information about our town’s first inhabitants, early settlers,
the Grist Mill, how Blairstown got its name, John I. Blair’s contributions, Blair
Academy, The Blairstown Hotel, famous individuals who visited Blairstown or were
in movies in our town, the mail system in Blairstown, the railroad, the schools, the
ice house on Cedar Lake, and the Delaware Water Gap *
 Research floods of 1903, 1955, and 2012 on the internet
 Create a timeline of major events in Blairstown’s history
 Discuss weather and climate in Blairstown, New Jersey
 Take a Blairstown Walking/Bus tour led by a Blairstown historian, Marilyn Maring,
in order to learn more about the first churches, grist mill, pharmacy, grocery store,
meat market, milk delivery, doctor, priming the pump on the outdoor well in order
to get water, the first car dealership, lumber yard, ice cream shop and costs of a
double dip cone, gas prices, etc.
 Draw your home, labeling your complete home address, and your favorite room or
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place on its property *
List recreational activities that occur in Blairstown including illustrations for each*
Choose two holidays, traditions, or special events that take place in Blairstown,
illustrate them, and write a paragraph describing those events*
Share a favorite place to hang out in that is located in our town, and write about it*
Ponder Blairstown’s future and write predictions for its schools, homes,
and culture*
Create a classroom government that follows the behaviors of our local government,
in which all of the students act responsibly
Write a class letter to our town’s mayor, including a few questions about local
government
Invite a local government official, such as Blairstown’s mayor, in for a discussion
about his/her job
Write a letter to a pen pal describing our community
Play a homemade game such as “Blairstown Whami” in order to prepare for a
written assessment. (See appendices)
Visit the Pequest Fish Hatchery as a class trip in order to find out more about the
water in Warren county, and how we can keep it fresh in time
* Indicates that you will find the information in the attached Blairstown Booklet
51
SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: Map Skills
Corresponding NJCCCS: 6.1.4.B.1, 6.1.4.B.2
Essential Questions
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Why would I use a map?
How can reading map keys help us
understand and locate places?
Enduring Understandings
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I can explain when I would use a
map.
I can identify map keys to show the
scale and the symbols I use when
reading a map.
Knowledge and Skills:
Students will be able to:
 Compare and contrast information that can be found on different types of maps, and
determine how the information may be useful.
 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.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a diagram of choice (Venn diagram, T-chart, Bar graphs, etc.) that compares
and contrasts a physical and political map.
Assessment Methods:
Formative (On-going): Teacher observations, class participation, and group discussions
Summative (Culminating): Visual presentation, map creations, quizzes, tests
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Compare and contrast a map and a globe.
 Locate the equator, prime meridian, dateline, and axis on a globe.
 Define and use a map key and its symbols.
 State the town, county, state, country, and continent you live in.
 Describe what technology replaced an atlas and how it works. (GPS)
 Identify and utilize cardinal and intermediate directions.
 Create a compass rose that represents you, using the correct capitalization for each
abbreviation.
 Hide a class pet (stuffed animal) in the classroom, and use verbal cardinal and
intermediate directions in order to have a few students locate it.
 Use the outdoor blacktop painting of the United States in order to practice moving
with cardinal and intermediate directions.
 View and discuss Discovery Education, “Understanding the Making of Maps and
Globes.”
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Write a paragraph in which two students take a fictitious class trip, utilizing at least
4 direction words in it throughout their “travels.”
Locate and identify the 7 continents and 4 oceans on a map and globe.
Share interesting facts about one continent of teacher’s choice. Then, assign each
table or group to research one continent, locating at least 5 interesting facts about it.
Apply direction skills by completing “Is It North, South, East, or West?”
Sing to the tune of “Yankee Doodle” the following: “North and South America,
Europe, Asia, Africa, the island of Australia, and down below Antarctica. We live in
NJ, by the Atlantic Ocean, California is real close to the Pacific Ocean. The Indian
Ocean is by Madagascar, then we travel up north to the Arctic Ocean.”
Locate the 4 hemispheres on Earth.
Construct a balloon globe, depicting the continents and oceans on Earth.
Use at least three different map scales in order to find out the distance between
specific cities on a map.
Create a Playland map, including a key, scale, and hand-drawn compass rose. Write
3 specific directional questions of this Playland.
Use road maps in order to get from one place to another.
Create a tree diagram of two possible routes to get from school to your home.
Play “Game of the States” in order to use clues and state shapes to match the given
riddle for each state.
Play “I Spy” as a class or in partnerships, using cardinal and intermediate direction
words.
Play a “Chutes and Ladders” or “Jeopardy” game with questions relating to Maps and
Globe.
Play “Simon Says” with directions to get drinks from the fountain outside our
classroom, or to a paper tray, etc.
Read and interpret a product map.
Compare where citrus, wheat, and dairy farms are located in the United States, and
explain why those areas are good places for farming.
Read and interpret a Time Zone map.
Compare and contrast two different types of maps by forming a diagram.
Follow instructions to create a map to given specifications.
53
SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: Canada and Mexico
Corresponding NJCCCS: 6.1.4.A.14, 6.1.4.B.2, 6.1.4.B.3, 6.1.4.B.8, 6.1.4.C.9, 6.1.4.C.16,
6.1.4.D.13, 6.1.4.D.19. 6.1.4.D.20, 6.3.4.A.4
Essential Questions
Enduring Understandings
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How does the geography of a nation
affect its people?
How does the culture of our neighbor
to the north or south compare to our
own culture?
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I can describe different
geographical regions in Canada
and Mexico, and explain why
people would choose to live in
each.
I can compare the culture of
Canada and Mexico to that of my
own culture.
Knowledge and Skills:
Students will be able to:
 Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
 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.
 Explain how and when it is important to use digital geographic tools, political maps,
and globes to measure distances and to determine time zones and locations using
latitude and longitude.
 Compare ways people choose to use and divide natural resources.
 Compare and contrast how the availability of resources affects people across the
world differently.
 Explain how creativity and innovation resulted in scientific achievement and
inventions in many cultures during different historical periods.
 Describe how culture is expressed through and influenced by the behavior of
people.
 Explain how experiences and events may be interpreted differently by people with
different cultural or individual perspectives.
 Describe why it is important to understand the perspectives of other cultures in an
interconnected world.
 Communicate with students from various countries about common issues of public
concern and possible solutions.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Complete a suitcase portfolio including the following information:
1. Map of North America, labeling Canada, Ottawa, Mexico, Mexico City, the Gulf of
Mexico, United States, the Pacific and Atlantic Oceans
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2.
3.
4.
5.
Labeled map of Mexican states
Labeled map of Canadian provinces and territories
Time Zone map of Canada
Natural Resource maps from Mexico and Canada, as well as Venn diagrams
comparing and contrasting how those resources are used and divided
6. Government paperwork for Canada, including comparisons to the United States
government
7. Poster of scientific achievement or invention for both Canada and Mexico
8. Postcard from Mexico
9. Canadian brochure
10. A letter from a Canadian pen pal
Assessment Methods:
Formative (On-going): Teacher observations, class and group participation
Summative (Culminating): Visual presentation, maps, portfolio, quizzes, tests
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
MEXICO
 Form a KWL chart for the entire unit.
 Construct a Dymaxion World. (See attached Graphic Organizer)
 Identify our North American neighbors: Canada,Ottawa, Mexico, Mexico City, the
Gulf of Mexico, United States, and the Pacific Ocean on a map. (Maps attached)
 Decorate a file folder or large construction paper folded in half, creating a suitcase
that can hold important materials for our units of study on Mexico and Canada. (one
side can be decorated for Mexico and the other for Canada.)
 Create a Passport, acknowledging that one is needed in order to travel into a foreign
country. (Copies of necessary items attached)
 Label and color the 6 geographical regions of Mexico, including the map key. (Map
attached)
 View, take notes on, and discuss, “Mexico: Its Land, Resources, and Economy,”
Discovery Education clip.
 Read and take notes on Mayan history. View segments 2, 3, and 4, “The Explorers:
Ancient Civilizations of Mexico: The Mayan and the Aztecs.” Discuss new
information we learned or heard.
 Complete a Mayan history timeline.
 Draw a Mayan mask or Mayan Sun god, and explain your choices for color.
 Read and discuss The Sad Night, by Sally Schofer Mathews, retelling the events in
Aztec victory and Spanish loss.
 Listen to the legend behind the Mexican flag while coloring its flag. Then, write a
paragraph restating the legend in your own words.
 Sequence major events in Mexico’s history using a map and a timeline.
 Predict how the Mexican people may have shown they wanted freedom, then read
Scholastic News, “Independence for Mexico!” issue.
 Show different maps of Mexico’s boundaries over time, discussing how the United
States of America fought Mexico in order to make the state of Texas larger.
 View, “Davey Crockett,” Discovery Education clip. Discuss how this story changed
Mexico.
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Locate information on free trade and NAFTA. Answer questions about trade
between the United States and Mexico. (See Free Trade attachment)
List natural resources of Mexico and construct a product map. (See attached map)
Study climate, weather, and vegetation of Mexico on-line. Discuss similarities and
differences to where we live.
Identify different Mexican customs, clothing, foods, and animals by viewing,
“Mexico” and/or “There’s No Food Like My Food: Rosita in Mexico,” Discovery
Education video.
Research scientific inventions by famous Mexicans, and create a poster to share with
the class about one.
Read “The Legend of the Poinsettia” in order to recognize the importance of this
flower to the country of Mexico.
Create a postcard from your favorite place in Mexico.
Work cooperatively in groups in order to complete the following learning centers
(takes 2 class periods):
1. Mayan Numbers
2. Cinco de mayo sentences
3. Math word problems
4. Spanish word categorization
5. Making Maracas
6. Mexico From A-Z
Play Jeopardy, Chutes and Ladders, or mimio created game to review knowledge on
Mexican information.
Hold a Mexican/Canadian luncheon in which the students and their families help
prepare authentic delicacies for our entire grade level.
Read Cinco de Mouse-O!, by Judy Cox, in order to promote excitement for our
luncheon, or complete our luncheon.
Canada
 Color and label Canada and its provinces and territories on a North American map.
Compare the size of Canada to the USA.
 Recognize and identify Canadian symbols in order to gain interest on the United
States neighbor to the north.
 Create a Canadian travel brochure about one specific province or territory.
 Read and discuss, M is for Maple, by Michael Ulmer. As a culminating activity,
students can create a class book of their favorite alphabet memories in Canada.
 Identify and label the 6 geographical regions of Canada on a map. (See attached
map)
 View and discuss, “Using a Map,” Discovery Education video.
 Determine how many time zones are located in Canada, and figure out why this
country has so many.
 Locate important resources and complete a product map of Canada.
 Explain the role of dinosaurs in Canadian history.
 Read about how the gold rush shaped Canadian history.
 Identify important dates in Canadian history, and create a timeline with those dates.
(See attached timeline)
 Construct a treasure grid map of either Alberta or the Yukon Territory. Write 5-10
directions/clues in order to get another student to your treasure!
 View the RCMP (Royal Canadian Mounted Police) on-line, then color the policeman’s
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outfit according to the key.
Create “My Little French Book,” and practice saying basic terms in the French
language. (See attached booklet)
Identify the parts of the Canadian government, then compare it to our own
government.
Compare and classify political, geographical, and social facts of the United States and
Canada. (See Comparing US and Canada attachment)
Read Time for Kids Around the World, Canada issue, in order to learn about one
young child’s typical day.
Study Canadian climate on-line, then compare it to where we live by use of a T-chart
or Venn diagram.
Create a totem pole in order to identify aspects in Canadian art as well as the life of
the Inuit people.
Listen to Canadian music in order to discuss the two national languages in Canada.
Write to pen pals in Canada.
Sing songs such as:
“Lukey’s Boat” (Newfoundland, a sea chantey)
“I’s the B’y” (I am the Boy, which includes silly sounds)
“J’entends le Moulin” (I hear the Windmill – Quebec)
“The Huron Carol” (Canadian/Native American explanation of the Nativity)
Read and discuss Canada in Pictures, a Visual Geography Series by Lerner
Publications
Read and discuss O Canada, by Ted Harrison.
Review material for an up-coming written assessment by playing a game created on
the mimio.
Hold a Mexican / Canadian luncheon in which the students and their families help
make delicacies for our grade level to enjoy.
57
SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: Washington, D.C.
Corresponding NJCCCS: 6.1.4.A.2, 6.1.4.A.3, 6.1.4.A.5, 6.1.4.A.6, 6.1.4.A.7, 6.1.4.A.11,6.1.4.C.18,
6.1.4.D.5, 6.1.4.D.6, 6.1.4.D.14, 6.1.4.D.17, 6.3.4.A.1
Essential Questions
Enduring Understandings
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How did Washington, D.C. become our
nation’s capital city?
How do the three branches of
government work?
What famous monuments and buildings
would I visit if I went on a trip to our
nation’s capital?
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I can explain how our forefathers
chose the placement of our
nation’s capital city.
I can identify the three branches of
government, their jobs, and how
they work together to check and
balance each other.
I can write a tour in which I might
visit three separate famous
monuments or buildings in
Washington, D.C.
Knowledge and Skills:
Students will be able to:
 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.
 Determine how “fairness,” “equality,” and the “common good” have influenced
change at the local and national levels of United States government.
 Distinguish the roles and responsibilities of the three branches of the national
government.
 Explain how national and state governments share power in the federal system of
government.
 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.
 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.
 Explain how the development of communications systems has led to increased
collaboration and the spread of ideas throughout the United States and the world.
 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of
Independence, the United States Constitution, and the Bill of Rights) to present day
government and citizenship.
 Describe the civic leadership qualities and historical contributions of George
Washington, Thomas Jefferson, and Benjamin Franklin toward the development of
the United States government.
 Trace how the American identity evolved over time.
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Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
Determine what makes a good rule or law and apply this understanding to rules and
laws in your school or community (e.g., bike helmet, recycling).
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Explain American Democracy as a representative one by illustrating the Preamble of
the United States Constitution.
 Hold a debate in order to show how fairness and equality influence change in local,
state, and the three branches of federal government, making sure to evaluate the
makings of a good law.
 Compare and contrast the Declaration of Independence to present day citizenship.
 Choose a President whom you admire who also has a monument or memorial
remembering him, and write about his contributions to our government, as well as
how his monument/memorial affects American identity.
Assessment Methods:
Formative (On-going):lists, notes, class participation, bulletin board creation, group work
Summative (Culminating): Preamble illustrations, Personal Government trees, 3X3
Branches of Government chart, tours, Presidential Venn diagram, quizzes, tests
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 List causes of the American Revolution, recognizing that it resulted in American
independence. (See mimio text for Washington, D.C., shared files, BES)
 Explain why the Declaration of Independence was penned to Great Britain, our
mother country.
 View, take notes on, and discuss, “Field Trips to Yesterday: The Road to Revolution:
Historical Boston,” on Discovery Education streaming website.
 Identify the parts of the United States Constitution, noting it as a landmark
document upon which our country was founded. (See Preamble to the Constitution
cut-outs, use them for illustrating each section, while working in small groups)
 Read and discuss If You Were There When They Signed the Constitution, by
Elizabeth Levi.
 Identify and describe the names, jobs, and people who work in the three branches of
United States government.
 View and discuss, “Shhh, We’re Writing the Constitution,” by Jean Fritz on Discovery
Education website.
 Create a bulletin board depicting the U.S. Government and its three branches, as well
as their jobs. (Read and discuss Scholastic News Skills Page “How Our Government
Works” prior to making the display.)
 Construct a personal “tree” that shares the three branches of U.S. Government, as
well as the jobs under each branch. (See leaf-like pages)
 Complete a 3X3 cell chart identifying the important information about each branch
of U.S. government.
 Hold a debate in which a third of the class works for the Executive Branch, a third
works for the Legislative Branch, and the rest work for the Judicial Branch of
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government. Show how fairness and equality take place based on the three
branches working together.
Describe the United States’ type of government, based on the Constitution,
democracy.
Explain why our country’s capital city was named after George Washington.
Share how Benjamin Banneker contributed to the planning of our nation’s capital
city.
View and discuss “Washington, D.C.” on Discovery Education website.
Utilize on-line pictures of various buildings and monuments in Washington, D.C.,
along with riddles, in order to identify them.
Choose three monuments/memorials located in Washington, D.C., and write a
sample tour, explaining who/what each place is honoring.
Explain the difference between capital city and Capitol building, noting what jobs
are fulfilled within our nation’s Capitol building. (Congress At The Capitol ws)
Study and use a grid map of Washington, D.C., in order to practice getting around
our nation’s capital. (See “Our Capital City” grid map)
Play “Battleship” as a class against the teacher (mimio game), or practice playing
“Battleship” one-on-one with another classmate. (on manila folder Battleship
gameboards)
View and discuss, “America the Beautiful” on Discovery Education website, in order
to depict the importance of American symbols.
Create a Flap Book to identify the different levels of government, i.e. local, state,
national
Choose a President, locate 5 interesting facts/accomplishments regarding him, and
share it orally.
Read a timeline sharing White House history of United States Presidents. (See
Scholastic News White House History Skills Page)
View and discuss, “President’s Day: Washington and Lincoln,” on Discovery
Education website.
Choose two Presidents that you admire most, and compare them by completing a
Venn diagram.
Play Jeopardy-like game in order to review Washington, D.C. material.
Read and discuss George Washington’s Breakfast, by Jean Fritz.
Websites:
www.animatedtales.com (growth of the US)
www.dmarie.com (time capsule of specific dates)
www.digitalhistory.com
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SOCIAL STUDIES
Blairstown Elementary School
Grade 3
Stage 1: Desired Results
Unit: Economics
Corresponding NJCCCS: 6.1.4.C.2, 6.1.4.C.3, 6.1.4.C.4, 6.1.4.C.5, 6.1.4.C.6, 6.1.4.C.7, 6.1.4.C.8,
6.1.4.C.9, 6.1.4.C.10, 6.1.4.C.11, 6.1.4.C.12, 6.1.4.C.13, 6.3.4.C.1
Essential Questions
Enduring Understandings
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How do people decide how to earn and
where to spend their money?
How does supply and demand affect the
prices of goods and services?
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I can write out two separate plans
on how to earn and spend my
money.
I can become an entrepreneur,
creating a new item, locating the
supply and demand for my item,
decide my price based on that
demand and my supply, and in
selling it.
Knowledge and Skills:
Students will be able to:
 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals’
decisions, including ones made in their communities.
 Distinguish between needs and wants and explain how scarcity and choice influence
decisions made by individuals, communities, and nations.
 Explain why incentives vary between and among producers and consumers.
 Describe how supply and demand influences price and output of products.
 Explain the role of specialization in the production and exchange of goods and
services.
 Explain the role of money, savings, debt, and investment in individuals’ lives.
 Describe the role and relationship among households, businesses, laborers, and
governments within the economic system.
 Explain how the availability of private and public goods and services is influenced
by the global market and government.
 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.
 Compare and contrast how the availability of resources affects people across the
world differently.
 Explain the role of money, savings, debt, and investment in individuals’ lives.
 Recognize the importance of setting long-term goals when making financial
decisions within the community.
 Evaluate the impact of ideas, inventions, and other contributions of prominent
figures who lived New Jersey.
 Examine the qualities of entrepreneurs in a capitalistic society.
 Develop and implement a group initiative that addresses an economic issue
impacting children.
61
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a Class Store in which students make a product of their choice at home, locate
the demand for that good in school, produce at least the amount of the demand
(when possible), choose a selling price, advertise their “shop”, and sell their goods
over a specified time frame of 10 minutes. The students will count their earnings,
decide if they need to lower their price in order to sell more, and open their stores
again for 3 additional minutes. Last the students will reflect on their Class Store
sales, and consider becoming a future entrepreneur.
 Construct and orally present the following: a Currency Project which includes: a
picture of currency from a country outside of the United States of America, a map of
that country, at least 5 products from the country, the exchange rate compared to
the U.S. dollar, and additional interesting facts.
Assessment Methods:
Formative (On-going): Teacher observations, class and group participation
Summative (Culminating):Class Store Project, Currency Project, test
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Complete KWL chart for the terms, Economy, Goods and Services.
 Discuss local businesses that provide goods and services. Compare.
 Define and regularly use related vocabulary such as: currency, consumer, supply,
demand, profit, goods/products, services, basic needs, want, producer.
 Discuss the two reasons people spend money: to pay for needs and wants.
 Set up a class store in which students can purchase pencils, erasers, book marks, etc.
Currency is earned through good behavior.
 Read If I Made a Million, by David Schwartz, in order to think about saving money,
making interest, discuss how a bank works.
 Discuss Ben Franklin’s inventions from an entrepreneur’s perspective.
 Listen to “Mother Necessity” (about inventions) from Schoolhouse Rock. (on-line)
 Create math word problems involving buying/spending money.
 Name ways farmers earn money.
 Explain how you could make a profit from selling an item(s) of your choice in a real
life scenario.
 Express at least two reasons why the price on a brand name of sneakers or clothing
might go up.
 Explain at least two reasons why the price of an item you purchase in the grocery
store may go down.
 List at least 5 goods, items that people make or grow.
 Name at least 5 services in any community.
 Identify something you might barter with in order to get something you want or
need in return.
 Choose a company and follow its stock on one of the stock markets.
 Plan for the future by drawing up a budget over a 2-4 week period.
 Describe why people use savings accounts and checking accounts.
 Summarize: When might you have to choose one purchase over another?
 Describe a scenario that shares why the supply of strawberries might be scarce in
62
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







the local grocery store. Explain what happens to the price of those strawberries
during that time.
Locate the natural resource found in the USA during the 1800s that provided our
country with more jobs in mining, making steel, and building vehicles in our own
country.
Compare and contrast imports and exports for the United States and other
countries.
Write a paragraph about what your family would do if there were a “No Money Day”
today, but your family still needed some items.
Describe a fair trade for your most prized possession. Explain what exactly would
be valuable enough for you to want in order to make the trade with another
individual.
Read a flow chart in order to learn how cheese is made from milk. (See From
Producer to Consumer attachment)
Create a flow chart to describe a personal choice for Producer to Consumer.
Read and interpret portions from Taking Stock The World of Business, by Neale S.
Godfrey.
Read and interpret portions From Beads to Bank Notes The Story of Money, by
Neale S. Godfrey.
Read and discuss Show Me the Money, by Alvin Hall.
Websites:
www.yahoofinance.com
www.consumerkids.com
http://econkids.rutgers.edu/
www.nj.gov/education/aps/cccs
63
4 Grade
th
64
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: American Revolution in New Jersey
Corresponding NJCCCS: 6.1.4.D.4; 6.1.4.D.8
Essential Questions
Enduring Understandings

How did New Jersey prove to be an
important location during the
American Revolution?

New Jersey was important to the
American Revolution because many
battles occurred here that led to the
creation of the United States.
Knowledge and Skills:
Students will be able to:
 Explain how key events led to the creation of the United States and the state of New
Jersey.
 Determine the significance of New Jersey’s role in the American Revolution.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Describe the major Revolutionary War battles that took place in NJ by creating a
map of the battle sites and events of the Revolution.
Assessment Methods:
Formative (On-going): Venn diagram, Fact & Opinion sort, 13 colonies map, quiz,
observation
Summative (Culminating): Map of major Revolutionary War battles in New Jersey
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Create an accordion timeline of key events leading up to the creation of the United
States
 Venn diagram comparing and contrasting two major Revolutionary War Battles in
New Jersey
 Boston Tea Party Reader’s Theater
 Boston Tea Party Foldable (Color and cut ship; glue tea into ocean representing
dumped tea)
 Revolutionary War soldiers’ uniform foldable
 Revolutionary War fact and opinion cut and glue
 Boston Tea Party crossword puzzle
 Revolutionary War crossword puzzle
 Colonists Protest Crossword
 Make a timeline from 1770-1785
 Identify the 13 original colonies on a map, emphasizing New Jersey’s key position
 Scott Foresman New Jersey textbook (supplementary teacher created worksheets)
 Nicky Fifth Series by Lisa Funari-Willever
65

Watch Liberty’s Kids video series and discuss
66
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: American Revolution – Mini Bio Report
Corresponding NJCCCS: 6.1.4.D.6; 6.1.4.D.7
Essential Questions
Enduring Understandings

What were the historical
contributions of Revolutionary
leaders?




William Livingston was the first
governor of New Jersey.
George Washington was the leader of
the Continental Army.
Benjamin Franklin was a delegate at
the Constitutional Convention,
helped draft the Declaration of
Independence and signed the
Constitution.
Thomas Jefferson wrote the
Declaration of Independence.
Knowledge and Skills
Students will be able to:
 Describe the civic leadership qualities and historical contributions of George
Washington, Thomas Jefferson, and Benjamin Franklin toward the development of
the United States government.
 Explain the role Governor William Livingston played in the development of New
Jersey government.
Stage 2: Evidence of Understanding
Benchmark: (Do or Say)
Students will be able to:
 Write a mini biography describing the historical contributions of Rev leaders
toward the development of our government.
Assessment Methods:
Formative (On-going): discussion; compare and contrast notes from videos
Summative (Culminating): Revolutionary leaders mini-biography research
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Read Abigail Adams mini biography and take notes as a class. Share and discuss.
 www.discoveryeducation.com (Six Revolutionary War Figures : 16min)
 www.discoveryeducation.com (Animated Hero – George Washington: 30 min.)
 www.discoveryeducation.com (Animated Hero- Benjamin Franklin: 26 min.)
67
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Map Skills
Corresponding NJCCCS: 6.1.4.B.1, 6.1.4.B.2
Essential Questions

Why are map tools useful?
Enduring Understandings

Map tools are necessary to help you
locate places on a map.
Knowledge and Skills:
Students will be able to:
 Compare and contrast information that can be found on different types of maps, and
determine how the information may be useful.
 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.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a map of the playground to scale incorporating a compass rose and a map key
with symbols.
Assessment Methods:
Formative (On-going):create map of classroom using symbols; cardinal directions school
worksheet; zoo map; find distance from Blairstown to Trenton using map scale
Summative (Culminating): Playground map
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Create a map of an amusement park. Student writes directions to get from entrance
to specific exhibit using cardinal and intermediate directions. Trade with partner
and follow directions given to create a path.
 Use rulers, maps, and scale to practice finding distances
 Use a large New Jersey map to locate distances from one New Jersey town or city to
another using scale of miles and a ruler
 Design a compass rose showing cardinal and intermediate directions
 www.brainpop.com (Map Skills)
 www.topozone.com
 www.animatedatlas.com
 Use Google Earth to locate positions on the globe
 Nicky Fifth Series by Lisa Funari-Willever
68
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit:Our Constitution
Corresponding NJCCCS: 6.1.4.A.1, 6.1.4.A.2, 6.1.4.A.6
Essential Questions


What rights are stated in the
Declaration of Independence?
What rights are stated in the US
Constitution?
Enduring Understandings


The Declaration of Independence
provides the rights of life, liberty,
and the pursuit of happiness
Freedom of the press, freedom of
speech, and the right to a trial by
jury are some of the rights stated
in the US Constitution.
Knowledge and Skills:
Students will be able to:
 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.
 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.
 Explain how national and state governments share power in the federal system of
government.
Stage 2: Evidence of Understanding
Benchmark: (Do or Say)
Students will be able to:
 Create a Venn diagram comparing and contrasting the basic principles expressed in
the US Constitution and Declaration of Independence
Assessment Methods:
Formative (On-going): vocabulary quizzes; participation; quizzes; tests
Summative (Culminating): Venn Diagram (Declaration of Ind. And US Constitution)
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Listen to “Schoolhouse Rock” songs: “Fireworks” (Declaration of Independence),
“Three Ring Government”, “The Preamble,” “No More Kings”…
 Memorize the Preamble to the Constitution and explain meaning
 Create a set of school or class laws
 www.brainpop.com (Declaration of Independence, Constitution)
 www.discoveryeducation.com (Citizen's Rule: Our Founding Documents 15min.)
69
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Current event/debate
Corresponding NJCCCS: 6.1.4.A.12, 6.4.1.A.15, 6.1.4.A.16
Essential Questions
Enduring Understandings

How does the government address
current issues that affect us?

The government follows the
Constitution and local laws to
address issues that affect us.
Knowledge and Skills:
Students will be able to:
 Explain the process of creating change at the local, state, or national level.
 Explain how and why it is important that people from diverse cultures collaborate
to find solutions to community, state, national, and global challenges.
 Explore how national and international leaders, businesses, and global
organizations promote human rights and provide aid to individuals and nations in
need.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Participate in a class debate about a national or global issue and explain howpolicy
addresses it. Group will summarize the issue from both sides and argue their
opinion during a debate.
Assessment Methods:
Formative (On-going): discussions; partner debates
Summative (Culminating):Hold a class debate based on a current event
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 (BM) Hold a class debate based on a current event. Split class into groups. Group
will summarize the issue from both sides and argue their opinion during a debate.
 Use Storyworks magazine articles to form an opinion on a topic; debate with a
partner.
 www.brainpop.com: debates / public speaking / political beliefs
 www.discoveryeducation.com: Hand-in-Hand: Fix it (20min)
70
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Our First Government
Corresponding NJCCCS: 6.1.4.A.3, 6.1.4.A.4, 6.1.4.A.5, 6.1.4.A.8
Essential Questions
Enduring Understandings

What is the structure and function
of the branches of government?




Our government is set up with three
branches, as a system of checks and
balances.
The Judicial Branch is the federal court
system that interprets the laws.
The Executive Branch is the President.
They enforce the laws.
The Legislative Branch is made up of
Congress. Congress makes the laws.
Knowledge and Skills:
Students will be able to:
 Determine how “fairness,” “equality,” and the “common good” have influenced
change at the local and national levels of United States government.
 Explain how the United States government is organized and how the United States
Constitution defines and limits the power of government.
 Distinguish the roles and responsibilities of the three branches of the national
government.
 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.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Explain the three branches of the government by creating a tree (see appendices).
Assessment Methods:
Formative (On-going):Branches of government flip book
Summative (Culminating): Branches of Government tree. Fill in the branch, which it is
made up of, and their job
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Sing the “Branches of Government” song
 Scott Foresman New Jersey textbook: p.18-47 (supplementary teacher created
worksheets)
 Branches of government flip book.
 Discovery Education Video: Founding Our Federal Government (20min)
 Discovery Education Video: Understanding our Constitution: The Executive Branch
71
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
(22min)
Discovery Education Video: Understanding our Constitution: The Judicial Branch
(22min)
Discovery Education Video: Understanding our Constitution: The Legislative Branch
(22min)
72
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Geography of New Jersey
Corresponding NJCCCS: 6.1.4.B.5, 6.1.4.C.14, 6.1.4.B.7, 6.4.1.B.10, 6.4.1.B.8, 6.4.1.B.9
Essential Questions
Enduring Understandings

What makes New Jersey a diverse
state?

New Jersey is a diverse state
because of the varied
characteristics of its four regions.
Knowledge and Skills:
Students will be able to:
 Describe how human interaction impacts the environment in New Jersey and the
United States.
 Compare different regions of New Jersey to determine the role that geography,
natural resources, climate, transportation, technology, and/or the labor force play in
economic opportunities.
 Explain why some locations in New Jersey and the United States are more suited for
settlement than others.
 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.
 Compare ways people choose to use and divide natural resources.
 Relate advances in science and technology to environmental concerns, and to
actions taken to address them.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a poster highlighting one of New Jersey’s regions and give an oral
presentation. (See appendices for rubric)
Assessment Methods:
Formative (On-going): observations, discussions, quizzes, natural resources foldable
Summative (Culminating): Regions poster and presentation
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 County research: Each student is assigned a county of NJ. Students are required to
research population, origin of name, towns in county, etc.
 Create a physical map of New Jersey using modeling clay. Students will label the
four regions.
 Cut apart state maps with counties outlined for student-created jigsaw puzzles
 Create natural resources foldable
 Scott Foresman New Jersey textbook: p.18-47 (supplementary teacher created
worksheets)
73
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Nicky Fifth Series by Lisa Funari-Willever
A Devil in the Pines by Jaqueline Seewald
Geography from A to Z by Jack Knowlton
Uniquely New Jersey by Mark Stewart
People of New Jersey by Mark Stewart
It’s My State, New Jersey by David C. King
74
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Immigration
Corresponding NJCCCS: 6.1.4.A.11, 6.1.4.A.7, 6.1.4.D.2, 6.1.4.D.3, 6.1.4.A.13, 6.1.4.A.14,
6.1.4.D.13, 6.1.4.D.15, 6.1.4.D.16, 6.1.4.D.10, 6.1.4.D.17, 6.1.4.D.19, 6.1.4.B.2
Essential Questions
Enduring Understandings


What was it like for immigrants that
came to America in the early 1900s?
What does it mean to be American?


Immigrants needed to pass through
Ellis Island to pass inspected. They
came from all different parts of the
world for many different reasons. It
was not an easy journey.
To be an American you must be a
citizen of the United States.
Knowledge and Skills:
Students will be able to:
 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.
 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.
 Summarize reasons why various groups, voluntarily and involuntarily, immigrated
to New Jersey and America, and describe the challenges they encountered.
 Evaluate the impact of voluntary and involuntary immigration on America’s growth
as a nation, historically and today.
 Describe the process by which immigrants become United States citizens.
 Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
 Describe how culture is expressed through and influenced by the behavior of
people.
 Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and practices.
 Describe how stereotyping and prejudice can lead to conflict, using examples from
the past and present.
 Explain the role of historical symbols, monuments, and holidays and how they affect
the American identity.
 Describe how the influence of Native American groups, including the Lenni Lenape
culture, is manifested in different regions of New Jersey.
 Explain how experiences and events may be interpreted differently by people with
different cultural or individual perspectives.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
75
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Students will experience what it was like for an immigrant coming to the United
States. Set up stations: Arrival, medical exam, interview, name change, etc.
Write a letter explaining what the experience would have been like for an immigrant
coming to the United States and becoming a citizen.
Assessment Methods:
Formative (On-going): citizenship quiz, fact and opinion sort, brainpop.com quizzes
Summative (Culminating): Letter written as an immigrant. (See appendices for
guidelines/rubric)
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Administer a sample citizenship test
 Statue of Liberty video with fact and opinion sheet
 read aloud story excerpts of immigration and discuss
 Immigration crossword
 http://teacher.scholastic.com/activities/immigration/tour/ - Virtual tour of Ellis
Island
 www.brainpop.com – Immigration
 www.brainpop.com – Citizenship
 www.discoveryeducation.com – Dear America: Story of a Jewish Immigrant
76
SOCIAL STUDIES
Blairstown Elementary School
Grade 4
Stage 1: Desired Results
Unit: Map Skills (latitude and longitude)
Corresponding NJCCCS: 6.4.B.3, 6.1.4.B.10
Essential Questions
Enduring Understandings

How can you find specific locations on
a globe?

I can find locations on a globe by
using a global grid system of
longitude and latitude.
Knowledge and Skills:
Students will be able to:
 Explain how and when it is important to use digital geographic tools, political maps,
and globes to measure distances and to determine time zones and locations using
latitude and longitude.
 Identify the major cities in New Jersey, the United States, and the world, and explain
how maps, globes, and demographic tools can be used to understand cultural
differences.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Identify major locations on a map by using the longitude and latitude coordinates
given (See appendices)
Assessment Methods:
Formative (On-going): Agent D; World Travelers;” I have, Who has” cards; label continents
and oceans
Summative (Culminating): Identify major locations on a map by using the longitude and
latitude coordinates given (teacher created assessment)
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Play Battleship to practice using map grids.
 Play the Agent D Longitude and Latitude case (see directions included)
 Solve the World Travelers case (see directions included)
 Maps & Globes mini-book
 Create longitude and latitude popsicle sticks
 Sing the Continents and Ocean song
 Scott Foresman New Jersey textbook: H8-H15 (supplementary teacher created
worksheets)
 Teacher created quiz with study guide
 Use “I have, Who has…” cards to review vocabulary terms
 www.brainpop.com (longitude and latitude; GPS)
 www.discoveryeducation.com (Using Maps & Globes: 22 min./ Discovering the
World: Locating Places: 20 min/ Understanding and Using Globes: 21 min.)
77
5 Grade
th
78
Social Studies
Blairstown Elementary School
Grade5
Stage 1: Desired Results
Unit: Colonization & Settlement
Corresponding NJCCCS: 6.1.8.A.2.A, 6.1.8.B.2.A, 6.1.8.B.2.B, 6.1.8.A.2.C,
Essential Questions
Enduring Understandings

What impact did colonization and
settlement have on the North American
continent?




I can identify the roles of religion,
economics, geography, and politics
in different colonies.
I can explain how the gender, race,
and status of Colonists affected
opportunities available to them.
I can identify how the search for
natural resources resulted in
conflicts.
I can recognize regional factors
that influenced the identities of the
colonies.
Knowledge and Skills:
Students will be able to:
 Determine the roles of religious freedom and participatory government in various
North American colonies.
 Determine factors that affected emigration, settlement patterns, and regional
identities of the colonies.
 Compare and contrast how the search for natural resources resulted in conflict and
cooperation among European colonist and Native American groups in the New
World.
 Explain how demographics (i.e., race, gender, and economic status) affected social,
economic, and political opportunities during Colonial times.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Compare and contrast the colonies. Include the natural resources available,
geography, religious affiliations, and structure of government.
 Paired- presentation of how race, gender, and status affected social, economic, and
political opportunities. Each group picks a different race, gender, or status.
 Write an essay on the conflict/cooperation between the colonists and the Native
Americans using specific events.
Assessment Methods:
Formative (On-going):Teacher observations, class and group participation
Summative (Culminating): Visual presentation; maps; tests; quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
79
essential questions:
 Create a map identifying all the colonies by color-coding them.
 Compare and contrast the colonies using a circlebook. (Hands-On History)
 Research specific colonial events, fashions, economies, colonist, jobs, and games
then create a paper quilt square for a class Colonial Quilt.
 Research the different religions of the colonies. Create a brochure inviting colonists
to move to their colony.
 Write a personal essay comparing how your life would have been the same and how
it would have been different, had you lived in colonial times.
 Identify which natural resources the European colonists and the Native Americans
used. Use a graphic organizer to show the conflicts that resulted over the search for
these natural resources.
 Read the article on women in colonial times.
http://www.angelfire.com/ca/HistoryGals/Chloe.html or
http://www.landofthebrave.info/colonial-women.htm. Summarize the articles in
three paragraphs.
 Research what opportunities were available to males, females and African
Americans in colonial times.
 Read the reader’s theater play on Ann Hutchinson: An outspoken woman. Create a
radio podcast. http://audacity.sourceforge.net/
 Webquest for 13 Colonies. (students shared documents)
 Watch on Discovery Education Animated Hero Classics: William Bradford: The First
Thanksgiving. Write a short essay on the conflict/cooperation between William
Bradford and the Native Americans.
80
Social Studies
Blairstown Elementary School
Grade5
Stage 1: Desired Results
Unit: Exploration
Corresponding NJCCCS: 6.1.8.B.1.B, 6.1.8.C.1.A, 6.1.8.C.1.B, 6.1.8.D.1.B
Essential Questions
Enduring Understandings

What impact did exploration
have on the North American continent?


How did cultural differences and
competition for land lead to exploration
of North America?

I can explain the impact of the
Columbian Exchange on ecology,
agriculture, and culture.
I can identify scientific, religious,
and technological innovations that
aided European exploration.
Knowledge and Skills:
Students will be able to:
 Evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture
from different perspectives.
 Explain what led to European exploration, why individuals and societies trade; how
trade functions; the role of trade during this period.
 Analyze the world in spatial terms, using historical maps to determine what led to
the exploration of new water and land routes.
 Evaluate the impact of science, religion, and technology innovations on European
exploration
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create an accordion timeline of explorers showing their dates of journey, reasons
for exploring, destination, and outcomes.
 Compare texts on Christopher Columbus using a t-chart or other graphic organizer.
Discuss the different perspectives. (compare information found in the text and the
information from Encounter by Jane Yolen)
 Create a map of the movement of people, goods, and diseases created by the
Columbian Exchange.
Assessment Methods:
Formative (On going):Teacher observations, class participation and group participation.
Summative (Culminating): Visual presentation; maps; quizzes; tests
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Research one navigational tool or change in ship building which allowed for easier
exploration. Based on findings, describe the tool or ship building technique through
the creation of an essay, poster, artwork, building a model, or digital presentation.
 Create postcards from explorers
 Using maps locate and explain the reasons for new trade routes used by the
81











explorers.
Write a letter to a wealthy sponsor from the perspective of an explorer explaining
your reasons for exploration. As an alternative, write a letter from a king or queen
denying sponsorship for exploration.
Create a map showing goods, people, and diseases exchanged along the Columbian
Exchange route.
Hold a reader’s theater on Christopher Columbus.
Research, plot and calculate the course and distance traveled by the early explorers
of North America
Hands –On History: Explorers. Scholastic Teaching resources
www.history.org
American History Simulations-Teacher Created Resources
Curriculum-Based Readers Theater Scripts: Social Studies Rosalind M. Flynn
www.ushistorysite.com web quests
Compare texts on Christopher Columbus. Discuss the different perspectives.
Read Encounter by Jane Yolen and compare to the information found in the
textbook.
82
Social Studies
Blairstown Elementary School
Grade5
Stage 1: Desired Results
Unit: Native Americans
Corresponding NJCCCS: 6.1.8.B.1.A, 6.1.8.D.1.A
Essential Questions

How do the Native American regions
differ from one another?
Enduring Understandings


I can compare and contrast regions
of Native Americans.
I can identify the migration
patterns of Native Americans and
the effect migration had on the
interactions with other regions.
Knowledge and Skills:
Students will be able to:
 Describe migration and settlement patterns of Native American groups; and how
migration affected different regions.
 Compare and contrast gender roles, religion, values, cultural practices, and political
systems of Native Americans.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a visual depicting migration patterns of Native American groups. Include
elements that influenced migration such as trade, resources, and geographic
influencers including a map of the region.
 Describe the differences/similarities in gender, religion, values, and cultural
practices among different Native Americans.
Assessment Methods:
Formative (On going):Teacher observations, class participation and group participation.
Summative (Culminating): Visual presentation; maps; quizzes; tests
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Create a poster (or Venn diagram) comparing and contrasting two Native American
tribes.
 Role play meetings between colonists and Native Americans
 www.history.org
 American History Simulations-Teacher Created Resources
 Curriculum-Based Readers Theater Scripts: Social Studies Rosalind M. Flynn
 www.ushistorysite.com web quests
 Create a “Thanksgiving mural”.
 Research one specific Native American Regions daily life, environmental influences,
gender roles, and natural resources.
 Participate in the reading of letters from a Native American.
83
www.scholastic.com/teachers/lesson-plan/thanksgiving.
84
SOCIAL STUDIES
Blairstown Elementary School
Grade 5
Stage 1: Desired Results
Unit: Revolution and the New Nation (1754-1820)
Corresponding NJCCCS: 6.1.8.B.3.A, 6.1.8.B.3.C, 6.1.8.C.3.A, 6.1.8.D.3.B, 6.1.8.D.3.E, 6.1.8.D.3.F
Essential Questions
Enduring Understandings

How can war change a society?


How do societies organize to govern
themselves?


How have people dealt with issues of
inequality?




I can analyze the significance and
results of the French and Indian
War.
I can identify major acts of
Parliament directed at the colonies
and the reactions of the colonists.
I can explain the causes and effects
of the American Revolution.
I can analyze and map territorial
expansions and the settlement of
the frontier.
I can identify the major principles
of the Constitution, including
shared powers, checks and
balances, separation of church and
state, federalism.
I can create a map depicting
America before and after the
French and Indian War.
Knowledge and Skills:
Students will be able to:
 Assess how conflicts and alliances among European countries and Native American
groups impacted the expansion of the American colonies.
 Use maps and other geographic tools to evaluate the impact of geography on the
execution and outcome of the American Revolutionary War.
 Explain how taxes and government regulation can affect economic opportunities,
and assess the impact of these on relations between Britain and its North American
colonies.
 Explain why the Declaration of Independence was written and how its key principle
evolved to become unifying ideas of American democracy.
 Examine the roles and perspectives of various socioeconomic groups (e.g., rural
farmers, urban craftsmen, northern merchants, and southern planters), African
Americans, Native Americans, and women during the American Revolution, and
determine how these groups were impacted by the war.
 Analyze from multiple perspectives how the terms of the Treaty of Paris affected
United States relations with Native Americans and European powers that had
territories in North America.
Stage 2: Evidence of Understanding
85
Benchmark:
Students will be able to:
 Analyze the causes and effects of the American Revolution socially, politically, or
economically by creating a group visual presentation.
 Construct and annotate a timeline focusing on the events before, during and after
the American Revolution.
 Make a scrapbook page from the perspective of a prominent individual or group
(women, African Americans, Native Americans) that played a role in the
Revolutionary war.
Assessment Methods:
Formative (On-going): teacher observations, class participation, group participation
Summative (Culminating):visual presentation, maps, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Compare truth vs. myth using Schoolhouse Rocks: Fireworks and The Declaration of
Independence (library of congress)
 Read and discuss “The Midnight Ride of Paul Revere” illustrated by Christopher Bing
picture book and compare and contrast the poem to the actual events of the
Revolution (discuss tone and mood created by illustrations)
 Reenact the Boston Tea Party using “The Boston Tea Party” Reader’s Theater
 Create a mini-book about the French and Indian War displaying essential
information, including maps before and after
 Role play colonists, the King and tax collectors to show the unfairness of the tax law
in the colonies: Play Stamp Act game (reproduced) and answer a short constructed
response about the reactions of the colonists and connection to reaction of students
to game.
 Create a timeline of the American Revolutionary period
 Use the Declaration of Independence to explain why the colonists wanted to
separate from Great Britain and why they believed they had the right to do so.
 Write a newspaper report from a major event in the American Revolution
describing what is happening, why it is happening, and why this could be an
important event.
 Make a scrapbook page from the perspective of a prominent individual or group
(women, African Americans, Native Americans)who played a role in the
Revolutionary war.
 Create a song, sign or political cartoon protesting taxation
 Conduct a town meeting where Patriots, Loyalists, and Neutralists each present
their views on declaring independence.
 Research people or battles of the Revolution; make a presentation to the class.
 www.earlyamerica.com
 www.pbs.com
 Ben and Me by Robert Lawson (5th grade core book)
 www.ushistorysite.com
 George Washington’s Socks by Elvira Woodruff (4th grade core book)
 Rewrite the Declaration of Independence in their own words. Declaration of
Independence: "In Your Words!" Students critique and restate!Teachers Pay Teachers.
 Participate in a scavenger hunt of the Declaration of Independence. Declaration of
86

Independence: A Scavenger Hunt! Students dive into the document! Teachers Pay
Teachers.
Boston Tea Party Podcast Internet Activity. TeachersPayTeachers.
87
Social Studies
Blairstown Elementary School
Grade 5
Stage 1: Desired Results
Unit: Expansion and Reform (1801-1861)
Corresponding NJCCCS: 6.1.8.B.4.A, 6.1.8.B.4.B, 6.1.8.C.4.B, 6.1.8.C.4.C, 6.1.8.D.4.A, 6.1.8.D.4.B,
6.1.8.D.4.C
Essential Questions
Enduring Understandings
 I can locate various land
 What impact did the Industrial
acquisitions on a map of the United
Revolution have on the United States
States.
politically, economically, and socially?
 I can analyze the patterns and
processes of past and present
human migration.
 What were the causes and effects of
 I can understand the difficulty in
westward expansion on America in the
relationships experienced by
early 1800’s?
people forced into movement by
expansion of the U.S.
 I can identify the famous routes to
the “West”.
Knowledge and Skills:
Students will be able to:
 Assess the impact of the Louisiana Purchase and western exploration on the
expansion and economic development of the United States.
 Map territorial expansion and settlement, as well as the location of conflicts with
and resettlement of Native Americans.
 Explain how major technological developments revolutionized land and water
transportation, as well as the economy, in New Jersey and the nation.
 Analyze how technological innovations affected the status and social class of
different groups of people and explain the outcome that resulted.
 Analyze the push-pull factors that led to increases in immigration, and explain why
ethnic and cultural conflicts resulted.
 Describe efforts to reform education, women’s rights, slavery, and other issues
during the Antebellum period.
 Explain the growing resistance to slavery and New Jersey’s role in the Underground
railroad.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Using a foldable demonstrate the annexation of areas of the United States between
1800-1850. (ex. Louisiana purchase, Mexican War)
 Map the famous routes to the “West”.
 Craft a poster of an invention created during the Industrial Revolution that
demonstrates its effect on society.
 Use a T-chart or other graphic organizer to explain conflicts that resulted as effect
of increased immigration.
88
Assessment Methods:
Formative (On-going): teacher observations, class participation, group participation
Summative (Culminating): visual presentation, maps, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (give textbook info)
 History.com
 Discoveryeducation.com
 Create a map that shows Lewis and Clark’s journey or other famous trails westward
 Research people and battles of the War of 1812; make a presentation.
 Role-play early settlers including decision-making steps.
 Maintain a daily journal of your trip westward as a pioneer
 Write a persuasive essay convincing your family to leave home and head west on the
Oregon Trail
 Research people and battles of the War of 1812; make a presentation to the class
 Role play early settlers making life changing decisions
 www.lewis-clark.org
 www.pbs.org
 Listen to cowboy songs: “Git Along, Little Doggies,” “Pecos Bill,” “Good-bye, Old Paint”
 Listen to Westward expansion songs: “Sweet Betsy from Pike,” “Erie Canal”
 Listen to Railroad songs: “Wasbash Cannonball,” “Drill, Ye Tarriers, Drill,” “Pat Works
on the Railroad”
 Make model of invention created during Industrial Revolution and discuss its effects
 “Hands on History: Pioneers”
 Activities from “American History Simulations” (Mary Smith)
 www.ushistorysite.com
 Westward expansion rap: http://youtu.be/aqCO1fMWeOM
 Westward expansion jeopardy review (shared folder: 5th grade social studies:
westward expansion jeopardy)
 Read and discuss Dandelions by Eve Bunting- How does this book exemplify the
westward movement?
 Read and discuss You Wouldn’t Want to Live in a Wild West Town by Peter Hess –
Why would you or wouldn’t you want to be a pioneer?
 Complete westward expansion webquest:
http://uhaweb.hartford.edu/edt615d/fall2005/personal/tchristen/assignments/w
estward_expansion.htm (also in shared folder: 5th grade social studies: westward
expansion folder)
 Complete westward expansion webquest:
http://www.angelfire.com/sc3/kbuice/wqproc.htm (also in shared folder: 5th grade
social studies: westward expansion folder)
 View pictures/photos from the Industrial Revolution and discuss. Discuss child
labor and working conditions.
89
Social Studies
Blairstown Elementary School
Grade 5
Stage 1: Desired Results
Unit: Civil War and Reconstruction (1850-1877)
Corresponding NJCCCS: 6.1.8.A.5.A, 6.1.8.B.5.A, 6.1.8.C.5.A, 6.1.8.C.5.B, 6.1.8.D.5.A, 6.1.8.D.5.B,
6.1.8.D.5.C, 6.1.8.D.4.C
Essential Questions
Enduring Understandings

What were the causes, key events, and
effects of the Civil War?


What part did slavery play in the Civil
War?

How did the United States rebuild after
the Civil War?







I can compare and contrast the
differences and similarities of the
two regions (North and South).
I can identify the reasons for past
use of slavery.
I can identify the causes and effects
of the Civil War.
I can analyze the political, social,
and economic impact of slavery in
the colonies.
I can identify major events, battles
and personalities associated with
the Civil War.
I can explain how and why the
Gettysburg Address and the
Emancipation Proclamation
continue to impact American Life.
I can describe Reconstruction and
its effects on post-war America.
I can explain how and why people
of diverse backgrounds
collaborated to provide safe
passage through the Underground
Railroad and their impact on
slavery.
Knowledge and Skills:
Students will be able to:
 Explain how and why the Emancipation Proclamation and the Gettysburg Address
continue to impact American life.
 Assess the role of various factors (i.e., geography, natural resources, demographics,
transportation, leadership, and technology) that affected the course and outcome of
the Civil War.
 Assess the human and material cost of the Civil War in the North and South.
 Analyze the economic impact of Reconstruction on the South from different
perspectives.
 Prioritize the causes and events that led to the Civil War from different perspectives.
 Analyze critical events and battles of the Civil War and determine how they
contributed to the final outcome of the war.
90


Examine the roles of women, African Americans, and Native Americans in the Civil
War.
Explain the growing resistance to slavery and New Jersey’s role in the Underground
Railroad.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a foldable that will compare and contrast the Union and Confederate
strengths and weaknesses before, during and after the Civil War.
 Create a Venn diagram comparing and contrasting the economy of pre-war South
and post-war South
 Discuss current day significance of Emancipation Proclamation and Gettysburg
Address
 In an essay describe critical battles of Civil War
 Create a power point that demonstrates roles of minorities during the Civil War
(women, African Americans, Native Americans)
Assessment Methods:
Formative (On-going): teacher observations, class participation, group participation
Summative (Culminating): visual presentation, maps, tests, quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 History.com, Discoveryeducation.com, PBS.com short videos
 Maps
 Map poster (containing geography and list of pros and cons), colored and labeled
map comparison, written map comparison.
 Guest speaker: Blairstown Historian Civil War expert
 Organize a Civil War “encampment” in the classroom. Have stations where student
perform tasks such as making hardtack, sewing, etc.
 Take a class trip to a Civil War reenactment
 Write a persuasive essay convincing the South to abolish slavery
 Create a “Civil War in a bag” (Students include items that represent the Civil War.)
 Research people and battles of the Civil War; make a presentation to the class.
 Create a Venn Diagram comparing and contrasting the North and the South
 http://vimeo.com/11449420 (video of Civil War including actual pictures)
 Read and discuss Pink and Say by Patricia Polaco, discuss how it illustrates the Civil
War
 Teaching the Civil War: http://www.teachthecivilwar.com/resources/civil-warcurriculum-resources/ (contains resources, technology, videos, curriculum
connections)
 Create a newspaper article reporting on the Civil War as if it is happening right now.
 Play Civil War and Reconstruction jeopardy (shared folder: 5th grade social studies,
ppwrpt)
 Read and discuss: Henry’s Freedom Box by Ellen Levine and connect to the
Underground Railroad and slavery
 Read and discuss: Hope’s Gift by Kelly Starling Lyons, connect to Underground
91



Railroad and slavery
View and discuss Emancipation Proclamation (front page of the New York Times)
http://www.rarenewspapers.com/view/556207?acl=762561756
Activities from “American History Simulations” (Mary Smith)
Curriculum Based Reader’s Theater Scripts Social Studies by Rosalind M. Flynn
(Accessible online)
92
Social Studies
Blairstown Elementary School
Grade 5
Stage 1: Desired Results
Unit: Slavery
Corresponding NJCCCS: 6.1.8.C.2.A, 6.1.8.C.2.C
Essential Questions

How did slavery influence the
American Heritage?
Enduring Understandings


I can explain the difference
between slavery and indentured
servants.
I can define the impact of
triangular trade on different
nations.
Knowledge and Skills:
Students will be able to:
 Compare the practice of slavery and indentured servitude in Colonial labor systems.
 Analyze the impact of triangular trade on multiple nations and groups.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a poster of the Triangular Trade routes exhibiting what was traded, benefits
of trading, and the influence of the trade on each country
 Using a Venn-diagram or writing a short essay explaining the impact of slavery and
indentured servitude on labor systems
Assessment Methods:
Formative (On-going):Teacher observations, class and group participation
Summative (Culminating): Visual presentation; maps; tests; quizzes
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Create a journal entry reflecting a day in the life of a slave.
 Read excerpts of slaves lives (John Newton’s Journal of a Slave Trader,The
Interesting Narrative of the Life of OlaudahEquiano, and Profits from the Slave Trade.
Create a dialogue with a partner between Equiano and Newton that might have
taken place in 1789 after Newton became an abolitionist.
 Use a Venn diagram to show the differences and similarities between a slave and an
indentured servant.
 Class participates in Triangular Trade game.
http://www.huntington.org/uploadedFiles/Files/PDFs/LHTHTriangularTrade.pdf
 Watch on Discovery Education: America’s Early Years: American Slavery: The
Southern Plantation Way of Life. Complete a KWL chart.
 Write an essay stating their opinion about whether they agree or disagree with the
following statement: African American slaves and European American indentured
servants were more different than similar
93
6 Grade
th
94
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Otzi the Iceman
Corresponding NJCCCS: 6.2.8.D.1.C, 6.SL.1, 6.RI.8, 6.RI.7
Essential Questions
Enduring Understandings

How can we use archaeological
discoveries to help us understand life
prior to written records?

I can look at archaeological
findings to develop theories about
life prior to written records.
Knowledge and Skills:
Students will be able to:
 Explain how archaeological discoveries are used to develop and enhance
understanding of life prior to written records
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Students will be able to participate in a debate to recall, identify, and evaluate
arguments or claims from at least 2 resources and write a reflection that identifies
and paraphrases at least 3 points presented from the different perspectives
represented.
Language Arts Benchmark
 Students will be able to read an article about Otzi and watch a video or listen to a
podcast on the same topic. Then the students will compare and contrast what is
seen/heard and what is read by writing a compare/contrast essay (at least 3
paragraphs).
Language Arts Benchmark
Assessment Methods:
Formative (On-going): Teacher observations, discussions, Otzi packet
Summative (Culminating): Debate, Compare and Contrast Essay
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 Students use nonfiction text samples from books or the internet in order to analyze
pre-existing theories about Otzi.
 http://video.pbs.org/video/2159408847/
 http://www.npr.org/templates/story/story.php?storyId=1486351
 Mysteries in History: Ancient History by Teacher Created Resources
 Debate Organizer
 Our World textbook pgs 22-25 Otzi story
 www.readwritethink.org/files/resources/interactives/compcontrast/map/
 Compare and Contrast essay organizer
95
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Paleolithic and Neolithic Eras
Corresponding NJCCCS: 6.2.8.C.1.B, 6.2.8.D.1.A
Essential Questions
Enduring Understandings



How did hunter gatherers and farmers
use the land and natural resources?
What factors led to the agricultural
revolution?
How did the agricultural revolution
impact the development of
civilizations?



I can explain how hunter gatherers
and farmers used the land and
natural resources.
I can list the factors that led to the
agricultural revolution.
I can explain how the agricultural
revolution led to the development
of civilizations.
Knowledge and Skills:
Students will be able to:
 Describe the influence of the agricultural revolution (e.g., the impact of food surplus
from farming) on population growth and the subsequent development of
civilizations.
 Determine the impact of technological advancements on hunter/gatherer and
agrarian societies.
 Demonstrate an understanding of pre-agricultural and post-agricultural periods in
terms of relative length of time.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 List the ways that hunter gatherers and farmers used land and natural resources by
creating a list on the summative trifold presentation List the factors that enabled the
transition from hunter gatherers to farmers.
 Create and illustrate a timeline that explains the events leading from the
development of agriculture to the development of civilization.
Assessment Methods:
Formative (On-going): teacher observations, quizzes, notes, discussion
Summative (Culminating): trifold presentation
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoints (on 6th Grade SS Shared file)
 Textbook (Our World by Macmillan/McGraw-Hill Chapter 1)
 Station options related to chapter 1 (attached)
 History.com, Discoveryeducation.com, PBS.com short videos
 CatalHuyuk artifact project (attached)
 Note outline for chapter
96

http://education-portal.com/academy/lesson/neolithic-agricultural-revolutioncauses-and-implications.html#lesson
97
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Geography of Ancient River Valley Civilizations
Corresponding NJCCCS: 6.2.8.B.2.A, 6.2.8.B.2.B
Essential Questions
Enduring Understandings


How did geography influence the
settlement and sustainability of ancient
river valley civilizations (Mesopotamia,
Indus River, Egypt)?
How do the ancient civilizations
physical and political maps compare to
modern day maps?


I can explain how geography
influenced the settlement and
sustainability of ancient river
valley civilizations.
I can compare ancient maps to
modern day maps.
Knowledge and Skills:
Students will be able to:
 Determine the extent to which geography influenced settlement, the development of
trade networks, technological innovations, and the sustainability of early river
valley civilizations.
 Compare and contrast physical and political maps of early river valley civilizations
and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and
Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and
Modern China), and determine the geopolitical impact of these civilizations, then
and now.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a map of one of the early river valley civilizations that illustrates the key
geographic features that impacted civilization.
 List the pros and cons to the geographic features of the civilization.
 Color and label ancient and modern day political and physical maps.
 Create a Venn Diagram or essay to compare and contrast the maps.
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating): Map poster (containing geography and list of pros and cons),
written map comparison
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint (overview of each civilization-on file)
 Textbook (Egypt pgs 83-85, Mesopotamia pgs 55-57, Indus River 113-115)
 Top Hat Nile vs. Indus River compare and contrast (attached)
 History.com, Discoveryeducation.com, PBS.com short videos
 Maps (ancient and modern day)
98

Our World outline map book
99
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Government of Ancient River Valley Civilizations
Corresponding NJCCCS: 6.2.8.A.2.A, 6.RI.3
Essential Questions
Enduring Understandings

What type of government did the
ancient river civilizations
(Mesopotamia, Indus River, Egypt)
develop?

I can explain the different types of
governments developed by the
ancient river civilizations.
Knowledge and Skills:
Students will be able to:
 Explain why different ancient river valley civilizations developed similar forms of
government and legal structures.
Stage 2: Evidence of Understanding
Benchmark: (Do or Say)
Students will be able to:
 Compare and contrast the governments of each civilization by completing a Venn
diagram or writing an essay.
 Write a biography about an ancient Egyptian pharaoh or ruler (e.g. Tut, Cleopatra,
Menes, Hatshepsut) and use examples or anecdotes to illustrate and elaborate
characteristics of that person shown in a text.
Language Arts Benchmark
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating): Graphic Organizer, biography
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (Hammurabi pgs 67-68, Egypt 88-91)
 https://www.youtube.com/watch?v=ZO1r2dvLSKo
 Hammurabi’s laws versus modern laws packet (attached)
 Who Was King Tut? By Roberta Edwards
 Cleopatra by Diane Stanley
 Readwritethink.org interactive Bio Cube
 Biography web organizer peer rubric (attached) taken from readwritethink.org
100
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Religions of Ancient River Valley Civilizations
Corresponding NJCCCS: 6.2.8.D.2.A
Essential Questions
Enduring Understandings

How did religion (Judaism, Hinduism,
and Buddhism) impact daily life,
government, and culture?

I can explain religion (Judaism,
Hinduism, and Buddhism) impact
daily life, government, and culture
in the ancient river valley
civilizations?
Knowledge and Skills:
Students will be able to:
 Analyze the impact of religion on daily life, government, and culture in various early
river valley civilizations.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Complete a chart detailing the impact of religion on the early river valley
civilizations.
Assessment Methods:
Formative (On-going): teacher observations, quizzes, discussions, information packets
Summative (Culminating): Chart
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (Judaism 72-77, Hinduism 110-111, 124-129, Buddhism 110-111, 130135)
 Zen Shorts by Jon J. Muth
 Information on Buddhism (See apendices)
 Information on Hinduism (See apendices)
 Buddhism beliefs (See apendices)
 Buddha bumper stickers (See apendices)
 Cloze activity for Siddhartha Gutama (See apendices)refer to pages 130-133 in
textbook.
 History.com, Discoveryeducation.com, PBS.com short videos
 Religion chart (See apendices)
101
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Technology of Ancient River Valley Civilizations
Corresponding NJCCCS: 6.2.8.C.2.A, 6.2.8.D.2.D
Essential Questions
Enduring Understandings


How did technology help improve the
ancient river valley civilizations?
Which major achievement created by
the ancient river valley civilizations is
most important?


I can explain how technology
helped improve the ancient river
valley civilizations.
I can argue which major
achievement created by the
ancient river valley civilizations is
most important.
Knowledge and Skills:
Students will be able to:
 Explain how technological advancements led to greater economic specialization,
improved weaponry, trade, and the development of a class system in early river
valley civilizations.
 Evaluate the importance and enduring legacy of the major achievements of the early
river valley civilizations over time.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Research a specific civilization, identify 2-3 technological advancements, and
explain how those advancements impacted society using a visual or written report.
 Write an advertisement (argument) to explain why a particular achievement is the
most important.
Assessment Methods:
Formative (On-going): teacher observations, quizzes, webs or outlines
Summative (Culminating): Visual or written report about technological advancements,
advertisement (argument)
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook-(Fertile Crescent-scribe 59, aqueduct 70, Egypt-shadoof 84, Nilometer
84, canals and irrigation 84, math and science 100-101, Indus River-arts and
learning 138)
 History.com, Discoveryeducation.com, PBS.com short videos
 Technology advertisement project (attached)
102
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Rise and Fall of Ancient River Valley Civilizations
Corresponding NJCCCS: 6.2.8.D.2.C
Essential Questions
Enduring Understandings

What factors led to the rise and fall of
the ancient river valley civilizations?

I can explain the different factors
that led to the rise and fall of the
ancient river valley civilizations.
Knowledge and Skills:
Students will be able to:
 Analyze the factors that led to the rise and fall of various early river valley
civilizations and determine whether there was a common pattern of growth and
decline.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a Venn Diagram or other graphic organizer to compare and contrast the
factors that led to the rise and fall of the early river valley civilizations.
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating): Graphic organizer
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (Fertile Crescent-Babylon and Assyria 67-71, Egypt-Nubia and Kush
102-107, Development of Empires 96-101, Indus River Valley 136-139)
 History.com, Discoveryeducation.com, PBS.com short videos
103
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Geography of the Classical Civilizations (Rome, Greece, China, India)
Corresponding NJCCCS: 6.2.8.B.3.A, 6.2.8.B.3.B
Essential Questions
Enduring Understandings


How did geography and the availability
of natural resources impact the
classical (Greece, Rome, India, China)
civilizations?
How did geography and the availability
of natural resources led to both the
growth and demise of Greek citystates?


I can explain how geography and
the availability of natural
resources impact the classical
civilizations.
I can explain how geography and
the availability of natural
resources led to both the growth
and demise of Greek city-states.
Knowledge and Skills:
Students will be able to:
 Determine how geography and the availability of natural resources influenced the
development of the political, economic, and cultural systems of each of the classical
civilizations and provided motivation for expansion.
 Explain how the geography and natural resources led to the growth and to the
decline of Greek city-states.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a T-chart that explains how the geography and natural resources led to the
growth and to the demise of Greek city-states.
 Create a foldable to explain the cause and effect relationship between the
geography and available resources and the impact of these on the classical
civilizations.
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Presentations, newspaper article
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (China 146-149, Greece 184-187, Rome 218-221)
 Greek geography handout (attached)
 History.com, Discoveryeducation.com, PBS.com short videos
104
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Technology of the Classical Civilizations (Rome, Greece, China, India)
Corresponding NJCCCS: 6.2.8.C.3.B, 6.SL.2, 6.SL.4, 6.SL.5, 6.SL.6,6.RI.3,6.RI.10
Essential Questions
Enduring Understandings

How did classical civilizations use
technology and innovations to improve
their societies?

I can explain different ways that
the classical civilizations used
technology and innovations to
improve their societies.
Knowledge and Skills:
Students will be able to:
 Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities,
to improve life in urban areas, and to allow for greater division of labor
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a visual that details 3-5 items of technology and innovations and describe
how they impacted the classical civilizations.
 Students will be able to independently read a nonfiction piece, give a presentation
(using appropriate eye contact, adequate volume, and clear pronunciation) about
an invention from an ancient classical civilization (China, Rome, Greece, or India)
that includes an oral report and a visual (e.g., photograph, object, display) and
hold an informal grand discussion on the material presented. Students will
practice for their classmates in an informal manner and discuss how to elevate the
presentation for when the guests are present. Students will discuss how to talk
with loud clear tone.
Language Arts Benchmark
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Visual, newspaper article, compare and contrast essay
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (Greece 210-211, Rome 235-238, China 154, 168)
 History.com, Discoveryeducation.com, PBS.com short videos
 Look What Came From China by Miles Harvey
 Chinese Invention handout (attached)
105
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Social Classes of the Classical Civilizations (Rome, Greece, China, India)
Corresponding NJCCCS: 6.2.8.A.3.B, 6.2.8.D.3.A
Essential Questions
Enduring Understandings


How did social structures impact the
lives of people in the classical
civilizations?
How did power, wealth, and equality
differ between social hierarchies in
classical civilizations?


I can explain how the social
structures impacted the lives of
people in classical civilizations.
I can compare and contrast the
power, wealth, and equality in
social hierarchies in classical
civilizations.
Knowledge and Skills:
Students will be able to:
 Compare and contrast the rights and responsibilities of free men, women, slaves,
and foreigners in the political, economic, and social structures of classical
civilizations
 Compare and contrast social hierarchies in classical civilizations as they relate to
power, wealth, and equality.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a pyramid shaped hierarchy chart to list and explain the social structures
and the role that people would have based on their status in society.
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Completed pyramid
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (Greece 191, Rome-plebeians and patricians 223)
 History.com, Discoveryeducation.com, PBS.com short videos
106
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Chinese Dynasties
Corresponding NJCCCS: 6.2.8.A.3.A, 6.2.8.D.3.B, 6.RI.9
Essential Questions


How did the Chinese dynastic system
help China keep power for a long time?
How did China’s dynastic system
compare with Rome’s republic?
Enduring Understandings


I can describe the Chinese
dynasties.
I can explain how the dynasties
helped China maintain power.
Knowledge and Skills:
Students will be able to:
 Determine common factors that contributed to the decline and fall of the Roman
Empire, Gupta India, and Han China.
 Compare and contrast the methods (i.e., autocratic rule, philosophies, and
bureaucratic structures) used by the rulers of Rome, China, and India to control and
unify their expanding empires.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a foldable that details key information about each of the four major
dynasties. Include information about how the dynasties allowed China to maintain
power.
 Create a Venn Diagram or essay that compares the governing systems in China
and Rome.
 Students will be able to read two different texts about the same topic in ancient
history (e.g., Egypt, Greece, China). Then the students will compare and contrast
the different texts by writing a compare/contrast essay (at least 3 paragraphs).
Language Arts Benchmark
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Foldable, Venn Diagram
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (China 150-171, Rome 223-225)
 Chinese Dynasty Jigsaw packet (attached)
 History.com, Discoveryeducation.com, PBS.com short videos
107
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit: Athens and Sparta
Corresponding NJCCCS: 6.2.8.A.3.C, 6.2.8.A.3.D, 6.2.8.A.3.E, 6.RI.1, 6.RI.2, 6.RI.4
Essential Questions
Enduring Understandings


How do the roles of citizens in Athens
and Sparta compare to the roles of
citizens in the United States today?
How did the American legal system
compare to the legal system of Athens
and Sparta?



I can list and explain the roles of
citizens in Athens and Sparta.
I can compare and contrast the
roles of citizens in Athens and
Sparta to the roles of citizens in the
United States today.
I can compare and contrast the
American legal system and the
legal system of Athens and Sparta.
Knowledge and Skills:
Students will be able to:
 Determine the foundational concepts and principles of Athenian democracy and the
Roman Republic that later influenced the development of the United States
Constitution.
 Compare the status (i.e., political, economic, and social) of groups in the Ancient
World to those of people today an evaluate how individuals perceived the principles
of liberty and equality then and now.
 Compare and contrast the American legal system with the legal systems of classical
civilizations, and determine the extent to which the early systems influenced the
current legal system.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a visual (PowerPoint, poster, chart, etc.) that compares and contrasts the
roles of citizens and government in Athens and Sparta with modern day America.
 Publish a newspaper or literary magazine about an ancient civilization (Greece)
where each writing element is represented (e.g., analysis, inference, central idea,
summary, individuals, settings, events, vocabulary) while citing specific evidence
to support inferences from the text.
Language Arts Benchmark
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Presentations, newspaper article
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
108



Textbook (192-193, 198-205)
Athens or Sparta activity and recruitment poster (See apendices)
History.com, Discoveryeducation.com, PBS.com short videos
109
SOCIAL STUDIES
Blairstown Elementary School
Grade 6
Stage 1: Desired Results
Unit:Fall of the Classical Civilizations (Rome, Greece, China, India)
Corresponding NJCCCS: 6.2.8.D.3.B
Essential Questions
Enduring Understandings

What factors led to the fall of the
Roman, Indian, and Chinese empires?

I can list and explain the factors
that led to the fall of the Roman,
Indian, and Chinese empires.
Knowledge and Skills:
Students will be able to:
 Determine common factors that contributed to the decline and fall of the Roman
Empire, Gupta India, and Han China.
Stage 2: Evidence of Understanding
Benchmark:
Students will be able to:
 Create a chart or foldable that explains the factors that led to the fall of the Roman,
Indian, and Chinese empires.
 Create a Venn Diagram or other organizer to analyze the factors that led to the fall
of each empire to determine the similarities and differences between the factors.
Assessment Methods:
Formative (On-going): teacher observations, quizzes
Summative (Culminating):Chart, Venn Diagram or other visual organizer
Stage 3: Learning Plan
The following suggested learning experiences will help students explore the big ideas and
essential questions:
 PowerPoint
 Textbook (China-Warring States Period, 154, Qin, 164-165, Han 170-171, Greece
202-205, Rome 226-228, 232-234, 246-253)
 History.com, Discoveryeducation.com, PBS.com short videos
110