curriculum for social studies - rahway public · pdf filethis curriculum is part of the ......

CURRICULUM

FOR

SOCIAL STUDIES

GRADE FOUR

This curriculum is part of the Educational Program of Studies of the Rahway Public

Schools.

ACKNOWLEDGMENTS

Tiffany Lynch, Program Supervisor of Literacy

The Board acknowledges the following who contributed to the preparation of this

curriculum.

Cindy Zatorski

Susan Farrar

Subject/Course Title: Date of Board Adoptions:

Social Studies August 30, 2011

Grade Four

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Social Studies

Unit Title: UNIT 1: The Geography of New Jersey

Target Course/Grade Level: Grade 4

Unit Summary: New Jersey is part of the Northeast Region of the United States and has four regions of its own. New Jersey has a variety of landforms,

including mountains, hills and plains. There are many waterways throughout New Jersey that are important for both transportation and recreation. New

Jerseyans use our many natural resources in a wide variety of ways.

Approximate Length of Unit: 7 weeks

Primary interdisciplinary connections: Language Arts, Mathematics, Technology, Art, Science

LEARNING TARGETS

Standards:

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed

decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and

promote culture understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

Content Strand:

6.1.4. B.1 – Compare and contrast information that can be found on different types of maps, and determine when the information will be useful.

6.1.4. B.4 – Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in

different regions of New Jersey and the United States.

6.1.4. B.5 – Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4. B.9 – Relate advances in science and technology to environmental concerns, and to actions taken to address them.

6.3.4. B.1 – Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible

solutions.

21st Century Life and Career Skills:

9.1.4. A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.

9.1.4. A.2 - Evaluate available resources that can assist in solving problems.

9.1.4. A.3 - Determine when the use of technology is appropriate to solve problems.

9.1.4. A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process.

9.1.4. A.5 - Apply critical thinking and problem-solving skills in classroom and family settings.

9.1.4. B.1 – Participate in brainstorming sessions to see information, ideas, and strategies that foster creative thinking.

9.1.4. C.1 – Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school,

and during play).

9.1.4. D.1 – Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.

9.1.4. D.2 – Express needs, wants, and feelings appropriately in various situations.

9.1.4. D.3 – Demonstrate and awareness of one’s own culture and other cultures during interactions within and outside of the classroom.

9.1.4. F.1 – Explain the meaning of productivity and accountability and describe situations in which productivity and accountability are important in

the home, school, and community.

9.1.4. F.2 – Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects

and extra-curricular activities.

Unit Understandings:

Students will understand that…

New Jersey has a rich variety of landforms, including mountains, hills and plains.

Geography is the study of Earth and the way people, plants and animals live on it and use it.

The state and national parks of New Jersey preserve the natural beauty, wildlife and history of the state.

New Jersey’s many waterways are important pathways for transportation.

New Jersey’s shoreline connects New Jersey with the rest of the world.

Elevation maps provide important information about landforms and the height of land above sea level.

Elevation maps may be used to determine the direction in which a river flows.

The main influences on the climate of New Jersey are its nearness to the Atlantic Ocean and its distance from the equator.

The United States is a large country of varied landforms and climates.

Geographers divide the United States into five major regions.

New Jersey’s four regions differ from one another because each has special landforms, history, and culture.

Decision making involves two major skills: Identifying your goal and predicting the possible results of each choice you have.

New Jersey’s natural resources include forests, soil, water, and minerals.

New Jersey’s resources provide jobs, recreation, and products for the people of the state.

Unit Essential Questions:

What is a wetland?

What are landforms?

What landforms would you see on a trip around our state?

How would you describe the landforms where you live?

What is the difference between the mouth of the river and its source?

What makes the Musconetcong River a tributary?

How are waterways important to our state?

What is elevation?

What is the elevation of the highest point in New Jersey?

What is the elevation along the coast?

How does an elevation map help us learn about geography?

What is the difference between climate and weather?

As you move away from the equator, what usually happens to the climate?

What are two factors that affect the climate of New Jersey?

How would you compare the weather today with the weather six months ago?

What is the climate of your area; how does the distance from the equator and the nearness of the Atlantic Ocean affect it?

What are the major landforms of the United States?

What is a region?

What is the region in which New Jersey lies?

What landforms does the Northeast region share with other regions of the United States?

What are the definitions of urban and rural?

Which region of New Jersey has the largest population?

What is one feature that is special for each of the four regions of New Jersey?

What are the similarities and differences between the Atlantic Coastal Plain and the Ridge and Valley regions?

What is a decision?

How will predicting possible results help you make a good decision?

Why is it important to know how to make a good decision?

What are three examples of natural resources?

How can farmers renew soil when they plant crops?

Why is it important for New Jerseyans to conserve our natural resources?

What are two reasons people might decide to use renewable sources of energy?

What is one natural resource that is important to the area in which you live and how is it used?

Knowledge and Skills:

Students will know…..

key vocabulary: landforms, geography, border, coast, wetland, waterway, transportation, source, tributary, mouth, recreation, aquifer,

port, weather, climate, temperature, precipitation, blizzard, hurricane, region, swamp, marsh, bayou, desert, rain shadow, culture,

population, urban, rural, fall line, commute, glacier, reservoir, environment, natural resource, economy, renewable resource, agriculture,

nonrenewable resource, mineral, pollution, conservation, recycle

key places: High Point State Park, Delaware Water Gap National Recreation Area, Delaware River, Great Swamp, Sandy Hook,

Pinelands, Cape May, Raritan River, Hudson River, Musconetcong River, Newark, Elizabeth, Secaucus, Trenton, Morristown, Atlantic

City, Camden, Appalachian Mountains, Mississippi River, Davis Bayou, Interior Plains, Central Plains, Great Plains, Rocky Mountains,

Grand Canyon, Atlantic Coastal Plains, Piedmont, Highlands, Ridge and Valley, Franklin, Sparta, Linden

Geography is the study of Earth and everything on it.

Landforms are the shapes that make up the Earth’s surface.

As you go from one part of New Jersey to another, you see different kinds of landforms.

Ships from all over the world carry goods to and from the ports of our state.

Rivers, streams, and lakes provide water for drinking, farming, factories, and recreation.

Taking care of New Jersey’s waterways is important if we want to continue using them.

Climate is the pattern of weather a place has over time.

Temperature and precipitation are two key parts of climate.

New Jersey’s nearness to the Atlantic Ocean and its distance from the equator affects its climate.

Severe weather in New Jersey can include blizzards and hurricanes.

The five regions of the United States are the Northeast, Southeast, Middle West, Southwest and West.

The Coastal Plain is found in the Northeast, the Southeast, and the Southwest.

Corn and wheat are the main crops of the Middle West.

The mountains of the West have an effect on rainfall.

The Atlantic Coast Plain is our state’s largest region.

The Piedmont has the most people of any New Jersey region.

The Highlands region has most of our state’s lakes and reservoirs.

The Ridge and Valley region offers recreation and good land for dairy farms.

Natural resources are things in the environment that people can use.

Renewable resources include trees, soil, and water.

Nonrenewable resources include minerals, oil, and natural gas.

Conservation helps to protect our state’s resources.

Students will be able to …

define geography as the study of Earth and the way people live on and use it.

define landforms as a shape on Earth’s surface such as a mountain or hill.

identify and describe the major landforms of New Jersey.

explain how state and national parks preserve New Jersey’s natural beauty, wildlife, and history.

identify different natural environments protected in New Jersey’s parks.

explain how New Jersey’s shoreline connects our state to the rest of the world.

describe how people use New Jersey’s waterways.

analyze how caring for our state’s waterways is important.

read and interpret an elevation map.

analyze the effect of elevation on waterways.

define climate as the weather of an area over a number of years.

identify temperature and precipitation as key parts of climate.

explain how New Jersey’s nearness to the Atlantic Ocean and its distance from the equator affects its climate.

recognize the forms of extreme weather that sometimes occur in New Jersey.

identify the country’s five regions.

compare major landforms and other features of each region.

locate the region in which New Jersey lies.

identify our state’s four regions.

explain how the people who live in a region affect the land.

distinguish between urban and rural.

define decision making as a skill used to make a choice from a number of ways of doing something.

practice the skill of decision making by first choosing a goal and then identifying and evaluating the choices.

identify major natural resources.

recognize the importance of natural resources in New Jersey’s economy.

distinguish between renewable and nonrenewable resources and ways to conserve them.

describe how the Lafayette 4-H Club improves the environment by removing accumulated trash and “adopting” the Jersey Cottage Park

in Morristown.

EVIDENCE OF LEARNING

Assessment:

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Project: Students will work individually and cooperatively to produce a New Jersey tour book. Students will collect information about

New Jersey’s landforms, climate, waterways, and natural resources.

Quizzes ( Practice and Project Workbook)

Chapter/Unit Tests (Assessment Workbook)

Learning Activities:

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Internet Activities (www.mhschool.com)

Prepare a wall map of New Jersey that details its borders with other states. Label major towns, cities, and rivers along the borders.

Label the surrounding states and these state’s borders.

Research – Students will choose one New Jersey State Park and use resources to find out more about it. Each student will prepare a

short report that includes information about the location of the park, its history, the types of plants and animals that live there, and its

recreational facilities.

Chart – Students will create a chart that includes the following information for three different rivers shown on the elevation map:

beginning elevation, final elevation, and direction of flow.

Art/Science – Students will design their own natural resource mobile to help students identify the different resources in New Jersey.

“Think and Write” - Brainstorm ways to help conserve resources in your community by applying critical thinking and problem solving

skills.

http://www.mhschool.com/

RESOURCES

Teacher Resources:

Textbook – New Jersey: Adventures in Time and Place

Workbook – New Jersey: Adventures in Time and Place Practice and Project Book

Assessment Book – New Jersey: Adventures in Time and Place Assessment Book

Various Primary Source documents

Equipment Needed:

Computers with internet access

student supply of textbooks

Kidspiration computer program

Chart paper

hangers

art supplies


UNIT OVERVIEW


Unit Title: UNIT 2: The Settlement of a New Land


Unit Summary: The first people to come to New Jersey about 12,000 years ago were bands of hunters following wild animals. These Natives Americans

eventually developed societies. They were followed by explorers and settlers from Europe. Later the settlers won the American Revolution and made the

United States a country. New Jersey was one of the first states in the new nation.



LEARNING TARGETS

Standards:

6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present



6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and


Content Strand:


6.1.4. B.4 – Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in

different regions of New Jersey and the United States.

6.1.4. B.5 – Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4. B.7 – Explain why some locations in New Jersey and the United States are more suited for settlement than others.

6.1.4. B.8 – Compare ways people choose to use and divide natural resources.

6.1.4. D.1 – Determine the impact of European colonization on Native American populations, including the Leni-Lenape of New Jersey.

6.1.4. D.2 – Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and American, and describe the

challenges they encountered.

6.1.4. D.3 – Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.

6.1.4. D.4 – Explain how key events led to the creation of the United States and the state of New Jersey.

6.1.4. D.5 – Relate key historical documents (i.e., the Mayflower Compact, Declaration of Independence, the United States Constitution, and the Bill

of Rights) to present day government and citizenship.

6.1.4. D.7 – Explain the role governor William Livingston played in the development of New Jersey government.

6.1.4. D.8 – Determine the significance of New Jersey’s role in the American Revolution.

6.1.4. D.10 – Describe how the influence of Native American groups, including the Leni-Lenape culture, is manifested in different regions of New

Jersey.

6.3.4. A.1 – Evaluate what makes a good rule or law.

6.3.4. A.4 – Communicate with students from various countries about common issues of public concern and possible solutions.

6.3.4. D.1 – Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.









and during play).










the first people to live in New Jersey were descendants of Ice Age hunting groups that came to America thousands of years later.

cause-and-effect relationships can be recognized through the identification of connections among sets of facts and events.

the Lenape living in New Jersey used resources in their environment for food, clothing, and shelter.

the Lenape traveled by foot over well-defined trails.

due to geography, a number of New Jersey’s modern roads and highways follow the same routes.

the village was the center of Lenape life.

Lenape men, women, and children fulfilled various roles, such as farming, hunting, preparing food, building homes, and governing.

the first Europeans to arrive in New Jersey were looking for a water route to Asia.

the Europeans were unsuccessful in finding a water route to Asia; instead, they found a land rich in resources inhabited by many Native

American groups who were eager to trade.

many Europeans were drawn to this area due to the richness of resources and trade opportunities.

the grid of latitude and longitude lines helps us to locate places on Earth.

the Dutch were the first Europeans to settle in New Jersey.

the Dutch traded with the Lenape and started settlements to protect and support their trading.

the Lenape taught the Dutch many skills before tensions brought on by cultural differences and disease eventually caused fighting

between the two groups.

English rule in New Jersey began in 1664.

the colony was divided into two parts from 1676 until 1702, when it was reunited as a royal colony.

English rule brought freedom of religion and the government of delegates of the people to New Jersey.

time lines show the order in which events took place.

the New Jersey colony grew quickly in the 1700s.

towns developed, industries got started, and farming thrived.

while most people enjoyed freedom, other New Jerseyans were indentured servants or enslaved Africans.

colonists continued to treat the Lenape poorly, forcing many to leave.

Britain’s efforts to tax the colonies after the French and Indian War brought colonial protest.

fighting in Massachusetts convinced Americans to declare independence.

the issue that independence was political and those political issues tend to involve many different opinions.

identifying fact from opinion helps students distinguish statements that can be proven true from statements that cannot.

British control of New Jersey would have helped separate New England from the southern colonies.

the war had been going poorly for the Americans, but victories at Trenton and Princeton showed Americans that victory was possible.

parks, buildings, monuments, and other special places make up New Jersey’s historic sites.

these sites keep alive the memory of important historic events and the contributions of people in New Jersey’s past.

New Jersey was the third state to ratify the Constitution, which replaced the weak Articles of Confederation.


What is prehistory?

What is an artifact?

How do we know about the first people of New Jersey?

How were the lives of hunters-gatherers the same as the lives of the early farmers? How are they different?

Why do you think that archaeologists often look for artifacts often look for artifacts in caves and near rivers?

What is a cause?

What is an effect?

What caused the early people in North America to be cut off from Asia?

How can the appearance of the land bridge be seen as an effect of one thing and as a cause of something else?

What was an effect of the glaciers melting?

How might identifying cause and effect help you to understand history?

What is a manetu?

What are five resources from their environment used by the Lenape?

Why did the Lenape travel with the seasons?

What was one effect of a bad manetu?

What are three foods that were part of the Lenape diet?

What is an oral tradition?

How is your daily life the same as that of a Lenape child? How is it different?

Who was Columbus?

Why did European countries send explorers to North America?

Who were the first Europeans to explore New Jersey?

What can you predict may have happened if Columbus turned back before he reached land?

What are lines of latitude and longitude3?

What are the lines of latitude and longitude used for?

What is a colony?

What was a patroon?

Why did the Dutch decide to settle New Netherland?

What can you predict might have happened if the Lenape had not taught the Dutch skills for farming and hunting?

Why did England want to take over New Netherland?

What important freedom did New Jersey’s first constitution guarantee?

What are two ways the English changed New Jersey after they took over from the Dutch?

What were some of the causes for New Jersey colonists to be unhappy with the proprietors?

How does a time line help you to place events in the right order?

In what other subjects would a time line be useful?

What different jobs did men and women do in colonial New Jersey?

What were three industries that started in New Jersey in colonial times?

Why was farming so important in colonial New Jersey?

How was the life of a colonial child the same as that of a Lenape child? How was it different?

Why did Britain want the colonists to pay more taxes?

What was one way the people of New Jersey protested the taxes?

What were two events that led the colonists to break away from Great Britain?

In what ways is a fact different from an opinion?

Why does a word clue like the best often tell you that the speaker is expressing an opinion?

How would the reference section of the library help you to decide if certain statements were facts or opinions?

Why is it useful to be able to tell a fact from an opinion?

What is a loyalist?

How did New Jerseyans suffer during the war?

What are three important battles of the American Revolution that were fought in New Jersey?

What do you predict might have happened if Washington had not defeated the British at Trenton and Princeton?

What issue did New Jersey and New York quarrel about after the war?

Why did the Americans decide they needed a Constitution?

What is one way in which New Jersey influenced the forming of the government of the United States?

How are the Virginia Plan and the New Jersey Plan alike? How are they different?


key vocabulary: Ice Age, artifact, archaeologist, prehistory, hunter-gatherer, ancestor, cause, effect, Lenape, heritage, religion, manetu,

longhouse, wigwam, sakima, oral tradition, explore, latitude, longitude, parallel, degree, prime meridian, meridian, global grid,

colony, governor, immigrant, patroon, slavery, proprietor, constitution, assembly, delegate, time line, industry, indentured servant,

French and Indian War, ally, tax, Stamp Act, militia, American Revolution, Declaration of Independence, fact, opinion, Patriot,

Loyalist, Hessian, convention, New Jersey Plan, compromise, ratify, Bill of Rights

key places: Beringia, Bering Strait, Abbott Farm, Lenapehoking, Raritan River, Sandy Hook, Newark Bay, New Netherland, Fort

Nassau, Bergen,, West Jersey, Burlington, East Jersey, Perth Amboy, Middle Colonies, Salem, Greenwich, Princeton, Monmouth

Courthouse, Morristown, Short Hills, Trenton

key people: Charles C. Abbott, Christopher Columbus, John Cabot, Giovanni da Verrazano, Henry Hudson, Cornelius Mey, Peter

Minuit, Sarah Kiersted, Peter Stuyvesant, Richard Nicolls, Sir George Carteret, Lord John Berkeley, Philip Carteret, William Penn,

George Washington, William Franklin, Thomas Jefferson, Abraham Clark, Richard Stockton, John Witherspoon, William Livingston,

Mary Ludwig Hays, William Paterson

It is the belief of most scientists that people from Asia crossed Beringia to Alaska about 40,000 years ago.

Archaeologists use artifacts to learn about people who lived thousands of years ago.

Early New Jerseyans got food by hunting and gathering.

About 1,000 years ago, people in New Jersey started farming.

Certain clue words signal causes-because, since, as a result.

Certain clue words signal effects – so, therefore, as a result.

The Lenape of New Jersey were divided into two main groups; the Munsee and the Unami.

Lenape lives followed the cycle of the season.

Religion was an important part of the Lenape life.

Lenape boys and girls had different tasks and learned different skills.

The village was the center of Lenape life.

The people built longhouses and wigwams to live in.

Lenape passed down customs through oral tradition.

Columbus reached North America in 1492.

European explorers searched for a water route to Asia.

Giovanni da Verrazano and Henry Hudson explored New Jersey meeting with the Lenape.

By using map reading skills, one can locate a given place on a map by finding its longitude and latitude.

The Dutch first came to New Jersey to trade for furs with the Lenape.

The Dutch West India Company controlled trade in New Netherland and brought new settlers from Europe and Africa.

Dutch settlers learned skills from the Lenape and built New Jersey’s first permanent town, Bergen.

The English defeated the Dutch and took over New Netherland.

The English attracted settlers to New Jersey from England and from other colonies.

East Jersey and West Jersey developed differently.

The Quakers played an important role in West Jersey.

East and West Jersey were reunited in 1702 and became a royal colony.

Most people in colonial New Jersey lived on farms, but some worked in industries, too.

Most farms were small family farms.

Larger farms were worked by indentured servants and enslaved Africans.

Only white men who owned property had full rights in the New Jersey colony.

The British fought the French and Native Americans in the French and Indian War.

Many colonists became angry with the British laws and taxes that they thought were unfair.

Leaders of the colonies declared independence in 1776.

Opinions can sometimes be recognized by such word clues as; I think, I believe, the best, or should.

Because of its location, New Jersey played an important part in the American Revolution.

The battles of Trenton and Princeton gave Americans hope in the Continental Army.

Washington’s army struggled through a harsh winter at Morristown.

Quarrels between the states pointed to the need for changes in our country’s government.

Leaders from each state met in Philadelphia in 1787 to write a new constitution for the United States.

The New Jersey Plan led to a compromise about Congress.


indicate how and when early hunting groups may have entered the Americas and how archaeologists study them.

describe the lives of early New Jerseyans.

tell how New Jerseyans’ lives changed after the Ice Age.

recognize causes and effects in the migration of early hunters and apply the skill to other situations.

identify the two main Lenape groups.

summarize the role of the seasons and religion in Lenape life.

trace some routes of Lenape trails and corresponding highways on a map.

describe how modern roads evolved over time.

discuss the tasks of Lenape girls and boys.

describe Lenape village life, including meals, homes, tradition, and recreation.

identify Columbus and his first voyage to the Americas.

identify Cabot, Verrezano, and Hudson, and describe their explorations of New Jersey and their interactions with Native Americans.

explain the purpose for the first voyages of exploration in the New Jersey area.

apply map-reading skills to locate places using the lines of latitude and longitude.

explain why the Dutch first came to New Jersey.

identify the Dutch West India Company and its role in forming New Netherlands.

examine the life of the colonists and their relationship with the Lenape.

describe how the English gained control of New Netherland.

explain how the English attracted settlers to New Jersey.

compare the development of East Jersey and West Jersey.

explain how New Jersey became a unified royal colony.

read and interpret time lines.

describe how men, women, and children lived and worked on colonial New Jersey farms.

identify early New Jersey industries.

explain New Jersey’s early society and the differences in the lives of the people who lived there.

summarize the French and Indian War.

explain why colonists declare independence from Britain.

explore the writing of the Declaration of Independence and New Jersey’s Constitution.

analyze colonists’ different points of view concerning independence form Great Britain.

distinguish facts form opinions in written materials.

explain the importance of New Jersey’s location to the American Revolution.

analyze the significance of the battle of Trenton and Princeton.

identify the contribution of Patriot Molly Pitcher.

explain what a historic site is.

describe some specific historic sites in New Jersey and why they are preserved.

explain why and how the Constitution was written.

describe the New Jersey Plan and its role at the Constitutional convention.


Assessment:


Project: Students will work individually and cooperatively to design displays that show the varied environments of the early New

Jerseyans.






Research – Students will conduct research to learn the extent of the glaciers in North America during the Ice Age. Students will draw a

map showing the glaciers and Beringia.

Research – Students will research about one of the explorers discussed in Unit 2. Students will create a poster with a picture of the

explorer, a map showing the explorer’s major voyages, and a short biography.

Current Events – Students will choose articles from newspapers and magazines about current events and identify causes and effects.

Presentation – groups of three or four students will prepare a five-minute presentation on a local highway, bridge, waterway, or other

means of transportation. Their presentation should include pictures or maps and tell why the route is important today.

Students will create a time-line of the school year to date by dividing a strip of wide masking tape into twelve time periods, one for

every month of the year. As you name an event and date, students will place their event on the time line.

Chart – Students will design a cause and effect chart of events in the unit. They must include events that may be both effects and

causes.

Music – Invite students to write other lyrics for “Yankee Doodle” –lyrics aimed at British soldiers or policies.

Art/Science – Students will produce a four-panel mural depicting Lenape life during the cycle of the seasons.

“Think and Write” – 1. Suppose you were one of the following people:

A Lenape in the 1600’s

An explorer along the Delaware River

An early New Jersey settler from England

2. Gather information from various resources about the person you chose.

3. Write a diary page that might have been written by that person. You may write about your home life, family,

or thoughts on the new or changing world around you.

4. Trade papers with a partner.

5. Challenge your partner to guess which person from the list wrote the diary.

RESOURCES

Teacher Resources:





Equipment Needed:




Chart paper

art supplies including; grass, bark, oak tag, sticks, construction paper, craft sticks, markers

newspapers, magazines

masking tape

paper

pencils



UNIT OVERVIEW


Unit Title: UNIT 3: The Growing State of New Jersey


Unit Summary: New Jersey grew and changed in the 1800s. Transportation improved dramatically, industries developed, and reformers tried to better

people’s lives. The slavery issue led to the Civil War between the North and South. New Jerseyans fought for the Union. After the war, our state saw

new industries and inventions change American life forever. Many New Jerseyans worked for government reform and fought in two world wars during

the first half of the 20th century.



LEARNING TARGETS

Standards:




6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and


Content Strand:

6.1.4. A.9 – Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.

6.1.4. A.13 – Describe the process by which immigrants become United States citizen.

6.1.4. A.15 – Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and

global challenges.


6.1.4. C.14 – Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology,

and/or the labor force have played in economic opportunities.

6.1.4. C.15 – Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.

6.1.4. C.17 – Determine the role of science and technology in the transition from the agricultural society to an industrial society, and then to the

information age.

6.1.4. C.18 – Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the

United States and the world.

6.1.4. D.9 – Explain the impact of the trans-Atlantic slavery on New Jersey, the nation, and individuals.

6.1.4. D.11 – Determine how local and state communities have changed over time, and explain the reasons for changes.

6.1.4. D.12 – Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United

States contributed to the American national heritage.

6.3.4. A.1 – Evaluate what makes a good rule or law.

6.3.4. A.4 – Communicate with students from various countries about common issues of public concerns and possible solutions.

6.3.4. C.1 – Develop and implement a group initiative that addresses an economic issue impacting children.

6.3.4. D.1 – Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.









and during play).










New Jersey was an important link between New York City and Philadelphia despite difficult travel in the early 1800s.

People improved transportation by building new roads and canals.

Steamboats and railroads further improved transportation.

Map scales are used to measure real distances on a map.

Alexander Hamilton helped to plan the town of Paterson as a factory town.

Paterson became a great textile center.

Paterson workers went on strike to gain better working conditions in the late 1890s.

Circle and line graphs make comparing different facts and figures easier.

Between 1830 and 1860, many New Jerseyans works for reforms, ways to make government or business work better.

Some New Jerseyans worked to expand suffrage (the right to vote).

Some New Jerseyans worked to establish free public schools and to improve care for the mentally ill.

Beginning in the late 1700s, some people took steps to abolish slavery in New Jersey with antislavery laws

Many enslaved African Americans in the South escaped slavery along the Underground Railroad.

In 1861, disagreements between the North and South over slavery and states’ rights led to the Civil War.

By the end of the Civil War, about one of every ten New Jerseyans had served in the Union forces.

Making conclusions allows one to connect and better understand separate pieces of information.

New Jersey industry grew rapidly in the period following the Civil War.

New inventions, new industries, and the formation of labor unions changed the way Americans lived and worked.

People today use many different inventions developed by innovative New Jerseyans.

During the 1800s, thousands of people from Ireland, Germany, Italy, Hungary, Russia, Poland, and other countries came to New Jersey

to find a new life.

New Jerseyans worked to reform city and state government in the early 1900s.

Women won the right to vote with passage of the Nineteenth Amendment.

Information about historical events may come from primary sources and secondary sources.

The United States entered World War I and many New Jerseyans sided the war effort.

During the Great Migration, many African Americans came to New Jersey.

The Jazz Age changed culture, industry, and technology.

The Great Depression hit New Jersey hard: businesses closed, unemployment rose, banks failed.

Recovery came as New Jersey found themselves taking part in another world war.


Why was travel in New Jersey difficult in the early 1800s?

What is a monopoly?

How was New Jersey a crossroads in the early 1800s?

What are three ways people traveled in New Jersey in the early 1800s?

Identify the following in the correct order: John Steven builds the first American locomotive; John Fitch launches his steamboat in

Philadelphia; the John Bull begins regular trips.

What is a scale on a map?

Why is it helpful to use a scale strip?

Which map would you use to find the distance between Camden and Atlantic City?

What is the distance between the two cities in miles/kilometers?

When might it be helpful to use maps drawn to different scales?

Did more people work in Newark’s furniture industry or its leather-making industry? How do you know?

What can you conclude from the line graph about the number of people in Newark between 1820 and 1860?

How do line and circle graphs differ?

How do graphs make it easier for you to understand information?

What is suffrage?

Why were public schools needed in New Jersey in the 1820s?

In which two ways did New Jersey reformers work to improve the lives of others in the state?

What effect did Dix’s report to the legislature have on health care for people with mental illnesses?

What is abolition?

What are two reasons why New Jersey had ties to the South?

How would you contrast the views of New Jerseyans on the subject of slavery?

If you were a person fleeing from slavery, which river would you have to cross to reach New Jersey?

Why were New Jerseyans divided before the Civil War began?

What event started the Civil War in 1861?

What role did New Jersey play in the Civil War?

How would you compare and contrast the Union and the Confederacy at the start of the Civil War?

How might making conclusions help you learn about history?

What are three of Thomas Edison’s inventions?

How would you describe how some of the inventions of Thomas Edison affect us today?

What is a labor union?

How would you describe a way that new industries changed life in New Jersey after the civil war?

What is one conclusion you could make about the life of a child who worked in a factory?

Where did many of New Jersey’s immigrants come from in the late 1800s and early 1900s?

What is the name of the immigration station that was located off the New Jersey shore?

Why did immigrants leave their homelands to settle in New Jersey?

What did New Idea supporters believe?

How did women from New Jersey work for woman suffrage?

What were three reforms that came to New Jersey during the early 1900s?

How did the Nineteenth Amendment change women’s lives in our country?

What is the difference between a primary source and a secondary source?

If you wrote an article about child labor in the 1900s, would it be a primary source or a secondary source? Why?

Is a biography a primary source or secondary source?

How can both primary and secondary sources help you understand history?

What were some ways New Jerseyans helped the United States in World War I?

What was the Great Migration and why did African Americans come to the North?

How did life change in New Jersey during World War I in the 1920s?

What could be one cause and one effect of the Great Migration?

What was the Great Depression?

How did the New Deal help the people of New Jersey recover from the Great Depression?

How did the Great Depression and World War II change life in New Jersey?

Identify these events in the correct order: attack on Pearl Harbor; the New Deal programs; stock market crash; end of World War II.



key vocabulary: charter, toll, turnpike, canal, monopoly, Joint Companies, scale, manufacturing, War of 1812, strike, graph, circle

graph, line graph, reform, suffrage, abolition, Underground Railroad, Fugitive Slave Act, states’ rights, secede, Confederacy, Union,

Civil War, draft, Emancipation Proclamation, conclusion, patent, labor union, discrimination, bribe, New Idea, political party,

primary, primary source, secondary source, World War I, Allied Powers, Central Powers, Great Migration, Great Depression, New

Deal, Axis Powers, World War II, Allies

key places: Bordentown, Paterson, Weehawken, Fort Lee, Cape May, Gettysburg, Appomattox Courthouse, Menlo Park, Roselle, Ellis

Island, Jersey City, Hoboken, Camp Dix, Burlington

key people: John Fitch, John Stevens, Alexander Hamilton, John Colt, Lucy Stone, Dorothea Dix, John S. Rock, Angelina Grimke,

Sarah Grimke, Harriet Tubman, Charity Still, Abraham Lincoln, Philip Kearny, George b. McClellan, Cornelia Hancock, Ulysses S.

Grant, Thomas Alva Edison, Grover Cleveland, Mark Fagan, Franklin Murphy, Woodrow Wilson, Hannah Silverman, Mary

Philbrook, Alice Paul, Mary T. Norton, Walter G. Alexander, Jacob Lawrence, Jesse Redmon Fauset, Paul Robeson, Franklin D.

Roosevelt, Frank Hague, Albert Einstein

New bridges and turnpikes improved transportation in New Jersey.

Canals provided a water link between cities and brought coal from Pennsylvania.

John Fitch built the country’s first steamboat in New Jersey.

Railroads came into use in the 1830s and soon controlled transportation in our state.

The Great Falls of the Passaic River provided power to run factory machines.

Paterson became a center for making cotton cloth and silk.

Factory work was hard, and workers struggled to gain rights.

New Jersey’s laws in the 1800s denied women and African American men the right to vote.

New Jersey leaders created free public schools.

Dorothea Dix worked to improve the treatment of people with mental illness.

Some New Jerseyans opposed slavery, but our state also had strong ties to the South.

In 1804, New Jersey passed a law that slowly abolished slavery.

By 1860, there were still 18 enslaved people in our state.

Thousands of African Americans escaping from slavery followed the Underground Railroad through New Jersey.

The Civil war began in 1861 and ended in 1865.

New Jersey sent more than 88,000 men to fight in the Union Army.

New Jersey factories and farms supplied the war effort.

The Emancipation Proclamation abolished slavery.

Following the Civil War, industry grew rapidly in New Jersey.

Thomas Edison invented many new products and developed the first research laboratory.

Workers formed labor unions to win better pay and better working conditions.

Immigrants came to New Jersey to seek a better life.

Large numbers of immigrants passed through Ellis Island when they entered the United States.

Many immigrants settled in communities or neighborhoods with people from their homeland.

Immigrants suffered discrimination from native-born Americans.

New Idea supporters, women’s groups, and Woodrow Wilson worked for reforms.

Workers in Paterson tried to improve their lives through a strike in 1913.

Under the Nineteenth Amendment, women gained the right to vote in 1920.

The United States joined and Allied Powers in World War 1.

During the Great Migration many African Americans moved to New Jersey.

The 1920s brought new ideas, new businesses, and improved transportation to New Jersey.

The stock market crash of 1929 marked the beginning of the Great Depression.

President Roosevelt’s New Deal programs helped many people in New Jersey get jobs.

The United States entered World War II in 1941. The war ended the Great Depression.

New Jerseyans helped the war effort as citizens, soldiers, workers, and scientists.


Describe how new bridges and turnpikes improved transportation in New Jersey.

Explain the importance of canals.

Identify John Fitch and his role in steamboat travel.

Trace the development of railroads.

Use a scale strip to accurately measure distances on a map.

Describe the founding of Paterson.

Explain how the mills of Paterson were powered.

Identify the major products of Paterson’s factories.

Describe how Paterson’s workers fought for rights.

Use information on circle and lien graphs to make comparisons and form conclusions.

Explain why some New Jerseyans fought for suffrage in the 1800s.

Describe the efforts to provide New Jersey children with free public schools.

Indentify Dorothea Dix and describe her work.

Explain how the slavery issue divided the people of New Jersey.

Explore the importance of the Underground Railroad.

Examine the ways than many New Jerseyans opposed slavery.

Identify the ways in which New Jersey supported the Union in the Civil War.

Cite the purpose of the Emancipation Proclamation.

Use historical facts to draw conclusions.

Explain how industry expanded after the Civil War.

Identify Edison’s innovations and list some of his inventions.

Describe the early labor movement.

Explain why New Jersey can be considered a center for innovation.

List and describe some inventions introduced by New Jerseyans.

Note the reasons people had for immigration.

Summarize the Ellis Island experience.

Describe immigrant communities and discrimination immigrants faced.

Explain how today’s immigrants can help one another adjust to their new life.

Describe the New Idea and its supporters.

Examine the Paterson silk strike of 1913.

Explain the provisions of the Nineteenth Amendment.

Define primary sources (a firsthand account of an event or an artifact created during the period of history that is being studied) and

secondary sources (an account of the past based on information from primary sources and written by someone who was not an

eyewitness to those events) and distinguish between them.

Explain why the United States entered World War I on the side of the Allies.

Analyze the Great Migration.

Describe some of the technological and cultural changes during the 1920s.

Describe the stock market crash of 1929 and the Great Depression that followed.

Explain how the New Deal helped New Jerseyans find work.

Describe how New Jerseyans contributed to the effort to win World War II.


Assessment:


Project: Students will work individually and cooperatively to design a commemorative stamp. They will choose an influential person,

place, or event. Students will then create an honorary stamp. Students will also write a brief explanation for their choice.





Internet Activities (http://www.macmillanmh.com/socialstudies/2000/student/infographic/4nj/index.html)

Research canals and design and sketch a lock

Write a paragraph beginning each with a topic sentence about the following changes in transportation: turnpikes, bridges, canals,

steamboats, and railroads.

Dramatize one of the events: Hamilton’s visit to the Great Falls in 1778; the granting of a charter to the S.U. M.; the Paterson strike of

1828

Have students write a letter to or construct five interview questions that they would like to ask Lucy Stone or Dorothea Dix.

Create a poster/advertisement that the S.U.M. might have created to attract workers to Paterson.

Write a letter from an enslaved person who has escaped on the Underground Railroad to a relative still in the South. Letters should

describe the route, dangers, and how freedom felt.

Make a timeline of nineteenth-century inventions. Try to include illustrations.

Invite second-language students/parents/grandparents to share their own, more recent immigrant experiences and compare the

experiences of immigrants in the late 1800s and early 1900s with those of immigrants today.

Field Trips – Ellis Island, Old Barracks Museum, Schoolhouse Museum, Paterson Museum, American Labor Museum, Thomas Edison

Center Menlo Park Museum

RESOURCES

Teacher Resources:



Assessment Workbook – New Jersey: Adventures in Time and Place Assessment Book


Equipment Needed:



Writing paper

Construction paper

art supplies

http://www.macmillanmh.com/socialstudies/2000/student/infographic/4nj/index.html


UNIT OVERVIEW


Unit Title: UNIT 4: New Jersey in the Twenty-first Century


Unit Summary: New Jersey saw rapid growth in population, housing, transportation, and industry in the second half of the 20th century. African

Americans worked hard to end segregation and discrimination. New Jersey jobs shifted from manufacturing to service industries, more women began

working outside the home, and New Jersey entered the global economy.

New Jersey’s growing economy provides goods and services to consumers as well as jobs in a variety of industries. Citizens of a culturally rich and

diverse state, New Jerseyans have rights and responsibilities to their local, state, and national government.



LEARNING TARGETS

Standards:




6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and


Content Strand:

6.1.4. A.1 – Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts,

and promote the common good.

6.1.4. A.2 – Explain how fundamental rights guaranteed by the United States Constitution and the bill of Rights (i.e., freedom of expression,

freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American

Democracy.

6.1.4. A.3 – Determine how “fairness”, “equality”, and the “common good” have influences change at the local and national levels of United States

government.

6.1.4. A.4 – Explain how the United States government is organized and how the Unites States Constitution defines and limits the power of

government.

6.1.4. A.5 – Distinguish the roles and responsibilities of the three branches of the national government.

6.1.4. A.6 – Explain how national and state government share power in the federal system of government.

6.1.4. A.7 – Explain how the United States functions as a representative democracy, and describe the rules of elected representatives and how they

interact with citizens at local, state, and national levels.

6.1.4. A.8 – Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the

impact of policy decisions made at each level.

6.1.4. A.9 – Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.

6.1.4. A.10 – Describe how the actions of Dr. Martin Luther King, Jr. and other civil rights leaders served as catalysts for social change and inspired

social activism in subsequent generations.

6.1.4. A.11 – Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their

civic responsibilities at the community, state, national, and global levels.

6.1.4. A.12 – Explain the process of creating change at the local, state, or national level.

6.1.4. A.13 – Describe the process by which immigrants become United States citizens.

6.1.4. A.16 – Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to

individuals and nations in need.

6.1.4. B.1 – Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.

6.1.4. B.2 – Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and

other areas, worldwide, how contributed to cultural diffusion and economic interdependence.

6.1.4. B. 5 – Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4. B. 9 – Relate advances in science and technology to environmental concerns, and to actions taken to address them.

6.1.4. B. 10 – Identify the major cities in New Jersey, the United States, and major world regions and explain how maps, gloves, and demographic

tools can be used to understand tangible and intangible cultural differences.

6.1.4. C. 12 – Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived in New Jersey.

6.1.4. C. 14 – Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology,

and/or the labor force have played in economic opportunities.

6.1.4. C.15 – Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.

6.1.4. C. 16 – Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical

periods.

6.1.4. D. 5 – 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.

6.1.4. D. 11 – Determine how local and state communities how changed over time, and explain the reasons for change.

6.1.4. D. 12 – Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United

States contributed to the American national heritage.

6.1.4. D. 13 – Describe how culture is expressed through and influenced by the behavior of people.

6.1.4. D. 14 – Trace how the American identity evolved over time.

6.1.4. D. 15 – Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting

new beliefs and practices.

6.1.4. D. 16 – Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.

6.1.4. D. 18 – Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

6.1.4. D. 19 – Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.

6.1.4. D. 20 – Describe why it is important to understand the perspectives of other cultures in an interconnected world.

6.3.4. A. 1 – Evaluate what makes a good rule or law.

6.3.4. A. 2 – Contact local officials and community members to acquire information and/or discuss local issues.

6.3.4. A. 4 – Communicate with students from various countries about common issues of public concerns and possible solutions.

6.3.4. B. 1 – Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible

solutions.

6.3.4. D. 1 – Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.









and during play).










after World War II, New Jersey experienced rapid growth in population, housing, industry, and transportation.

road maps help travelers plan their trips by showing them how to get from one place to another.

African Americans in New Jersey struggled to end segregation and discrimination and to gain better jobs, housing, and schools.

over a few decades, service jobs became far more numerous than manufacturing jobs, many more women began to work outside the

home, and New Jersey entered the global economy.

local government makes decisions for the community.

in New Jersey, local governments include five types of municipalities, special districts, and county governments.

newspapers are a good source of information about current events.

the New Jersey government is made up of the executive, legislative, and judicial branches.

a program called Kids Voting New Jersey lets students practice voting to help them establish a lifetime habit of exercising this

important right and duty.

the United States is a democratic republic that operates under the Constitution.

like the state government, our national government is separated into three branches.

a rich diversity of ethnic backgrounds characterizes New Jersey’s people, who live in a variety of environments.

taking notes and outlining are ways to organize information.

New Jersey has a wide variety of sporting events and recreational opportunities for its residents to enjoy.

New Jerseyans and people from other areas have long enjoyed the sandy beaches and wildlife marshes of the Jersey Shore.

New Jersey’s strong public school system is supplemented by more than 50 institutions of higher learning.

many famous singers, artists, and poets come from New Jersey.


How did the end of World War II affect homebuilding in New Jersey?

Why was the invention of the transistor important?

What are two new industries that developed in New Jersey after World War II?

Why do you think New Jersey grew after World War II?

How did people moving to the suburbs affect transportation in New Jersey?

How can New Jersey solve its traffic problems?

What does a road map show?

Why is it important to read a road map?

What are civil rights?

What effect did the 1947 constitution have on discrimination in New Jersey?

What are two ways African Americans worked for civil rights in the 1950s and 1960s?

What is a service job?

How is New Jersey part of the global economy?

What are two ways New Jerseyans are working to rebuild their state?

Do you predict New Jersey’s cities will continue to grow? Explain.

What is an entrepreneur?

How do investors help a business get started?

How is Falcon Express an example of free enterprise?

What are some of the products manufactured in New Jersey today?

What are some of the services provided in New Jersey today?

Why are services the most important part of New Jersey’s economy today?

Why should tourists visit New Jersey? Give examples of two interesting places in our state and reasons why tourists should visit?

What is a reference source?

Which reference source would you use to find the meaning of the word democracy?

When are reference sources useful to students?

What is research and development?

What is biotechnology?

In what ways is new technology important in how we live today?

What new inventions might change our lives in the future?

How does the internet help New Jersey companies do more business?

What are the five types of municipalities in New Jersey?

What are two services that local governments provide for their citizens?

What are two ways in which citizens participate in local government.

How are the roles of the municipal government and special districts the same? How do they differ?

What are three different kinds of articles that appear in newspapers?

Why is it important for some news articles to have a dateline?

How would a newspaper help you learn more about New Jersey? What is the system of checks and balances?

How does a bill become a law in New Jersey?

What is the job of each branch of government?

What is a democratic republic?

What is a political party?

What are the rights and responsibilities that we have as United States citizens?

How can voters decide about which candidate to elect?

What qualities do you think are important in a citizen?

What are three ethnic groups that settled in New Jersey?

What is a megalopolis?

How does our state’s diverse population help make it a special place?

How are an edge city and a suburb alike? How do they differ?

How does writing an outline help you organize information?

How can taking notes and writing an outline help you learn about history?

What sports did the Lenape play?

What are professional sports?

What are some things New Jerseyans can do for recreation?

What landforms and bodies of water make New Jersey a good place for recreation?

Why is education more important than ever in New Jersey?

Who are two famous artists from New Jersey?

Why are education and the arts important in New Jersey?

What effect has New Jersey’s system of public education hade on our state’s economy?



key vocabulary: mass production, road map, interstate highway, segregation, civil rights, county, apportionment, income tax, service,

global economy, interdependent, entrepreneur, profit, consumer, free enterprise, investor, competition, telecommunications, tourism,

reference source, dictionary, guide word, encyclopedia, CD-ROM, internet, research and development, biotechnology, fiber optics,

cyberspace, software, email, elect, municipality, council, mayor, budget, special district, county seat, Board of Chosen Freeholders,

current event, news article, feature article, editorial, headline, byline, dateline, checks and balances, executive branch, legislative

branch, bill, veto, judicial branch, democratic republic, candidate, United States Congress, United States Supreme Court, ethnic group,

diversity, festival, megalopolis, population density, edge city, recreation, professional, Special Olympics, public

key places: Willingboro, Mahwah, Murray Hill, Englewood, South Brunswick, Meadowlands, Cherry Hill, Mount Olive, Mays

Landing, Totowa, Monroe, Maplewood, Flemington, Trenton, Washington D.C., Mahwah, Woodbridge, Princeton, Cherry Hill,

Paramus, High Point State Park, Liberty State Park, Cape May Point State Park, Vernon, Jackson, Washington Crossing State Park,

East Orange, Camden, Rutherford, Freehold, South Orange

key people: William J. Levitt, Charles Seabrook, Oliver Randolph, Marion Thompson Wright, Martin Luther King Jr., S. Howard

Woodson, Jr., Madeline Worthy Williams, Ulysses S. Wiggins, Kenneth Gibson, Brendan Byrne, Christine Todd Whitman, James H.

Coleman, Jr., Deborah Ports, Marie Garibaldi, Grover Cleveland, Woodrow Wilson, William J. Brennan, Carl Lewis, Elaine Kayak,

Walt Whitman, Amir Baraka, William Carlos Williams, Robert Smithson, Sarah Vaughan, Frank Sinatra, Bruce Springsteen, Lauryn

Hill

The population of New Jersey grew quickly after World War II and many people settled in the suburbs.

New Jersey’s economy expanded after the war.

New transportation routes were built in the 1950s, including the New Jersey Turnpike.

Road maps help to guide travelers from one place to another.

Road maps show highways and other information needed by road travelers.

In 1947 a new state constitution outlawed discrimination.

Many New Jerseyans took part in the civil rights movement in an attempt to end segregation and discrimination.

The apportionment of seats in the legislature was made fairer after 1964.

The legislature created an income tax to support education in 1976.

From 1950 to 1990, New Jersey lost many manufacturing jobs and gained many service jobs.

In the 1980s and 1990s, New Jersey became part of the global economy.

New Jerseyans are working to preserve the environment and rebuild cities.

The free enterprise system provides opportunity and choice.

Competition between businesses means that consumers have a choice of products and services.

Entrepreneurs and investors create jobs and help build the economy.

New Jersey’s economy is one of the largest in the United States despite the state’s small size.

New Jersey is a leader in manufacturing chemicals, medicines, soaps, and electronics.

Many New Jerseyans today work in services.

The tourist industry is an important part of our state’s economy.

New Jersey leads the nation in research and development.

New Jersey scientists are creating new products that help us lead healthier lives.

The internet has changed the way New Jersey companies do business.

Your local government makes decisions for your community.

The five types of municipalities in New Jersey are boroughs, townships, cities, towns, and villages.

A special district is an area where a special service is provided to the people who live there.

County governments are run by a Board of Chosen Freeholders.

Our state government’s decisions affect our everyday lives.

Our state government is made up of the executive, legislative, and judicial branches.

The system of checks and balances makes sure that no single branch of government has too much power.

The United States is a democratic republic.

The United States government uses taxes to pay for services such as defense and disaster relief.

The three branches of our national government are headed by Congress, the President, and the Supreme Court.

New Jersey’s diverse population includes many different ethnic groups.

Festivals are one way in which people celebrate and preserve their ethnic customs.

New Jersey is located in the center of the megalopolis of the northeastern United States.

Today most New Jerseyans live in cities, suburbs, or edge cities.

An outline is a way of organizing what you learn.

New Jersey provides many opportunities to watch and play sports.

New Jerseyans enjoy an exciting variety of outdoor recreation.

Our state’s many schools help to keep the state growing.

Many important writers, artists, and performers are from our state.


examine New Jersey’s population growth and industrial expansion.

describe new transportation routes built during the 1950s.

compare different points of view with regard to solving New Jersey’s traffic problems.

identify the symbols used on a road map.

use a road map to plan a route from one place to another.

read a road map to obtain information.

list the major changes to the New Jersey constitution in 1947.

explain how the civil rights movement affected segregation and discrimination.

describe changes in the apportionment of State Assembly seats and in education funding in the 1960s and 1970s.

describe the shift from manufacturing jobs to service jobs in New Jersey.

explain why New Jersey is part of the global economy.

describe the state’s efforts to rebuild cities and preserve the environment.

describe how free enterprise works.

explain why consumers have a choice of goods and services in a free enterprise economy.

explain how young people can take part in the free enterprise system by starting their own business.

identify leading product manufactured in New Jersey.

identify the type of industry that employs most of New Jersey workers.

examine the role of service industries such as tourism in New Jersey’s economy.

apply research skills to locate information in a dictionary, an encyclopedia, and a CD-ROM.

describe ways in which New Jersey leads in research and development in medicine and high technology.

identify some of the new products created by New Jersey’s scientists.

explain the internet’s effect on business.

define local government and list some of the services local governments provide.

identify the five kinds of municipalities in New Jersey.

define special districts.

explain how county government operates

identify the basic parts of a newspaper.

explain how to read a newspaper article.

explain why state government is important to the people of New Jersey.

identify the three branches of state government.

describe the checks and balances system and explain its importance.

describe how Kids Voting New Jersey encourages voting.

explain why voting is important

define democratic republic.

describe how the United States government pays for the services it provides.

identify and describe the three branches of the national government.

identify some of the ethnic groups that make up New Jersey’s population.

locate the northeastern megalopolis.

describe the urban settings in which most New Jerseyans live.

take notes while reading.

organize notes into an outline.

identify some of the sports activities New Jerseyans can enjoy as participants and spectators.

describe opportunities for outdoor fun involving New Jersey’s parks, forests, and beaches.

describe the features and activities to be enjoyed at the Jersey Shore.

summarize the history of the Jersey Shore.

recognize the role New Jersey’s schools play in the growth and success of its citizens.

identify some well known writers, visual artists, and performers from New Jersey.


Assessment:


Project: Students will work individually and cooperatively to design a flag that reflects the special features of New Jersey’s economy,

government, people, arts, sports and recreation.



Fourth Grade Wax Museum




Prepare a map showing the routes students take from home to school. First, students will devise a list of the streets they take to school

along with landmarks to assure someone is on the right road. Their map must include a map key with its respective symbols.

Students will plan a two-week vacation of sports and outdoor recreation activities in New Jersey. They will create pocket-size booklets,

with each page containing a date of arrival, the place they will visit, and what they plan to do there.

Chart/Research – Students will create a chart of services provided by the local government, such as public parks and sidewalks.

Students will find out which local government agencies regulate and maintain the following: the public library, public street lights,

and traffic signs.


Art – Students will select a subject discussed in the lesson. They will draw “before” and “after” cartoons illustrating the need for

change in that area and the results of a change that has been made.

Students will write a one-page campaign speech explaining why voters should them if they were running for office and what they will

accomplish while in office.

“Think and Write” – Students will write several journal entries as a New Jersey civil rights worker in the 1950s or 1960s listing their

goals and accomplishments.

Language Arts/Science – Students will create bumper stickers urging courteous driving.

Multicultural – Students will work together to set up a class multicultural museum. Students will bring in objects from home that show

some aspect of their heritage as New Jerseyans or members of specific ethnic groups. The items will be labeled and grouped to be

placed on display.

Fourth Grade Wax Museum

RESOURCES

Teacher Resources:





Equipment Needed:




Chart paper

art supplies: glitter, glue, markers, oak tag, rulers, paper towel tubes

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