Grade 4: Unit 4

Social Studies Curriculum

Course Description

The history of the United States is the overarching theme with a concentration on New Jersey’s contribution to our country’s history.

From a historical perspective students will gather essential content that range from the peopling of the North America, a cultural

understanding of Native Americans and their culture, to the colonization process of the thirteen original colonies. As the course enters

a close, students will have the opportunity to examine the impact of the American Revolution and the role of New Jersey with the

context of the war. Threaded throughout this historical journey students will analyze aspects of culture, geography, government, and

economics.

As a means of reinforcing essential content acquisition, the use of grade level appropriate complex thinking types, strategies of critical

thinking, creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather and

reinforce the essential knowledge being presented throughout the school year.

Pacing Guide

Unit Topic Suggested Timing

Unit 1 Exploration and Encounters 9

Unit 2 Colonization in North America 9

Unit 3 American Revolution 9

Unit 4 Creation of the American Nation 9

Educational Technology Standards

8.1.5.A.2, 8.1.5.A.3, 8.1.5.B.1, 8.1.5.F.1

8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.D.1, 8.1.5.D.2, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1

Technology Operations and Concepts

Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures. Example of Use: Mini-Report: Write a brief biography or report about an Enlightenment period thinker and how they contributed to the America’s new government.

Use a graphic organizer to organize information about a problem or issue. Example of Use: Create a graphic organizer that shows the cause and effect relationship between authors such as Locke, Hobbes, Rousseau, Montesquieu and Thomas Jefferson, all leading to the Declaration of the Independence.

Creativity and Innovation

Collaborate to produce a digital story about a significant local event or issue based on first-person interviews. and your classmates will ask your scripted questions. Example of Use: Enlightenment Collage: Make a collage of words, concepts and pictures to represent the Enlightenment period that influenced our nation’s government.

Critical Thinking, Problem Solving, Decision Making

Apply digital tools to collect, organize, and analyze data that support a scientific finding. Example of Use: Math, Geography: Estimate and calculate the amount of territory gained in the Louisiana Purchase

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using

written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to

make maximum use of their own and others’ time. They are excellent writers; they master conventions,

word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-

ready individuals think about the audience for their communication and prepare accordingly to ensure

the desired outcome.

Example of Use: Re-write the opening two- three paragraphs of the Declaration of Independence either to

fit the needs of the current year or change the language to make it more “reader-friendly”.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions

that positively impact and/or mitigate negative impact on other people, organization, and the

environment. They are aware of and utilize new technologies, understandings, procedures, materials, and

regulations affecting the nature of their work as it relates to the impact on the social condition, the

environment and the profitability of the organization.

Example of Use: Expedition Journal: Take on the role as Lewis or Clark. Write a journal entry describe

your goals, hopes and fears on your western expedition. Cite specific things you’ve learning in class.

Career Ready Practices

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

Example of Use: NJ State Seal: Redesign the New Jersey state seal, using representative concepts learned in

class.

CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

Example of Use: Counter-Law: Have students read excerpts of the Indian Removal Act. Ask them to draft a law countering the effects of

the IRA.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board/Menu

Tiered Instruction

Small group instruction

Sentence starters/frames

Writing scaffolds

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Tiered learning centers

Tiered questioning

Data-driven student partnerships

Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

New Jersey Student Learning Standards, By the end of Grade 4

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.

D.History, Culture, and Perspectives 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.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.

New Jersey Student Learning Standards, By the end of Grade 8

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.

A.Civics, Government, and Human Rights

6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they were

fulfilled for women, African Americans, and Native Americans during this time period.

6.1.8.A.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule

of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

6.1.8.A.3.c: Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.g: Evaluate the impact of the Constitution and Bill of Rights on current day issues.

6.1.8.A.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native

Americans.

B. Geography, People, and the Environment

6.1.8.B.1.a: Describe migration and settlement patterns of Native American groups, and explain how these patterns

affected interactions in different regions of the Western Hemisphere.

6.1.8.B.2.b: Compare and contrast how the search for natural resources resulted in conflict and cooperation among

European colonists and Native American groups in the New World.

6.1.8.B.3.a: Assess how conflicts and alliances among European countries and Native American groups impacted the

expansion of the American colonies.

6.1.8.B.3.b: Determine the extent to which the geography of the United States influenced the debate on representation in

Congress and federalism by examining the New Jersey and Virginia plans.

6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic

development of the United States.

C. Economics, Innovation, and Technology

6.1.8.C.3.a: Explain how taxes and government regulation can affect economic opportunities, and assess the impact of

these on relations between Britain and its North American colonies.

D.History, Culture, and Perspectives

6.1.8.D.1.b: Explain how interactions among African, European, and Native American groups began a cultural

transformation.

6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become

unifying ideas of American democracy.

6.1.8.D.3.g: Evaluate the extent to which the leadership and decisions of early administrations of the national government

met the goals established in the Preamble of the Constitution.

English Language Arts Standards – Grade 4

Reading: Informational Text

Key Ideas and Details:

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Craft and Structure: RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4

topic or subject area.

RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in

focus and the information provided.

Integration of Knowledge and Ideas:

RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.

Writing

Text Types and Purposes:

W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,

and clear event sequences.

Research to Build and Present Knowledge:

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take

notes and categorize information, and provide a list of sources.

Grade: 4 Unit: IV

Weeks: 9

Topic : Creation of the American Nation There will be an in-depth review of the the origins of our government and its laws, specific documents such as the

Mayflower Compact, Declaration of Independence and the

Constitution, as well as coverage of the terrirtorial expansion of the United States and how it negatively affected groups such as

the Native Americans.

NJSLS: 6.1.4.D.5, 6.1.4.D.12, 6.1.8.A.3.a, 6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.g, 6.1.8.A.4.b, 6.1.8.B.1.a, 6.1.8.B.2.b, 6.1.8.B.3.a,

6.1.8.B.3.b, 6.1.8.B.4.a, 6.1.8.C.3.a, 6.1.8.D.1.b, 6.1.8.D.3.b, 6.1.8.D.3.g

ELA Standards: RI.4.2, RI.4.4, RI.4.6, RI.4.8, W.4.1, W.4.2, W.4.3, W.4.7, W.4.8

Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Discuss the political and What were some new Enlightenment Interview: John Locke’s “Two Math, Geography: philosophical origins of the scientific theories and Research an assigned Treatises of Government”: Determine the difference in United States Constitution discoveries between the person and create questions http://www.studentpulse.co population among these and its implementation in the sixteenth and eighteenth you would use to interview m/articles/6/john-locke-and- three groups: New England, 1790s. centuries? them. Research your the-second-treatise-on- Middle and Southern

answers, dress like them, government Colonies. Discuss how this

Standard: RI.4.2, RI.4.4, W.4.3, 6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.g, 6.1.8.B.3.b, 6.1.8.D.3.b, 6.1.8.D.3.g

What were some of the

effects of these new

theories?

Who were the absolute

monarchs?

and your classmates will ask

your scripted questions.

Enlightenment Collage: Make a collage of words, concepts and pictures to

Jean-Jacques Rosseau’s and “The Social Contract”: http://www.philosophyslam. org/rousseau.html

may affect the creation of a

new government. Create a

map and label with

population figures. 4.NBT.A.2

English-Language Arts:

represent the Enlightenment Write a script for a film about What effect did the period that influenced our Baron de Montesquieu: the Constitutional monarchs have on their nation’s government. http://www.rjgeib.com/thoug Convention. Focus on the countries? hts/montesquieu/montesqui debate about the Great

Graphic Organizer, Cause eu-bio.html Compromise. NJSLSA.W3 Who were some and Effect:

Enlightenment thinkers and

what were their ideas?

How did philosophers of the

Enlightenment influence

thinking on political institutions?

Create a graphic organizer that shows the cause and

effect relationship between

authors such as Locke, Hobbes, Rousseau, Montesquieu and Thomas

Jefferson, all leading to the

Declaration of the

Independence.

Mini-Report: Write a brief biography or report about an

Enlightenment period thinker and how they contributed to

the America’s new

government.

Democracy and the Origins of the Constitution: http://www.sullivan- county.com/bush/constitutio n.htm

The U.S. Constitution: http://www.history.com/topic s/constitution

The Articles of Confederation: http://congressforkids.net/In dependence_articles.htm

The Constitution at a Glance: http://www.congressforkids. net/Constitution_index.htm

Bill of Rights: http://www.historyforkids.org /learn/northamerica/after150 0/government/billofrights.ht m

English Monarchs: http://www.kidspast.com/wo rld-history/0220-english- monarchy.php

The Age of Enlightenment: http://www.ehow.com/info_1 0013841_age- enlightenment-kids.html

Identify major documents

and symbols in New Jersey What are the common

principles of the foundational Constitutional Convention

Diary:

Mayflower Compact: http://www.socialstudiesforki

Math: Research the amount of

and American history, including the Mayflower Compact, the Declaration of Independence, the United

States Constitution, the New

Jersey State Seal, and

Martin Luther King, Jr.’s “ Have a Dream” speech.

Standard: RI.4.8, W.4.8, 6.1.4.D.5, 6.1.4.D.12, 6.1.8.A.3.a, 6.1.8.A.3.c, 6.1.8.A.3.g

documents of the Mayflower Compact, Declaration of Independence, Bill of Rights

and Constitution?

Where did the influence of the foundational documents

come from with references

to the Enlightenment Period?

Pretend you’re participating

in the Constitutional Convention. Choose a side

regarding state

representation and

document your feeling as the

debate unfolds and

ultimately the Great Compromise is met.

NJ State Seal: Redesign the New Jersey

state seal, using

representative concepts

learned in class.

Declaration Remix: Re-write the opening two- three paragraphs of the

Declaration of Independence

either to fit the needs of the

current year or change the

language to make it more

“reader-friendly”.

ds.com/articles/ushistory/ma yflowercompact.htm

Declaration of Independence: http://www.ducksters.com/hi story/declaration_of_indepe ndence.php

United States Constitution: http://www.historyforkids.org /learn/northamerica/after150 0/government/constitution.ht m

New Jersey State Seal: http://www.njleg.state.nj.us/ kids/seal.asp

Martin Luther King’s “I Have a Dream” Speech: http://www.americanrhetoric .com/speeches/mlkihaveadr eam.htm

states needs to make an

amendment to the

Constitution. 4.NBT.A.2

Art: Create a collage of words

and pictures to summarize

Dr. King’s “I Have a Dream” speech. 1.3.5.C.1

Describe and map the

continuing territorial expansion and settlement of the frontier during this

period.

Standard: RI.4.6, 6.1.8.A.4.b, 6.1.8.B.4.a

What was the rationale

behind the purchase of the

Louisiana Territory?

What were the implications

of the Lewis and Clark

expedition?

What role did the

Sacagawea play in the

Lewis and Clark Expedition?

Map-Making: Have students a map of the

United States. Then, create

an overlay of the thirteen

colonies and the Louisiana

Purchase.

Lewis & Clark Interview: Design a talk show to

interview Lewis & Clark upon

their return home from the

western expedition. Have

students prepare questions

Louisiana Purchase: http://www.socialstudiesforki ds.com/articles/ushistory/lou isianapurchase.htm

Louisiana Purchase Map: http://www.earlyamerica.co m/earlyamerica/maps/louisi anapurchase/colormap.htm

Eight Things You May Not Know About the Louisiana

Purchase:

Math, Geography: Estimate and calculate the

amount of territory gained in

the Louisiana Purchase. Research what land is valued

at in present-day prices. Calculate the value by

today’s standards. 4.NBT.A.2

English-Language Arts: Research and write about the

1849 Gold Rush. Analyze

and summarize firsthand

and select two students to

act out the primary roles.

Expedition Journal: Take on the role as Lewis or Clark. Write a journal entry

describe your goals, hopes

and fears on your western

expedition. Cite specific

things you’ve learning in

class.

http://www.history.com/new s/8-things-you-may-not- know-about-the-louisiana- purchase

Lewis and Clark Expedition: http://www.archives.gov/edu cation/lessons/lewis-clark/

Sacajewea: http://mrnussbaum.com/sac agawea/

California Gold Rush: http://www.history.com/topic s/gold-rush-of-1849

Marshall, Sutter, and Sam Brannan: http://goldrushofcalifornia.w eebly.com/49ers.html

account and report out their motivations and/or hopes.

NJSLSA.W1.

Analyze the causes and What were the advantages Counter-Law: Tecumseh’s Rebellion: Music: consequences of continuing and disadvantages of the Have students read excerpts https://www.cmich.edu/librar Listen to popular music conflict between Native policy of assimilation of of the Indian Removal Act. y/clarke/ResearchResource students enjoy. Then play American tribes and Native Americans into white Ask them to draft a law s/Michigan_Material_Local/ traditional Native American colonists (e.g. Tecumseh’s culture? countering the effects of the Detroit_Pre_statehood_Des music. Students journal rebellion). IRA. criptions/A_Brief_History_of thoughts, opinions and

How did removal and _Detroit/Pages/Tecumseh% preferences. Then, give

Standard: RI.4.1, RI.4.2, resettlement of the Native Primary Source Analysis: 27s-Uprising.aspx them the scenario that they’d

W.4.1, W.4.2, W.4.7, 6.1.8.B.1.a, 6.1.8.D.1.b, 6.1.8.B.2.b, 6.1.8.B.3.a

Americans impact white settlers?

How is it possible to sustain

Read and watch firsthand accounts and/or secondary

sources how people

experienced Native

Assimilation Through Education – Indian Boarding Schools:

have to listen to only Native American music from now

on—ask them to journal how

they feel; connect to a culture under these American removal and https://content.lib.washingto assimilation of New Jersey.

1.3.5.B.1 circumstances? relocation. n.edu/aipnw/marr.html

English-Language Arts: Mini-Report: Indian Removal: Write a letter to Students write a mini-report http://digital.library.okstate.e Congressmen about your

on a Native American who

resisted or led a resistance –

in any way – to colonial domination and/or forced

assimilation and relocation.

du/encyclopedia/entries/I/IN 015.html

Causes and Effects of Indian Removal: http://historymatters.gmu.ed u/d/7402

Cultural Survival vs. Forced Assimilation: http://www.culturalsurvival.o rg/publications/cultural- survival-quarterly/united- states/cultural-survival-vs- forced-assimilation-rene

feelings of the Indian

Removal Act. Convince them

to support your opinion and

act.

NJSLSA.W1.

Discuss the background and What are some of the Gallery Walk: Northwest Territory: Geography: major issues of the War of reasons for westward Post images and excerpts of http://www.socialstudiesforki Have students research the 1812 (e.g. sectionalism expansion? various accounts of the War ds.com/wwww/us/northwestt geography of the lands issues, role of Native of 1812. Have student erritorydef.htm established in the Northwest Americans). What was some of the groups react to what they Territory. What states would

conflicts that arose from see on a memo board War of 1812 Facts: eventually derive from this

Standard: RI.4.6, W.4.8, westward expansion? adjacent to each primary http://www.history.com/topic area? 6.1.4.B.1

6.1.8.B.3.a, 6.1.8.C.3.a, 6.1.8.D.3.g

source.

Timeline:

s/war-of-1812

War of 1812 Overview:

English-Language Arts: Write a poem, fictional story,

Create a timeline of the http://www.kidskonnect.com or song about a prominent events surrounding the War /subjectindex/16- figure from the War of 1812.

NJSLSA.W3 of 1812. educational/history/285-war-

of-1812.html Trail of Tears Poem: Students will write a poem James Madison: form the first-hand http://www.ducksters.com/bi perspective of being a ography/uspresidents/james Native American in the Trail madison.php of Tears.

Rise of American Sectionalism:

http://www.slideshare.net/m arinelamartinez/rise-of-

american-sectionalism

Unit Vocabulary

Amendment Antifederalist Battle of New Orleans

Bill of Rights Articles of Confederation

Cabinet Democracy Era of Good Feelings

Checks and Balances

Executive branch

Federal system

Federalist Forty-Niners

Gold Rush Great Comprimise

Indian Removal Act Judicidal branch

Virginia Plan

Wagon train War of 1812

War Hawks

Legislative branch Louisiana Purchase Monroe Doctrine

Mountain men Neutral New Jersey Plan Northwest Ordinance Pioneer Political party

Preamble Ratify

Republic secretary Shays’s Rebellion

Statehood Supreme Court Territories Trailof Tears Veto

Suggested Project – Choose 1

Suggested Project 1:

Write an essay describing what you believe is the most important right or freedom guaranteed in the Constitution. Justify your answer.

Suggested Project 2:

If you were charged with the task of creating a “perfect government”, describe what that would be. Be as specific as possible.

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

George Washington's Famous Cook: A Slave

Called Hercules

A play about George Washington's

Famous Cook: A Slave Called Hercules

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/3538/7086

Mr. Banneker Writes A Letter A Letter from Benjamin Banneker http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4037/7087

Alexander Hamilton, Aaron Burr, and

Manumissions

Early attempts at ending Slavery in the

United States

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4038/7431

The Other Lafayette: James Armistead

Lafayette (Violet: Another Paul Revere?)

Study the controbutions of an African

American Spy in the Revolution

http://www.njamistadcurriculum.net/history/unit/constitution-

continental-congress/content/4038/7342

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Songs about Acceptance Students will write their own songs about

tolerance and acceptance. Students will

explain their themes to the class. Students will

present their songs to the class.

https://www.youtube.com/watch?v=oODXem4oRp0

Showcase of Anti-Discrimination Students will create their own artwork to

depict the downfalls of discrimination.

Students will complete their artwork and

create a gallery walk for the class. Students

will write post-its of encouragement on works

of art that they like.

https://www.tolerance.org/classroom-

resources/student-tasks/do-something/artistic-

expression-showcase

How Tolerant is Our Class? Students will create survey questions on bias

and pose their questions to classmates.

Students will compile their data and report

their results to the class. Students will create a

pictorial representation of their data and

analyze it for trends.

https://www.educationworld.com/a_lesson/03/lp294-

02.shtml

Words Can Hurt Students imagine they are a new person in a

group. Students will write a short skit in

which they insult the new person and then

must brainstorm an apology. Students will

describe how classmates may feel when they

are teased or called hurtful words.

https://www.educationworld.com/a_lesson/03/lp294-

03.shtml

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an

argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in content,

ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with complex text and

engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District website.

To access the resources, please visit the DBQ/Research tab on the Social Studies page.