Download SOCIAL STUDIES 7 CURRICULUM

South Hackensack Middle School Curriculum
Content Area: Social Studies
Course Title: U.S. History – Colonization, Revolution, and the
Constitution
The World before the Opening of the
Atlantic
New Empires in the Americas
Grade Level: 7th
20-24
days
20-24
days
The English Colonies
20-24
days
The American Revolution
20-24
days
Forming a Government
Citizenship and the Constitution
20-24
days
20-24
days
Launching the Nation
20-24
days
The Jefferson Era
20-24
days
Date Revised: July 2015
Board Approved on: August 20, 2015
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 1 - The World before the Opening of the Atlantic, Beginnings-1500
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – Many scholars believed humans migrated to the Americas across a land bridge
from Asia during the last Ice Age. Native American societies developed across Mesoamerica and
South America, while diverse cultures developed across North America. Increased trade,
including slave trade, helped West African kingdoms gain power. A surge in trade and new ideas
also had a dramatic impact on Europe.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Learn from and work collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work
and community contexts.
Understanding other nations and cultures, including the use of Non-English languages
Environmental Literacy
Demonstrate a knowledge and understanding of society's impact on the natural world
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and
understanding government processes.
21st Century Skills:
 9.1.8.B.1 – Use multiple points of view to create alternative solutions
 9.1.8.C.2 – Demonstrate use of compromise, consensus, and community building
strategies for carrying out different tasks, assignments and projects
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety
of tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audience Content Statements
• Indigenous societies in the Western Hemisphere migrated and changed in response to the
physical environment and due to their interactions with Europeans.
• European exploration expanded global economic and cultural exchange into the Western
• European exploration expanded global economic and cultural exchange into the Western
Hemisphere.
CPI #
Cumulative Progress Indicator (CPI)
6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures
among
African,
American
groups.
6.1.8.B.1.a
DescribeEuropean,
migration and
and Native
settlement
patterns
of Native American groups, and
explain how these patterns affected interactions in different regions of the
Hemisphere.
6.1.8.C.1.b Western
Explain why
individuals and societies trade, how trade functions, and the role
of trade during this period.
6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and
political systems of Native American groups.
6.1.8.D.1.b Explain how interactions among African, European, and Native American groups
began a cultural transformation.
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
World.
Analyze
the power struggle among European countries, and determine its
6.1.8.D.2.a New
impact on people living in Europe and the Americas.
6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of
different groups of people, and explain why their experiences differed.
Unit Essential Questions
Unit Enduring Understandings
Native American societies developed across
How did American, African, and
European cultures differ from one another
Mesoamerica and South America.
before 1500?
Many diverse Native American cultures
How were the Aztecs and Incas similar?
developed across the different geographic
regions of North America.
What different methods did Native
American groups of the Southwest use to
Using trade to gain wealth, Ghana, Mali,
adapt to their dry climate?
and Songhai were West Africa’s most
powerful kingdoms.
How did Europeans change life in the
New ideas and trade changed Europeans’ lives.
Americas?
Unit Learning Targets
Students will learn ...
• Label a world map & key countries involved in early exploration
• Compare and contrast forms of government, belief systems, and family structures among the
Aztecs, Incas, & Mayas
• Discuss how trade linked Europe, Africa, & Asia
• Identify the origins of the Age of Exploration, tying in the Crusades, Renaissance, & Protestant
Reformation
• Create a timeline for European Exploration
• Read and analyze primary source documents from various explorers
• Identify new technologies that helped with exploration
• Create a chart classifying explorers & their accomplishments
• Use maps to trace the routes of the explorers & explain their interaction with other cultures
Key Vocabulary
migration
hunter-gatherer
culture
pueblos
kivas
totems
teepees
hajj
mosques
reason
democracy
knights
join-stock companies
Writing Activities
Daily “Do Now’s”
Travelogue: A travelogue allows people who did not make the trip to experience some of the same
sights, sounds, and thoughts that the traveler did. Write a travelogue after reading each section,
describing what a place in one of those regions might have been like.
Differentiation
At Risk
RAFT Assignments
Provide choices and private space
Graphic Organizer for North American Exploration
“Turn and talk” summaries of sections
Special Education
Extended time for testing
Errorless learning i.e. test correction opportunities
Provide copy of notes
Open book assessment
Preferential seating
Provide word bank
In‐class support
Enrichment
Student debate over the treatment of Native Americans throughout American history.
Research more information about the main ideas of Greek philosophers, Plato, Socrates, and
Aristotle.
ELL
Reading Study Guides.
Feudalism graphic organizer chart.
Flash Cards
Evidence of Learning
Summative Assessment
Quarterlies
 Unit and Chapter Tests
 Travelogue Writing
Assignment
Equipment needed:
LCD Projector
Poster board/Markers/White board
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
 Various Authors: Junior Scholastic Magazine
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 1 Lesson 1
The Earliest Americans
Chapter 1 Lesson 2
Native American Cultures
Chapter 1 Lesson 3
Trading Kingdoms of West Africa
Chapter 1 Lesson 4
Europe before Transatlantic Travel
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Holt McDougal: United States History Teacher’s Edition
Internet Resources
Common Core/NJCCCS
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 2 - New Empires in the Americas
Target Course/Grade Level: 7th grade
Progress Target: 20-24 days
Unit Summary – The Portuguese ushered in an era of exploration in the 1400s. This was
followed by Christopher Columbus’ voyages, which paved the way for other explorers to sail
the Americas. As the Spanish established a large empire in the Americas, other European
nations challenged Spain’s dominance. Between the 1520s and 1860s, about 12 million
enslaved Africans were shipped across the Atlantic where Europeans forced them to work in
their newly formed colonies.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Learn from and work collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work
and community contexts.
Environmental Literacy
Demonstrate a knowledge and understanding of society's impact on the natural world
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and
understanding government processes.
21st Century Skills:
 9.1.8.F.3 – Relate the use of new of technologies at home, in the workplace, and in
other settings to incidences of ethical and/or unethical behavior
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
Learning
Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences. Content Statements
The colonists adapted ideas from their European heritage and from Native American
groups to develop new political and religious institutions and economic systems.
The slave labor system and the loss of Native American lives had a lasting
impact on the development of the United States and American culture.
CPI #
6.1.8.A.1.a
Cumulative Progress Indicator (CPI)
Compare and contrast forms of governance, belief systems, and family structures
among
African,
American
groups.
6.1.8.B.1.a
DescribeEuropean,
migration and
and Native
settlement
patterns
of Native American groups, and
explain how these patterns affected interactions in different regions of the
Westernwhy
Hemisphere.
6.1.8.C.1.b Explain
individuals and societies trade, how trade functions, and the role
of trade during this period.
6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and
political systems of Native American groups.
6.1.8.D.1.b Explain how interactions among African, European, and Native American groups
began a cultural transformation.
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
World.
Analyze
the power struggle among European countries, and determine its
6.1.8.D.2.a New
impact on people living in Europe and the Americas.
6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of
different groups of people, and explain why their experiences differed.
Unit Essential Questions
Unit Enduring Understandings
How did the slave trade affect West Africa?
Europeans explored the world, searching for
new
lands and new trade routes.
How did Columbus’ voyage lead to a
Christopher Columbus’ voyage led to
dispute between Spain and Portugal?
new
exchanges between Europe, Africa,
How did the Columbian Exchange and the
and the Americas.
slave trade affect the economies and the
people of Europe, Africa, and the Americas?
Spain established a large empire in the
Americas.
Why do you think the King of Spain
commanded Catholic priests to teach
Other European nations challenged Spain in the
Americas.
Native Americans about Christianity?
Europeans forced millions of African
Which European empire in North
slaves
to work in their colonies.
America do you think was most
successful?
Why were African slaves who came from
different cultures and spoke different
languages, able to form an African
American culture?
Unit Learning Targets
Vikings were skilled sailors, and they were the first Europeans to reach North America.
Prince Henry the Navigator established a school for sailors and provided financial support
to the Portuguese, who sailed around Africa and found a sea route to Asia.
Christopher Columbus sailed across the Atlantic and reached a continent that was
previously unknown to him, leading other explorers to sail to the Americas as well.
Spanish conquistadors conquered the Aztec and Inca empires, and treated these people
harshly by forcing them to work on plantations and in mines,
European nations and explorers raced to establish empires in North America, and searched
for a Northwest
Passage to the Pacific Ocean.
When European diseases wiped out much of the Native American population, the
colonists looked for another labor source.
Europeans enslaved millions of Africans and sent them to work in their colonies, who
developed a distinct culture.
Key Vocabulary
astrolabe
caravels
Line of Demarcation
circumnavigate
Columbian Exchange
conquistadors
encomienda system
plantations
Protestants
charter
Northwest Passage
Spanish armada
immune
Middle Passage
African Diaspora
Writing Activities
Daily “Do Now’s”
Descriptive writing assignment: Imagine you are a Native American, looking at Columbus’ boat on the
horizon. What is going through your mind?
Expository writing: Write a diary entry from both an Aztec and Inca perspective.
Linking to Today: Compare European adventures to that of present day humans who wish to explore
Mars one day.
Persuasive writing: Write a letter inviting people, such as mapmakers and shipbuilders, to move to
Portugal to teach. Include offers of financial assistance to conduct research on oceanic navigation.
Differentiation
At Risk
RAFT Assignments and Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Special Education
Extended time for testing and errorless learning i.e. test correction opportunities
Provide copy of notes and word bank
Open book assessment
Preferential seating and In‐class support
Enrichment
Student debate over the treatment of Native Americans throughout American history.
Research more information about the main ideas of Greek philosophers, Plato, Socrates, and
Aristotle.
ELL
Create an illustrated guide to the Middle Passage
Reading Study Guides.
North American Exploration graphic organizer, page 49.
Evidence of Learning
Summative Assessment
Quarterlies
 Unit and Chapter Tests
Diary entry project on experiences through the Middle Passage
Opinion paper: Should we still celebrate Columbus Day in America?
Equipment needed:
LCD Projector
Poster board/Markers/White board
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
Columbus Diary Entries
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 2 Lesson 1
Europeans Set Sail
Chapter 2 Lesson 2
Europeans Reach the Americas
Chapter 2 Lesson 3
Spain Builds an Empire
Chapter 2 Lesson 4
The Race for Empires
Chapter 2 Lesson 5
Beginnings of Slavery in the Americas
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Holt McDougal: United States History Teacher’s Edition
Internet Resources
Common Core/NJCCCS
Timeframe
4 days
4-5 days
4-5 days
4-5 days
4-5 days
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 3 - The English Colonies
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – In 1607 a group of colonists established the first permanent English settlement
in North America. Hoping to gain religious freedom. English colonists began to establish
settlements along the Atlantic Coast. Varied ways of life developed in these colonies as settlers
adapted to different environments. English settlers came into conflict with Native Americans and
the French, causing the French and Indian War, which Great Britain won in 1763. Colonists were
angered when they were expected to pay taxes to pay for the war, and they began to protest
British laws.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Learn from and work collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work
and community contexts.
Understanding other nations and cultures, including the use of Non-English languages
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and
understanding government processes.
21st Century Themes:
 9.1.8.B.1 – Use multiple points of view to create alternative solutions
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
Learning
Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Content Statements
Disputes over political authority and economic issues contributed to a movement for
independence in the colonies.
CPI #
6.1.8.A.2.a
Cumulative Progress Indicator (CPI)
Determine the roles of religious freedom and participatory government in various
North
colonies.
6.1.8.A.2.b American
Explain how
and why early government structures developed, and determine the
impact of
these early
structures
on theand
evolution
of American
and and
institutions.
6.1.8.A.2.c Explain
how
race, gender,
status affected
social,politics
economic,
political
opportunities
during
Colonial
times.
6.1.8.B.2.a
Determine
factors
that impacted emigration, settlement patterns, and regional
identities of
the colonies.
6.1.8.B.2.b Compare
and contrast how the search for natural resources resulted in conflict and
cooperation among European colonists and Native American groups in the New
World.slavery and indentured servitude to Colonial labor systems.
6.1.8.C.2.a
Relate
6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies
and
Europeanthe
countries.
6.1.8.C.2.c
Analyze
impact of triangular trade on multiple nations and groups.
Unit Essential Questions
Unit Enduring Understandings
What events led to a conflict between
Despite a difficult beginning, the
Southern colonies soon flourished.
the Jamestown settlers and the
Powhatan Confederacy?
English colonists traveled to New England to
gain
religious freedom.
Why were slaves in high demand in the
Southern colonies?
People from many nations settled in the
Middle
colonies.
What factors led the Pilgrims to leave
England and settle in America?
The English colonies continued to grow
despite
many challenges.
How did the climate and terrain of New
England make slavery unpopular in this
Tensions developed as the British
area?
government placed tax after tax on the
colonies.
What led to diverse populations of New
York and New Jersey?
In what ways were women essential to
the middle colonies?
How was the Enlightenment similar to the
Great
Awakening?
Defend the British decision to ban colonists
from settling on the western frontier.
What caused the French and Indian War,
and how did it affect North America?
Unit
Learning
Targets
What
were the
causes and significance
behind
both thefreedom
Boston Massacre
and Boston
Religious
and economic
opportunities were motives for founding other southern
Tea Party?
colonies, including Maryland, the Carolinas, and Georgia.
Jamestown was the first permanent English settlement, where daily life was challenging
towards the beginning of their experiences.
Pilgrims and Puritans came to America to avoid religious persecution, and
subsequently tied religion and government together in their new colonies.
New England economy was based on trade and farming, and there was a strong
emphasis on education.
The economy of the middle colonies was supported by trade and staple crops.
Colonial governments were influenced by political changes in England, while in America the
French and Indian War gave England control of more land in North America.
British efforts to raise taxes on colonists sparked protests such as the Boston Tea party and led
to other incidents such as the Boston Massacre.
Key Vocabulary
indentured servants
slave codes
Toleration Act of 1649
Puritans
Pilgrims
immigrants
Mayflower Compact
staple crops
Quakers
town meeting
English Bill of Rights
triangular trade
Great Awakening
Enlightenment
Stamp Act of 1765
Committees of Correspondence
Boston Massacre
Boston Tea Party
Intolerable Acts
Quartering Act
Writing Activities
Daily “Do Now’s”
Expository writing: Write a diary entry comparing experiences of Jamestown settlers.
Linking to Today: Compare 21st century protests to the Boston Tea Party and Boston
Massacre incidents. Are there any similarities?
Persuasive writing: Half the class will write a letter to the King imploring him to end the taxes and
why you believe they are unfair, while the other half will write the response, telling the colonists
while taxes are necessary.
Differentiation
At Risk
RAFT Assignments
Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Make your own Mayflower Compact and decide with a partner on ten rules that should be obeyed.
List consequences that should occur if those rules are broken
Special Education
Extended time for testing and errorless learning i.e. test correction opportunities
Provide copy of notes and word bank
Open book assessment
Preferential seating and In‐class support
Enrichment
Simulate discussion and debate around the Mayflower Compact through a skit.
Mock Trial of the Boston Massacre trials involving the defense of British soldiers.
Demonstrate how a joint-stock company works.
ELL
Create an illustrated guide mapping out resources in the New England, Middle, and Southern
colonies.
Reading Study Guides.
Virginia Venn Diagram comparing and contrasting Indentured Servants and Slave Labor.
Evidence of Learning
Summative
Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
Create a map of the original Jamestown colony.
Write a diary entry from both the Pilgrim’s perspective and Squanto’s perspective.
Opinion paper: Should we still celebrate Thanksgiving?
Equipment needed:
LCD Projector
Poster board/Markers/White board
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
Mayflower Compact Text
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 3 Lesson 1
The Southern Colonies
Chapter 3 Lesson 2
The New England Colonies
Chapter 3 Lesson 3
The Middle Colonies
Chapter 3 Lesson 4
Life in the English Colonies
Chapter 3 Lesson 5
Conflict in the Colonies
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
Timeframe
4-5 days
4-5 days
4-5 days
4-5 days
4 days
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: The American Revolution
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – Colonial resentment against Britain increased; shots were fired in April of 1775,
starting the Revolutionary War. On July 4th, 1776, the Declaration of Independence was approved.
Though they received help from France and Spain, the Patriots faced obstacles in fighting the
British. When the war against Britain spread to the South, Americans defeated British forces and
gained their independence.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Learn from and work collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work
and community contexts.
Understanding other nations and cultures, including the use of Non-English languages
Environmental Literacy
Demonstrate a knowledge and understanding of society's impact on the natural world
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and
understanding government processes.
21st Century Skills:
 9.1.8.B.1 – Use multiple points of view to create alternative solutions
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
Learning
Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Content Statements
Disputes over political authority and economic issues contributed to a movement for
independence in the colonies.
CPI #
Cumulative Progress Indicator (CPI)
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.c
Determine the role that compromise played in the creation and adoption of the
Constitution and Bill of Rights.
6.1.8.A.3.f
Explain how political parties were formed and continue to be shaped by differing
perspectives regarding the role and power of federal government.
6.1.8.B.3.a
Assess how conflicts and alliances among European countries and Native
American groups impacted the expansion of the American colonies.
6.1.8.B.3.c
Use maps and other geographic tools to evaluate the impact of geography on the
execution and outcome of the American Revolutionary War.
6.1.8.B.3.d
Explain why New Jersey’s location played an integral role in the American
Revolution.
6.1.8.C.3.b
Summarize the effect of inflation and debt on the American people and the
response of state and national governments during this time.
6.1.8.D.3.b
Explain why the Declaration of Independence was written and how its key
principles evolved to become unifying ideas of American democracy.
6.1.8.D.3.c
Analyze the impact of George Washington as general of the American
revolutionary forces and as the first president of the United States.
6.1.8.D.3.d
Analyze how prominent individuals and other nations contributed to the causes,
execution, and outcomes of the American Revolution.
6.1.8.D.3.e
Examine the roles and perspectives of various socioeconomic groups (e.g., rural
farmers, urban craftsmen, northern merchants, and southern planters), African
Americans, Native Americans, and women during the American Revolution, and
determine how these groups were impacted by the war.
6.1.8.D.3.f
Analyze from multiple perspectives how the terms of the Treaty of Paris affected
United States relations with Native Americans and with European powers that
had territories in North America.
Unit Essential Questions
How would you evaluate the performance of
the
Continental Army in the early battles of the
war?
Defend George III’s response to the
Declaration of Rights and the Olive Branch
Petition.
What arguments did the authors of the
Declaration of Independence give for
declaring the colonies free from British
control?
Why did the authors of the Declaration of
Independence fail to address the rights of
women, Native Americans, and African
Americans in the document?
Why do you think European nations
supported the colonists rather than Great
Britain?
How might relations between Great Britain
and its former colonies be affected by the
war?
Unit Enduring Understandings
The tensions between the colonies and Great
Britain led to armed conflict in 1775.
The colonies formally declared
their independence from Great
Britain.
Patriot forces faced many obstacles in the
war against Britain.
The war spread to the southern colonies,
where the British were finally defeated.
Unit Learning Targets
The First Continental Congress demanded certain rights from Great Britain, while the Second
Continental Congress created the Continental Army to fight the British when peaceful
methods failed.
Some colonists were forced to choose sides when independence was declared (Patriots vs.
Loyalists)
The Declaration of Independence did not address the rights of all the colonists.
While the winter of Valley Forge tested the strength of Patriot troops, France and Spain helped the
Patriots fight the British.
The British and the Americans officially ended the war by signing the Treaty of Paris of 1783.
Key Vocabulary
First Continental Congress
Second Continental Congress
Patriots
minutemen
Redcoats
Common Sense
Declaration of Independence
Loyalists
mercenaries
Battle of Trenton
Battle of Saratoga
Battle of Yorktown
Treaty of Paris of 1783
Writing Activities
Daily “Do Now’s”
Expository writing: Write a diary entry by Paul Revere before he made his midnight ride.
Choosing Sides Persuasive Writing: Write letters from both Ben Franklin and his son, William
Franklin, trying to convince each other to join the Patriots or Loyalists side.
Divide the class into groups and have them write sections of Declaration of Independence in modern
English.
Differentiation
At Risk
RAFT Assignments
Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Draw a chart listing the strengths and weaknesses of the Continental Army vs. The British Army
Graphic Organizer listing key people/groups and their contributions to helping the Americans
win the war, page 131.
Special Education
Extended time for testing and Errorless learning i.e. test correction opportunities

Open book assessment/Provide notes and word bank
Preferential seating and In‐class support
Enrichment
Organize students into small groups and ask them to imagine they are TV reporters covering
the announcement of the Declaration of Independence. One group will cover the Colonial
stations,
and the other will cover the British stations. Each group will create a script for their news report,
presenting both major arguments for, and criticisms against the Declaration of Independence.
ELL
Create posters for Patriot recruitment.
Have students illustrate major battles and troops movements on a map of the colonies.
Evidence of Learning
Summative
Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
Create a Revolutionary War Battlefield model
Equipment needed:
LCD Projector
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
Declaration of Independence
Excerpts from Benjamin Franklin and William Frankin’s memoirs.
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 4 Lesson 1
The Revolution Begins
Chapter 4 Lesson 2
Declaring Independence
Chapter 4 Lesson 3
The Struggle for Liberty
Chapter 4 Lesson 4
Independence!
Teacher Notes:
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 5 - Forming a Government
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – American colonists formed state and federal governments based on English laws,
Enlightenment ideas, and American models of government. The federal government established by the
Articles of Confederation lacked the power to rule effectively, however. To remedy this problem,
American leaders wrote a new constitution that created a stronger central government. Eventually, the
required nine states ratified the U.S. Constitution.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
Understanding other nations and cultures, including the use of Non-English languages
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding
government processes.
21st Century Skills:
 9.1.8.C.2 – Demonstrate the use of compromise, consensus, and community building skills for
carrying out different tasks, assignments, and projects
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively to
create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Content Statements
The fundamental principles of the United States Constitution serve as the foundation of the United
States government today.
CPI #
6.1.8.A.3.c
6.1.8.A.3.d
6.1.8.A.3.g
6.1.8.B.3.b
Cumulative Progress Indicator (CPI)
Determine the role that compromise played in the creation and adoption of the
Constitution and Bill of Rights.
Compare and contrast the Articles of Confederation and the United States
Constitution in terms of the decision-making powers of national government.
Evaluate the impact of the Constitution and Bill of Rights on current day issues.
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.
Unit Essential Questions
What kind of government would you form if your
country just gained independence from a monarchy?
What events and ideas affected the writing of the
Articles of Confederation and the Constitution?
Unit Enduring Understandings
The Articles of Confederation
provided a framework for a national
government.
Problems faced by the young nation made it
clear that a new Constitution was needed,
which provided a framework for a stronger
national government.
Unit Learning Targets
The Articles of Confederation laid the base for the first national government of the United State.
Many Americans called for changes in the national government.
The issue of representation led to the Great Compromise, which led to the creation of the U.S.
Constitution. This created federalism and a balance of power.
Key Vocabulary
Magna Carta
Constitution
suffrage
Articles of Confederation
ratification
tariffs
interstate commerce
inflation
depression
Constitutional Convention
Virginia Plan
New Jersey Plan
popular sovereignty
federalism
amendments
Writing Activities
Daily “Do Now’s”
Expository writing: Write an invitation to delegates explaining why there needs to be a Constitutional
Convention to fix the Articles
Write the “Preamble” in modern English
Differentiation
At Risk
RAFT Assignments and Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Special Education
Extended time for testing
Errorless learning i.e. test correction opportunities
Provide copy of notes
Open book assessment
Preferential seating
Provide word bank
In‐class support
Enrichment
Hold a scripted meeting of the Constitutional Convention.
“Origins of the Constitution” (page 156-157) - Students will connect and compare past documents
to locate their influence within the U.S. Constitution.
ELL
Students can form a school government, listing all the rules they believe would be needed to run a
fair government, citing the difficulties of the task throughout the process.
Evidence of Learning
Summative Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
Compare the New Jersey and Virginia Plan
Equipment needed:
LCD Projector
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
The Constitution
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 5 Lesson 1
The Articles of Confederation
Chapter 5 Lesson 2
The New Nation Faces Challenges
Chapter 5 Lesson 3
Creating the Constitution
Chapter 4 Lesson 4
Ratifying the Constitution
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 6 - Citizenship and the Constitution
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – The framers of the U.S. Constitution developed a federal system, dividing power between
the state and federal governments. A system of checks and balances divides federal power among the
legislative, executive, and judicial branches of government. To address concerns about individual rights, the
first Congress added 10 amendments, known as the Bill of Rights, to the Constitution. In addition to these
rights, all U.S. citizens have certain responsibilities to society.
Primary interdisciplinary connections: Language Arts, Math, Computers
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
21st Century Skills:
 9.1.8.B.1 – Use multiple points of view to create alternative solutions
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively to
create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
Content Statements
The fundamental principles of the United States Constitution serve as the foundation of the United
States government today.
CPI #
6.1.8.A.3.c
6.1.8.A.3.d
6.1.8.A.3.g
Cumulative Progress Indicator (CPI)
Determine the role that compromise played in the creation and adoption of the
Constitution and Bill of Rights.
Compare and contrast the Articles of Confederation and the United States
Constitution in terms of the decision-making powers of national government.
Evaluate the impact of the Constitution and Bill of Rights on current day issues.
Unit Essential Question
How do the ideas in the Constitution affect the
lives of Americans?
Unit Enduring Understandings
The U.S. Constitution balances the powers of the
federal government among the legislative,
executive, and the judicial branches.
The Bill of Rights was added to the Constitution
to define clearly the rights and freedoms of
citizens.
Unit Learning Targets
The First Amendment of the Constitution guarantees basic freedoms to individuals, while other
amendments protect the rights of the accused, the states, and their citizens.
Citizens are expected to fulfill a number of important duties, while involvement in government
and the community is encouraged.
Key Vocabulary
federal system
impeach
veto
pardons
petition
due process
indict
double jeopardy
eminent domain
naturalized citizens
deport
draft
electoral college
Writing Activities
Daily “Do Now’s”
Write the Bill of Rights in modern English.
Which amendment is the most important to you as a citizen, explain why.
Differentiation
At Risk
RAFT Assignments and Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Draw a chart illustrating the Separation of powers according to the U.S. Constitution
Special Education
Extended time for testing and errorless learning i.e. test correction opportunities
Provide copy of notes
Open book assessment
Preferential seating
Provide word bank
In‐class support
Enrichment
Hold a class vote using the rules from the Electoral College.
Debate whether or not the Electoral College system of voting is still relevant in the 21st century.
ELL
List the process needed to become a citizen of the United States.
Answer real questions from the U.S. citizenship test.
Evidence of Learning
Summative
Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
Bill of Rights/Amendment Quiz
Equipment needed:
LCD Projector
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
The Constitution
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 6 Lesson 1
Understanding the Constitution
Chapter 6 Lesson 2
The Bill of Rights
Chapter 6 Lesson 3
Rights and Responsibilities of Citizenship
Teacher Notes:
Timeframe
10-12 days
5-6 days
5-6 days
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 7 - Launching the Nation
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – With the Constitution ratified, U.S. leaders set about creating a new federal
government. These leaders faced numerous challenges, including how to pay off the national debt, how
to respond to foreign threats, and how to resolve domestic conflicts. President George Washington and
his
administration set many precedents. Not all Americans agreed on the best course of government,
however. As a result, political parties developed, although Washington warned against them.
Primary
interdisciplinary connections: Language Arts, Math, Computers
21st Century Themes:
Global Awareness
Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
st
21 Century Themes:
 9.1.8.F.2 – Explain how rules, laws and safety practices protect individual rights in the global
workplace
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and collaboratively to
create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Content Statements
The fundamental principles of the United States Constitution serve as the foundation of the United
States government today.
CPI #
6.1.8.A.3.e
6.1.8.A.3.f
6.1.8.C.3.b
Cumulative Progress Indicator (CPI)
Determine why the Alien and Sedition Acts were enacted and whether they
undermined civil liberties.
Explain how political parties were formed and continue to be shaped by
differing
perspectives
regarding
the role
power
of American
federal government.
Summarize
the effect
of inflation
andand
debt
on the
people and the
response of state and national governments during this time.
Unit Essential Question
Unit Enduring Understandings
What important events occurred during the
President Washington and members of
terms of the first two U.S. presidents?
Congress established a new national
government.
Treasury secretary Alexander Hamilton
developed a financial plan for the
national government.
The U.S. faced significant foreign and
domestic challenges under Washington.
The development of political parties in the
U.S. contributed to differing ideas about the
role of the federal government.
Unit Learning Targets
Americans had high expectations for their new nation.
Hamilton tackled the problem of settling national and state debt by creating a national bank to
strengthen the U.S. economy.
Key Vocabulary
precedent
national debt
bonds
speculators
privateers
political parties
Alien and Sedition Acts
Writing Activities
Daily “Do Now’s”
Read the Primary Source article on page 241, detailing the differences in beliefs between Hamilton
and Jefferson regarding the citizens’ participation in government. Which do you agree with in terms
of modern times and why?
Differentiation
At Risk
RAFT Assignments
Vocabulary Word Maps
“Turn and talk” summaries of sections
Modified assessments
Venn Diagram comparing Washington and Adams difficulties in leading the country.
Special Education
Extended time for testing and errorless learning i.e. test correction opportunities
Provide copy of notes/word bank/open book assessments/Preferential seating/In-class support
Enrichment
Compare the national debt issue between the past and present.
ELL
Research how a bank operates as a business and why debt and interest is important to them.
Evidence of Learning
Summative
Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
Create a press release outlining the Neutrality Proclamation (page 244)
Equipment needed:
LCD Projector
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
Early map of the United States
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 7 Lesson 1
Washington Leads a New Nation
Chapter 7 Lesson 2
Hamilton and National Finances
Chapter 7 Lesson 3
Challenges for the New Nation
Chapter 7 Lesson 4
John Adams’ Presidency
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 8 - The Jefferson Era
Target Course/Grade Level: 7th grade
Projected Target: 20-24 days
Unit Summary – Thomas Jefferson’s presidency was marked by expansion and conflict.
The nation almost doubled in size, and exploration led to new knowledge of the West.
Expansionism and impressments caused conflict with Native Americans as well as a war
with Britain.
Primary
interdisciplinary connections: Language Arts, Math, Computers
21st Century Themes:
Global Awareness
Use 21st century skills to understand and address global issues.
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and
understanding government processes.
21st Century Skills:
 9.1.8.C.1 – Demonstrate the use of compromise, consensus, and community building
strategies for carrying out different tasks, assignments, and projects
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
Learning
Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Content Statements
Westward movement, industrial growth, increased immigration, the expansion of
slavery, and the development of transportation systems increased regional tensions.
CPI #
Cumulative Progress Indicator (CPI)
6.1.8.A.4.a
Explain the changes in America’s relationships with other nations by analyzing
policies, treaties, tariffs, and agreements.
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.
6.1.8.B.4.b
Map territorial expansion and settlement, as well as the locations of conflicts
with and removal of Native Americans.
Unit Essential Question
How did the events of the Jefferson
Era strengthen the nation?
Unit Enduring Understandings
Thomas Jefferson’s election began a new
era in American government, including the
addition of the Louisiana Purchase.
Unit Learning Targets
The election of 1800 marked the first peaceful transition in power from one political
party to another.
Marbury v. Madison increased the power of the judicial branch of government.
As American settlers moved West, control of the Mississippi River became more important
to the United States.
The effects of the War of 1812 included prosperity and national pride.
Key Vocabulary
judicial review
Louisiana Purchase
impressment
embargo
War Hawks
Battle of New Orleans
Writing Activities
Daily “Do Now’s”
Persuasive Writing: Write campaign speeches for Thomas Jefferson and John Adams.
Report Card Activity: Make a report card for Thomas Jefferson’s first presidency.
Differentiation
At Risk
RAFT Assignments and Vocabulary Word Maps
“Turn and talk” summaries of sections
“Who What Where When Why” Activity on Thomas Jefferson, page 271
Special Education
Extended time for testing and errorless learning i.e. test correction opportunities
Provide copy of notes/word bank/open book assessment/Preferential seating/In class
support
Enrichment
Primary Source reading of the Marbury v. Madison court case
ELL
Create a map of the Louisiana purchase and note the states that reside in that area today.
Research why it was named the “Louisiana Purchase”
Evidence of Learning
Summative
Assessment
Quarterlies
 Chapter Tests and Section Quizzes.
 Map out key battles of the War of 1812.
Equipment needed:
LCD Projector
Textbooks
Computer/speakers
Teacher Resources:
Holt McDougal: United States History
Early map of the United States
Formative Assessments
Exit Tickets
Do Now’s
Lesson Quizzes
Notebook Checks
Lesson Plans
Lesson
Chapter 8 Lesson 1
Jefferson Becomes President
Chapter 8 Lesson 2
The Louisiana Purchase
Chapter 8 Lesson 3
The Coming of War
Chapter 8 Lesson 4
The War of 1812
Teacher Notes:
Curriculum Development Resources
Past Curriculum Guides
Textbook Teacher’s Edition
Internet Resources
Common Core/NJCCCS
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
Technical Terms
*All terms should be taught in context rather
than in isolation. These terms should be
addressed after conceptual understanding.
Determine the meaning of words and phrases as
they are used in a text, including figurative
language such as metaphors and similes.
Determine the meaning of general academic and
domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Know and apply grade-level phonics and word
analysis skills in decoding words.
Identify word meanings through context clues
and through the use of resources (glossary,
dictionary, or other technological resources).
Use letter-sound knowledge when decoding
words; Divide into syllables; Determine words
parts, including roots, prefixes, and suffixes.
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 5 reading and content, choosing
flexibly from a range of strategies.
*Listed above are the teaching strategies to be
utilized in conjunction with any and all
vocabulary in various genres, themes, and
writing assignments.
CCR
(Career/College
Readiness)/Interdisciplinary Connections
CRP1. Act as a responsible and contributing
citizen.
CRP2. Apply appropriate academic and
technical skills.
CRP4. Communicate clearly and effectively
and with reason.
CRP5. Consider the environmental, social and
economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research
strategies.
CRP8. Utilize critical thinking to make sense of
problems and persevere in solving them.
CRP10. Plan education and career paths
aligned to personal goals.
CRP11. Use technology to enhance
productivity.
CRP12. Work productively in teams while
using cultural global competence.