Download Orange School District - Orange Public Schools

Orange School District
Social Studies
Curriculum Guide – Grade 5
2011 Edition
APPROVED ON:
________________________
BOARD OF EDUCATION
Patricia A. Arthur
President
Arthur Griffa
Vice-President
Members
Stephanie Brown
Eunice Y. Mitchell
Rev. Reginald T. Jackson
Maxine G. Johnson
David Wright
SUPERINTENDENT OF SCHOOLS
Ronald Lee
DEPUTY
SUPERINTENDENT
Dr. Paula Howard
Curriculum and Instructional Services
ADMINISTRATIVE ASSISTANT TO THE
SUPERINTENDENT
Belinda Scott-Smiley
Operations/Human Resources
BUSINESS ADMINISTRATOR
Adekunle O. James
DIRECTORS
Barbara L. Clark, Special Services
Candace Goldstein, Special Programs
Candace Wallace, Curriculum & Testing
CURRICULUM CONTRIBUTORS
Jacqueline Mole-Hsieh
Dr. E. Burroughs
Ollie Agosto
2
Table of Contents
BOARD OF EDUCATION
1
INTRODUCTION, PHILOSOPHY & VISION
INTENT & SPIRIT OF THE STANDARDS
STANDARDS AND BLUEPRINT
4
5
9
3
Social Studies
Philosophy
Social Studies Education in the 21st Century
The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of
time and place and experience historic events virtually. By expanding their learning networks through online
collaboration with experts and other students from around the world, New Jersey social studies students develop
an increased depth of understanding of our global society. At the same time, their understanding of the
fundamental principles and values of American democracy and citizenship provides the conceptual framework that
allows them to make informed decisions about local, national, and international issues and challenges.
Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become
active, informed citizens and contributing members of local, state, national, and global communities in the digital
age.
Vision
An education in social studies fosters a population that:
• Is civic minded, globally aware, and socially responsible.
• Exemplifies fundamental values of American citizenship through active participation in local and global
communities.
• Makes informed decisions about local, state, national, and global events based on inquiry and analysis.
• Considers multiple perspectives, values diversity, and promotes cultural understanding.
• Recognizes the implications of an interconnected global economy.
• Appreciates the global dynamics between people, places, and resources.
Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of
other world regions
4
Intent and Spirit of the Social Studies Standards
All students receive social studies instruction from Preschool through grade 12. The challenges of the 21st century
are complex, have global implications, and are connected to people, places, and events of the past. The study of
social studies focuses on deep understanding of concepts that enable students to think critically and systematically
about local, regional, national, and global issues.
Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and
collaborate with students from around the world prepare New Jersey students for the 21st-century workplace. The
natural integration of technology in social studies education allows students to overcome geographic borders,
apply scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural
diversity, and experience events through the examination of primary sources.
The New Jersey social studies standards and indicators reflect national and state standards and other documents
published by the National Center for History Education, National Council for Social Studies, National Council for
Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent
Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st
Century Skills.
Social studies instruction occurs throughout the P-12 spectrum:
• At the Preschool level, students participate in interdisciplinary activities that promote cultural awareness,
sensitivity to individual differences, and respect for diversity.
• In grades K-4, students learn fundamental concepts about government, citizenship, geography, economics, and
history. The focus of instruction is on developing an understanding of core democratic values, the rights and
responsibilities of American citizens, and how key people and events contributed to the development of the
American heritage. Exploration of cultural universals enables students to realize how the availability of
resources, the changing environment, and innovation impact everyday life.
In
grades
5-8, students build upon K-4 foundational content. Through instruction in U.S. History and World
•
History/Global Studies, they begin to analyze the implications of government structures and economic
policies for individuals, communities, nations, and global relationships. The study of migratory patterns and
belief systems that in the past led to cooperation and conflict among groups of people enable students to
realize the significance of cultural transmission in today's global society. Relevant activities that help
students connect content knowledge to current issues and that promote service learning empower students
to become civic-minded and socially active.
• In grades 9-12, students continue to study U.S. History and World History/Global Studies. They consider historical
viewpoints in order to analyze the role of the individual in society and the significance of fundamental
documents to basic human rights. Socratic discussion groups and debate activities enable students to
develop sound reasoning and effective communication skills. Opportunities to collaborate with students
from around the world and experts in the field, and to develop innovative solutions to real world problems
on the local, national, and global levels, mirror the 21st-century workplace and allow students to practice
important career skills. By the end of grade 12, students have a heightened understanding of the cause-andeffect relationship between past and present events, recognize patterns of interactions, and understand the
impact of events in an interconnected world.
5
Revised Standards
The revised social studies standards provide the foundation for creating local curricula and developing meaningful
assessments. The revised standards are as follows:
• Standard 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.
• Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically
and systematically about how past interactions of people, cultures, and the environment affect issues across
time and cultures. Such knowledge and skills enable students to make informed decisions as socially and
ethically responsible world citizens in the 21st century.
• Standard 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 cultural understanding by working collaboratively to address
challenges that are inherent in living in an interconnected world.
Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography,
People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and
Perspectives.
The Role of Essential Questions
Key essential questions recur throughout the study of history. They provoke inquiry
and lead to deeper understanding of the big ideas that enable students to better comprehend how the past
connects to the present. The essential questions created for this project, which follow, were used to frame content
goals and to inform the development of the cumulative progress indicators.
A. Civics, Government, and Human Rights
• How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the
common good?
• How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom,
individual responsibility, equality, and respect for human dignity?
B. Geography, People, and the Environment
• How do physical geography, human geography, and the human environment interact to influence or determine
the development of cultures, societies, and nations?
C. Economics, Innovation, and Technology
6
• How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce
resources? What are the possible consequences of these decisions for individuals, groups, and societies?
• How have scientific and technological developments over the course of history changed the way people live and
economies and governments function?
D. History, Culture, and Perspectives
• How do our interpretations of past events inform our understanding of cause and effect, and continuity and
change, and how do they influence our beliefs and decisions about current public policy issues?
• How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding
and challenging public actions and decisions in a diverse and interdependent world?
Organization of the Standards
The organization and content of the 2009 social studies standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which requires
at least 15 credits in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world history; and
the integration of civics, economics, geography, and global studies content in all courses.
• Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is
organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand.
Standard
6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels, content
•
organized by era and strand.
• Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-12)
content is organized by strand only.
7
Standard
6.1 U.S. History: America in the World
6.2 World History/Global Studies
6.3 Active Citizenship in the 21st Century
Grade Level
P-4
5-8
9-12
5-8
8-12
P-4
5-8
9-12
Organization
By strand only
By era and strand
By era and strand
By era and strand
By era and strand
By strand only
By strand only
By strand only
The organizational scheme of the social studies standards highlights the interrelationship among
government/civics, economics, and geography during each time period throughout history. (For a full listing of the
eras studied, see the Social Studies Timeframe Table)
In addition, the integration of social studies content and skills is essential for understanding and for developing
habits of mind that are necessary for students to become informed citizens and contributing members of society.
Thus, four key social studies skills (chronological thinking, spatial thinking, critical thinking, and presentational skills)
have been identified and elaborated for the three K-12 grade clusters (K-4, 5-8, 9-12). These skills should be
systematically integrated into instruction and assessed in conjunction with content. (See the Social Studies Skills
Table).
8
NJ Core Curriculum Content Standard
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.
Unit of Study: The Pre-Columbian Americas Marking
Period 1
Suggested Activities and Resources: Map Activity Complete maps of North and South America by
identifying major geographic features and climatic
zones
Map Activity - Create a topographical map of North
and South America using clay to simulate the land
forms
Analyze different migration theories of how Native
Americans
Amistad curriculum connection: “Fall of the Aztec
Empire” found at
http://www.njamistadcurriculum.com/unit2/activities
Read and analyze “Fall of the Incan Civilization”
found at
http://www.njamistadcurriculum.com/unit2/activities
Venn Diagrams - Create several Venn diagrams
comparing and contrasting aspects of the civilizations
Role Play - Students can write dialogues between the
Aztec or Incas and the Spanish Conquerors
Essential Questions: 1. Who are “Americans”?
2. How does geography influence lifestyle?
3. Are humans from different cultural groups more
alike or different?
Instructional Objectives: At the conclusion of this unit
students will know:
Part 1 - The geography of the Americas
1. Explain the five themes of geography
2. Describe major geographic features of North
and South America by region
3. Explain theories of Native American migration to
North and South America
4. Draw conclusions concerning the relationship
between geography and culture
Part 2 - Native Civilizations of the Americas
1. Describe social, political and economic aspects of
native civilizations in North and South America
2. Assess factors which led to the demise of the native
civilizations
3. Describe achievements of native cultural groups
4. Analyze the impact of native civilizations on
society today
Compare and contrast forms of governance, belief
systems, and family structures among African,
European, and Native American groups.
Compare and contrast gender roles, religion,
values, cultural practices, and political systems of
Native American groups
Describe the migration and settlement patterns of
Native American groups and explain how these
patterns affected interactions in different regions
of the Western Hemisphe
5. Describe similarities and differences among Native
American cultural groups and compare to societies
today
Read and analyze “Indigenous civilizations of the
Americas (1000 - 1600) Quotes” from Amistad
curriculum found at
Read and analyze “Cahokia, Mounds of Mississippi”
from Amistad curriculum found at
Amistad curriculum connection - Information for
teachers and many pictures to share with students are
9
available from the power point, Indians of NJ from
Amistad curriculum found at
http://www.njamistadcurriculum.com/unit2/activities
Analyze pictures of the Native American experience
from Amistad curriculum found at
http://www.njamistadcurriculum.com/unit2/activities
Literature connections - Discuss role that myths and
folktales play in a society. Then read Chipmunk Stripes
from Amistad curriculum found at
http://www.njamistadcurriculum.com/unit2/activities
Compare to other myths and folktales
Research Project - Students can complete research
projects on different native cultural groups and have
students make multi-media presentations on their
assigned group
NJ Core Curriculum Content Standard
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.
Unit of Study : A Nation of Diversity – Marking Period
2
Suggested Activities and Resources: Research and
Presentations on Colonial Trades Project: Research
information from Colonial Williamsburg site at
http://www.history.org/Almanack/life/trades/tradehdr.c
fm and Colonial Williamsburg - picture gallery:
http://www.armoryhill.com/colonial_williamsburg01.ht
ml
Colonial Advertisements Project: Have students
create posters or commercials advertising relocation to
the colonies. Students should draw on both push and
pull factors when creating their advertisements.
Essential Questions: 1. Why do people migrate from
one place to another?
2. Has America always been culturally diverse?
3. Why do societies develop differently from one
another?
Instructional Objectives: At the conclusion of this unit
students will know:
Part 1 - Immigrating to a New Land
1. Compare the geography of the New England, Mid
Atlantic and Southern regions of America
2. Explain how the geography of each region impacted
European settlement and the development of colonial
cultures
3. Describe push and pull factors that led Europeans to
immigrate to the British colonies
4. Identify factors that enabled the European settlers to
succeed.
Determine the roles of religious freedom and
participatory government in various North American
colonies.
Explain how and why early government structures
developed, and determine the impact of these early
structures on the evolution of American politics and
institutions.
Explain how race, gender, and status affected social,
economic, and political opportunities during Colonial
times.
Determine the factors that impacted migration,
settlement patterns, and regional identities of
10
Create timelines of European settlements
Analyze primary source documents - Analyze
colonial charters, NJ Constitution from the Yale Law
School, Avalon Project at:
http://avalon.law.yale.edu/subject_menus/statech.asp#n
j
Group research projects and multi-media
presentations - Groups can research one region of the
British colonies. Projects should highlight role of
religion, style of government, population
characteristics, economic and social characteristics.
Lesson 1 from We the People elementary school text,
“What were the British colonies like in the 1700’s?”
Research life of African Americans in colonial
America at:
http://www.history.org/Almanack/people/african/index.
cfm
Amistad curriculum connections - Complete
dramatic reading in order to understand the origins of
slavery at Jamestown, “The Black Mayflower: Slavery
in the Early Colonies” found at
http://www.njamistadcurriculum.com/viewer.php?view
=1000785
5. Compare reasons for migration to those of
immigrants coming to America today
the colonies.
Part 2 - Colonial Culture
1. Identify similarities and differences between the
New England, Middle and Southern colonies
2. Trace the settlement of each of the original 13
colonies
3. Discuss the life of colonial Americans from different
points of view
4. Describe unique characteristics of the original 13
colonies
5. Discuss the diverse character of the United States
today
Relate slavery and indentured servitude to
Colonial labor systems.
Compare and contrast the voluntary and
involuntary migratory experiences of different
groups of people and explain why their
experiences differed.
Part 3 - Slavery in the Colonies
1. Trace the history of slavery from West Africa to the
colonies
2. Describe the nature of slavery in the colonies
3. Discuss advances made among minority groups in
America and challenges that still exist.
Diversity Project: students can research the cultural
heritage of their own family or of an ethnic group of
their choice. Students should research the national or
ethnic origins of their subject, cultural customs brought
to or practiced in the U.S., and contributions to U.S.
society. Students should each create a visual based on
their research. All visuals should be compiled to
complete a “mosaic of cultural diversity”.
Amistad curriculum connection - Explore the
progression and spread of slavery by studying “The
Emerging Atlantic World (1200 - 1700) Chronology”
found at
11
http://www.njamistadcurriculum.com/viewer.php?view
=1000607
Amistad curriculum connection - “New World
Constructs” found at
http://www.njamistadcurriculum.com/unit2/activities
Amistad curriculum connection “Connections to
West Africa” -To build an understanding of where so
many of the enslaved Africans came from and to
understand the treatment of enslaved Africans and
native peoples by Europeans have students analyze
some of the quotes from “An Emerging Atlantic World
(1200 - 1700) Quotes” from the Amistad Curriculum
found at
http://www.njamistadcurriculum.com/viewer.php?view
=1000606 and view pictures at
http://www.njamistadcurriculum.com/unit3/gallery
Progress Towards the American Dream Project Have students research and report on current stories
that illustrate progress in equality or areas where work
still needs to be done.
NJ Core Curriculum Content Standards
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.
Active Citizenship in the 21st-Century. All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Unit of Study: Revolution and a New Nation-Marking
Period 3
Suggested Activities and Resources: Research Project:
Have students choose one of the Acts of Parliament that
caused tension between the colonists and Britain.
Students must explain what the Act was, why it was
passed by Parliament, why the colonists objected to the
Act and alternatives to the Act. This project can
culminate in students presenting their alternative acts to
Essential Questions: 1. How much power should
government have?
2. When is war necessary?
Instructional Objectives: At the conclusion of this
unit students will know:
Part 1 - Conflict Develops
1. Identify the Acts by British Parliament that led to
tensions with the colonists
2. Describe the responses of the colonists to the Acts
Explain the system of mercantilism and its
impact on the economies of the colonies and
European countries
Explain how taxes and government regulation
12
“representatives of Parliament”. The class can vote on
which proposals to accept.
Analyzing a Picture: Look at picture of Boston
Massacre depicting the death of Crispus Attucks from
the Amistad Curriculum found at
http://www.njamistadcurriculum.com/unit4/gallery.
Discuss with students that blacks and whites had
gathered to protest the British policies and that Crispus
Attucks was the first man killed
Political Cartoon Activity - After viewing a famous
Revolutionary War era political cartoon, students can
create cartoons that represent one of the events that led
up to the Revolution
Lesson 5 from We the People elementary school text,
“What ideas did the Founders use in the Declaration of
Independence?”
Debate - Independence or not? Students can be
assigned to represent different views among the
colonists, e.g. a Patriot, a loyalist, a slave, a poor farmer,
a colonial merchant, a women. Students should create
arguments for or against independence from a
perspective an individual in this position may have held.
Analyzing Text - Analyze headlines, stories and
pictures through newspaper sources offered by PBS
“Liberty” site found at
http://www.pbs.org/ktca/liberty/chronicle.html after
students can research additional battles and create
newspaper articles answering the 5 W’s
Amistad curriculum connection - Complete guided
reading, “Colonel Tye: The Cause of Freedom” found at
http://www.njamistadcurriculum.com/viewer.php?view=
1000796
Amistad curriculum connection - Complete guided
reading “Elizabeth Freeman ‘Mum Bett’” found at
http://www.njamistadcurriculum.com/viewer.php?view=
1000847
of Parliament
3. Analyze the right of Parliament to pass laws for the
colonies
4. Identify key figures and groups who led the
Revolutionary movement in the colonies
5. Describe the central concepts and ideals of the
Declaration of Independence
Part - The Revolutionary War
1. Identify key battles of the Revolutionary War
2. Discuss the impact of geography on the war
3. Assess the advantages and disadvantages that both
the colonists and British had in the war
4. Explain factors that led to the American victory
5. Describe the role that various groups played in the
war, e.g. African Americans, women, and loyalists
6. Explain the significance of the Treaty of Paris of
1783
Part 3 - Governing the New Nation
1. Explain that the first national government of the
U.S. was the Articles of Confederation
2. Describe weaknesses of the Articles of
Confederation
3. Take a position on whether or not a new
Constitution was needed
4. Describe the system of government that was created
under the new Constitution
can affect economic opportunities, and assess
the impact of these regulations on relations
between Britain and its North American
colonies.
Explain how the consequences of the Seven
Years War, changes in British policies toward
American colonies, and responses by various
groups and individuals in the North American
colonies led to the American Revolution.
Explain how taxes and government regulation
can affect economic opportunities, and assess
the impact of these regulations on relations
between Britain and its North American
colonies. 
Explain why the Declaration of Independence
was written and how its key principles evolved
to become unifying ideas of American
democracy.
Use maps and other geographic tools to
evaluate the role of geography in contributing
to the execution and outcome of the American
Revolutionary War
Analyze the role of prominent individuals and
other nations regarding the causes, execution,
and outcome of the American Revolution
Examine the roles and perspectives of various
socio-economic groups (e.g., rural farmers,
urban craftsmen, northern merchants, and
southern planters) and African Americans,
Native Americans, and women during the
American Revolution, and determine how
13
Activity: Unsung Heroes - Students can select someone
they know or have heard of who they think is an unsung
hero. Students can write an essay explaining why this
person is a hero
Amistad curriculum connection -Complete dramatic
activity, “The 1st Rhode Island Regiment: The Black
Regiment” found at
http://www.njamistadcurriculum.com/viewer.php?view=
1000784
these groups were impacted by the war.
Engage in simulated democratic processes
(e.g., legislative hearings, judicial proceedings,
elections) to understand how conflicting points
of view are addressed in a democratic society.
Lessons from We the People elementary school text:
- Lesson 11 “What basic ideas about government are
included in the Preamble to the Constitution?”
- Lesson 12 “How does the Constitution limit the
powers of our government?”
- Lesson 13 “What is the legislative branch?”
- Lesson 14 “What is the executive branch?”
- Lesson 15 “What is the judicial branch?”
- Lesson 16 “How did the Constitution create a federal
system of government?”
Law-making simulation: Assign students to one of the
three branches of the federal government. After the class
chooses an issue to address (a current or historical one is
fine) each group does the following:
Legislative: Propose bills to address the problem (more
than one bill should be proposed by different teams of
students), build arguments in favor of passing the bill,
work with other groups to reach compromise on bills
and ultimately present their case to the full class for a
vote.
Executive: The individuals assigned to the executive
branch should familiarize themselves with the bills
being proposed and decide if they will support and sign
into law or veto.
Judicial - The individuals assigned to the judicial branch
should familiarize themselves with the bills being
proposed and decide if there are any Constitutional
conflicts (students may be guided to look at particular
rights in the Bill of Rights in order to narrow their
focus)
14
NJ Core Curriculum Content Standard
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.
Active Citizenship in the 21st-Century. All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Unit of Study: Growth and Conflict in the Nation
Marking Period 4
Suggested Activities and Resources: Map Activity Map the expansion of the United States
“Teaching With Documents: The Lewis and
Clark Expedition” lessons and documents from
The national Archives available at
http://www.archives.gov/education/lessons/l
ewis-clark/
“Go West: Imagining the Oregon Trail” from the
National Endowment for the Humanities available at
http://edsitement.neh.gov/view_lesson_plan.asp?ID=27
7
Analyzing a Picture: Have students view and analyze
the picture “The Trail of Tears” available at
http://www.njamistadcurriculum.com/viewer.php?view
=1000991
Journal Writing Activity: students assume the role of
someone impacted by westward expansion and write a
series of journal entries. The entries should describe
the impact of expansion on the individual, typical
experiences, aspirations and hardships.
Debating the Missouri Compromise and the
Compromise of 1850 - Assign students to the northern
or southern view concerning one of the compromises.
Students prepare arguments to defend their position
and engage in debate with the opposing team.
Amistad curriculum connections “Pre-civil War
America” at
http://www.njamistadcurriculum.com/unit6/activities
Essential Questions: 1. Was the expansion of the
United States a positive development?
2. What responsibilities do citizens have to seek
improvement in society?
Instructional Objectives: At the conclusion of this unit
students will know:
1. Chart the growth of the United States on a map
2. Describe the means by which new territories were
added to the U.S.
3. Assess the impact of the land acquisitions
throughout the 1800’s
4. Identify the various motives for going west
5. Describe the forced movement of Native Americans
into western territories
6. Explain how the issue of slavery in the new
territories contributed to conflict between North and
South
Part 2 - Reform Movements
1. Cite examples of injustice in 19th century America
th
2. Describe the struggles of 19 Century
reformers as they sought to expand the ideals of
liberty and equality to more members of society.
3. Evaluate the range of actions citizens can engage in
to protest societal conditions
4. Assess the extent to which 19th Century reform
movements were successful
Part 3 - Citizenship in Action
1. Describe how citizens can exercise their
Constitutional rights in order to call attention to and
seek remedies for problems in society
Analyze how the concept of Manifest Destiny
influenced the acquisition of land through
annexation, diplomacy, and war
Assess the impact of the Louisiana Purchase and
western exploration on the expansion and
economic development of the United States.
Map continuing territorial expansion and
settlement, as well as the locations of conflicts
with and removal of Native Americans

Explore efforts to reform education, women’s
rights, slavery, and other issues during the
Antebellum period.
Explain the growing resistance to slavery and
New Jersey’s role in the Underground
Railroad.
Engage in simulated democratic processes
(e.g., legislative hearings, judicial proceedings,
elections) to understand how conflicting points
of view are addressed in a democratic society.
15
Amistad curriculum connections “Antebellum
Chronology” at
http://www.njamistadcurriculum.com/unit6/essentials
The Underground Railroad lessons from National
Geographic available at
http://www.nationalgeographic.com/railroad/lp2.html#t
wo
Eyes on the Prize: Injustice Anywhere is a Threat to
Justice Everywhere” from PBS available at:
http://www.pbs.org/teachers/classroom/3-5/socialstudies/resources/?page=2&resource_type=1&resource
_topic=104
Amistad curriculum connections - The following
resources can be used for students to conduct research
projects exploring different ways that citizens have
worked to stand up for what they believe in and serve
society:
Sojourner Truth
http://www.njamistadcurriculum.com/viewer.php?view
=1000960
Booker T. Washington
http://www.njamistadcurriculum.com/viewer.php?view
=1001074
Mary Church Terrell
http://www.njamistadcurriculum.com/unit9/activities
“Alice Paul: Champion of Women’s Suffrage”
http://www.njamistadcurriculum.com/viewer.php?view
=1001173
Dramatic reading - “Buffalo Soldiers: America’s Black
Soldiers” at
http://www.njamistadcurriculum.com/viewer.php?view
=1001058
Reading “Little Rock Nine” at
http://www.njamistadcurriculum.com/viewer.php?view
=1001442
We the People Lesson 19 “How Does the Constitution
protect your right to equal protection?” Case study of
Brown v. Board of Education
We the People Lesson 23 “What are some important
responsibilities of citizens?”
We the People Lesson 24 “How can citizens
promote the common good?”
Citizen Action Project - Students research a
2. Describe how American values and beliefs, such as
equality of opportunity, fairness to all, equal justice,
contribute to the continuation and improvement of
American democracy.
3. Research contemporary issues involving
the constitutional rights of American citizens
and other individuals residing in the United
States
4. Devise a plan of citizen action to address an
identified problem in the community or nation.
16
problem in their community or the nation that they
identify. The students then create a plan of action
to call attention to or address the problem.
Social Studies Skills Table
Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public
policy question?
Social Studies Skill
Chronological
Thinking
Spatial Thinking
Critical Thinking
K-4
5-8
9-12
• Place key historical events and people in
historical eras using timelines.
• Construct timelines of the events occurring during major
eras.
• Compare present and past events to evaluate the consequences of
past decisions and to apply lessons learned.
• Explain how the present is connected to the
past.
• Explain how major events are related to one another in
time.
• Analyze how change occurs through time due to shifting values and
beliefs as well as technological advancements and changes
in the political and economic landscape.
• Determine locations of places and interpret
information available on maps and
globes.
• Select and use various geographic representations to
compare information about people, places,
regions, and environments.
• Construct various forms of geographic representations to show the
spatial patterns of physical and human phenomena.
• Use thematic maps and other geographic
representations to obtain, describe, and
compare spatial patterns and information
about people, places, regions, and
environments.
• Use maps and other documents to explain the historical
migration of people, expansion and disintegration
of empires, and growth of economic and political
systems.
• Distinguish fact from fiction.
• Compare and contrast differing interpretations of
current and historical events.
• Identify and use a variety of primary and
secondary sources for reconstructing the
past (i.e., documents, letters, diaries,
maps, photos, etc.).
Presentational Skills
• Use evidence to support an idea in a written
and/or oral format.
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computergenerated information.
• Select and analyze information from a variety of sources
to present a reasoned argument or position in a
written and/or oral format.
Relate current events to the physical and human characteristics of
places and regions.
• Distinguish valid arguments from false arguments when
interpreting current and historical events.
• Evaluate sources for validity and credibility and to detect
propaganda, censorship, and bias.
• Take a position on a current public policy issue and support it with
historical evidence, reasoning, and constitutional analysis in
a written and/or oral format.
17