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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