Download Social Studies - Plainfield Public Schools

BOARD MEMBERS
Mrs. Veronica Taylor-Hill
President
Mr. Rick A. Smiley
Vice President
Mr. Randolph Bullock
Mrs. Terri Slaughter-Cabbell
Mr. Robert Darden
Dr. Inez P. Durham
Mr. Herbert T. Green
Mrs. Lynne Richard
Mrs. Beulah Womack
Dr. Larry Leverett
Superintendent of Plainfield Public Schools
i
Acknowledgements
The task of developing a curriculum is considerable with respect to effort and
expertise. The staff and community of Plainfield would like to acknowledge the
involvement of the following people who are, in part, responsible for the
development of the Plainfield Public Schools Curriculum.
Social Studies Curriculum Committee Members
Brian Baker
Barlow
Cheryl Hills
Washington
John Kefalonitis
Barlow
Cheri Phillips
Washington
Jennifer Powell
Hubbard
Darin Silver
Hubbard
Greta Williams
Maxson
Additional staff members from the Department of Curriculum and Instruction who contributed
their time and effort in the development of the Social Studies Curriculum include Dr. Linnea
Weiland, Dr. Michael Wilson, and Anita Schwerner.
ii
Mission of the Plainfield Public Schools
The Plainfield Public Schools, in partnership with its community,
shall do whatever it takes for every student to achieve high academic
standards.
NO ALIBIS! NO EXCUSES! NO EXCEPTIONS!
Shared Beliefs of the Plainfield Public Schools
 Children come first.
 All students can and will learn at levels higher than currently expected.
 Families, schools, and students share responsibility for student results.
 All residents, and religious and civic organizations, share responsibility for
the success of every child in Plainfield.
 Everybody counts. In a community of life-long learners, there are no
“throw-away children” or “disposable adults.”
 Cooperation and collaboration are necessary to achieve high quality work.
 Building on strengths, we celebrate and recognize diversity of students,
staff, parents, and community.
iii
Preface
In Social Studies, the goal is for all students to develop a deep, rich network of
understandings related to the world around them. The objectives and competencies
included in this curriculum deal with history, geography, economics, and civics
from a diverse, global perspective. Students engage in projects that require them to
apply Social Studies skills in real-world contexts.
The National Council for the Social Studies states: “Social studies are the integrated
study of social sciences and humanities to promote civic competence.” (NCSS
Curriculum Standards for Social Studies, 1994). The New Jersey Core Curriculum
Content Standards for Social Studies focus on defining the knowledge and skills
students need to “make informed and reasoned choices for the public good as
citizens of a culturally diverse, democratic society in an interdependent world.”
This curriculum is based upon the standards and curriculum progress indicators that
compose the New Jersey Core Curriculum Content Standards.
iv
Table of Contents
Board Members
i
Acknowledgements
ii
Mission Statement
iii
Preface
iv
Table of Contents
v
Plainfield Social Studies Outcomes
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Seventh Grade
Eighth Grade
1
5
9
14
21
30
39
48
58
Appendices:
A. NJ Social Studies Frameworks (DRAFT)
B. ESPA Specifications
C. New Jersey Core Curriculum Content Standards for Social
Studies
v
Kindergarten
In Kindergarten, students first begin to learn and work together; therefore, citizenship skills
should focus on following rules and respecting others. Students should learn core concepts of
historical sequence, geography, and economic goods and services. The use of maps and globes is
included in the introduction of geography skills. The study of our national heritage begins with
learning about symbols, patriotic holidays, and historical people. Students should also have
opportunities to discover similarities and differences among people of various cultures.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 identify figures of authority in his/her community, such as a teacher or police officer

demonstrate school pride

recognize the characteristics common to good citizenship, such as sharing or taking turns

identify purposes for rules

understand the need for rules and the consequences of breaking those rules

draw conclusions about the consequences of not following the rules

understand that the head of the government is the President of the United States

understand safety signs common to this grade level
1
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 recognize human experiences through time, as depicted in literature and fine arts

understand the different influences that form a person: family, age, gender, race, ethnic background, etc.

recognize family groupings and members through role-playing, pictures, stories, games and puppets

recognize and describe differences in people

understand that there are strengths in differences

develop a positive attitude of respect for differences

develop a positive attitude of respect for different cultures through knowledge of national symbols, songs, stories
and films

identify how people are similar

compare and contrast self to others

understand that words can hurt or make us feel good

understand the concepts of respect and trust

apply the concepts of respect and trust

understand that actions do affect self and others

plan ways that the student can be more trusting and caring of others to avoid hurting people

explain the reasons for various patriotic holidays
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 identify historical figures

identify the United States flag

identify Washington D.C. as our nation's capital
2

identify acts of patriotism

recite the Pledge of Allegiance
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 understand the different influences that form a person: family, age, gender, race, ethnic background, etc.

understand calendar time, including days, weeks and/or months

sequence different periods of history
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 understand the concept of exchanging money for goods or services

recognize interrelationships between various kinds of communities

distinguish between 'want' and 'need'
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 observe his/her surroundings

examine various types of shelters within his/her community

recognize the need for various types of shelter

compare and contrast the types of shelter found in your community to those found in Africa

compare and contrast the relative location of items using terms such as near/far, up/down, left/right, and
behind/in front

use maps and globes
3

identify physical features on a map

understand relative distance represented on a map or globe

identify land and water on a map

recognize the physical characteristics of places, such as land, water, and/or weather

identify seasons
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:

identify modes of transportation

associate a mode of transportation with a historical era
4
First Grade
First graders continue to build on the social studies skills and core concepts introduced in
kindergarten. Studies of civics expand to include an introduction to democracy, as well as
responsibilities of positions of authority and leadership. Geography skills strongly focus on
locating places on a map and globe, understanding compass directions, and constructing maps.
Students learn economic ideas on money, resources, goods and services, and consumption.
Students should also be encouraged to broaden their historical perspective through comparisons of
family, transportation, and communication.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 recognize the duties of a position of authority

identify examples of direct democracy

identify examples of representative democracy

identify examples of good citizens throughout history

recognize the duties of a position of leadership

identify the current President of the United States

understand that voting is part of the election process
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 recognize human experiences through time, as depicted in literature and fine arts

compare and contrast different types of families

understand the different influences that form a person: family, age, gender, race, ethnic background, etc.
5

recognize and describe differences in people

recognize things all people share in common

compare and contrast self to others

understand that words can hurt or make us feel good

understand the concepts of respect and trust

apply the concepts of respect and trust

understand that actions do affect self and others

plan ways that the student can be more trusting and caring of others to avoid hurting people

associate a holiday with its celebration ritual
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:

know the New Jersey motto

identify historical figures

identify major American symbols

understand the significance of the Pledge of Allegiance

identify the original American Flag

identify patriotic symbols
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:

understand calendar time, including days, weeks and/or months

understand vocabulary related to time, such as "long ago" or "tomorrow"

construct a timeline
6
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 simulate the exchange of money for goods or services

explain how people are both consumers and producers of goods and services

associate a final product (e.g., carton of milk) with its original source (e.g. cow on a dairy farm)

understand the concept of saving money for a future use

compare and contrast the different types of resources: human, natural, and capital

match a job description with its job title
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 use north, south, east, and west as a means for identifying location

read a compass rose

identify the United States on a world map

identify locations on a globe

identify continents on a globe

locate the four oceans on a globe.

locate the four oceans on a map

use a map legend

construct a map of a familiar location, including cardinal directions, scale, and legend

describe how environment affects human life
7
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:
 compare and contrast modes of transportation

identify various types of communication

understand past and present methods of communication
8
Second Grade
Students in the second grade are ready to learn more about the world they live in by studying the
local community, both past and present. United States history includes Colonial America, folk
stories/songs, and national holidays and symbols. The study of geography introduces the
relationship between the physical environment and human activities, while continuing to develop
map and globe skills. Students expand their understanding of economic concepts on money,
goods and services, and trade. Students' historical analysis skills should include data
interpretation, timelines, and holidays around the world.
Civics and Government:
6.1 All students will learn democratic citizenship and how to participate in the constitutional system of
government of the United States Civics and Government
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 understand that people in positions of authority have limits placed on their authority

understand the difference between making a law, carrying out a law, and determining if a law has been broken

understand that laws must be obeyed

name ways he/she can work with others to promote the principles and values of American democracy

identify examples of increased rights and responsibilities for American citizens

understand that the world is divided into various nations that interact with one another

define a nation as an entity with its own territory, people, laws, and government

distinguish between elected and appointed positions

recognize an American identity of shared values, principles, and/or beliefs in historical symbols

recognize an American identity of shared values, principles, and/or beliefs in holidays celebrated

name significant functions of government
9
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 recognize human experiences through time, as depicted in literature and fine arts

identify a multi-generation family

compare families in present day to those in the past

name physical characteristics of his/her local community

know the history of his/her local community

identify the contributions of significant people in his/her local community

understand the daily life of early Native American communities

understand the daily life of early colonial communities

understand the daily life of early pioneer farmers

identify folk stories and/or songs that are a part of U.S. cultural history

associate a group of people (e.g., war veterans) with a holiday (e.g., Veteran's Day)

demonstrate knowledge of holidays in countries around the world
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
Early Common Era (300 - 1450)
The Early Common Era World History unit includes the social, cultural, and political aspects of societies,
civilizations, and empires that existed from 300 to 1450 CE.
The learner will be able to:
 demonstrate knowledge of the exploration route Christopher Columbus took and the effect of his travels
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 describe New Jersey symbols

identify monuments, such as buildings and statues, in his/her state

identify historical figures
10

use public figures, such as Presidents, to sequence historical era

identify patriotic symbols

recite the patriotic songs and/or poems

identify the significance of the national anthem

identify the significance of the Statue of Liberty

identify major American monuments, such as building and statues


understand that the original colonists traveled to America by ship
identify a picture of a major United States historical event

identify examples of historical events found in legends or other stories

identify early inhabitants of America

understand the importance of the buffalo to Plains Native Americans
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 understand vocabulary related to time, such as "long ago" or "tomorrow"

recognize continuity in his/her own life

recognize change in his/her own life

understand components of past historical eras

make inferences from pictures of historical events

understand the history of people from a variety of cultures

understand the different influences that form a person: family, age, gender, race, ethnic background, etc.

recognize and describe differences in people

recognize things all people share in common

compare and contrast self to others

understand that words can hurt or make us feel good

understand the concepts of respect and trust

apply the concepts of respect and trust
11

understand that actions do affect self and others

plan ways that the student can be more trusting and caring of others to avoid hurting people

construct a timeline

develop their own family timeline

read a bar graph

interpret information presented on a bar graph

analyze information presented on a bar graph
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 distinguish between goods and services

define consumers as people who use goods and services

define producers as people who make goods or provide services

describe the difference between using cash, a check, or a credit card to purchase goods or services

describe the interdependence between consumers and producers

understand that bartering is trading goods and services for other goods and services without using money

understand that an exchange is trading goods and services for other goods and services or for money

identify methods for earning money

compare methods of increasing the value of money, such as savings accounts or investments

compare and contrast money and barter economies
12

Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 recognize geographical terms dealing with location, such as neighborhood

classify regions according to their physical characteristics

identify how he/she uses the Earth's physical resources in daily life

understand how to conserve the Earth's physical resources

understand how to replenish the Earth's physical resources

identify continents on a map

identify the United States on a globe

use cardinal directions

associate a given map scale to its corresponding map

identify New Jersey given a map and/or globe of the United States

predict how natural hazards affect human activities and settlement patterns

name ways in which people have altered the physical environment

understand how weather affects human activities and settlement patterns

describe the physical characteristics of places, such as land, water, and/or weather
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:

understand the different types of transportation used throughout history

comprehend the impact of long-distance communication on history

analyze how individuals throughout history have used technology to meet their needs
13
Third Grade
Social Studies core concepts covered in third grade include state and national history, local, state,
and national government, economics, and elements of early civilizations. Studies of civics focus
on rights and responsibilities in the context of American democracy. Students should be learning
about public service and leadership, while being exposed to personal opportunities for
voluntarism, leadership, and service. Third graders continue to develop historical analysis and
awareness skills introduced in earlier grades. Geography studies should expand to include
discussions of regions and populations. Topics covered in economics range from competition in a
free-market economic system to an introduction of the world of work.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 summarize a basic description of government

describe how government can accomplish goals that could not be achieved individually

identify groups of people who create laws

identify groups of people who enforce laws

identify groups of people who apply laws

identify groups of people who handle disputes about laws

describe the purposes of laws

understand the significance of key ideas and values of American democracy

write a school rule that meets specific requirements, such as possible to follow, fair, understandable, and/or
designed to protect individuals

recognize the powers of a position of leadership

explain why political leadership is a necessity in a democracy

recognize opportunities for leadership in his/her school

explain the value of leadership in his/her school

recognize opportunities for public service in his/her school
14

explain the value of public service in his/her school

recognize opportunities for political leadership in his/her community

explain the value of political leadership in his/her community

identify opportunities for public service in his/her community

explain the value of public service in his/her community

recognize opportunities for political leadership in his/her state

explain the value of political leadership in his/her state

demonstrate an understanding of the basics of the republican form of government

identify the three branches of government.

analyze the functions of local government

name ways individuals can participate in local government

list important services provided by the local government

understand that state laws are passed in the capital city

understand that the person in charge of a state is called the Governor

identify the number of years between a Presidential election

distinguish between valid and invalid requirements for becoming President of the United States

describe the interaction between rights and responsibilities

identify examples from history of conflicts about one's rights and how those conflicts were resolved

recognize political right

recognize personal rights

recognize economic rights

recognize civic responsibilities

analyze safety situations and procedures

recognize an American identity of shared values, principles, and/or beliefs in historical documents

name examples of voluntarism

explain how voluntarism promotes the common good

explain the basic necessity of government
15

associate a government function with its effect on society

analyze the functions of government

describe the basic purposes of government in the United States

Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 understand how families live and work together, both in present and past times

understand how families differ in various places of the world

understand how communities in the past lived and worked together

identify folk heroes that are a part of U.S. cultural history

understand the significance of holidays in countries around the world

use a picture to draw conclusions

identify similarities in different forms of housing.

use information about a person and his/her community to draw conclusions

define culture

make inferences about a culture's way of life

list possible reasons for cultural change

examine how people share elements of their culture with others

identify the main idea of a biographical passage
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
Ancient Era (1000 BCE - 300 CE)
The Ancient Era World History unit includes the social, cultural, and political aspects of societies and civilizations
that existed from 1000 BCE to 300 CE.
The learner will be able to:
 describe the government of ancient Greece

describe the roles of men, women, and children in ancient Greece
16
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 explain why early settlers came to his/her state

recognize significant people that influenced the history of his/her state

recognize significant events that influenced the history of his/her state

recognize significant trends that influenced the history of his/her state.

identify the order of events within New Jersey history

begin to understand the significance of historical figures, such as Abraham Lincoln, Martin Luther King, Jr., and
Susan B. Anthony

understand the significance of revolutionary leaders, such as George Washington, Thomas Jefferson, and
Benjamin Franklin

identify major American monuments, such as building and statues

understand what the stripes on the American flag represent

understands the significance of historical symbols

explain the discovery of America by Christopher Columbus and other European explorers

explain the settlement of Jamestown

explain how various American Indian nations obtained their daily necessities, such as food, clothing, and/or
shelter

understand the use of tepees by the Plains Native Americans

describe the customs of various American Indian nations

determine the effect of new settlers on various American Indian nations

explain how various indigenous groups adapted to their environments

associate the movement of various American Indian nations with characteristics of the natural environment
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 understand the dynamics of interpersonal relationships
17

identify physical characteristics of themselves and others

identify contributions of people of different backgrounds

predict the effects of our words and actions on others

define prejudice, discrimination, racism and sexism

give examples of prejudice in action against individuals and groups

explain how prejudice hurts everyone (individuals, communities, countries, the world)

understand that in times of prejudice some people are courageous and help the victim, some remain silent and
some are guilty of doing evil things to others

recognize and accept that each person is responsible for his/her actions

propose ways in which people can stand up for what they believe is right and good

develop a plan to be more thoughtful, caring and trusting of others

use vocabulary related to the chronology of time, including ancient, modern, and/or future time

understand the time periods associated with Before the Common Era (BCE) and the Common Era (CE)

understand calendar time, including years, decades, and centuries

understand how world communities change over time

observe change over time through studying historical photographs

understand how historians learn about the past when there are no written records

identify the main idea from a series of pictures

use pictures to draw conclusions about historical events or people

recognize historical cause and effect relationships

use information presented in a chart to make inferences about historical events

use and organize information presented in a timeline

analyze information presented on a bar graph

interpret a table

understand the purpose of a flow chart

interpret a chart

identify different types of graphs, such as line graphs
18
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 understand how needs and wants may vary in different places

associate a service with a type of business

associate methods of transportation with goods and/or services

explain how changes in modes of transportation and communication impact the distribution of goods and services

identify methods for earning money

differentiate between the cause and effect of competition

begin to understand a free-market economic system

recognize methods of spending money

examine a simple budget

explain how economic decision making is influenced by opportunity cost, scarcity, and price

understand the importance of human, natural, and capital resources to economic growth

demonstrate an understanding of the world of work
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 become familiar with the topography of his/her surroundings

describe how geography affects human life

describe how geography affects the development of communities

associate a geographical term (e.g. island) with a place (e.g., Hawaii)

construct a model of the topography of his/her local region

classify various regions

compare and contrast the features of renewable and nonrenewable physical resources
19

use map symbols to locate places

use a neighborhood map to find locations

identify land use on a map

use the information presented on a map to draw conclusions

read a basic grid map

identify specific states given a map of the United States

identify factors that affect human settlement patterns

describe how the environment affects the development of communities

identify a picture of how humans have altered the natural land

analyze how people adapt to their environment

identify the Northern, Southern, Eastern, and Western hemispheres using the equator and prime meridian

differentiate between the meridians of longitude and parallels of latitude
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:

sequence modes of transportation in chronological order

draw conclusions about transportation from information presented in a graph

comprehend the origin of written communication

identify significant scientific achievements of various historical societies

sequence technological developments
20
Fourth Grade
Fourth graders are encouraged to study the rich history and unique attributes of their state.
Students should learn about significant events in American history and the role their state played
in the development of the United States. Historical documents and democratic principles should
be studied to explore American identity. Civic and economic concepts continue to be presented
within the context of state history by focusing on state government and economic activity
associated with the student's individual state. Geography studies should encompass Earth
attributes, processes, and the tools used to understand the world in which we live. Students should
develop a cultural perspective through exposure to folklore and diversity.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 describe how an American identity comes from being united by values, principles, and/or beliefs rather than
ethnicity, race, religion, class, language, gender, and/or national origin

describe the significance of an American identity sharing values, principles, and/or beliefs to the furthering and
enhancement of American democracy

describe the purposes of rules

understand that all the nations of the world have independent systems of government

discuss problems that may result from absence of government

compare and contrast the strengths and weaknesses of a law

name the characteristics of an effective law

recognize how the key ideas and values of American democracy are reflected in patriotic stories

recognize how the key ideas and values of American democracy are reflected in patriotic speeches

identify historical figures who helped to shape the principles and values of American democracy

recognize that the Constitution is the highest law of the land

identify the ideas and individuals that shaped the Constitution

explain the meaning and significance of the United States Constitution

understand the relationship of his/her state's constitution to the United States Constitution
21

recognize how the key ideas and values of American democracy are reflected in the Constitution

understand that an individual becomes a citizen by birth in the United States

describe the meaning and rights of citizenship in the United States

differentiate between a citizen and non-citizen, or alien

understand that an individual not born in the United States may become a citizen by naturalization

explain the value of public service in his/her state

recognize opportunities for public service in his/her state

name important functions of political leaders

describe specific criteria used in selecting leaders

use specific criteria when selecting leaders

identify the ideas and individuals that shaped the Declaration of Independence

recognize how the key ideas and values of American democracy are reflected in the Declaration of Independence

recognize basic principles of the American political party system

explain the purposes of the three branches of the United States government

order the different branches of the United States government by size

describe the functions of local government in his/her community

identify members of the legislative branch of his/her local government

identify members of the executive branch of his/her local government

identify members of the judicial branch of his/her local government

demonstrate knowledge of how to contact his/her local representative

describe the selection process for local government officials

describe how the local government pays for services provided

understand the role and responsibilities of a state governor

identify the responsibilities of state government

describe the functions of state government

list important services provided by the state government

describe the importance of individual participation in state government
22

name ways individuals can participate in state government

identify the responsibilities of the legislative, executive, and judicial branches of state government

identify members of the legislative branch of New Jersey government

identify members of the executive branch of New Jersey government

identify members of the judicial branch of New Jersey government

demonstrate knowledge of how to contact New Jersey representative

describe the selection process for state government officials

describe the functions of federal government

identify members of the legislative branch of the federal government

identify members of the executive branch of the federal government

identify members of the judicial branch of the federal government

identify the two Houses of Congress

list examples of ways the federal government protects individual rights

differentiate between local, state and federal government

understand the significance of responsibilities to him/her self, family, community, and/or nation

explain the rights and responsibilities of a citizen to affect the decisions and actions of their government

identify ways citizens can track the decisions and actions of their government

understand how the principles and values of American democracy are promoted through participation in
government, such as voting

understand how the principles and values of American democracy are promoted through participation in
government, such as serving on juries

recognize how the key ideas and values of American democracy are reflected in the Bill of Rights

explain characteristics of a limited government

explain characteristics of unlimited government, such as a dictatorship
23
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world..
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 identify physical characteristics of themselves and others

identify contributions of people of different backgrounds

predict the effects of our words and actions on others

define prejudice, discrimination, racism and sexism

give examples of prejudice in action against individuals and groups

explain how prejudice hurts everyone (individuals, communities, countries, the world)

understand that in times of prejudice some people are courageous and help the victim, some remain silent and
some are guilty of doing evil things to others

recognize and accept that each person is responsible for his/her actions

propose ways in which people can stand up for what they believe is right and good

develop a plan to be more thoughtful, caring and trusting of others

understand the concept of diversity

explain the relation between fine arts and social cultural influences

identify folk art and/or music that is a part of U.S. cultural history

describe ways that family members, teachers, and community groups influence students lives

explain how folklore contributes to the national heritage of the United States

define diversity and compare the effect of diversity on culture events

describe the influence of technology on everyday lives

identify common elements found in different cultures

explain diversity in the United States

list common forms of diversity in the United States.

interpret newspaper headlines

24
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
First Global Era (1450 - 1750)
The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations,
and empires that existed from 1450 to 1750 CE as well as global trends during this time.
The learner will be able to:
 demonstrate knowledge of various 15th and 16th century European explorers
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 summarize the events within New Jersey history

analyze varying viewpoints of individuals throughout US history

identify significant events and what effect they had on the course of US history

understand how geography has impacted New Jersey history

understand the effect of the struggle for human rights on the history of the US population

understand changes in population over time within New Jersey

explain how New Jersey was granted statehood

identify how New Jersey history relates to the history of the nation

trace the history of New Jersey during the 20th century

explain his/her state's role in the American Revolution

describe the social and political climate in New Jersey from the American Revolution through the Civil War

explain his/her state's role in the Civil War

identify the factors contributing to the onset of the American Revolution

explain how the Revolutionary War affected the nation

identify historical figures from his/her state

recognize how the key ideas and values of American democracy are reflected in the Pledge of Allegiance

explain the meaning of the national anthem

recognize how the key ideas and values of American democracy are reflected in patriotic songs

explain the meaning of the Statue of Liberty
25

associate a symbol (e.g., Liberty Bell) with democratic principles (e.g., freedom)

understand the relationship between historical symbols and the government

demonstrate knowledge of the various movements of large groups of people, such as westward and northward
migrations

describe early pioneers' expansion of the West

identify events that led to Civil War

identify the significant battles of the Civil War

explain how the Civil War affected the nation

explain how the Reconstruction Era affected the nation

assess the effect of segregation within the United States

interpret a quote from the famous speech by Martin Luther King Jr., "I Have a Dream"

explain the origin of the conflict between American Indians and Europeans

draw conclusions about the indigenous people of North America after reading their legends and myths
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:

develop historical analysis skills

analyze historical events using multiple sources

interpret information presented in timelines

read a graph

draw conclusions from the information presented in series of graphs

compare information presented on a graph

analyze data presented in a chart or graph
26
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:

identify a business that supplies goods

identify a business that supplies services

compare and contrast the producers of goods and services

associate a basic need with the business that supplies it

distinguish between the price someone pays to buy a good/service and the cost of making/producing it

define trade

examine the benefits of trade

predict the outcome of a situation involving economic competition

explain the role of supply and demand in determining resource allocation

identify an economic causal relationship, such as an assembly line in a factor

interpret economic data presented on a chart

associate economic activity (i.e., farming) with geographic factors (i.e., good soil)

understand the logical sequence of agricultural economics

understand economic and social interdependence
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:

identify the meaning of geographical terms, such as the equator

identify a geographical location based on a description

use knowledge of a geographic concept
27

associate geographical factors with economic growth

understand the characteristics of a region

make inferences about geographical regions using a chart

compare regions in New Jersey to other regions across the world

identify locations on a map

associate a location with information given on a map

construct a map of his/her state

use maps and other graphics to locate information

use absolute location to find places on a map and/or a globe

use relative location to find places on a map and/or a globe

draw conclusions about maps

construct a three-dimensional model of his/her state

use geographic tools to collect data

use geographic tools to examine data

use geographic tools to interpret data

locate the major cities of the United States

analyze how human perception of the environment affects settlement patterns

.

interpret population information from a graph

explain how Earth's position to the Sun affects conditions on Earth

locate the North and South Poles

locate the equator

identify Earth's hemispheres

understand the reasons for population migration

compare the causes and effect of human migration

analyze how human perception of the environment affects migration
explain how physical processes shape features and/or patterns on the surface of the Earth
28
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:
 understand the impact of the use of rail systems for transportation

understand the impact of the use of road systems for transportation

understand the impact of the use of aircraft for transportation

identify significant people who contributed to the field of transportation

demonstrate knowledge of the development of written communication throughout history

understand the invention of basic tools

identify significant technological achievements of various historical societies

identify significant scientific achievements of various historical societies
29
Fifth Grade
The grade five course focuses on the development of the nation from its early beginnings to late
19th century. Historical content includes the Colonial and Revolutionary periods, Civil War,
western expansion, and the Industrial Revolution. Students learn about the foundations of
representative government, as well as the important ideas in the Declaration of Independence, Bill
of Rights, and the U.S. Constitution. Fifth graders will continue to learn core concepts in civics,
economics, and geography. Geography studies focus on the United States, as well as Earth's
attributes and ecosystems. Students should study U.S. economy while learning about economic
interdependence, supply and demand, and gross domestic product. Instruction should also allow
for a continued development of cultural perspective through exposure to diversity and
strengthening of historical analysis skills.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:

describe the significance of an American identity sharing values, principles, and/or beliefs to the furthering and
enhancement of American democracy

describe how an American identity comes from being united by values, principles, and/or beliefs rather than
ethnicity, race, religion, class, language, gender, and/or national origin

analyze the United States Constitution

explain the challenges faced by the new United States government, including the writing of a new Constitution in
1787 and the addition of the Bill of Rights

apply knowledge of the 1st Amendment to the Constitution

recall the 13th amendment to the Constitution

describe the impact of the 13th amendment

describe the impact of the 14th amendment

describe the impact of the 15th amendment

compare and contrast the Constitution with the Articles of Confederation

analyze aspects of citizenship

explain the major ideas expressed in the Declaration of Independence
30

apply ideas represented in the Declaration of Independence

evaluate how key principles of the Declaration of Independence influenced American democracy

understand the foundations of the American political party system

explain the conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two
political parties

identify the power and responsibilities of the President of the United States

explain why personal, political, and/or economic rights are significant to citizens in a democratic society

distinguish between a right and a privilege

name the key ways nations interact with one another

understand that the United States interacts with different nations of the world

identify the events and figures that contributed to the writing of the Bill of Rights

analyze the Bill of Rights

name some of the privileges guaranteed in the Bill of Rights

analyze the significance of the Bill of Rights

use information provided in a chart to associate the different levels of government with their functions

understand the role of the courts

understand the role of judges

describe the meaning of the rule of law

list common beliefs of Americans about themselves and government
31
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues
The learner will be able to:
 recognize values

identify sources of values

explain the terms prejudice, bigotry, discrimination, racism, stereotyping, scapegoating, ethnocentrism,
antisemitism and genocide

give examples of prejudice towards individuals and groups in history and the present

analyze how prejudice and discrimination may lead to genocide

define the term holocaust

identify groups who were victims of Hitler: i.e. Jews, people with disabilities, Catholics, Gypsies, Jehovah’s
witnesses, blacks and others

analyze the reasons why laws are adopted

describe types of resistance

analyze reasons why individuals and groups act in certain ways

examine various aspects of nazi policies and their impact on individuals and groups (laws, ghettos, murder, slave
labor, concentration camps, etc.)

describe and analyze the response of other nations, allies of the united states or germany, to the nazi policies of
persecution and mass murder

explain why it is important to us today to study about the holocaust and genocide

analyze how we might prevent these occurrences from ever happening again

demonstrate an understanding that each of us is faced with many choices and the difficulty in making choices

understand that choices have consequences for the group and the individual

understand the challenges faced by early pioneer farmers.

explain the abundance of diversity in the United States.

name various advantages of diversity in the United States.

name various conflicts that occur as a result of diversity in the United States.
32

examine contemporary media to enhance understanding of historical events.

interpret contemporary media to enhance understanding of historical events.

identify the effect a changing environment has on a culture.

make inferences about a cultural role from a reading passage.

History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
Early Common Era (300 - 1450)
The Early Common Era World History unit includes the social, cultural, and political aspects of societies,
civilizations, and empires that existed from 300 to 1450 CE.
The learner will be able to:
 demonstrate an understanding of archaeological evidence describing life in the Americas prior to European
influence.
First Global Era (1450 - 1750)
The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations,
and empires that existed from 1450 to 1750 CE as well as global trends during this time.
The learner will be able to:
 associate early settlements in the 1600's with a country

identify the key voyages of Christopher Columbus

describe how European businesses and governments organized the trans-Atlantic slave trade

describe how European businesses and governments financed the trans-Atlantic slave trade

explain how slaves were transported from Africa to America via the "middle passage"
Era of Revolutions (1750 - 1914)
The Era of Revolutions World History unit includes the revolutions and wars occurring in civilizations and empires
from 1750 to 1914 as well as global trends and ideologies prevalent during this time.
The learner will be able to:
 identify key people involved with the industrial revolution in England, such as John Kay, James Hargreaves,
James Watt, Edmund Cartwright, and/or Richard Arkwright

describe connections between increases in population, urbanization, and industrialization

examine connections between industrialization and political change in England

examine connections between industrialization and political change in Western Europe

examine connections between industrialization and political change in the United States
33
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 identify why Americans went to war to gain independence from England

recognize the sequence of events in the Revolutionary War

understand the roles of revolutionary leaders

analyze a person's role in history

evaluate the obstacles faced by sponsors and leaders of explorations of the Americas

evaluate the motivations of sponsors and leaders of explorations of the Americas

trace the routes of early explorations of America

identify the events and figures that contributed to the writing of historical documents, such as the Mayflower
Compact and/or the Emancipation Proclamation

demonstrate knowledge of the concepts of colonial self-government reflected in the Mayflower Compact

identify the types of areas where the early American settlers lived

analyze the effects of British Laws, such as the Sugar Act of 1764

compare and contrast the various lifestyles of Colonial America, including farmers, landowners, women, and
slaves

interpret the reasons for the Boston Tea Party

identify the political and economic connections between England and the American colonies

understand Puritanism in colonial America

describe the factors that led to differences in the colonial economies of the New England, Mid-Atlantic, and
Southern regions

understand the development of the economic system in colonial America

identify the labor opportunities and obstacles faced by free immigrants, indentured immigrants, and slaves in the
colonies

identify the major economic regions in the American colonies

explain how labor systems shaped the major economic regions in the American colonies

identify one of the first immigrant groups

identify reasons various immigrant groups came to America
34


evaluate the challenges commonly faced by new immigrants
demonstrate knowledge about slavery during colonial times

describe the plantation system and the roles of owners, families, hired workers, and slaves

demonstrate comprehension of territorial expansion in the late 19th century (post-Civil War era)

identify events leading up to U.S. territorial expansion in the Western Hemisphere

comprehend the effect of U.S. territorial expansion on Native Americans

identify the causes of the Mexican-American War

identify events resulting from the Louisiana Purchase

explain how explorers coming to America impacted the political, economic, and social lives of the Native
Americans

understand the relations between English colonists and Native Americans

compare and contrast how the English settlers interacted with Native Americans in New England, Mid-Atlantic,
and Southern regions.

analyze the impact of the removal and resettlement of Native Americans, including the Cherokee, Creek,
Chickasaw, Choctaw, and Seminole

examine the lure of the West

examine the lifestyles on the Western frontier

understand and identify Homesteaders

compare and contrast the causes of rapid development in California and Oregon in the late 1840s and 1850s

understand the effects western development had on Native Americans

identify routes taken by early settlers of the western United States

identify the causes and effects of the Civil War

describe the ideas and philosophies of John C. Calhoun

analyze lifestyles during the Civil War, both on the battlefield and on the homefront

analyze Civil War leaders, including Abraham Lincoln, Jefferson Davis, and Robert E. Lee

identify the economic and philosophical differences that existed between the North and South

identify differences in southern politics during the Reconstruction era

identify differences in social relations in the South during the Reconstruction era

compare and contrast how various indigenous groups adapted to their environments
35

describe the lifestyles of early Americans, including Inuits, Anasazi, and Plains Native Americans
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 associate a time period with an important historical event

compare the lengths of different historical eras

recognize patterns of continuity in history

recognize patterns of change in history

analyze various historical perspectives

analyze historical events using multiple sources

identify appropriate reference sources

draw conclusions based on a given quotation

understand the significance behind a historical quote

infer the causes of an event in history

associate an action or event with its effect

interpret information presented in timelines

develop historical timelines

draw conclusions from the information presented in series of graphs

compare information presented on a graph

analyze data presented in a chart or graph

interpret historical information presented on a graph or chart
36
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 compare product information. infer the purpose of taxation

use the information presented in a chart to apply the concept of supply and demand

comprehend the influence supply and demand has on consumers and producers in a free enterprise system

identify inflation

list examples of inflation

understand economic interdependence

explain the results of unemployment
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 establish a connection between population growth and use of physical resources

locate a place on a map between given latitudes

draw conclusions based on the information presented in special purpose maps

identify the regional location of Plymouth

examine an American colony and its regional location

associate an American colony with its regional location

identify the states that formed the Confederacy during the Civil War

identify the components of ecosystems

recognize how people can change ecosystems

compare the populations of the different states

identify the physical components of Earth's atmosphere
37

identify the physical components of Earth's biosphere

identify the physical components of Earth's lithosphere

identify the physical components of Earth's hydrosphere
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:
 identify similarities between different modes of transportation

understand the modes of transportation used by early explorers

identify significant people who contributed to the field of communication

understand how inventions of the early 19th century, such as the cotton gin or steamboat, affected American life

analyze how inventions of the early 19th century, such as the cotton gin or steamboat, affected American life

associate technological advancements with Western Development
38
Sixth Grade
In sixth grade, students begin their study of world history and learn about people and places of
ancient times. Course instruction focuses on early communities and civilizations, empires and
dynasties, and emerging societies. Students also learn about geographical concepts and types of
government that pertain to world history. Various technological developments, such as
transportation, written communication, weapons technology, and health and science contributions,
are also covered in this course. Sixth graders should be provided opportunities to repeatedly use
data interpretation and map skills, as well as historical analysis.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:
 understand interpersonal relationships and analyze reasons for compromises

provide a definition for the term "government"

understand the democratic process

describe the different purposes constitutions serve

provide a definition for the term "civic life"

draw conclusions about different types of government

identify characteristics of limited types of government

identify characteristics of unlimited types of government

describe key arguments on the necessity of government
39
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 recognize values

identify sources of values

explain the terms prejudice, bigotry, discrimination, racism, stereotyping, scapegoating, ethnocentrism, antiSemitism and genocide

give examples of prejudice towards individuals and groups in history and the present

analyze how prejudice and discrimination may lead to genocide

define the term holocaust

identify groups who were victims of Hitler: Jews, people with disabilities, Catholics, gypsies, Jehovah’s
Witnesses, blacks and others

analyze the reasons why laws are adopted

describe types of resistance

analyze reasons why individuals and groups act in certain ways

examine various aspects of nazi policies and their impact on individuals and groups (laws, ghettos, murder, slave
labor, concentration camps, etc.)

describe and analyze the response of other nations, allies of the United States or Germany, to the nazi policies of
persecution and mass murder

explain why it is important to us today to study about the holocaust and genocide

analyze how we might prevent these occurrences from ever happening again

demonstrate an understanding that each of us is faced with many choices and the difficulty in making choices

understand that choices have consequences for the group and the individual

recognize common factors among different cultures

compare different cultural groups
40

understand how art reflects the culture and values of a group of people

compare and contrast Classical and modern Greek art

demonstrate an understanding that gods and goddesses in Greek mythology represent non-human entities

demonstrate an understanding of the interactions between gods/goddesses and humans in Greek mythology

compare and contrast Classical and modern Greek architecture
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
Prehistoric/Early Civilizations
The Prehistoric and Early Civilizations World History unit includes the social, cultural, and political aspects of
communities and civilizations that existed prior to 1000 BCE.
The learner will be able to:
 demonstrate knowledge of what archaeological evidence indicates about the social conditions of agricultural
communities

demonstrate knowledge of what archaeological evidence indicates about the cultural conditions of agricultural
communities

define characteristics of hunter-gatherer communities

describe the nomadic life of early hunter-gatherer communities, such as the Cro-Magnons

demonstrate knowledge of social characteristics of hunter-gatherer communities in different continental regions

demonstrate knowledge of cultural characteristics of hunter-gatherer communities in different continental regions

compare and contrast the similarities and differences between hunter-gatherer communities in Africa, Eurasia,
and the Americas

describe theories on how hunter-gatherer communities may have communicated with others

describe theories on how hunter-gatherer communities may have recorded past events

define characteristics of agricultural communities

understand how the availability of plants and animals affected settlement patterns of agricultural communities

demonstrate knowledge of economic characteristics of agricultural communities in different regions

demonstrate knowledge of cultural characteristics of agricultural communities in different regions

describe characteristics of the Assyrian Empire

describe characteristics of the Babylonian Empire
41

identify the Hittite Empire as one of the many empires that rose and fell in Mesopotamia from about 2000 BCE
on

understand characteristics of written communication in Mesopotamia

observe how the development of tools affected Chinese civilization during 3000-2000 BCE

compare characteristics of early Chinese civilization to those of Mesopotamia and the Indus Valley

identify characteristics of an ancient culture

recognize the locations of early civilizations

identify the skills of ancient people

associate terms with early civilizations

understand the contributions of ancient Egypt

understand characteristics of written communication in Egypt

understand characteristics of written communication in the Indus Valley

list possible reasons for the disappearance of Indus cities, such as Mohenjo Daro, during 2000 BCE
Ancient Era (1000 BCE - 300 CE)
The Ancient Era World History unit includes the social, cultural, and political aspects of societies and civilizations
that existed from 1000 BCE to 300 CE.
The learner will be able to:
 recognize major religions of the Ancient Era

demonstrate an understanding of Judaism as a major religion

demonstrate an understanding of Buddhism as a major religion

identify Alexander the Great as a significant king of the Greek city-state of Macedonia

demonstrate an understanding of Greek city-states' political structure

demonstrate an understanding of Greek city-states' social structure

demonstrate an understanding of the political organization of Athenian society

examine the advantages and disadvantages of systems of government in the Greek city-states

understand the commercial importance of the trans-Eurasian "silk roads" to the Roman Empire

understand the cultural importance of the trans-Eurasian "silk roads" to the Roman Empire

examine the reasons for Rome's transformation from Republic to Empire

demonstrate knowledge of how China became unified under the early imperial dynasties
42

understand the commercial importance of the trans-Eurasian "silk roads" to the Han Dynasty

understand the cultural importance of the trans-Eurasian "silk roads" to the Han Dynasty.

demonstrate an understanding of the major accomplishments of the Olmec civilization

identify Cyrus the Great as a significant Persian king

demonstrate an understanding of the Persian Empire's conflicts with the Greeks

demonstrate knowledge of cultural developments in India during the Gangetic states and the Mauryan Empire

demonstrate knowledge of religious developments in India during the Gangetic states and the Mauryan Empire
Early Common Era (300 - 1450)
The Early Common Era World History unit includes the social, cultural, and political aspects of societies,
civilizations, and empires that existed from 300 to 1450 CE.
The learner will be able to:
 demonstrate knowledge of the decline of the Roman Empire

demonstrate knowledge of the decline of the Han Empire

analyze reasons for the decline of the Han Empire

demonstrate knowledge of the growth of Buddhism in Southeast Asia during the first millenium CE

discuss the basic teachings of Hinduism

demonstrate knowledge of the growth of Hinduism in Southeast Asia during the first millenium CE

understand Gupta accomplishments in art

understand Gupta accomplishments in literature

understand Gupta accomplishments in mathematics

demonstrate knowledge of the political problems facing the Sassanid Empire in the 7th century

demonstrate knowledge of the social problems facing the Sassanid Empire in the 7th century

demonstrate knowledge of the religious problems facing the Sassanid Empire in the 7th century

describe the rise of population centers in towns of the East African coastal region

name key characteristics of Mayan civilization

compare and contrast the Mayan, Aztec, and Inca civilizations

assess Mayan accomplishments in mathematics

assess Mayan accomplishments, such as the invention of a calendar
43

make inferences about different opinions of how and why Mayan civilization declined

determine the effects of Mongol rule on China's culture, economy and society

determine the effects of Mongol rule on Korea's culture, economy and society

examine the building of the Aztec Empire in the 14th and 15th centuries

describe key characteristics of government in the Aztec Empire

describe key characteristics of society in the Aztec Empire

describe key characteristics of culture in the Aztec Empire

examine the collapse of the Aztec Empire

examine the growth of the Inca Empire

examine the unification of the Inca Empire

describe the development of Inca social custom

describe the development of Inca political practices

examine the collapse of the Inca Empire

compare the social customs of the Aztec and Inca Empires

compare the governments of the Aztec and Inca Empires

compare the religions of the Aztec and Inca Empires

compare the economies of the Aztec and Inca Empires

compare and contrast similarities and differences between the Aztec and Inca Empires

determine the role of agriculture in the expansion of the Mali Empire

track the growth of the Mali Empire

determine the role of agriculture in the expansion of the Songhay Empire

explain the indigenous development of Japanese society up to the 7th century
First Global Era (1450 - 1750)
The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations,
and empires that existed from 1450 to 1750 CE as well as global trends during this time.
The learner will be able to:
 associate a country with its explorations

describe how the Manchus overthrew the Ming Dynasty
44

examine the power and restrictions of imperial absolutism under the Ming Dynasty

examine the origins of the Ottoman Empire

examine the spread of the Ottoman Empire up to the capture of Constantinople

examine how the capture of Constantinople affected the growth of the Ottoman Empire

assess the Ottoman Empire's artistic accomplishments

assess the Ottoman Empire's architectural accomplishments

assess the Ottoman Empire's literary accomplishments

describe the Mughal Empire's conquest of India

examine reasons for the decline of the Mughal Empire in connection with the rise of regional powers, such as the
Marathas and Sikhs.

assess cultural accomplishments of the Safavid Empire under Shah Abbas.

determine how the Zheng He voyages from 1405 to 1433 affected China's view of political relations

determine how the Zheng He voyages from 1405 to 1433 affected China's view of commercial relations
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:

determine time-frames of historical events before the Common Era (BCE)

determine time-frames of historical events in the Common Era (CE)

understand that individuals, ideas, and/or events have influenced historical outcomes

define civilization

identify historical figures and their accomplishments

distinguish between fact and fiction using historical resources

analyze a quote

interpret historical information presented on a graph or chart

make predictions based on information presented in a graph or chart
45
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:

associate sales, expenses, and profits

define opportunity cost as what someone gives up in order to get something

analyze economic choices

associate a country with its economic resources
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:

examine the uses of renewable physical resources

examine the uses of nonrenewable physical resources

read a map

apply various map scales

utilize a time zone map

interpret the data presented on a population growth graph

analyze the difference in populations among the continents
46
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:

demonstrate an understanding of how the chariot affected transportation

identify Spanish and Portuguese technological innovations in shipbuilding during the 15th-16th centuries

recognize ancient forms of writing, such as hieroglyphics

recognize the effect of ancient writings

analyze the impact of the invention of paper on various societies

recognize the contributions of important inventors

understand why bronze weapons were a technological achievement superior to stone weapons

analyze changes in the ancient era due to iron weapons

analyze changes in early civilizations due to the bow and arrow

demonstrate an understanding of how the chariot affected warfare

examine the impact of gunpowder in changing European warfare

name the scientific contributions of the Hellenistic society

evaluate how the acceleration of new scientific methods affected social, economic, and/or cultural life in different
parts of the world from 1450 to 1750

evaluate how the acceleration of new methods in technology affected social, economic, and/or cultural life in
different parts of the world from 1450 to 1750

associate changes in technology with social change

analyze changes in the ancient era due to iron tools

analyze changes in early civilizations due to pottery

analyze changes in early civilizations due to the plow

identify the origins of the plague of the mid-14th century

explain the transmission of the plague of the mid-14th century throughout Eurasia and North Africa
47
Seventh Grade
Core concepts covered in this course are a unique combination of United States and world history,
civics, geography and economics. Students should attempt to synthesize the wide array of
historical information presented thus far in their Social Studies education before moving on to
concentrated study in each area. Seventh graders expand on what was learned in the fifth grade
course for U.S. history, as well as building on the content covered in sixth grade for world history.
Discussions in civics include the electoral process, political party system, and the Supreme Court.
Geography studies focus on human-environment interaction, resource patterns, and populations.
Issues presented in economics range from U.S. fiscal policy to an understanding of international
trade.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world.
The learner will be able to:

apply an understanding of the structure of the United States government

compare national, state, and local governments

understand how the national, state, and local governments divide and share power

describe the meaning of basic principles of American democracy

recognize how the key ideas of American constitutional government are reflected in the Constitution

draw conclusions about the United States Constitution

understand the process for amending the United States Constitution

compare the similarities of political candidates

explain the role of political parties

compare and contrast the major political parties

understand key events in the development of the Supreme Court

analyze a landmark Supreme Court case

understand the role of an elected representative

identify the organization of state government
48

understand how members of the House of Representatives are selected

identify voting requirements

compare the electoral process at the national, state, and local levels
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world.
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 associate cultural diversity with immigration

explain how different cultures have been influenced by nationalism

explain how different cultures have been influenced by racism

analyze the growth of American art from the Social Realists to the "Lost Generation"

associate history with culture

understand how American culture influences other countries

make inferences about the characteristics of a culture from a reading passage

associate culture with environment

recognize various types of positive and negative human behavior

understand that behavior reflects individual choices and actions

evaluate the role of personal values in making choices and decisions

understand the impact of group dynamics on individual choices and actions

analyze actions of perpetrators, collaborators, bystanders, heroes, rescuers and the righteous

compare and contrast various types of genocide and give examples from history and the present

apply the analysis of conditions that may lead to genocide to several historical examples

explain why the term “the holocaust “ has been applied to the genocide carried out against the Jews during WWII

understand and analyze the use of propaganda by Hitler and the nazi regime

compare and contrast different forms of resistance that may occur in various situations (passive, slowdown,
boycott, etc)
49

analyze the nature of resistance and give examples of different types offered by victims, heroes and rescuers – as
individuals, groups, communities and nations

analyze the findings of the Nuremberg trials

evaluate the impact of the holocaust on our lives today

analyze why some people say the holocaust or a particular genocide never occurred
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
Early Common Era (300 - 1450)
The Early Common Era World History unit includes the social, cultural, and political aspects of societies,
civilizations, and empires that existed from 300 to 1450 CE.
The learner will be able to:
 assess the part the Byzantine Empire played in retaining and transferring ancient Greek learning

describe the changes in Confucianism between the 10th and 13th centuries

analyze the changes in Confucianism between the 10th and 13th centuries

comprehend the growth of Buddhism beyond its land of origin

identify Charlemagne as King who became the first Holy Roman Emperor

define feudalism during the European middle ages

define manorialism during the European middle ages

analyze the growth and restrictions of representative institutions in European monarchies

determine the connection between agricultural production and population increase in Europe after 1000 CE.

determine the connection between technological development and population increase in Europe after 1000 CE.

identify William the Conqueror as the first Norman king of England

examine what caused the Hundred Years War

examine results of the Hundred Years War

evaluate the significant achievements of Chinggis Khan as a conqueror and military innovator

explain the emergence of Mongol rule under the "Golden Horde"

evaluate the effects of Mongol conquests on the people of China

evaluate the effects of Mongol conquests on the people of Russia

evaluate the effects of Mongol conquests on the people of Southeast Asia
50

evaluate the effects of Mongol conquests on the people of Southwest Asia

understand the effect of Christopher Columbus' voyages on the colonization of the Americas

describe key characteristics of the Anasazi people

describe key characteristics of the Pueblo people

describe key characteristics of the North American mound-building peoples

describe key characteristics of the Toltec people

examine the impact of scientific developments on Chinese civilization

examine the impact of technological developments on Chinese civilization

evaluate the role women of gentry families played in retaining and passing along Chinese cultural values

describe elements of feudalism in Japanese society

evaluate elements of feudalism in Japanese society

examine the rise of the warrior class in Japanese society

discuss the type of government in Japan during the Kamakura and early Ashikaga periods

comprehend how wars with the Mongols affected Japanese civilizations

evaluate the influence of Chinese culture on Japanese society from the 7th to 11th century

examine the spread of Greek Orthodox Christianity into Eastern Europe between the 9th and 11th centuries

evaluate the importance of the Latin Church in Christianizing western and central Europe

determine Christian states' success at removing Muslim powers in central and southern Iberia

summarize changes in the political relationship between the Catholic Church and secular states during the
European Middle Ages

discuss the basic teachings and/or practices of Islam

explain the life of Muhammad

explain the various religious, cultural, and geographic factors that affected the ability of the Muslim government
to rule

examine the spread of Islam during the 11th and 12th centuries when Turkic migration from Turkestan into
Southwest Asia and India forced the retreat of Byzantium and Greek Christian civilization
51
First Global Era (1450 - 1750)
The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations,
and empires that existed from 1450 to 1750 CE as well as global trends during this time.
The learner will be able to:
 associate European explorers with the regions they discovered

recognize how explorers, such as Captain James Cook, viewed the indigenous people of the land they colonized

describe attributes of the interregional trading system that connected Africa, Asia, and Europe prior to the
European overseas voyages

name the four major types of European activity and control in the Americas

compare the four major types of European activity and control in the Americas

describe the naval influence of England in the Indian Ocean basin during the 17th and 18th centuries

examine the commercial influence of England in the Indian Ocean basin during the 17th and 18th centuries

describe the naval influence of France in the Indian Ocean basin during the 17th and 18th centuries

examine the commercial influence of France in the Indian Ocean basin during the 17th and 18th centuries

describe the policies of the Catholic Church during the Reformation

describe the goals of the Catholic Reformation

evaluate the effect of religious reforms on European values, families, communities, and/or education

evaluate the effect of religious divisions on European values, families, communities, and/or education

examine the conditions under which African governments, elites, and/or merchants would sell slaves to
Europeans

examine the impact of the trans-Atlantic slave trade on population in West and Central Africa

examine the impact of the trans-Atlantic slave trade on the economy in West and Central Africa

compare differences in treatment of slaves in the Islamic lands, Christian Europe, and West Africa

describe centralized feudalism in Japan under the Tokugawa shogunate

describe how the Tokugawa shogunate helped Japan achieve a dynamic culture

examine the relationship between Japan and Europe throughout the 16th and 18th centuries

understand the significance of the English Civil War

describe the impact of the English Civil War on society

understand the significance of the Revolution of 1688
52

describe the impact of the English Revolution of 1688 on society

understand that the American colonists required less protection from Great Britain as a result of the Seven Years
War

understand that the French were removed as a power in North America as a result of the Seven Years War
Era of Revolutions (1750 - 1914)
The Era of Revolutions World History unit includes the revolutions and wars occurring in civilizations and empires
from 1750 to 1914 as well as global trends and ideologies prevalent during this time.
The learner will be able to:
 understand the economic systems that existed prior to the Industrial Revolution
20th Century
The 20th Century World History unit includes the social, cultural, economic, and political aspects of contemporary
events, ideologies, and the emergence of national organizations.
The learner will be able to:
 examine the causes of World War I

name the causes of the Russian Revolution of 1917

examine how the revolutionary government changed from moderate to radical

describe the founding of the United Nations

describe the purpose and organization of the United Nations

define the term "Cold War"

define McCarthyism during the Cold War era

describe how the League of Nations was founded

understand the purpose of the League of Nations
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 explain the factors contributing to the onset of the American Revolution

compare and contrast why many colonists, slaves, and Native Americans remained loyal to the British

analyze a person's role in history

analyze the importance of the Emancipation Proclamation

understand the colonists' reasons for opposing King James I

understand the development of the trade system in colonial America
53

demonstrate an understanding of how the cotton gin affected slavery in the early 19th century

identify events leading up to U.S. territorial expansion in the Western Hemisphere

comprehend the effect of U.S. territorial expansion on Native Americans

comprehend the extent of influence Manifest Destiny had on territorial expansion

describe the migration of people from farms to cities and how they adjusted to urban life

describe the change from workshops to factories

identify the economic and philosophical differences that existed between the North and South

identify issues that divided the north and south prior to the Civil War

describe how and why lifestyles in America drastically changed during the Reconstruction Era

recognize contributions and accomplishments of various United States Presidents

understand issues surrounding World War I prior to U.S. intervention

analyze the role of the United States in World War I

identify how the U.S. prepared to enter World War I

recognize factors contributing to the Great Depression

identify the cause and effect of a United States historical event

associate a United States historical event with a social change

analyze events in United States history using multiple sources, such as newspapers or historical documents
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 analyze a world leader's actions

analyze the various reasons for an action

analyze changes in political balance

identify the cause and effect of political actions

sequence events on a timeline

make predictions based on information presented in a graph or chart

interpret information presented in a line graph
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Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:

analyze the function of price in economics

understand the connection between taxes and government services

define exports

define imports

define international trade

apply the concept of supply and demand

explain how market prices are set by forces of supply and demand

examine how competition among sellers results in lower prices and profit margins

examine how competition among buyers results in higher product prices

explain the concept of balanced budget

explain the concept of budget surplus

explain the concept of budget deficit

demonstrate an understanding of the national debt

distinguish between the economic responsibilities for public and private properties

define economic terms, such as deficit

understand the concept of investment and incentives

identify the cause and effect of economic change

analyze free enterprise

understand the problem of scarcity

understand reasons for the growth of the labor union

associate a region with employment opportunities

define the term "strike"
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Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 associate geographical factors with urban growth

associate a region with its natural resources

make inferences about geographic regions

demonstrate knowledge of world patterns of resource distribution

demonstrate knowledge of world patterns of resource utilization

identify a location using the latitude lines on a map

associate a country with a hemisphere

identify natural resources found in the United States

associate heavily populated areas with abundant water supply

identify settlement patterns of various racial, ethnic, and religious groups

understand how demographics influence population characteristics of an area

identify the reasons for the distribution of cities throughout a particular region

describe world population trends

evaluate the efforts of governments and citizens' groups at protecting the world's natural environment

examine how population growth, urbanization, industrialization, warfare, and/or the global market economy have
influenced environmental changes in the 20th century

analyze the environmental consequences of people altering the natural land

recognize the consequences of human technological advancement on the environment

associate geographical factors with climate
56
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:

identify the impact the automobile had on society in the 1920s and 1930s

analyze how American inventions affected the United States economy in the 18th and early 19th centuries

identify the importance of the work of 20th century scientists, such as Albert Einstein
57
Eighth Grade
In eighth grade, students are exposed to the history of the United States from colonial times to the
present day. The content builds upon earlier U.S. history studies, but provides more depth and
breadth. More attention is given to 19th century movements, U.S. Presidents, and our nation's
role in world history events. Civics and government instruction includes domestic and foreign
policy, types of government, civil disobedience, and voluntarism. Geography and economics are
presented in the context of United States history. Eighth graders should also use historical
analysis skills to examine the role of art, literature, media, and technology in the development of
the United States.
Civics and Government:
6.1: All Students Will Learn Democratic Citizenship And How To Participate In The Constitutional System
Of Government Of The United States
The Civics and Government unit combines United States democratic principles, structure and historical documents
with governmental systems found throughout the world
The learner will be able to:
 understand how division and sharing of powers between the national, state, and local governments encourages
citizens to participate and hold their governments accountable

recognize the limitations placed on state powers by the Constitution

understand the rationale for the division of power, as stated in the Constitution

compare and contrast an amendment to the United States Constitution and a United States law

define civil disobedience

name possible results of acts of civil disobedience

identify times when acts of civil disobedience may be justified

differentiate between civil disobedience and other types of protest

explain how the values and principles expressed in the Declaration of Independence affect other nations

compare and contrast arguments for the necessity of the political party system

explain the historical roles of special interest groups, such as unions, professional organizations, and/or
associations, in local, state, or national politics

identify key events of U.S. foreign policy during the early 19th century

describe the process of determining U.S. foreign policy

assess how the United States is handling current foreign policy issues
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
name current examples of domestic policies

name historical examples of domestic policies

define federal government

define unitary government

describe characteristics of a parliamentary system

define confederate government

identify the powers of the executive branch of government

identify the powers of the judicial branch of government

identify the powers of the legislative branch of government

describe the system of checks and balances between the executive, legislative, and judicial branches of
government

identify purposes of his/her state's constitution

describe reasons for a state constitution

compare and contrast his/her state's constitution to the United States Constitution

recognize sources of revenue for the federal government

recognize contemporary issues dealing with economic rights

defend his/her opinion on the significance of civic responsibilities to citizens in a democratic society

describe the meaning of the scope and limits of rights

defend his/her opinion on issues involving citizens' personal rights

describe how historical experience has contributed to the shaping of American identity and society

differentiate between political and social participation

describe circumstances that have encouraged American voluntarism

form an opinion on the importance of voluntarism in American society

describe the significance of freedom of the press in keeping Americans informed about the political system

explain how the values and principles expressed in the Bill of Rights affect other nations

recognize current examples of unlimited governments

recognize historical examples of unlimited governments
59

assess the pros and cons of the adversary system

describe the concept of due process of law
Cultural Perspective
6.2: All students will learn democratic citizenship through the humanities, by studying literature, art, history
and philosophy, and related fields.
6.5: All students will acquire historical understanding of varying cultures throughout the history of New
Jersey, the United States and the world..
The Cultural Perspective unit includes communities, diversity, fine arts, humanities, folklore, holidays, media, and
religious and social issues.
The learner will be able to:
 assess various opinions on the value and challenges of diversity in the United States

explain how contemporary American culture is influenced by the media

examine how new media, such as newspapers, magazines, commercial advertising, film, and/or radio, enhanced
popular world culture during the 20th century

analyze the contributions of artists of the Harlem Renaissance

evaluate the relation between artistic works and social conditions in different historical settings

analyze the contributions of writers of the Harlem Renaissance

recognize various types of positive and negative human behavior

understand that behavior reflects individual choices and actions

evaluate the role of personal values in making choices and decisions

understand the impact of group dynamics on individual choices and actions

analyze actions of perpetrators, collaborators, bystanders, heroes, rescuers and the righteous

compare and contrast various types of genocide and give examples from history and the present

apply the analysis of conditions that may lead to genocide to several historical examples

explain why the term “the holocaust “ has been applied to the genocide carried out against the Jews during WWII

understand and analyze the use of propaganda by Hitler and the nazi regime

compare and contrast different forms of resistance that may occur in various situations (passive, slowdown,
boycott, etc)

analyze the nature of resistance and give examples of different types offered by victims, heroes and rescuers – as
individuals, groups, communities and nations

analyze the findings of the Nuremberg trials
60

evaluate the impact of the holocaust on our lives today

analyze why some people say the holocaust or a particular genocide never occurred
History
6.3: All students will acquire historical understanding of political and diplomatic ideas, forces, and institutions
throughout the history of New Jersey, the United States, and the world.
First Global Era (1450 - 1750)
The First Global Era World History unit includes the social, cultural, and political aspects of societies, civilizations,
and empires that existed from 1450 to 1750 CE as well as global trends during this time.
The learner will be able to:
 recognize that the French and Indian War, fought in America, was part of the Seven Years War
20th Century
The 20th Century World History unit includes the social, cultural, economic, and political aspects of contemporary
events, ideologies, and the emergence of national organizations.
The learner will be able to:
 describe the contribution of colonial peoples to World War I by providing military force and supplies

examine how the progression of World War I was impacted by the participation of the United States

explain the role of the United States in the United Nations
United States History
The United States History unit includes events and issues pertaining to the founding, development, and expansion of
our nation from its inception to present day.
The learner will be able to:
 make connections between progressivism and the New Deal

comprehend how relationships with European countries, such as France and/or Spain, affected the outcome of the
Revolution

explain how the American Revolution affected other nations

understand how the Revolution impacted people's lives

analyze arguments for and against the Articles of Confederation

evaluate the accomplishments and failures of the Continental Congress

identify similarities between historical figures

evaluate the importance of historical figures and their activities

trace the routes of early explorations of America

understand characteristics of the Spanish exploration of America

analyze the importance of the Emancipation Proclamation
61

analyze the effects of US historical documents

compare and contrast the motivations for Spanish, French, Dutch, and English colonization of America

describe the hardships faced by many European indentured servants

analyze the development of government in colonial America

analyze how the colonists responded to the Proclamation of 1763

analyze how the colonists responded to the Stamp Act

recognize key religious movements of the 19th century and their effects on the nation

demonstrate an understanding of how the cotton gin affected slavery in the early 19th century

describe how the cotton gin and new expansions in the South and West increased the demand for slaves

show an awareness of the experiences of escaped slaves

understand the significance of the Underground Railroad

understand the significance of Nat Turner's Rebellion

recognize the goal of Abolitionists

associate the effect of slavery with territorial expansion in the first half of the 19th century

understand the significance of the Emancipation Proclamation of 1863

analyze the reasons for holding the Constitutional Convention

identify the issues and ideas discussed at the Constitutional Convention

define the significance of the Lewis and Clark expedition

identify the cause and effect of territorial expansion in the United States

demonstrate an understanding of the War of 1812

recognize the cultural effects of the Louisiana Purchase

recognize the political effects of the Louisiana Purchase

determine how early state and federal policy impacted U.S. relations with Native Americans

evaluate the strategies of the Native Americans, including accommodation, revitalization, and resistance

recognize key philosophical movements of the 19th century and their effects on the nation

recognize key social movements of the 19th century and their effects on the nation

identify routes taken by early settlers of the western United States
62

analyze how factories altered the worker's environment

evaluate the careers of business leaders during the Industrial Revolution

analyze America's response to the Industrial Revolution

analyze how the factory system, established during the Industrial Revolution, affected gender roles and the family

identify the cause and effect of labor conflicts during the Industrial Revolution

demonstrate an understanding of the issues surrounding voting rights during the antebellum era

understand the influence of women's roles in the reform movements during the antebellum era

comprehend key elements of the abolitionist movement during the antebellum era

identify slavery as the primary cause of the Civil War

identify other issues causing the Civil War

compare and contrast the roles of women, both on the homefront and battlefront, in the Union and the
Confederacy

explain the outcome of the Civil War

compare and contrast the human resources of the Union and the Confederacy

demonstrate an awareness of the changes in African Americans' lives during the Reconstruction era

name changes in the social structure of the U.S. during the Reconstruction era

name changes in the political structure of the U.S. during the Reconstruction era

analyze the obstacles George Washington needed to overcome as President of the United States

know why Andrew Jackson's election was called a victory for the "common man"

evaluate Lincoln as a leader

identify reasons for Andrew Johnson's impeachment

evaluate Theodore Roosevelt's foreign policies

compare and contrast Taft's "Dollar Diplomacy" with Theodore Roosevelt's "Big Stick Diplomacy"

explain the leadership style of Herbert Hoover as a depression-era president

explain the leadership style of Franklin D. Roosevelt as a depression-era president

examine Harry S. Truman's support of the civil rights movement during his presidency

determine how international tensions influenced the foreign policy of Dwight D. Eisenhower
63

describe John F. Kennedy's political policies affecting the Vietnam War

describe Lyndon B. Johnson's political policies affecting the Vietnam War

compare and contrast the foreign policies of John F. Kennedy and Lyndon B. Johnson

identify Richard Nixon's foreign policy toward the Middle East

identify Richard Nixon's foreign policy toward the Soviet Union

identify Richard Nixon's foreign policy toward the People's Republic of China

describe Richard Nixon's political policies affecting the Vietnam War

identify the significant events of Watergate

examine the effect of Watergate on public opinion regarding the presidency, the federal government, and the
system of checks and balances

describe James Carter's role in the Iranian hostage crisis situation

examine James Carter's presidency for successes and failures

identify important domestic issues during Ronald Reagan's administration and how they were addressed

analyze how Ronald Reagan's presidency affected public perception of federal government

demonstrate an awareness of the Iran-Contra Affair that occured during Ronald Reagan's presidency

demonstrate an understanding of some of the major domestic issues George Bush handled during his presidency

demonstrate an awareness of the issues surrounding the Progressive Movement

associate the role of the muckrakers with the Progressive Movement

analyze how individuals, such as Presidents Roosevelt and Wilson, impacted the Progressive Movement

trace the expansion of the war to become a world war

understand how technological developments affected war brutality

analyze the attempts of the Hoover administration to reduce the extent of the Great Depression

identify key leaders and personalities during the Great Depression, including Charles Lindbergh and Franklin
Roosevelt

identify the effects of the Great Depression on specific groups of people, such as farmers, city workers, and/or
military veterans

analyze the importance and legacy of the New Deal

identify the effects of the New Deal on the labor movement

analyze how the weakness of the League of Nations contributed to the outbreak of World War II
64

understand issues surrounding World War II prior to U.S. intervention

demonstrate an understanding of U.S. international relations prior to its involvement in World War II

evaluate the internment of Japanese Americans during World War II

describe the origins of the Cold War

describe segregation and desegregation within the United States during the Civil Rights Movement

describe the role of Martin Luther King, Jr. during the civil rights movement

describe the role of Malcolm X during the civil rights movement

analyze the involvement of the United States in the Vietnam War

demonstrate knowledge of American disillusionment with the Vietnam War

define Prohibition

analyze the role of the "speakeasies" in the 1920s

demonstrate knowledge of the "Red Scare"

understand "bootlegging" during the 1920s

analyze women of different racial and social groups in various reform movements prior to the Civil War

analyze the goals and impact of the Seneca Falls Convention in 1848

describe arguments on the purposes of government

understand that the purposes served by government may impact the relationships between individuals and
government

recognize the power of the judicial branch
Historical Perspective
6.4: All students will acquire historical understanding of societal ideas and forces throughout the history of
New Jersey, the United States, and the world.
The Historical Perspective unit includes data interpretation, awareness and analysis skills, and the concepts of time,
change, and continuity in a social context.
The learner will be able to:
 make generalizations regarding information presented in a chart or graph
65
Economics
6.6: All students will acquire historical understanding of economic forces, ideas, and institutions throughout
the history of New Jersey, the United States, and the world.
The Economics unit includes core concepts, such as supply and demand, goods and services, income, and
employment, as well as United States and world economies.
The learner will be able to:
 demonstrate an understanding that all societies have developed economic systems in order to assign resources for
production and distribution of goods and services

identify the Federal Reserve System as the organization that regulates money and banking in the United States

understand the distribution of wealth and resource throughout the world

examine factors contributing to economic disparities between industrialized nations and developing countries

define deflation

define inflation

understand the function of interest with an economic system

analyze economic changes that affect society

determine the social effects caused by economic conditions, such as unemployment

analyze how the unemployment rate rises during a recession

explain how supply shows the relationship between product price and the quantity producers are willing to sell at
that price

explain how demand shows the relationship between product price and the quantity people are willing to buy at
that price
Geography
6.7: All students will acquire geographical understanding by studying the world in spatial terms.
6.9: All students will acquire geographical understanding by studying the environment and society.
The Geography unit includes United States and world geography, map and globe skills, Earth characteristics, and
geographic tools and concepts.
The learner will be able to:
 analyze how the development of alternative energy sources may affect societies

analyze special purpose maps

understand how geographical concepts (e.g., climate) influences economic growth in the United States

analyze how geographical concepts (e.g., climate) influences economic growth in the United States
66

explain the functions of ecosystems

examine reasons for the increasing world population growth rate
Human Systems
6.8: All students will acquire geographical understanding by studying human systems in geography.
The Human Systems unit includes historical achievements in the areas of communication, math, science,
transportation, technological inventions, and other human systems.
The learner will be able to:
 assess electronic communications' impact on American political life

evaluate why 20th century scientific achievements have improved living standards for many; yet hunger, poverty,
and epidemic disease still exist

evaluate why 20th century technological achievements have improved living standards for many; yet hunger,
poverty, and epidemic disease still exist

evaluate why 20th century medical achievements have improved living standards for many; yet hunger, poverty,
and epidemic disease still exist
67