NEWARK PUBLIC SCHOOLS
Scope and Sequence:
SOCIAL STUDIES
Grades K-4
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, Director of Board Relations
Newark Public Schools
Social Studies K-4
Course Philosophy
Social studies education provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. The study of social studies focuses on deep understanding of concepts that enable students to think critically and systematically about local, regional, national, and global issues. An education in social studies fosters a population that:
· Is civic minded, globally aware, and socially responsible.
· Exemplifies fundamental values of American citizenship through active participation in local and global communities.
· Makes informed decisions about local, state, national, and global events based on inquiry and analysis.
· Considers multiple perspectives, values diversity, and promotes cultural understanding.
· Recognizes the implications of an interconnected global economy.
· Appreciates the global dynamics between people, places, and resources.
· Utilizes emerging technologies to communicate and collaborate on career and personal matters with citizens of other world regions.
Course Description
In grades K-4, students learn fundamental concepts about government, citizenship, geography, people and environment, economics, technology and innovation, culture and perspectives, and history. The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural universals enables students to realize how the availability of resources, the changing environment, and innovation impact everyday life.
Integrating Language Arts Literacy and Social Studies
In order to support student learning, teachers need to emphasize the mutual skill sets that occur in two very important and nicely aligned subject areas. Integrating literacy and social studies will help students see the natural connections between and across subject matters presented in their school curricula. Social studies need not be taught during a separate and distinct block. In fact, integrating the language arts and social studies means providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and real audiences. Social studies texts consistently provide opportunities to learn about and utilize informational text for both reading and writing purposes. The Common Core State Standards describe the knowledge and skills required of students across the grade levels; they do not prescribe the content through which these knowledge and skills are to be learned. Knowing innovative ways to integrate language arts into the social studies curriculum is extremely important. A high quality integrative social studies and language arts curriculum brings forth carefully chosen Big Ideas and Essential Understandings with authentic action to promote social understanding and civic efficacy., g
hy, people and environment, economics, technology and innovation, culture and perspectives, and history..
Kindergarten / 1st Grade / 2nd Grade / 3rd Grade / 4th GradeUnit 1: All About Me / Unit 1: My Class, My Community / Unit 1: Communities and Self / Unit 1: Northeast Region of the US and New Jersey / Unit 1: Early New Jersey and America
Essential Question(s) / Essential Question(s) / Essential Question(s) / Essential Question(s) / Essential Question(s)
§ What does it mean to be a member of a classroom community? / · How should people in our community be treated?
· How does understanding the ways we are alike help us to appreciate our differences?
· How do we make decisions in a community (democracy)? / · How can I be a good citizen in my community (classroom)?
· Why do we make rules in our community? What are good/bad choices and consequences?
· What is equality? Justice? Fairness? How can we strive to achieve those goals in our community? / · How does geography affect the way we live?
· How and why do people use and change the environment?
· How has the region changed over time and what caused those changes? / · How was the Lenni Lenapes way of life affected by the arrival of Europeans to to the area?
· How and why are American ideals, such as equality, liberty and consent of the governed, embodied in key historic documents?
· How did the decisions of individuals and groups influence the creation of New Jersey and the United States?
Enduring Understandings / Enduring Understandings / Enduring Understandings / Enduring Understandings / Enduring Understandings
· Our classroom is a community made up of many unique individuals, and we come together to help each other learn.
· Classroom rules help us to stay safe and maintain order in our classroom so that we can learn and grow.
· Parents and teachers exercise authority to help resolve disputes and ensure that everyone is treated fairly. / · A community is a group of people working together towards the same goal.
· Rules are necessary to maintain order, resolve conflicts and ensure that everyone is treated fairly.
· Power is the ability to make someone do what you want while authority includes the right to exercise power.
· Parents and teachers have the right to exercise power to protect and support children.
· Someone who is exercising power through fear or intimidation has no authority and is bullying.
· Each person has the right to be happy and deserves to be treated with respect and dignity. / · Our classroom and school is a community; it is a place where people work together to achieve a common goal.
· Being a citizen of a community means finding ways of making positive contributions to the common good.
· Communities make rules to maintain order and safety; there are consequences for not following rules.
· The process for resolving a conflict includes listening to each other’s perspectives, finding common ground and agreeing upon a solution that addresses the needs of everyone involved. / · The United States is composed of a variety of regions each of which has unique landforms, bodies of water, resources, and weather.
· Technological innovations help people to modify and use the environment.
· Landforms, climate and weather, and availability of resources affect where and how people live and work, and meet their needs. / · Primary source documents provide a valuable and authentic record of the past.
· The first New Jerseyans were Native Americans called the Lenni Lenape, whose culture was well adapted to resources available to them.
· Religious persecution, political and economic instability and the desire for a better life led many to emigrate to North America in the 1600 and 1700’s.
· Cultural differences between European colonists and Native Americans led to conflicts that often resulted in wars and the destruction or westward movement of the Native American populations.
· Constitutions establish governmental structures and protections of essential rights that allow divers peoples to live in harmony.
Focus Questions / Focus Questions / Focus Questions / Focus Questions / Focus Questions
Wk1-Why do we need rules?
Wk2-What is fairness?
Wk3-Why do we need leaders to make decisions?
Wk4-How can we solve problems in our classroom or family?
Wk5-How can I make my classroom a better place? / Wk1-How is a family and school a community and who lives in my town/city?
Wk2-Who are community helpers in our school, neighborhood, and town/city?
Wk3-How can we show respect for the uniqueness of ourselves and the uniqueness of others?
Wk4-How can understanding ways that I am similar and different from others help me to resolve conflicts?
Wk5-What is justice or fairness and how do we make fair decisions?
Wk6-Why do we need rules at home, at school and in our town?
Wk7-What problems might arise from lack of effective authority and what is the difference between power and authority? / Wk1-How do members of a community contribute to it in a positive way?
Wk2-What makes a good rule? Why do we need rules?
Wk3-Can a good rule or law be unfair?
Wk4-How do we balance the common good with individual needs and wants?
Wk5-How can promoting the common good help individuals achieve their needs and wants?
Wk6-What are fair/unfair actions and how can we respond to unfair actions?
Wk7-How do we resolve conflicts? / Wk1-What are some of the different types of maps and what information does each type of map provide?
Wk2-How and why is the United States divided into regions?
Wk3-How similar and different are the characteristics of New Jersey with the other states in the Northeast region of the United States culturally, economically, and geographically?
Wk4-How have landforms, climate and weather, and availability of resources impacted where and how people live and work in New Jersey and the Northeast region?
Wk5-What are the causes and effects of human movement to New Jersey and the Northeast region?
Wk6-How has transportation and innovations changed people’s use of the environment?
Wk7-How and why have communities in New Jersey and the Northeast region changed over time and what was life like for those who lived in the region long ago? / Wk1-How do primary sources help us to understand what happened in the past?
Wk2-What is a colony and why were colonies beneficial to the mother country?
Wk3-What does “consent” of the governed mean?
Wk4-Why did the proprietors of New Jersey think it was necessary to grant a degree of religious freedom to the settlers in the colony?
Wk5-Were the laws and government established in the founding constitutions fair?
Wk6-How were the conflicts resolved by the Quakers who settled in West Jersey/Pennsylvania as compared with the Puritans who settled in New England?
Wk7-How did the decisions of individuals and groups influence the creation of New Jersey and the United States?
Standards Alignment / Standards Alignment / Standards Alignment / Standards Alignment / Standards Alignment
CCSS: R.I.K.1, R.I.K.2, R.I.K.3, R.I.K.8, R.I.K.10, W.K.2, W.K.5, W.K.8
NJCCCS: 6.1.4.A.1, 6.1.4.A.3, 6.1.4.A.11, 6.1.4.D.20, 6.3.4.D.1 / CCSS: R.I.1.1, R.I.1.2, R.I.1.3, R.I.1.8, R.I.1.10, W.1.2, W.1.5, W.1.8
NJCCCS: 6.1.4.A.1, 6.1.4.A.3, 6.3.4.A.1, 6.1.4.D.16, 6.1.4.D.19, 6.3. 4.D.1 / CCSS: R.I.2.1, R.I.2.2, R.I.2.3, R.I.2.4, R.I.2.6, R.I.2.8, R.I.2.10, W.1.2, W.2.5, W.2.8
NJCCCS: 6.1.4.A.1, 6.1.4.A.3, 6.3.4.A.1 / CCSS: R.I.3.1, R.I.3.2, R.I.3.3, R.I.3.4, R.I.3.6, R.I.3.8, R.I.10, W.3.2, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10
NJCCCS: 6.1.4.B.1, 6.1.4.B.2, 6.1.4.B.3, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.7, 6.1.4.B.8, 6.1.4.C.17 6.1.4.A.13, 6.1.4.C.18, 6.1.4.D.1, 6.1.4.D.10 , 6.1.4.D.11 / CCSS: R.I.4.1, R.I.4.2, R.I.4.3, R.I.4.4, R.I.4.6, R.I.4.7, R.I.4.8, R.I.4.9, R.I.10, W.4.2, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9, W.4.10
NJCCCS: 6.1.4.A.1, 6.1.4.A.3, 6.1.4.A.9, 6.1.4.A.15, 6.1.4.B.8, 6.1.4.C.1, 6.1.4.C.2, 6.1.4.D.1, 6.1.4.D.2, 6.1.4.D.4
6.1.4.D.5
Unit 2: Cultural Identity / Unit 2: Cultural Traditions / Unit 2: Communities Around the World / Unit 2: Southeast, Midwest, Southwest, and Western Regions of the US / Unit 2: New Jersey and the American Revolution
Essential Questions / Essential Questions / Essential Questions / Essential Questions / Essential Questions
· How is our classroom a diverse place and why should we celebrate diversity? / · What is diversity and how is my community a diverse place?
· How does diversity make my community a better place?
· What are the significance of American holidays and symbols? / · What are the characteristics of rural, urban, and suburban communities and how do those characteristics influence how people live, work and play in those communities?
· What is the common good in our community and how do we balance the needs and wants of individuals in our community and how do communities satisfy their needs and wants? / · How similar and different are the characteristics of the Southeast, Midwest, Southwest, and Western regions of the United States?
· How does the geography of these regions affect the way people live and use the land?
· Why did settlers move to these regions and why do people today choose to live there? / · What causes people to rebel?
· What was the purpose of the Declaration of Independence and what has been its enduring impact?
· Why was New Jersey’s location significant in the American Revolutionary War?
· How have events of the past shaped the present?
Enduring Understandings / Enduring Understandings / Enduring Understandings / Enduring Understandings / Enduring Understandings
· Families are small groups of people that love and care for each other.
· Our perspectives are influenced by our cultural backgrounds and our experiences and it is important to respect that.
· Some of our cultural backgrounds are similar and some are different.
· We live in an interconnected in the world.
· Our symbols, monuments and holidays reflect our cultural identity. / · Each human being has qualities that make him or her unique.
· Families around the world have similarities
· Diversity is the inclusion of different types of people (of different races or cultures).
· Diversity benefits society because it brings new ideas and new ways of thinking and forces us to be more accepting of differences.
· American holidays have a historical significance and are celebrated with different traditions and symbols; families celebrate holidays and symbols that reflect their history and culture. / · Rural, urban and suburban communities are defined by their geographic characteristics including land use, population size and density, and available resources and services.
· There are rural, urban and suburban communities all over the world.
· Communities have different types of resources based on their geography and people must make decisions about how to use their resources to address the common good as well as individual needs and wants. / · The United States is composed of a variety of regions each of which has unique landforms, bodies of water, resources, and weather.