Diocese of Paterson Social Studies Curriculum Guide
Historical Understanding Geographical Understanding
Democratic Citizenship Paterson Diocesan Schools 777 VALLEY ROAD CLIFTON, NEW JERSEY 07013 (973) 777-8818 SERVING PASSAIC, MORRIS and SUSSEX COUNTIES OFFICE OF THE SUPERINTENDENT May 1, 1999
Dear Friends,
I am pleased to present the newly designed Social Studies Curriculum Guide that represents the collective energies and collaborative efforts of a group of committed Catholic educators dedicated to academic excellence. The Guide reflects the curriculum for the new millennium presenting content, concepts, assessment techniques and teaching strategies that enliven the classroom for the students. It also helps the students realize that what they have learned in the school is both meaningful and valuable and can be combined with life experience in the community.
Recognizing that social studies education is the study of people and their relationships with their social and physical environments, the knowledge, skills, and values developed in social studies helps students to know and appreciate the past, to understand .the present and to influence the future. Therefore, social studies in the Catholic school setting can provide students with the opportunity to acquire knowledge, skills and values to function effectively within their local and national society which is enmeshed in an -interdependent and global world. The Social Studies Curriculum Guide promotes loyalty and love for country, an appreciation of the Church's role in society and it prepares students to participate intelligently in public affairs and social justice issues.
Progress, if it is to continue, will not happen by itself; we must bring it about. The values we expound today will have a profound impact upon tomorrow's world. The resources we save today will be the treasures for the future generations. The peace we promote today will form the setting for the next millennium. The students we educate today will be the leaders of tomorrow's Church and tomorrow's nation.
The Guide presents many teaching strategies and techniques which incorporate a history of the local Church of Paterson and the Church Universal. It provides an array of current social issues, assessment techniques and pedagogical resources that will enhance the learning environment. It will equip the students to develop the knowledge and skills for international understanding, and the ability to use their new found skills as part of a team when solving problems that we cannot yet understand.
As we enter the 21st Century, we hear more frequently that we are living in a global village. New technologies make it possible to see and talk with people across the globe in real time. While many adults remember learning about countries other than their own by reading a social studies textbook or by looking up information in an encyclopedia, today's students are using e-mail to discuss issues ranging from the environment to economics, racism to disarmament. They use the Internet to find information about other cultures and their own.
I applaud the work of the Social Studies Committee for their tireless work, deep dedication and accomplished efforts in designing a comprehensive curriculum framework that embraces the rapidly changing educational environment. I am particularly grateful to Sister Joseph Spring, S.C.C. for her leadership in bringing this labor of love to fruition. With warm regards,
Frank A. Petruccelli, Ed.S. Superintendent of Schools SOCIAL STUDIES CURRICULUM COMMITTEE
Cathy Prior Vivian Hyman St. Philip School Our Lady of Lourdes School 797 Valley Road 186 Butler Street Clifton, NJ 07013 Paterson, NJ 07524
Debbie Griffin Sister Arlene LoParco St. Francis School Pope John Paul 11 School Father Hayes Drive 775 Valley Road Haskell, NJ 07420 Clifton, NJ 07013
Janet Bodner Ann Marie Peterson St. Christopher School St. Anthony School 1050 Littleton Road 270 Diamond Bridge Avenue Parsippany, NJ 07054 Hawthorne, NJ 07506
Evie Gomez Cathleen Markey St. George School St. Virgil School 30 Michigan Avenue 238 Speedwell Avenue Paterson, NJ 07503 Morris Plains, NJ 07950
Patricia Leonard Based on the work of St. Andrew School Sister St. Eugene Fiorino, OSF, 420 Mount Prospect Avenue Assistant Superintendent, Diocese of Camden, Clifton, NJ 07012 and the Social Studies Curriculum Committee of the Diocese of Camden PREFACE
Curriculum guides, unlike well defined programs, are written with the understanding. that there is a responsibility for decision making on the part of the teacher. Curriculum guides provide a framework, not a daily plan for instruction. Since teachers are responsible for the scope of any curriculum content during a given school year, they must also be the final determiners of the sequence of content and skills the use of instructional strategies, and the degree of content detail
Given the nature of the actual classroom, certain factors will drive these choices: student need, student developmental level, and realistic time limitations. Teachers are encouraged to integrate curriculum in order to maximize instructional time and facilitate transfer of skills and understandings.
Curriculum guides are written in a spiraling framework articulated from the earliest grades through the middle school. Learning builds upon previous knowledge and skills, which are repeated and reinforced to ensure mastery learning. As a result, it is impossible to expect that everything contained within any curriculum guide will be taught in the same e\sequence, style, and depth each year. Teachers need the flexibility to make choices to ensure that the student needs are met and that the scope of the curriculum is addressed.
Some of the items in the appendix (e.g. field trip suggestions, supplementary resources, assessment tools) have been added to the guide itself. The committee has also included a copy of the NJ Holocaust Education Mandate as well as ''Caring Makes a Difference'', the Holocaust and Genocide Curriculum Guide. A timeline outlining the role of the Catholic Church in the history of our nation is included for your reference along with a brief history of the Diocese of Paterson.
It is hoped that this document becomes a living and breathing one. It is intended to be written in and added to. Each teacher will want to make his/her own contribution. TABLE OF CONTENTS
Philosophy and Goals 1 New Jersey Department of Education Core Standards for Social Studies 3 Introduction to Social Studies 4 Social Studies Curriculum Guide K-8 5 Overview K-8 6
Content, Strategies, Expectations for Kindergarten 7 Grade 1 29 Grade 2 39 Grade 3 53 Grade 4 67 Grade 5 82 Grade 6 96 Grade 7 110 Grade 8 123
Supplement A. World Wide Web Sites 138 B. Evaluation Checklist for Social Studies Series 141 C. Role of Curriculum Coordinator 144 D. Time Line: The Catholic Church in America 145 E. The Diocese of Paterson 171 F. Graphic Organizers 174 G. Assessment Strategies 179 H. Suggested Field Trips 194 1. Suggested Resources 201 DIOCESE OF PATERSON
SOCIAL STUDIES CURRICULUM GUIDE
PHILOSOPHY
Social Studies is the integrated study of the social sciences and humanities to promote involvement in civic activities. The Elementary Social Studies Curriculum of the Diocese of Paterson seeks to create an awareness of our diverse American nation and the interdependent world. This curriculum encourages the use of concepts and skills in understanding historical, economic, geographical, social, political and cultural events within the framework of Catholic moral principles. The content areas are woven throughout the guide with cognitive, interpersonal, and participative skills.
Students are encouraged to develop the life-long ability to make informed and reasoned decisions and to become reflective thinkers. As enlightened citizens with Catholic values, students will become active participants in the promotion of peace and justice in our country and the world.
The ultimate aim of the curriculum is to enable students to learn about the past and to better understand the present in order to anticipate and prepare for the future.
GOALS
1 . To develop critical thinking skills through effective decision-making procedures and problem-solving opportunities while emphasizing Catholic Values.
2. To develop an understanding of the various factors that have shaped the world (historic, geographic, economic, social, technical).
3. To develop an appreciation, awareness, and respect for diverse religious, ethnic, and cultural lifestyles by incorporating their respective arts and humanities as they impact on past, present and future events.
4. To develop an awareness of the inhumanity of discrimination, prejudice, persecution, genocide and they impact this has had on various ethnic groups.
5. To develop the skills necessary to understand Social Studies concepts (maps, globe, time lines, tables, charts, diagrams).
1 6. To develop an understanding of local, national, and global current events.
7. To understand political systems, local, national and international, including the structure and function of different levels of government, to encourage responsible participation/citizenship in a democratic society.
8. To examine history for the purpose of understanding human behavior, cause and effect, change and continuity using the process of critical inquiry.
9. To incorporate into the curriculum a study of the History of the Catholic Church and Catholic Education in America.
10. To develop an interdisciplinary approach to the teaching and learning of Social Studies.
11. To integrate all Language Arts processes within the Social Studies curriculum through essay writing and research techniques.
12. To incorporate the use of technology as a tool (Internet) to provide a broad base of knowledge in all areas of the Social Studies Curriculum.
13. To develop and implement a variety of assessment techniques for the purpose of evaluating the whole student in the learning of Social Studies.
2 NEW JERSEY DEPARTMENT OF EDUCATION CORE STANDARDS FOR SOCIAL STUDIES
1 . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
2. All students will learn democratic citizenship through [participation in] the humanities, [including all forms of aesthetic expression] by studying literature, art, history and philosophy, and related fields.
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.
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
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.
7. All students will acquire geographical understanding by studying the world in spatial terms.
8. All students will acquire geographical understanding by studying human systems in geography.
------9- All students will acquire geographical understanding bv- W studying the environment and society
3 INTRODUCTION TO THE SOCIAL STUDIES CURRICULUM
Social Studies in a Catholic school is a compendium of knowledge, beliefs, attitudes, and skills needed for productive and effective membership in the human systems which make up our society and the Church. These curriculum guidelines frame Social Studies teaching and learning in a set of themes adapted from the New Jersey Core Curriculum Content Standards for Social Studies. These Standards focus on defining the knowledge and skills students need to ''make informed and reasonable choices for the public good as citizens of a culturally diverse, democratic society in an independent world.'' The Social Studies Standards are grouped for study and inquiry in the following manner: the first two Standards educate students for democratic citizenship, Standards three through six educate students for historical understanding, and Standards seven through nine educate students through geographical understanding. However, the nine standards should be combined in a thematic approach to teach the core content.
The diocesan goals have been written to infuse the Standards with the values and beliefs of our Catholic teaching, to highlight the role of the Catholic Church throughout the history of our nation, and to incorporate Holocaust and Genocide education guidelines into the curriculum. These goals are incorporated within all the grades of the guidelines.
Social Studies is of its nature, multi-disciplinary, drawing upon such single disciplines as anthropology, economics, geography, history, political science, religion, sociology, and others. The curriculum is based on professional research, national and state standards, the NJ statutory mandate for Holocaust education, and the cognitive development of students at a particular age. Thus the topics assigned to each grade must be followed to provide for logical sequencing of material and skills.
FORMAT
The Core Content Column contains the topics which are deliberately delineated in broad terms. These minimum topic areas provide the opportunity for each school to expand the curriculum based on the specific textbook series and the needs of their students.
The Teaching Strategies Column contains ideas to aide the teacher in presenting the lesson. These options allow each teacher to also implement textbook suggestions, local resources, and favorite activities.
These first two columns are not comprehensive by design since the curriculum is meant to function as a guide for the teachers.
The third column contains the required expectations by which to assess not only the student's knowledge and comprehension of material, but also the
4 SOCIAL STUDIES CURRICULUM GUIDE
K- 8
K SELF AND RELATIONSHIPS
1 FAMILIES - HOME AND WORLD
2 MY COMMUNITY
3 COMMUNITIES - PAST, PRESENT, FUTURE
4 NEW JERSEY - GEOGRAPHY OF UNITED STATES REGIONS
5 GEOGRAPHY/CULTURES OF WESTERN HEMISPHERE
6 GEOGRAPHY/CULTURES OF EASTERN HEMISPHERE
7 UNITED STATES HISTORY I TO WESTERN EXPANSION
8 UNITED STATES HISTORY II TO PRESENT
5 OVERVIEW GRADES K-8
Grade K- Students will develop an appreciation for the uniqueness of self and others. The use and function of maps and calendars will be explored.
Grade 1 - Students will understand the family as the basic unit of society. Origins of families, rules and laws that govern families, and holidays, traditions and customs of families will be presented. Major features of a map and globe will be introduced.
Grade 2- Students will understand the elements and kinds of communities that exist locally and globally. ''My'' community can be defined as parish, neighborhood, town or city. Geographic skills, map and globe, will continue to be developed.
Grade 3 - Students will investigate cornmunities - past, present and future. Activities will foster a self-awareness of the student's responsibilities toward family, community, nation and even the world. Expanded map activities will be related to other geographic skills.
Grade 4- Building on the ''Communities,'' students will expand their world to include the study of their home state of New Jersey. They will examine its history, geographical features, and government. Fourth graders will also explore the geography of the regions of the United States.
Grade 5 - Students will examine the geography, culture, religion, history, government, and economic systems of Canada, Mexico, and selected countries of the Caribbean, Central and South America.
Grade 6- Students will examine the geography, cultures, religion, history, economic systems, governmental systems and policies of selected ancient and modern cultures from the Eastern Hemisphere.
Grades 7-8- Junior High Students will examine the historical, political, social, geographical, economic, cultural, and aesthetic dimensions of our country. US History I (grade 7) includes America's developments from the 15th century to the end of the Reconstruction period. In US History 11, the students will continue the study of our nation to the present time. Emphasis will be placed on the role of the United States among nations of the world and the development of both domestic and foreign policy. The discussion of current events is an integral part of the junior high program.
6 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
SELF AND RELATIONSHIPS
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1. uniqueness of self/others 1 . belonging to a family 1 . looking at maps/globes
2. formation of group; e.g., family, 2. families - work/play 2. landforms of United States school,church 3. interaction in 3. recognition of life/style 3. rules: home/school a. home - city b. school - farm 4. appropriate behavior c. church - shore
5. safety rules 4. holidays 4. seasonal changes - weather 6. rights and responsibilities 5. customs/traditions 5. environment 7. national symbols 6. neighborhoods - care of earth a. jobs 8. citizenship through literature b. needs/wants c. money
7 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
1 . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to:
Uniqueness of self and others Build a collage over several days/weeks with each child's tell about their interests and talents and why they name and picture. Have children add pictures of are special. themselves, their families, things they like to do, eat, etc. appreciate their own uniqueness and accept Over several days/weeks make an ''I Am Special'' or ''All differences in other children and themselves. About Me'' book. Include children's drawings, paintings, photos of themselves working, playing, praying, etc. To use their talents to contribute to the classroom make each child's book part of the classroom library, environment. bind each with cardboard covered with fabric or wall paper. Include children's dictation below each picture if possible.
Develop each child's understanding that he/she is valuable and competent. Acknowledge abilities and accomplishments in block play and construction, painting, large motor skills, etc. just as clearly as accomplishments in math and reading readiness.
8 Core Content Suggested Teaching Strategies Expectations Students will be able to: Design a space in the classroom or hallway about the size of a poster board for each child to display art work and/or photos of which he/she is proud.
Use pictographs to tabulate various traits or preferences:
- hair/eye color - height - snack/fast foods - favorite colors - ice cream flavors - TV show/video Groups: family, school, Create a ''This Is Our Class'' Book. Have each child draw recognize that each child is special in many church, etc. a picture of themselves and their favorite people and different ways and is important in several things (family, pets, foods, toys, etc.). Assemble the groups, small and large. drawings in order and audiotape each child talking about his/her drawing in that order. Bind the book and add it to explain how each difference in people the Language Arts/Listening Center. potentially enriches all people.
Have students think of / find pictures of / draw things express feelings physically, artistically, and they like to do alone and things they like to do with eventually, verbally. others. Children choose to work alone or with a friend to show how they feel when working/playing alone or with others.
9 Core Content Suggested Teaching Strategies Expectations Students will be able to: Take opportunities to label feelings and the facial/body signs that show feelings throughout the day as occasions arise. Increase emotional vocabulary and concept development by (gently) pointing out the face/body signs (big smile, hands in the air, head down, upside-down smile, etc.) that help others know how a child is feeling.
Read a story, look at photos/art, listen to music that typifies a particular feeling (e.g., "peaceful''). Use as many senses as possible to explore a wide range of feelings. Pay attention to weather's effect or the effects of color on feelings. Explore ''mind over matter'' - How can we turn a day that's cold and grey on the outside, bright and cozy inside?'' Children's artistic explorations of feelings using watercolor, tempera, etc. can be bound into ''feeling'' books and may be viewed (accompanied by appropriate music) in the Listening Center. Necessity of rules to get along Have children draw portraits of their nuclear and follow simple and reasonable school rules. at home and at school extended families. Compare family size using a pictograph. Celebrate the diversity of family structure modify behavior depending on area/activity and point out the advantages of all types of families. (classroom, library, cafeteria, etc.). Suggest that different size families may have different rules. understand that actions do affect self and others.
10 Core Content Suggested Teaching Strategies Expectations Students will be able to: Extend concept of feelings to include how we feel when something goes wrong in the family or at school, and someone gets sad or angry. Have children role-play what can be said and done to solve the problem and make the person feel better. Appropriate behavior Make a chart listing children's important rules at home. demonstrate appropriate behavior for a given (Don't hit your brother. Eat your dinner, etc.) Make a situation and recognize the need for different second chart of parallel rules at school. (Be kind to behaviors. classmates. Eat your lunch, etc.) Discuss the consequences of breaking an important rule. Role-play appropriate rules depending on where you are and what is happening at the time: classroom during free play vs. story time; playground vs. church; home vs. library, etc. Safety rules Review appropriate school safety rules: stay with your apply and verbalize school safety rules. teacher and classmates; go to the lavatory with a classmate. etc. Rights and responsibilities Role-play home and school situations that involve making participate in clean-up activities; book/toy choices, such as not putting dirty clothes in the hamper or repair, room reorganization (as is age leaving a mess at the art table, or pushing to be first in appropriate). line. Have children watching the role-play suggest various ways the problem could be solved.
Make classroom (or family) chart with two headings: I have the right- to ... (play with blocks) if I... (put them away neatly).
11 Core Content Suggested Teaching Strategies Expectations Students will be able to: Basic symbols of USA and NJ Show children the US flag. Have children tell what they recognize the USA flag, its- colors and basic see, counting stripes and stars. Explain what ''United configuration. States'' means and find pictures of other national symbols such as the bald eagle and the Statue of Liberty. pledge allegiance to the flag and/or sing a simple patriotic song daily. Explore the concept of independence and celebrate the Fourth of July early! Make a large flag and place children's photos on some of the stars. Caption? ''We are good citizens.''
Draw the flag of New Jersey and discuss its colors and symbols.
Sing/enjoy patriotic songs.
Create a class flag showing important ideas about their school/group.
Remind children that, except for Native Americans, all of our ancestors came from somewhere else. Ask children if they know/can find out what countries their families came from and draw the flags of those countries also.
Over time, teach the meaning of the Pledge of Allegiance.
12 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
'' Core Content Suggested Teaching Strategies Expectations Students will be able to: Actions, perspectives, motives, Read aloud children's books that are high quality label/describe main characters' feelings, etc. of main characters in good literature. Request lists of Caldecott Award winners as perceptions, motives, etc. children's literature, set in other well as books reviewed by ALA, Kirkus, Parents' times/places Choice, etc. from the local library. compare/contrast life styles of children in other times/places with our own life styles. Explore the contributions of Americans of all races and both genders through developmentally-appropriate biographies. Ask children ... What if... ''Harriet Tubman hadn't been so brave?''... ''George Washington said he would not lead the colonial army?'', etc. Children, families, events in Observe art (murals, sculpture, etc.) in parks and nearby develop their own styles of artistic expression other times and/or places neighborhoods. Children sketch as well as discuss the using preferred materials. through art and literature place, time, people depicted. Add appropriate books to the classroom library. Write (dictate) their own stories of important personal events. Possibly visit a small museum (or a small part of a large museum). Have a museum educator explain/describe relevant art/artifacts. Children draw items of interest or make their own picture or object.
13 SOCIAL STUDIES CURRICULUM GUIDE KINDERGARTEN
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Uniqueness of families Teacher shares own family photos and arranges them in a describe the relationships and contributions of simple family tree. Use/display relationship words: son, members of their immediate family. daughter, grandmother, etc. Have children draw their own family members and use the appropriate labels. Invite children who speak other languages to share their words for family relationships. Family heritage Invite grandparents or great-grandparents to visit for a express appreciation for their family's heritage. special snack. Ask several to tell stories about daily life when they were five or six years old. Have them bring understand that many different influences help photos/artifacts if possible. form a person: family, age, gender, race, ethnic background, culture environment, education, Make a school-family quilt. Enlist families' help in physical characteristics, religion, friends, etc. contributing a square of material (6 '' x 6 '' or 8 '' x 8 '') from home. (Be careful that children do not cut fabric without permission.) Help children assemble the quilt using yarn and overcast stitches or fabric glue. Bind I edges with hem tape and display.
14 Core Content Suggested Teaching Strategies Expectations Students will be able to: Ways families work and play Invite children to bring photos (or make drawings) of describe ways their families work together and together their families working and/or playing together. Display play together. the types of activities represented on a bulletin board or string them across the room or from wire-hanger mobiles.
Make a list of contributions each family member makes. Include children's ideas on a paper chain with understand that they are growing up and are contributions written on the links. Invite children to more able to contribute to family/school life. lengthen the chain by making helpful contributions at home and at school.
Enlist families' help in identifying a family member far I away. Help children send a photo and a brief note to that person.
15 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Living/working in groups: Over time develop the concept of respect for others in work and play together and include others in respect various areas of the classroom, school, church, their work and play. community. ''In the block area, respect looks like ... (helping a friend build, putting away blocks, taking turns, etc.) Respect does not look like ... (snatching blocks, knocking down someone's building, etc.)'' In church respect sounds like ... (quiet when someone else is talking or reading). Respect does not sound like ... (shouting out, kicking the benches, etc.)''
Teach children both the social/verbal skills needed to join groups (''Can I play with you?'' ''Want to read this book with me?'') and to include others in their groups (''You can be the father.'' ''You can play over here with us.'')
16 Core Content Suggested Teaching Strategies Expectations Students will be able to: Living and working in groups: Cut in half enough large magazine pictures so that each work and play together cooperatively with cooperation child had a half. (Teacher takes the last half if friends and adults. necessary.) Discuss what could be missing from each picture. Play quiet music while children "circulate.'' When each child finds the missing half, the pair of children paste the halves together on paper to make a whole. (This activity could be repeated later in the year with three- or four-part pictures.)
Use the dramatic play area or role-playing for small groups to find solutions to home or classroom problem situations. (Children want four people in the block area instead of the two allowed. A child wants to eat dessert instead of dinner, etc.)
Allow teams of children (pairs) to work together to accomplish classroom jobs. Praise specifically for getting the work done cooperatively (taking turns, sharing tools, etc.)
17 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Holidays Early in the school year, learn the favorite celebrations of describe the true meaning of major Christian every child in class. Commemorate at least one special holidays of Christmas and Easter. day for every child by sharing a book, artifact, traditional snack, etc. (Ex: Chinese New Year, Three Kings' Day, etc.) Customs and traditions For any holiday, list (web) with children the traditions enjoy celebrating many different holidays they observe in their families and/or neighborhoods together with some understanding of the reason (trick-or-treating, caroling, feasting, etc.). Involve for the holiday. children in planning a classroom observation of the holiday that incorporates many favorite, traditions -and/or develop some new traditions.
Celebrate our all American holiday, July 4th, early. Read about some great ''freedom fighters'' - Martin Luther King, George Washington, Abraham Lincoln, etc.
18 Core Content Suggested Teaching Strategies Expectations Students will be able to: Cultural diversity in art forms Use art and music centers/classes to display art from note details that give clues about the time and areas of New Jersey, the United States, and the world. place a certain art object was created. Include paintings, drawings, pottery, instruments, taped music, etc. Discuss differences among art from seashore, create own art, painting objects using their own farm, city areas. Compare pictures/photos of a particular designs or those they have seen displayed. city or area over a period of 50 to 100 years. Allow children to experiment with the design and/or art forms and to create pictures of their neighborhoods, vacation places, etc.
Obtain music and musical instruments that are specific to a particular culture from families, nearby universities, museums, etc. Allow children time to explore artifacts and instruments carefully.
19 SOCIAL STUDIES CURRICULUM GUIDE KINDERGARTEN
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Neighborhoods Take a walk through the school neighborhood. Children describe major features of the school point out features (streets, buildings, parks, etc.) and neighborhood. teacher compiles a list. Use a large bulletin board or mural paper to depict ''Our Neighborhood'' with paints, crayons, cut paper, magazine photos, etc.
Neighbors, people who live and/or work nearby, can be included now or added later.
Give each child a simple house outline. Have them color recite their full address including city and state their house and display the correct address including city, and their complete phone number, including state and zip code. Display the completed houses in area code. street or neighborhood groups around the classroom. Develop concepts of near and far within the school community.
Make a milk carton/box city. Use house vocabulary: door, wall, window, etc-
20 Core Content Suggested Teaching Strategies Expectations Students will be able to: Work in neighborhoods List/web the many different people who work in our identify and respect workers who provide goods neighborhoods. Help children understand jobs of and services. workers who provide services and workers who provide goods. Possibly arrange field trips to (or visits from) local businesses or service agencies and ask workers to explain some job functions, tools, etc. Ask children to imagine life without some community workers (doctor, utility repair person, trash collector, etc.). Thank you notes to visitors could include children's depictions of their appreciation.
Possibly visit/invite community helpers who work in nontraditional gender roles.
Add a sturdy doll house with furniture and people to the block area.
Through the year, set up the dramatic play/large block area with props that support children's role-play of community helpers.
Invite police and firefighters to visit and explain the use know how and when to use ''911. '' of ''911 '' and other safety practices.
21 Core Content Suggested Teaching Strategies Expectations Students will be able to: Difference between needs and Display pictures/books of various animal shelters. What identify food, clothing, shelter, and love as basic wants is alike and different between animal homes and human needs. homes?
Collect pictures/books of different types of homes around the state, United States and the world. Help children recognize that different climate and resources determine the types of homes built in an area. (Similar activity for clothing differences.)
Possibly take a trip to a supermarket. Have children list (based on current nutrition pyramid information) what foods could be considered needs and those that are wants.
Use blankets, rugs, boxes to build a cozy shelter in the quiet corner for sharing books or pictures. Money Teach children the names, values of, and written symbols name three coins and tell their value in cents. for a penny, a nickel, a dime: (1¢, 5¢, etc.) Count pennies to buy objects up to 10¢.
Set up a clothing, grocery, or toy store center with items differentiate between a five year old's needs and priced in cents. Use real pennies or cardboard circles to wants. allow children to buy and sell. Eventually add nickels and dimes and teach children that one nickel is the same as five pennies, etc. Provide a small tablet to write receipts and practice returns and refunds. Workers List/web with children tools used at home, in various care for the tools they use at home and in workplaces, in school, outdoors, etc. Create collages school. from magazines.
22 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Globes and maps Have children understand that maps show objects as if recognize the shape of New Jersey and of the they were hovering above the area. United States mainland.
Teacher draw a simple map of the classroom according to be able to use directional, positional and children's directions. Use positional vocabulary: near distance vocabulary accurately. to, near, behind, right, left, inside, under, above, etc.
Laminate city, state, United States and world maps. Allow children to explore these in a geography center. Add small trucks, cars, boats, planes.
Explain that water is usually blue on maps/globes. Have children indicate oceans, lakes, rivers, etc. on maps and identify land and water areas on a map. globes. Explain that the other areas are land and that land areas look different on different maps (e.g., physical and political). Cut an imaginary land out of construction paper and paste it onto a blue paper ocean.
On their classroom map (or in the room itself) have children move to areas near and far away.
23 Core Content Suggested Teaching Strategies Expectations Students will be able to: On a United States map find areas/cities/states that are near and far away from each other or from New Jersey - Make collages/posters of ways people and goods travel between near and far away places.
Have small groups of children ''bury treasure'' outdoors or in the classroom. Each group makes a map to help other groups find their treasure. Teacher ''loses'' something needed and gives children positional clues to hunt for the item(s). Different landforms and Examine picture books, travel brochures, reference books identify coastline, mountain, and desert areas in climates in the US that show major landforms: mountains, deserts, islands, photos and maps - Identify lakes, rivers, and beaches. Plan an imaginary trip to an area of interest. oceans. Decide what to wear/pack, how you will get there, how long it will take to travel, what you will do while you're there, etc.
Give pairs of children several colors of modeling clay and box lid to make models of landforms. Help children label the areas. Use of pictographs to Throughout the year use pictographs to record interpret simple graphs to get information. communicate information information, include children's preferences (favorite color, favorite snack, etc.) ways they travel to school (bus, car, on foot, etc.), contents of cans brought for a food drive, etc.
24 I SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Cities, towns, suburbs, farms, As children study each type of area, collect pictures, distinguish major features of city, farm, woods, woods, and beaches of NJ photos, drawings, to make class books, murals, mobiles, and seashore environments. dioramas, etc. appreciate the good points of each environment. For each area, investigate work/workers, workplaces, tools and machines, transportation inside/to-and-from the area, plan/animal life, recreational opportunities, homes/buildings, lifestyle, safety, etc.
During the year, consider taking a field trip to each type of area in New Jersey. Have small groups of children report on what they see, hear, smell, touch and (maybe) taste in each environment. Write some simple class poems to describe each area.
Help children understand the interdependence of farm and city for food. During a possible farm trip have the farmer explain the farm-to-city process and create flow charts at school to show the process.
25 SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Change over time in people and Using symbols, drawings, pictures, and a few words, list sequence the events of a day. Use things on paper strips events of the day: getting up, brushing time/sequence vocabulary. teeth, ... taking a bath, etc. Have small groups of children sequence the strips. Re-group the activities using morning, afternoon, evening/night labels.
Put out sequence puzzles in the manipulative center.
Teach children to read the hours on a clock. Ask them to draw what activities they are engaged in at 8-00 a.m., noon, 7 - 00 p.m., etc.
All year long decorate the branches of a (real or paper) tree with appropriate seasonal signs/pictures/photos. tell the four seasons in order and discuss Label name of seasons. weather/activity changes. Know the days of the week and which are work/school days. Make a four seasons book. Include holidays and birthdays and effects of weather on clothing and activities.
26 Core Content Suggested Teaching Strategies Expectations Students will be able to: Collect/draw/photograph before-and-after pictures. Include pictures of children at younger ages and at present.
Use time/sequence vocabulary to note the amount of time it takes to do various things: build a small block tower or a whole city, wait for guppies (or puppies!) to emerge; draw one picture or a whole book with words and pictures, etc.
Use the school calendar to note important events for each month. Add classroom events: birthdays, field trips, visitors, etc. Throughout the year keep samples of each child's drawing and writing, photos of buildings, paintings, etc. Arrange in date order to show progress over time. Natural environment and Visit some nearby natural environments. Use all the appreciate Earth's gifts and use them carefully. Earth's resources senses to note the condition of the natural resources of soil, water, plants and air. Use audio-taping and photographs or video-taping to record sights and sounds.
Make every day ''Earth Day.'' Teach children how to conserve and recycle resources in the classroom and school, including paper, paint, water, electricity, snacks, etc. Remind children to dispose of trash appropriately indoors and outdoors. Recycle when possible.
27 Core Content Suggested Teaching Strategies Expectations Students will be able to: Explore what natural resources we use each day; e.g., foods grown in soil or found in oceans, lakes, rivers; pencils, houses, paper from wood; drinking, washing, enjoying water from rivers, etc. Make a ''Thank You, God'' book for all Earth's natural gifts.
Remind children that we share the earth's resources with many people and creatures now as well as the people and creatures of the future. Make an earth-link paper chain to record children's conservation, recycling, anti-pollution activities.
Participate in activities to make Earth beautiful: plant trees or flowers, clean up a grassy area near school and sow wild flowers, protect a bird-nesting area, make bird feeders, etc.
28 SOCIAL STUDIES CURRICULUM GUIDE
GRADE I
FAMILIES - HOME AND WORLD
/
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1 . family, basic unit of society 1 . historical comparison of families 1 . use/features of flat map present - past 2. origins of families 2. differentiate between land/water on 2. origins of families in other countries map/globe 3. rules/laws in family 3. cultural similarities/differences 3. use/features of globe 4. citizenship/patriotism families 4. local landmarks 5. related art and music 4. roles/responsibilities of members in family and effects on society. 5. family homes around the world 6. recognition of differences 5. Catholic Church - extended family 6. environment 7. kindness and caring a. care for homes 6. celebrations of families b. care for earth 8. things all God's people share in - holidays/traditions/customs common 7. family income
8. needs/wants of family
29 SOCIAL STUDIES CURRICULUM GUIDE
GRADE I
I . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Family - the basic unit of Participate in discussion on who is their immediate describe/define ''a family'' and give examples of society family. own and others. The ''extended family'' Expose children to concept that there are family members identify members of their extended family. we don't see regularly. Children bring in pictures of their ''extended family'' and share with small group. Necessity of rules Use their experience to describe how rules help them to give examples of rules at home and school. live and play safely (etc.). Patriotism Discuss their country and what makes it special. recognize the American flag and recite the Pledge of Allegiance and give history of the Display/discuss meaning of symbolism: American Flag flag. and Pledge of Allegiance.
30 SOCIAL STUDIES CURRICULUM GUIDE
GRADE I
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Pictures, music and stories Discuss with students their favorite family stories, draw a picture or tell a story about their family. expressing feelings and songs, and traditions (Show & Tell). experiences The impact of literature, art, and Teacher will select appropriate historical /patriotic recognize famous Americans. music on citizenship and pictures, stories, and music to share with students. patriotism sing a patriotic song. Students will respond with verbal, written or drawing Ways that Americans honor their project. describe an American holiday. country Recognition of differences Teacher will select appropriate stories to read to show recognize and list differences. character differences; e.g. song lyrics to ''We Are the World''; talk about the different ''wants'' of classmates Kindness and caring Listen to each other; discuss who to be helpful to others consider and understand needs and feelings of and how to be a good friend. others.
Draw pictures of helping others. God's gifts Discuss, draw and list what every child needs know that we are all God's children and we (including god's everlasting love) share the same basic needs.
through student drawings, multicultural stories and understand that we hare similarities and discussions, find similarities and differences between differences. children.
31 SOCIAL STUDIES CURRICULUM GUIDE GRADE 1
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Comparisons of families today By using pictures, filmstrips or video, students will be distinguish between past and present family life. with families long ago exposed to families from the past and families from other countries, ethnic groups. Students will respond identify their own family ethnic heritage. with verbal, written, or drawing project. Origins of families from Discussion will focus on similarities and differences describe a tradition, food, or holiday that has European, Asian, and African among families. been borrowed (adapted) from another culture. countries Sample foods, customs, or traditions from other Similarities and differences among countries. families in all parts of the world
32 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: School (Now and Long Ago) Show and discuss a one room school house. compare going to school now and in the past. Catholic church and school - part Through pictures and class discussion, teacher will identify members of their church, parish, and of ''extended family'' expose students to the church, local parish and school school families. ''family.'' Role of students in family, parish Class will construct a poster or big book with people describe their role as a parishioner and student and school from church, parish, and school.
Students will work with a partner to draw pictures showing themselves in church/school. Role and responsibilities of Teacher will relate individual family experiences to list responsibilities of a parishioner/church and various members of ''extended group activities and community impact. (Graphic student/school in making our town/country a family'' and its affect on society organizer for responses.) special place.
33 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Cultural differences among Teacher will chart student responses to leading distinguish cultural differences of families. families questions on family differences. (See graphic organizers.) Stories as an important part of our Teachers will expose students to a variety of stories, tell/retell stories related to their family, church heritage poems and folk tales related to America, church, and American heritage. cultural personalities. Customs of families in other Teacher will use various media to introduce students to describe a family custom, holiday, etc. from countries lifestyle/customs/holiday traditions in other countries. another country. Students can draw symbols/pictographs from selections. United States - one country - many A connection will be made between various cultures identify a custom, food, or tradition from cultures and American traditions. another country that Americans have adopted. Influence of technology and Teachers will use problem/solution approach to identify inventions that have made family inventions on our life style introduce inventions (use pictures, posters, etc.). life/work easier.
34 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Basic needs of every family Have students draw or cut out a picture of their house, identify minimum basics of survival favorite foods, and some articles of their clothing. food - shelter - clothing Contrast of needs and wants Have students draw their dream house or what they distinguish between a need and a want. would buy if they had a lot of money. Define need and want. Effect of family income on Set up a "store'' and use play money or tokens to respond appropriately in words/deeds to peers lifestyle simulate a shopping trip - vary experience by giving with less/more things; respond in charity to same or different amounts; raise or lower prices,'' those in need. Need of families to make choices create situations where children face need to share or based on family income go without. Connect experience to family choices/situation.
35 SOCIAL STUDIES CURRICULUM GUIDE GRADE 1
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Use of flat maps to determine Teacher will introduce concept of permanent location describe how to get from one location to another location: local/country/world and by blindfolding one student/providing another student in school. local landmarks as a guide to follow verbal directions around classroom. construct a map of their home neighborhood and school/church neighborhood. Follow up with ''mental mapping.'' Students close eyes imagine directions given by teacher to locations within identify relative locations of local landmarks. the school.
Direct student activity for personal map making (home - school - neighborhood).
''Where m our town?'' location game Use of globe Teacher will introduce a globe and its purpose (round use flat map and globe to locate North America maps). and the USA (New Jersey). Differentiating between land and Guide students to find land/water masses on map and identify land and water representations on flat water on map/globe globe. map/globe. Specific and relative location Introduce Concept of N/S, E/W by demonstration, locate/move from one location to another on (N - S - E - W) then practice on "personal'' or commercial maps. map/globe.
36 SOCIAL STUDIES CURRICULUM GUIDE
GRADE I
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Families with different types of Use student created drawings/textbook pictures, make inferences on family's lifestyle, location homes posters, etc. to show students different types of homes and culture by looking at pictures of in different parts of the US and World: homes/building materials. compare/contrast. How change affects people's lives Draw on student's experience with changes in their relate cause/effect to changes in housing/lifestyle homes based on family size, weather, season, or location to create a graphic organizer or matching game.
37 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Ways families care for their homes Guided discussion/create graphic organizer to develop identify cause/effect regarding jobs necessary to student's knowledge of jobs done around the house to keep homes and in good condition. keep it in good shape. Home as a feeling of belonging Students will create job charts; students will draw explain values concerning home life and and caring pictures, write story/poem about their home. household chores. Ways people care for the earth Students will create graphic organizer or pictures extend home-based values to town - state - showing ways to protect the earth. country - world concerns by verbal or written project. Ways people care for one another Students will create pictures, collage, or mobile explain relationship among neighbors near and in school community, country, showing circle of care to include people - creatures - far and the world in which we live. world world (relate to Science/Religion).
38 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
MY COMMUNITY
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1 . elements of community 1. early history 1. features of a map
2. kinds of community 2. comparisons - local, world 2. landforms
3. rules/laws 3. changes 3. features of a globe
4. symbols of community/nation 4. contributions to 4. identify various communities: urban, suburban, rural, and shore 5. voting 5. interdependence of goods/services/money 5. resources 6. traits of good citizen 6. environment 7. diversity of Americans
8. justice
39 SOCIAL STUDIES CURRICULUM GUIDE
GRADE2
1 . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Elements of a community Create KWL chart. identify a community as a group of individuals who work, play, and live together. Discuss community helpers (e.g., police officer, firefighter, postal clerk, sanitation worker, doctor, identify community helpers. nurse, government official). -- invite a community helper to speak to class -- Community Helper Day - students dress/present to class information about a community helper
Create a community collage using magazine pictures. Different kinds of communities to Create a graph to show community membership. identify membership to a variety of communities which people belong (ex. local, state, organizations, parish). Need for laws and rules to work Display/discuss a school rule and community law. distinguish between laws and rules. together and to settle conflict Create a comparison/contrast chart of rule/law. describe how a law/rule helps a community to function. Brainstorm how problems would be resolved without rules. apply problem-solving/decision-making skills.
40 Core Content Suggested Teaching Strategies Expectations Students will be able to: Ways Americans honor their Create a calendar; add students' birthdays. Introduce identify the Fourth of July as a holiday and tell country the country's birthday to calendar; discuss how and why it is celebrated - how it is celebrated. Display the Declaration of Independence and discuss briefly. Symbols of: Display/discuss American flag, community flag, distinguish and explain symbolism of the papal flag. American flag and bald eagle. America Introduce Betsy Ross (Famous American). distinguish and explain local symbols - community Display/discuss bald eagle as found on quarter, township, parish or school. presidential seal. Catholic church Display and discuss local symbols: township, parish, or school. Voting: a way to choose leaders Introduce the history of the ''Right to Vote.'' define and explain the process of voting. Discuss how voting process works to make apply decision-making skills. decisions and elect representatives. Create a word web: VOTE. write two sentences about their selection/reason for choice in journal. Decide on a class issue, have students vote by: making a check on pre-written ballot or write their choice on blank paper. Traits of a good citizen Brainstorm what makes a good citizen/list. identify characteristics of a good citizen as an individual who participates in the community on Students complete the sentence, ''I am a good a variety of levels. citizen... '' display on plaques.
41 SOCIAL STUDIES CURRICULUM GUIDE
GRADE2
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Diversity of Americans that reside Define terms: country, citizen. identify the diversity of American people. in a community Create a comparison/contrast chart of how Americans recognize that Americans contribute a variety of are alike/different. backgrounds, interests, skills, abilities and talents to our country. Expose students to biographies (Teacher read aloud); e.g., Clara Barton, Johnny Appleseed, Jackie appreciate that Americans use skills and talents Robinson, Daniel Boone, local historical community to express themselves creatively. figure.
Discuss how people of the world brought traditions, language, and beliefs.
Explore how Americans use various backgrounds to express themselves in the celebration of holidays, lifestyle and beliefs. - discuss holidays - invite a person from another country to speak about homeland - invite local artist/author as guest speaker
42 Core Content Suggested Teaching Strategies Expectations Students will be able to: Respect for self and others Read and discuss books about making and keeping respect the feelings of self and others. friends. trust others. Verbal and non-verbal communication about feelings.
Bulletin board on friendship. Impact of words on our feelings Read Best Friends by Elizabeth Reuter and Dumbo by carefully choose words. Jerry Walters; talk about hurting others feelings and how to make them feel good. understand that words can hurt or help our feelings. Compassion Teacher will select stories about the homeless and less show that you care by helping those in need. fortunate. Discuss the rewards of giving. Discuss how we can be more Christlike. understand that self-pride can be balanced with Differences enrich people Read Everyone is Good for Something- by Beatrice S. DeRegneire. the appreciation of others' talents.
List 3 good qualities about yourself.
Bulletin board entitled, ''I'm O.K. and You're O.K.''
43 SOCIAL STUDIES CURRICULUM GUIDE
GRADE2
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Early history of our Define history - write acrostic poem. define history. country/community Explain how we learn about past. identify major figures in our country's history: Native Americans, Christopher Columbus, and Discuss Native Americans as first settlers of America. colonists.
Discuss explorers, Christopher Columbus, etc.
Discuss colonists.
Create simple time line. Comparison of communities of Create a comparison/contrast chart of two compare the present with the past. today with those of the past (ex., communities. American Indians, colonist, local community, parish) Changes in a community Discuss how growth changes a community (various identify causes and effects of changes in a changes). community.
Lead students to create cause-effect statements. Ways individuals and groups Invite a guest speaker: local historian. name a change that has taken place in their contribute to changes in a community. community Seek availability of video on local community -
44 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
4. All students will acquire historical understand of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Native American community and Discuss Native Americans, locate various tribes (e.g., identify Native Americans as the first people to lifestyle Apache, Pawnee, Powhatan, Lenape on map). live in our country. family religion Examine customs, traditions and lifestyle. analyze their culture. government Make a story pole (totem pole) about community, family history (paper towel tube). Colonial communities/lifestyle Discuss colonial life or local community. understand some similarities/differences between family colonial time and the present. religion Create a Venn diagram ''A Day in the Life - Then and government Now.'' Parish/school history Share parish/school history. identify key dates in the establishment of parish/school. Invite guest speaker (pastor, active parishioner) to share history. develop an appreciation of the contributions Tour church/school grounds. school/parish makes to community.
45 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Similarities and differences in Create a comparison chart of communities of USA. identify traditions, customs, and symbols of United States communities United States. Discuss cultural symbols. Communities around the world Discuss and examine world famous landmarks (ex., understand that all nations have special Statue of Liberty, Great Wall, Parthenon, landmarks/celebration/customs. Pyramids ... ).
Compare/contrast holidays around the world (e.g., New Year's, Christmas, Independence Day).
Discuss different customs, create a chart. identify one custom. A nation shaped by many cultures Develop a definition of culture, identify ethnic groups compare traditions and customs of the students' in class, create graph/chart. own culture with other cultures. Discuss events, foods, games, differences and similarities.
46 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: interdependence of communities Discuss jobs, create word web: job identify why/types of work people do. goods services Define goods/services; a classification activity identify goods and services. exchange of goods/services goods services define producer and consumer. Introduce/discuss terms ''producer/consumer.'' describe how people trade money for Complete one of suggested activities: goods/services. draw/cut out pictures of consumers / producers create an in-class shop Exchange of goods/services with Discuss concept: using a world map label with recognize that countries trade goods with one other countries different goods and explain trade. another. Transportation Discuss how different modes of transportation (trains, identify transportation links that bring goods to a planes, ships, trucks) are used to move goods. community. Importance of saving money Discuss banks/saving money. relate that a bank is a place to save money.
Have students complete: ''Saving money is important value saving money. because ... '' journal activity.
Possible activities: make banks, set up classroom bank
47 Core Content Suggested Teaching Strategies Expectations Students will be able to: Types of money Discuss with students types of money past/present; illustrate different items used as money in the correlate with mathematics. past and present.
Discuss barter/trade of goods/services instead of using money.
Related Activity: make bead necklaces and explain use by Indians.
48 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Features of a map Introduce/discuss terms: map, aerial/eye-level. distinguish between eye-level and aerial views of identical sites. Students arrange items on desk and draw a picture to show their location. recognize that maps are drawn from an aerial view. Introduce/discuss terms-symbols, map-key. understand/interpret map symbols. Construct map of: classroom, school, neighborhood. use a map key. Display/discuss compass rose, play ''Simon Says'' with directions (face north, south). identify/use a compass rose.
Examine/discuss maps of local community, New identify four directions: north, south, east, Jersey and the United States. west.
locate places on a map: town/community, state, country. Landforms Explain landforms: mountain, valley, plain, desert. identify landforms.
Collect postcards, newspaper, magazine pictures; create a class collage of landforms.
Write a group story about visiting various landforms.
49 Core Content Suggested Teaching Strategies Expectations Students will be able to: Identify features of a globe Introduce/discuss terms. define globe, continent, equator.
Compare/contrast globe and map. compare a map and a globe.
Locate features on a globe. identify and locate the oceans and continents on a globe. Create individual globes, label with features (brown bag, balloon, Styrofoam ball). find and identify equator and poles.
50 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
8. All students will acquire geographical understanding by studying human systems m Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Identify: Introduce/discuss terms/create a concept web. distinguish between different kinds of urban (city) communities - urban, suburban, rural, shore. suburban Create group models of various communities (co-op rural (farm) activity). shore communities Shared Literature: City Mouse, Country Mouse. Similarities/differences in urban, Create Venn diagrams to compare/contrast compare and contrast elements of an urban, suburban, rural and shore urban/suburban, rural/shore communities. suburban, rural and shore communities. communities. Examine/discuss pictures/maps of communities.
Draw/create a postcard from a specific community. Variety of lifestyles because of Compare/contrast occupations, transportation and explain that lifestyles are different in urban, community location activities (recreational) in the four communities. Chart suburban, rural, shore communities. activity.
51 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to:
Resources of the earth are precious Create a world web on term: natural resources. identify precious resources.
Interdependence of life Create a class ''precious resource'' book. define conservation.
Care for environment Create a life cycle chart on interdependence. understand that reducing, reusing, and recycling a. conservation are ways to conserve resources. b. recycling Introduce term conservation, define and discuss. (puzzle: find words in term) draw logical conclusions about the importance of protecting our land and resources. Create conservation slogan (co-op activity).
Design bumper sticker/posters/make commercials.
Create word web on types of recycling, invite guest speaker on recycling.
Discuss how students can recycle, reduce, reuse at home, school, world. Earth Day Create a K-W-L chart about Earth Day. describe when and how Earth Day began and its importance today. Discuss origin and celebrations.
Create earth poems/write newspaper articles.
52 SOCIAL STUDIES CURRICULUM GUIDE GRADE 3
COMMUNITIES - PAST, PRESENT, FUTURE
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 I . characteristics of democracy, purpose 1 . distinguish between past, present, I . political and physical maps (and and levels of government future; cultural differences globes) 2. history of 4 specific groups 2. rights/responsibilities of citizens; - Indian tribe documents - colony 2. map scale, map key, grid maps, - pioneer 3. law-making process community maps - ethnic group 4. impact of government on citizens 3. change in viewpoints throughout periods of history and among 3. longitude/latitude 5. symbols of patriotism different groups 4. effects of historical events on daily 6. art, literature and music 4 population life 7. responsibility for one's behavior 5. role of immigration and effects of ethnic discrimination 5. human and natural resources 6. role of the church 7. contributions of various groups 6. environmental issues 8. introduction to archeology 9. money, goods and services, jobs, budget, taxation
53 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
1. All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Characteristics of a democracy Engage students in class discussion on how individuals appreciate the different contributions of contribute to the ''common good''- students will individuals. respond in a paragraph how they will contribute to their class/school. Purpose of government and the Divide class into cooperative groups. Each group will understand the need for laws and the role of law-making process propose some classroom rules. After all groups compromise to resolve conflicting ideas. present ideas, discuss/debate/vote on final set for the classroom.
Trace the steps used at the national level to develop describe briefly the process of how a bill new laws. becomes a law. Three levels of government; Drawing on students' experience/knowledge, create a identify by name the current mayor, governor, elected leaders graphic organizer with information on local, state, and senator, local representative, president. national leaders. give function of each of the elected officials. Election year - hold a mock election with students portraying candidates (including state, local and national candidates).
Invite mayor or other government officials to speak to the class.
54 Core Content Suggested Teaching Strategies Expectations Students will be able to: Documents which created Obtain and display copies of Declaration of identify at least one concept in the Declaration government and protect role of the Independence, Constitution, and Bill of Rights. of Independence and explain how that concept citizens Identify key concepts of each. Help students to create was included in the Constitution and/or Bill of a graphic organizer which lists and shows relationships Rights. Impact of government policy on between key concepts. Relate time of document's citizens origin to present time/students. Students can select relate the documents to a freedom they enjoy as one of the articles of the Bill of Rights for a report. a citizen. Relate key historical figures to their role in creating these documents. recognize the contributions of Thomas Jefferson and his colleagues. Symbols of patriotism Using prominent symbolic figures, relate the symbol to interpret the symbolism in an American icon. the concept or freedom it represents. Have children create and explain their own symbols of identify locations of ma or historical monuments freedom/justice, etc. and buildings. - blindfolded Statue of Justice - Statute of Liberty - American flag, Washington monuments, Independence Hall - local veteran memorials - local town hall decoration - current political cartoons
55 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Human experiences expressed in Using textbook or other media, expose students to identify patriotic artwork and illustrations by historical Literature and Art; artwork created to express American history or values; time period/purpose. emotional response e.g., portraits of presidents and first ladies, battle scenes, Norman Rockwell's Four Freedoms, current political cartoons.
Display student's artwork representing prominent appreciate ideas on symbolism in peer created symbolic figures. art.
Select a novel (historic or contemporary fiction) in provide an individual written or oral response to which a character or group of people have to overcome a story of personal struggle and triumph. the problems of diversity such as prejudice. Have students respond to the novel's dilemma by reporting on the character's role in overcoming the difficulty encountered.
56 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Relationship between time and Use a local history booklet to create a time line for the place local and national events in chronological event on local and national level settlement and development of your own community, order. township or county.
Compare the local time line to one showing prominent national events from colonization and expansion to present. Understanding past, present and Create a graphic organizer or big book to illustrate the identify national/community element that has future change in settlement over time. changed. History of selected individuals and Depending on your textbook series or classroom compare/contrast culture/lifestyle of groups of groups throughout different resources, explore the history of an Indian tribe, a people, past and present. periods (past/present) colony, pioneers/immigrants, or an ethnic group. Use outlining techniques, graphic organizers, student identify key elements in a group's history. reports to record key facts about each group's lifestyle, culture, and accomplishments. Point of view Students will select one or more of the groups studied identify how a person's culture/lifestyle and and create a journal entry (diary), letter or paragraph period in history affects their ideas and feelings. written from that person's perspective. recognize ''point of view'' in written expressions. Students will respond and compare similarities and differences in their points of view.
57 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Comparison of family life over Using the textbooks series or classroom resources, understand the importance of family life time compare and contrast family life ''then and now by throughout history. using selected groups. (Teacher choice of groups.) Effects of historical events on Create a poster or graphic organizer to list positive and identify effects of selected historical events on daily life negative effects of ''selected'' events on daily life; e.g., specific groups of people. colonists and Indians, pioneers and travel hardships, immigrants and new country, ethnic groups and prejudice.
Read/view The Number on my Grandfather's Arm by David Adler, Promise of a New Sprine by Gerda Klein, Remember Not to Forget by Norman Finkelstein, Twenty- and Ten by Claire Huchet Bishop, or "Miracle at Moreaux'' by Wonderworks. Immigration Trace an immigrant's journey from their native land, define immigration and give an example of its through Ellis Island to adjustment in the new world. effects (past/present). Explore contributions of immigrants. Compare past and present immigrant experiences.
58 Core Content Suggested Teaching Strategies Expectations Students will be able to: Social groups Using the textbook or teacher selected groups, list identify a historic or social problem and how it problems faced by the groups* and how they were was solved. solved. (past/present) * Groups: an Indian tribe offer alternative solutions to problems. a colony a pioneer settlement immigrants or an ethnic group
Role of the Church Compare and contrast methods of solving problems. identify a Catholic saint or lay person who Have students identify helping agencies including the worked to correct social problems/injustices. Church. give a personal response to another's problem. John Neumann Isaac Jogues Dorothea Day Kateri Tekakwitha Mother Teresa Francis Xavier
Brainstorm on other possible solutions a group could have used to correct cruel/inhumane treatment.
59 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Cultural groups in local Use local resources, phone book, personal knowledge appreciate contributions of local cultural groups. community to list cultural groups in local community. Cultural diversity among groups; Use textbook/teacher resource to help students create describe aspects and contributions of selected how group culture changes over graphic organizer or written report listing cultural groups (past and present). time contributions of various cultural groups - past and present. Indian tribe colony pioneer group immigrants/ethnic group
Create a report on students own family's ethnic group. trace the origin of a family custom from its ethnic origin to present.
60 Core Content Suggested Teaching Strategies Expectations Students will be able to: Knowledge of the past Introduce students to the science of archeology as describe the importance (or role) of museums in finding clues about the past and people's lifestyle. learning about the past, preserving historic items Invite a museum worker to speak to the class. Have for future generations. students use sand, shoe box, and small items to create a mini ''dig'' about themselves. Classmates can try to guess facts about a person based on what is found in the box. Or divide the class into groups and create a mini-dig on a person or group studied. Discuss what should be included. Compare/contrast items.
Investigate local church history to see if the cornerstone has anything inside it.
Introduce the concept of ''time capsules.'' Create a class time capsule throughout the year; debate merits appreciate the historic and cultural significance of including certain items as the year progresses. of items in a time capsule.
61 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Various forms of exchange/money Students will use the groups studied (Indian tribe, identify basic units of currency, past and in past and present colony, pioneer, immigrant/ethnic group) and create a present. graphic organizer or written report showing currency used by each group. describe bartering and trade. Present a speaker from local financial institution. How people earn money Using groups studied, list ''jobs'' for each group compare and contrast jobs past/present. past/present. Use want ads from newspaper as a Goods and Services discussion starter about current jobs. define unemployment.
Define goods/services. List jobs that provide each. acknowledge global interdependence for job market/trade. Making choices about use of Review difference between needs and wants. Give appreciate the value of money. money each student a fictional allowance. For two weeks, have students chart fictional purchases using store ads, define the term ''budget.'' catalogues, etc. to verify prices.
62 Core Content Suggested Teaching Strategies Expectations Students will be able to: Supply and Demand Define terms for students. Use groups studied to trace explain the relationship between the need Price of goods the impact of supply and demand on the groups' (demand) for something, its supply, and choices activities and decisions; e.g., Indians search for food, made by a group. colonists purpose, pioneers search for land/gold, immigrants looking for jobs.
Engage students in a group discussion of favorite explain how the price of something changes toys/games/clothing. Chart responses. Discuss based on availability. availability or scarcity of popular items. Chart price of items now/then. Have students chart the price of selected items over three months. Purpose of taxes Brainstorm/list community services (police, fire, trash describe the use of tax money to support Kinds of taxes removal, etc., road repair, public school, army, navy, community services and national projects. White House).
Introduce concept of taxes on local, state and national relate personal budget decisions to public debate level. on local/state/national budget.
Relate role of taxation to the Revolutionary movement and to on-going discussions in community/nation.
List services provided through taxes to Catholic school appreciate parent's decision to pay Catholic students: textbooks, extra help, nurse. school tuition on top of taxes for public education.
63 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Physical/political maps United Using wall, desk top and textbook maps, teacher will distinguish between physical and political States/world introduce concept of two different types of maps; (United States and world) maps and their • map keys students will progress through a series of hands-on features. • map scale activities to develop skill in using these types of maps. • longitude/latitude use longitude/latitude to determine exact (equator/meridian) location.
use map key to locate specific features. Grid maps/ special purpose maps Textbook, skill book / teacher/parents will provide use grid/special purpose maps and locate tourist area/local maps to use in group activities. specific features, plan routes, etc. (Hands-on projects) Specific location of selected Using appropriate maps; students will locate locate specific communities, compare communities past and present communities they have studied. past/present maps of same location. Local community map Students will construct their own community maps create a community map with appropriate applying skills/features. features/physical characteristics.
64 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Changes in communities due to Teacher will use textbook, maps/pictures of the same identify/describe physical characteristics of human habitation/passage of time area (past and present) and discuss changes that have communities (past/present) due to change. occurred in the community over time. Population and Using various media, students will be exposed to describe selected communities in terms of physical/geographic differences different types of communities (past and present). population and physical characteristics. among selected communities (past Students will use a graphic organizer to and present) compare/contrast/summarize information. use a population chart. Settlement patterns Using selected communities (Indians, colonists, identify the reasons for settling in certain areas migration/immigration pioneers / global - past/present) discuss why they and cause/effect of population changes. settled there. Graph impact of population changes. Transportation/communication Using pictures/drawings, develop group activity to recognize a transportation/communication "organize'' material into modes of invention and its effect on a community (past or transportation/communication by time or by place, present). then students can write/draw response. Current issues Use newspaper articles, magazines, ''Weekly discuss the pros/cons of progress/current Reader/Scholastic News,'' Internet to familiarize issue(s) facing their community, state or nation students to development issues; i.e., turning a ballfield or world. into a store parking lot, charging beach fees, closing national parks, banning jet skis.
65 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Human dependence on the Divide class into groups. Assign each group a project identify an environmental issue facing groups in environment on a group studied (Indians, colonist, pioneers, various time frames. immigrants/ethnic). Students will explore and list environmental/geographical issues faced by their describe the relationship of environmental group. change to lifestyle changes. Human/natural resources Teacher will define terms. Students can use group explain the change of resources over time. Renewable and nonrenewable projects to select an example of each term in the resources various time frames studied. Responsibility for the environment Use group projects to compare/contrast use of describe at lease one environmental decision resources and debate alternative choices. made by a group.
List ways students can protect their own environment. describe an environmental friendly choice they Make posters/write letters to selected agencies as a have made. follow up.
66 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
NEW JERSEY - GEOGRAPHY OF UNITED STATES REGIONS
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1. principals of New Jersey State 1. New Jersey as a colony 1. New Jersey and neighbors Constitution 2. New Jersey role in French and 2. regions and cities of New Jersey Indian War 2. New Jersey state government 3. population density in New Jersey 3. New Jersey role in American 4. types of New Jersey areas (urban, Revolution suburban, rural, shore) 3. New Jersey and federal government 4. New Jersey as a state 5. transportation and communication 4. local government 5. Lenape Indians in New Jersey 6. religious history of New Jersey 6. climate of New Jersey 5. county government especially Catholic church 7. geographic regions of New Jersey 6. state symbols 7. European settlement in New Jersey 8. New Jersey natural resources 8. New Jersey's industries 7 famous New Jerseyans 9. New Jersey environmental issues 9. development in New Jersey (late 10. United States regions 8. cultural/ethnic resources 1800's to late 1900's)
10. immigration of ethnic groups to the United States
67 SOCIAL STUDIES CURRICULUM GUIDE
GRADE4
1 . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Principles of the New Jersey State Students do research on the present New Jersey name one concept found in the state constitution. Constitution Constitution of 1947 and compare with the original written in 1776. New Jersey State Government Students will create a set of ''laws'' for the classroom recognize that the State Supreme Court is the and school and compare ''our laws'' to the laws of the highest court in New Jersey. country and state. Students will create a set of "laws'' for the classroom recognize that the State Supreme Court is the and school and compare ''our laws'' to the laws of the highest court in New Jersey. country and state. New Jersey and the Federal Students will create a chart comparing the House of explain how New Jersey is represented in U.S. Government Representatives to the Senate including number of Congress. people and length of term. name the present New Jersey senators and local In cooperative groups students will write letters to representatives. New Jersey senators and representatives. Local Government Create a list of services provided by local government, name some services provided by local including police and fire departments, schools, government. libraries. identify the mayor of their town Invite a member of local government to speak to class. name the two kinds of local government; county and city.
68 Core Content Suggested Teaching Strategies Expectations Students will be able to:
County Government Define the county government as consisting of a identify the county government and its purpose county seat, a town or city where the government is by explaining a county seat and a board of located. chosen freeholders, and what they do.
Define board of chosen freeholders.
Invite a member of county government to speak to class.
State Symbols Students work in cooperative groups to research one of identify the state seal and the meaning of the the following symbols of New Jersey: images and words. state seal (liberty and prosperity) state bird (goldfinch) identify the state bird, state tree, and state state tree (red oak) flower. state flower (violets)
Draw and color a diagram of state seal, labeling images and meaning.
69 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Famous New Jerseyans and their Discuss/display/listen to works of literature/fine arts recognize and identify works of literature and contributions to New Jersey and by New Jerseyans; e.g., fine arts created by New Jerseyans. country Walt Whitman Stephen Crane Joyce Kilmer understand how works of aesthetic expression James Fenimore Cooper serve as representation of New Jersey culture. contemporary artists, poets, and musicians
Visit local museum.
Invite a local artist, poet, writer to speak to class.
Write a report about a famous New Jerseyan.
Model a writing experience on a famous New Jersey author; ex., Whitman, Cooper. Create poster (Top ''10'' Wanted) listing famous New Identify famous New Jerseyans and their Jersey accomplishments and contribution to accomplishments. country. Give an oral presentation to accompany the poster.
70 Core Content Suggested Teaching Strategies Expectations Students will be able to: Cultural/educational resources Discuss purpose/need for cultural/educational appreciate the cultural and educational resources resources available to New Jersey (see suggested available to citizens of new Jersey. list). Plan one trip or invite a speaker from: local community museum NJ State Aquarium Speedwell Village Statue of Liberty (Liberty State Park) Edison National Historic Site Morristown National Park Waterloo Village Howell Living History Farm New Jersey State Museum (Trenton) Monmouth Battlefield State Park Historic Cold Spring Village/Wheaton Village Paterson Falls
71 SOCIAL STUDIES CURRICULUM GUIDE GRADE4
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: New Jersey as a colony Read and discuss how the colony of New Jersey grew understand how the colony of New Jersey under Dutch and English rule. changed between 1667 and 1738.
Compare East and West Jersey by means of a graphic organizer and map.
Compare and contrast a slave and indentured servant compare an enslaved person to an indentured using a graphic organizer. servant. New Jersey role in French and Brainstorm possible conflicts that caused war. explain the reasons for the war and the part New Indian War Jersey played in the war. Create a graphic organizer of the two sides in the war, including the English, French, Indians, and colonists.
Discuss New Jersey's role during the war.
72 Core Content Suggested Teaching Strategies Expectations Students will be able to: New Jersey role in American Trace the sequence of events that caused the colonies explain the reason for the Revolutionary War Revolution to protest British rule. and the role played by New Jersey.
Students will role play King George and Parliament on explain the importance of New Jersey's location one side of the ocean and the colonists in New Jersey in the Revolutionary War. on the other side. understand the difference between a Students will research the New Jersey delegates to the "patriot" and ''loyalist.'' Continental Congress then role play the lst Continental Convention. locate New Jersey battle places on a map.
Students work in cooperative groups to research the identify famous New Jerseyans during the places in New Jersey where important events and Revolutionary War. battles took place during Revolutionary War; look for local connections.
Students read and discuss the role of Molly Pitcher, a New Jerseyan, and her role in Revolutionary War. New Jersey as a state Students research the changes in transportation, describe the changes in transportation, agriculture, settlement, and industry in New Jersey agriculture, settlement, and industry in New during the 1800's. Jersey during the 1800's.
Write to the Historical Society of your town(s) or county for information on historic places close to home.
73 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Lenape tribe Read and discuss the life of the Lenape discuss the Native American tribes in New Jersey, their culture, and the reasons for their Create graphic organizers with above information. decline and relocation.
Students will research Native American artifacts and present life information in a written report.
Bring in a guest speaker of an Native American tribe to discuss their ways of life with the students. Religious History of New Jersey, Using text/various media research the religious groups describe New Jersey colonists' need for especially the Catholic Church that settled in colony of new Jersey; e.g., Mormons, religious freedom. Quakers.
Students will be given a map of New Jersey with explain a diocese/archdiocese. divisions of dioceses. Have students label the five dioceses. Students will identify the three counties in the Diocese of Paterson. name and describe role of Bishop of Paterson Use cooperative groups to research milestones in the Diocese. history of the Diocese of Paterson. name their parish and pastors.
name local diocesan high schools.
74 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: European settlement in New Jersey Students will read and discuss the settlement of the follow the development of colonial life in New English, German, Irish, Swedish and Dutch, followed Jersey and distinguish between each settlement. by individual or group projects on one of the above. Projects could be accompanied by oral report. explain how New Jersey got its name.
Students research on the reason that immigrants from identify the farmlands in New Jersey where Southern Europe came to New Jersey m late 1800's. southern Europeans settled.
75 SOCIAL STUDIES CURRICULUM GUIDE GRADE 4
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: New Jersey's Industries Chart the different products/natural resources in New list major exports of New Jersey; relate changes Jersey now and then. Students read and discuss the in trade to supply and demand. growth of New Jersey's economy towards latter part of 19th century. appreciate the wealth of farming in New Jersey and name some products for which New Jersey Students do research on the work of Thomas Edison is famous.
list major industries of New Jersey.
list New Jersey inventors and their inventions. Development in New Jersey (late Research the decline of farming; increase of industry. explain reasons for decline in farming and rise 1800's to late 1900's) of industry. Students will read and discuss the life of New Jerseyans during World War 1, Twenties, Great appreciate the work of New Jerseyans during the Depression, and World War 11. Use a graphic wars, especially the city of Camden. organizer to show the industries in New Jersey during 1920's on. (Camden built and transported ships.) explain the reasons for the rise of suburbs.
76 Core Content Suggested Teaching Strategies Expectations Students will be able to: Immigration of ethnic groups to List the early ethnic groups that immigrated to the name the major ethnic groups of the United the United States United States/ States.
Define terms prejudice, discrimination, racism. explain the effects of prejudice on all groups of people. Research reasons why each group came and where they settled. develop an understanding of what significant events led to the Holocaust. Review Bill of rights, emphasizing that America was build to respect people's differences.
77 SOCIAL STUDIES CURRICULUM GUIDE
GRADE4
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: New Jersey and neighbors Students will locate on a map and globe: North identify New Jersey and bordering states in America, USA, New Jersey and its three neighbors, relation to U.S. and continent. New York, Pennsylvania, Delaware.
Using terms; prime meridian and equator, students give the latitude and longitude of New Jersey. will define latitude and longitude and use latitude and longitude to locate New Jersey and neighbors on a map and globe. Regions and cities of New Jersey Assign cooperative groups to research a particular locate major rivers and landforms of New geographical region of new Jersey using physical and Jersey. political maps. locate state capital. Using outline map, locate and label major rivers, mountains, and cities.
Students will use a map scale to determine real distance between two cities on a New Jersey map. give distance between two cities using a map scale.
name and locate on a map of New Jersey the county and city in which they live. Research/discuss New Jersey/New York conflict over locate Ellis Island. Ellis Island and Statute of Liberty from geographic perspective. identify and locate major cities in New Jersey.
78 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Population density in New Jersey Students will compute the population density of New define population density - Jersey/cities and counties. name the cities with dense population and the Students will learn how to read and create the reason for their density. following: population pictograph discuss New Jersey's rank in population density. cultural pie graph bar graph interpret information from charts, graphs, and line graph tables. Types of areas in New Jersey; Using text or teacher provided materials, define urban, suburban, rural and shore. urban, suburban, rural, shore compare/contrast the four types of communities by having students research local/state examples of each. give an example of an area that matches each of (Geographic organizer or project) the New Jersey community types. Transportation/communication in Using maps/resources, describe and locate various discuss the role mass transportation and New Jersey means of transportation in New Jersey; railroads, railroads played in the growth of New Jersey airport, rivers, and major highways. suburbs and industries.
Research contributions of Samuel Morse. describe use of the Morse Code.
79 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Climate of New Jersey Using map skills and research on climate, have describe climate and seasonal changes in New students predict average temperature in various New Jersey and local area. Jersey counties. Geographic regions of New Jersey Using various media resources, compare and contrast identify and describe two of the geographic various geographic regions of new Jersey (collage- regions of New Jersey. poster-report). Natural resources of New Jersey Assign student groups to research, organize data and identify major New Jersey natural resources and present report on New Jersey resources. how they are used.
Trace resources from colonial to present time. Environmental issues in New Have a speaker/debate on current environmental issues discuss the environmental issues that face New Jersey in New Jersey; i.e., landfills, pollution, beach erosion, Jersey today. development of farmland. respond to a New Jersey environmental issue. Write to local/state government representative on the issue (or) letter to editor. United States regional variances in Use resources to create a graphic organizer comparing identify more populated and less populated population population density in various United States regions. regions of the United States.
80 Core Content Suggested Teaching Strategies Expectations Students will be able to: United States regions Students locate and label states, major rivers, locate each region on a U.S. map. mountains, and cities. identify major rivers and landforms in each Use maps to compare location of regions to New region. Jersey and other studied regions. identify all fifty states and their capitals by Use outline maps of United States to color code each region. region as studied. identify the natural resources of each region.
81 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
GEOGRAPHY/CULTURES OF WESTERN HEMISPHERE
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1. different forms of government 1. native inhabitants, exploration, 1. landforms and physical features of the settlement, expansion and the Western Hemisphere 2. government leaders formation of government in: Canada 2. physical, political and special purpose 3. Holocaust studies Mexico maps featuring countries of the selected countries in Caribbean, Western Hemisphere 3. role of citizens Central and South America 3. transportation and communication. 4. traditions and heritage of Canada, 2. current resources, public issues and Mexico and selected countries as modem events in Canada, Mexico and 4. population and settlement patterns in reflected in art, music, literature, etc. selected countries Western Hemisphere
5. cultural background/lifestyle of each 3. role of missionaries 5. natural resources in Western country Hemisphere 4. lifestyles, past and present, in Canada, Mexico and selected countries
5. international trade in Latin America
82 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
1 . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Forms of government For each country (Canada, Mexico, countries selected describe the type of government found in from Caribbean, Central and South America) create a Canada, Mexico, and selected countries in graphic organizer listing past and present form of Caribbean, Central and South America. government, title of leader and name of governing body. Holocaust studies Examine various aspects of Nazi policies and their identify Nazism as inherently evil. impact on individuals and groups (laws, isolation, ghettos, murder, slave labor, separation of families, identify other groups who were victims of Hitler starvation and sickness, deportation, and concentration and Nazi policies: people with camps. disabilities/handicaps, Gypsies/Roma, Poles, Communists, Catholics, Jehovah's Witnesses, Anti-Nazis, Soviet prisoners of war. Titles of government leaders and Have students work in small groups to design board match type of government to title of leader and lawmaking groups game that would match government name of governing body. forms/leaders/countries; or use graphic organizer. analyze the reasons why laws are adopted
compare and contrast role of representative body in different forms of government.
83 Core Content Suggested Teaching Strategies Expectations Students will be able to: Role of citizens according to Divide class into pairs or groups. Using text or other describe the role of citizens in two or more country and type of government material have students list voting requirements and countries with different types of government. privileges in the form of government in their assigned country. Allow time for groups to compare recognize the values that influence each student. information and create an outline or graphic organizer as a summary. analyze reasons why individuals and groups act in certain ways and recognize that choices have consequences for the group and the individual.
analyze why people and nations act as the following: bullies, gangs, rescuers, heroes, and silent by-standers.
give examples of different types of resistance made by victims, heroes, rescuers, and partisans.
analyze the actions and motivations of righteous individuals, groups, and nations.
84 Core Content Suggested Teaching Strategies Expectations Students will be able to: Role of citizens Role play a TV crew interviewing a citizen discussing identify a natural problem or public issue and a current national problem in Canada, Mexico and list possible solutions (Canada, Mexico, selected Central/South American countries. Central/South American Country)
Research one current event from at least three different media sources. Discuss differences in content acquire, interpret and analyze information included. What factors account for the same story regarding national issues being told in different ways? Which is probably the a. use more than one source to obtain most credible media form and why? What are the information strengths and weaknesses of each media form? b. identify points of agreement and disagreement among sources. C. draw inferences, predict likely outcomes, and organize key ideas.
85 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Art, literature, music of each By using various resources, teacher will expose describe a holiday or custom in each of the country studied students to cultural traditions, music, art of Canada, countries studied. Mexico, and selected countries of Caribbean, South/Central America. identify a folk hero, artist or musician from various cultures. Create an art gallery, make musical instruments, put together a radio show or library of mini-books using recognize a painting or music from a specific materials from various countries. country.
Dramatize the migration of various cultural groups, map the migration of and compare the reasons Canada, Mexico Central and South American colonies, various cultural groups had come to these including life in the homeland, coming to the countries. Americas, and life in the colonies.
Prepare a newscast interviewing people as they came to the Western Hemisphere. Lifestyle of each culture studied Hold an international food festival; collect recipes point out geographical/environmental reasons representative of various countries. for cultural differences.
analyze reasons why individuals and groups act in certain ways.
86 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Explorers of both French and Make separate time lines for French and English English descent who settled in exploration and settlement. Canada Choose a famous explorer. Map the route he took, identify significant individuals and events and pointing out what he would have seen on his journey. explain their contributions to society, including Describe the people he encountered and the European explorers, colonial figures and appropriate clothing he needed in different climates. prominent individuals. Interaction of Europeans with Compare time lines. Highlight times of conflict. identify relationships between different Native Americans colonists. Highlight significant events of interaction between Europeans and Native Americans. define and explain the term ''prejudice''
explain terms: bigotry, discrimination, racism, stereotyping, scapegoating, ethnocentrism, antisemitism, genocide.
give examples of prejudice toward individuals and groups in history and the present describe settlers' relationship with the Native Americans.
87 Core Content Suggested Teaching Strategies Expectations Students will be able to: Role of Separatism Use current information and resources to create a mini- describe current problem between French and report on French/English Provinces' disagreement. English speaking provinces of Canada. Hold panel discussion/debate. Mayan Civilization - location, Divide class into groups; assign each group one aspect identify general location of Mayan civilization. achievements, government/society of Mayan civilization to research and report. Encourage each group to create a visual organizer to list major accomplishments of the Mayas. summarize their findings. Use visual aides as a prop during class presentation. describe the Mayan class system.
Develop note taking/outlines skills as rest of class records key facts from each presentation or assign a recorder for each group and compile all reports into a binder for reference. Aztecs - location, achievements, Use similar pair or group approach as listed under identify the general location of the Aztec government/society Mayans. civilization.
Using the legend of the Aztecs' founding as a model, list major accomplishments of the Aztecs. have students create their own mystical tribe and story of its creation. identify Montezuma (a.k.a. Moctezuma). Incas - location, achievements, Use similar pair or group approach as listed under identify the general location of the Inca government/society Mayans. civilization.
list major accomplishments of the Incas.
describe the Inca's use of irrigation and terracing.
88 Core Content Suggested Teaching Strategies Expectations Students will be able to: European Exploration of Mexico, Using a ''baseball trading card'' concept, have pupils identify Columbus, Bolivar, Vespucci, Cabal, Central and South America use large index cards/cardboard to make fact cards on Cortes, de Leon, Balboa, Magellan, Pizarro. each explorer. describe role of Conquistadors. Create matching games by adding locations, explorer, ship names, tribe conquered, etc. to card collection. Destruction of Native civilizations Have students write an essay, editorial, journal identify causes of Native American decline. describing the end of the Indian settlements from the Native point of view. identify the sources from which people learn their values.
define and explain ''prejudice''
analyze how we might prevent some occurrences from ever happening again. Introduction of African slavery Use triangular trade system to explain the origins and identify the effects of slavery on Western into Western civilization growth of the slave trade. Hemisphere and its impact on various cultures. Colonization of Latin America Introduce students to various visual organizers to define viceroyalties, hacienda, encomienda manage new information or chart cause and effect. system.
89 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Modern day Canada, Mexico, Make up a Jeopardy Game based on country/countries list an important current fact, custom and Caribbean Island, Central/South, studied. resource in country being studied. American Countries Create your own ''Big Books'' or travel brochure on identify the flag of countries studied. each country as group project. describe a public issue in each country studied. Gaining independence; creating a Students can be exposed to Trade Books which identify some common reasons why colonies government highlight situations and solutions from various points seek independence from overseas rulers. of view. Role of the Church in settlement of Compare and contrast role of missionaries then and define missions and give contributions of Latin America/Canada now. Gather and display information on religious missionaries. orders who are missionaries. Role of Church in present time Use current Church publications to find and share identify one Church leader or current project in stories about the Catholic Church in Latin Latin America/Canada. America/Canada-
90 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Culture and lifestyle of different As each country is studied, have students create a compare and contrast Canadian, Mexican, and countries bulletin board or display area which features aspects of Latin American cultural components past and that particular country. present.
Relate American customs to those observed in other countries. Cultural change Identify reasons for cultural change. give an example of a cultural change. Cultural differences Invite guest speakers, exchange students, relatives to write a ''point of view'' answer/essay for various class for first-hand experiences. past and/or present situations.
91 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Form of exchange (currency) Encourage students to collect and display pictures or identify the basic unit of currency in each actual currency of various countries. country studied. Different jobs in our hemisphere Have students write want ads for countries studied. list types of jobs held in each country studied. International trade Draw/make collages/construct pictographs to show summarize key exports/imports of various each countries' exports. countries studied.
Relate the barter system to current trading practices. cite regional examples of producers and consumers willingly exchanging goods and services because of the mutual benefits. Tourism as a source of money Have students plan vacation trips to selected countries; describe a tourist attraction in each country what would they see and do. studied.
92 SOCIAL STUDIES CURRICULUM GUIDE GRADE 5
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Western Hemisphere Use text, geography workbooks, desk maps, paper and define hemisphere; locate Western Hemisphere. colored pencils to provide hands-on experience in map making and map reading. identify countries, capitals, major cities.
Use cardinal and intermediate directions to locate name continents, oceans, major features of places on maps and globes. Western Hemisphere. Special features of Western Teacher/students can devise their own geography define isthmus; locate Isthmus of Panama. Hemisphere games to review material; e.g., take-off of ''Where in the World is Carmen Santiago?''. locate Caribbean islands.
Use spatial concepts of location, distance, direction, locate Great Lakes, Andes Mountains, Amazon scale, and movement. River, Hudson Bay. Special purpose maps: elevation, Use cooperative learning to generate and interpret use special purpose maps to gather data; make climate, contour, time zone, information found on maps, globes, graphs, charts, comparisons between various countries studied. political, rainfall, etc. diagrams, and other geographical representations.
93 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Interaction of human and Utilization of graphic organizers and comparison realize the effects of geography on economic and environmental factors in the charts to demonstrate patterns of human settlement. human activities throughout the Western Western Hemisphere Hemisphere. Transportation and communication Use of newspapers and technology to reinforce the compare how improvements in transportation in Western Hemisphere concept of global interdependence. and communications have resulted in global interdependence.
define the term ''the Holocaust''. Population in various regions, with Research and present an oral report in a group setting identify spatial patterns of settlement in different respect to movement and migration comparing and analyzing characteristics of regions in the Western Hemisphere. populations. understand the causes and effects of human Compare and contrast the physical characteristics of migration. places and region.
94 SOCIAL STUDIES CURRICULUM GUIDE
GRADE5
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to:
Importance of natural resources Draw/create collage of pictures or symbols name at least one natural resource of the representing natural resources in the Western countries studied. Hemisphere and their products. name a product or job created by that resource.
describe the current status of that resource.
Human effect on Journal entry or essay, or create a poster reflecting on explain how and why native inhabitants, settlers environment/natural resources a current environmental issue in area being studied. and current citizens use or misuse a natural resource.
identify any current environmental problem/public issue.
95 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
GEOGRAPHY/CULTURES OF EASTERN HEMISPHERE
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1. systems of government from Ancient Study of cultures, religion, ethics, history, 1. use of maps, globes, diagrams, charts, Civilizations economic systems and social groups of the and graphs for countries studied following: 2. forms of government Mesopotamia 2. geographical differences of countries Ancient Egypt 3. code of laws Ancient Greece 3. population growth Ancient Rome 4. art, literature, history, and philosophy Africa 4. trade and travel routes in Europe between 1300 - 1500 Europe - Middle Ages to 1900's Middle East Crusades 5. global interdependence Far East (India, Japan, China, Korea) 6. renewable and nonrenewable resources
96 SOCIAL STUDIES CURRICULUM GUIDE
GRADE6
1. All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Systems of government from Students will examine and discuss the laws and recognize the relationship between ancient forms ancient civilizations government of Ancient Greece, Rome, Egypt, and of government and our present form of Middle Ages. democracy. Students will conduct research on how the principles recognize that each of us has traits and attributes from ancient governments are reflected in the U.S. in which we take pride. Constitution. Necessity of some form of Students will analyze the roles of the individuals and recognize that government is necessary to government the government m promoting the general welfare of the maintain order. community. analyze the reasons why laws are adopted.
identify the role of citizens in cooperating with the government to achieve common goals.
Analyze the actions and motivations of righteous individuals, groups, and nations.
97 Core Content Suggested Teaching Strategies Expectations Students will be able to: Different forms of government Students will analyze the structure of different forms of recognize that there are, and have been, many government in comparison to U.S. government: different forms of government in the world.
monarchy: Egypt (pharaoh); England (king) compare and contrast the various forms of oligarchy: Sparta, Greece government. dictatorship: Rome - Julius Caesar, Nazi Germany, USSR and Satellites, Peoples Republic identify the sources from which people learn of China their values. democracy: Athens, Greece; India, Israel, Roman Republic define and explain the term ''prejudice.''
Students will trace the changes of government in the explain terms: bigotry, discrimination, racism, Roman Empire over time. stereotyping, scapegoating, ethnocentrism, antisemitism, genocide. Students will create a Venn diagram comparing the government of two Greek city-states, Sparta and give examples of prejudice toward individuals Athens. and groups in history and in the present.
analyze how prejudice and discrimination may lead to genocide.
define ''the Holocaust''.
analyze reasons why individuals and groups act in certain ways.
analyze why people and nations act as: bullies, gangs, rescuers, heroes, silent bystanders
define difference types of resistance that may occur in various situations.
98 Core Content Suggested Teaching Strategies Expectations Students will be able to: give examples of different types of resistance made by victims, heroes, rescuers, and partisans.
analyze the actions and motivations of righteous individuals, groups and nations.
understand that choices have consequences for the group and the individual. Students will conduct research on the various codes of identify the various country's codes of law. Code of Laws law from ancient civilizations. analyze the reasons why laws are adopted.
99 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Expression of people through art, Students will examine, analyze, and interpret examples identify and interpret the artist's or author's literature, and history of art, literature, and music of ancient civilizations and intent. discuss their influence on the present-day world. The progress of arts, literature, Students will engage in hands-on re-creation of recognize that present day cultures build upon history and philosophy authentic examples of ancient art. the accomplishments of past civilizations.
Students will conduct research on the change of art, give a presentation on the research done between learning, and religion in Europe between 1300 A.D. 1300 A.D. and 1500 A.D. especially the works and 1500 A.D. (Renaissance Period) of Michelangelo, Raphael, and da Vinci.
In cooperative groups students select and write a report name the Greek philosophers and state their on one of the following philosophers: Aristotle, Plato, contributions. and Socrates.
100 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Study of the history of the Students will use cause and effect, time lines, identify Mesopotamia and Ancient Egypt as two following countries: chronological sequencing, compare and contrast, and of the first civilizations. classification to understand each area of study in • Mesopotamia cooperative groups, individually and in pairs. describe the pharaoh's central role in Egyptian • Ancient Egypt development and life. • Ancient Greece Students will compare and contrast ancient civilizations • Ancient Rome discussing similarities and differences. compare and contrast the characteristics of • Africa Athens and Sparta. • Europe: Middle Ages to 1800's Students research on the importance of the Nile River • Middle East - Crusades in Ancient Egypt. explain the rise and fall of the Roman Empire. • Far East (India, Japan, China, Korea) trace the development of early writing methods. describe the empires of Ghana and Mali and the rise of African trading centers. Students do research on the beginning Olympic Games in Greece. explain the effect that the Crusades had on all of Europe. Students debate on the statement, ''Julius Caesar was (was not) a great leader.'' discuss how Charlemagne dominated most of western Europe.
define difference types of resistance that may occur in various situations.
give examples of different types of resistance made by victims, heroes, rescuers, partisans.
101 Core Content Suggested Teaching Strategies Expectations Students will be able to: Students discuss in groups how Roman culture compare and contrast lives of nobles, knights, contributed many achievements to other societies. and peasants. Give visual and oral presentation. define and explain ''prejudice'' Create a graphic organizer comparing African empires give examples of prejudice toward individuals Students write an essay on ''Why the Medieval Period and groups in history and in the present. is known as the Age of Faith.'' discuss the cause of the Reformation. Students discuss in groups the feudal system.
Students will describe three major civilizations of explain how Hinduism created the caste system Asia: India, China, Japan. Trace their developments. in India. describe Buddhism and how it shaped cultures of Asia.
102 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Morals, ethics, and religion in the Students will identify and compare and contrast recognize that societies may reflect the morals development of societies as Judaism, Islam, and Christianity as beginning in the and ethics of its peoples and leaders. identified in Goal 3 Middle East and having Judaic roots. recognize the values that influence each student. Students will conduct research on the rise and spread of Christianity. identify the sources from which people learn their values. Students will illustrate how the Catholic Church helped elevate the political, economic, social and intellectual name and compare religions of early life of Europe. civilizations.
explain the role of the Church during the Middle Ages and name three groups of people who devoted their lives to religion.
Students compare and contrast principles and identify the key concepts of a non-Christian philosophies of Buddhism, Hinduism, and Muslims. religion.
identify other groups who were victims of Hitler and Nazi policies: people with disabilities/handicaps, gypsies/roma, Poles, Communists, Catholics, Jehovah's Witnesses, Anti-Nazi's, Soviet prisoners of war.
103 Core Content Suggested Teaching Strategies Expectations Students will be able to: Cruel and inhumane behavior Students will examine examples of prejudice, give examples of inhumane behavior throughout discrimination, and slavery throughout history. history in the areas studied. describe and analyze the response of other nations who were allies of the United States or Germany during World War II, to the Nazi policies of persecution and mass murder
describe different types of resistance that may occur in various situations.
give examples of different types of resistance made by victims, heroes, rescuers, and partisans.
analyze the actions and motivations of righteous individuals, groups and nations.
Investigate the origins of slavery in Africa. write an essay describing why slavery is inhumane.
104 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Common elements in different Students will research the daily routine of members of understand and describe the important elements cultures various cultures in each area of study from Standard 3. of given culture.
exhibit tolerance toward different groups. Cultural institutions (e.g., family, Students will identify, analyze, and compare and recognize how elements of their culture affect religion, society, language) contrast the way regional, ethnic, and national cultures their daily lives. influence individuals' daily lives. compare the roles of women in early Students will use a graphic organizer to chart civilizations and Middle Ages. information from various references regarding women and family, work and religious practice. Cultural influence Students will design a fun activity comparing past and identify some elements of today's culture present; e.g., Roman market place and a present day borrowed from the past. mall.
105 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Economic systems Students will examine, describe, compare and contrast recognize how the development of agriculture, different economic systems in areas of study identified cities, nations and governments influenced trade. in standard 3. Trade Students will do research on how trade affected the explain the barter system and trade routes. economy of various civilizations. Currency Students will draw or collect pictures of ancient give examples of the type of currency used in currency. areas studied.
106 ... SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Study of maps, globes, diagrams, Students will use the various geographical locate the seven continents, four oceans, four charts, and graphs representations to generate data on the various hemispheres, and the equator. countries studied. Location, distance, direction, scale Students will draw and/or create maps, globes, locate civilizations and countries studied and diagrams, etc. to locate and compare places in the their major bodies of water. ancient and Eastern World. identify important cities in the Ancient and Eastern World.
compare the size of countries studied by using map scale. Geographical differences Students prepare and present a ''map'' report, use geographic terms to describe physical discussing interesting features of two different maps of characteristics of regions and to associate the same world regions. information on physical and thematic maps.
107 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
8. All students will acquire geographic understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Population growth Students will chart and compare population of areas compare and contrast population distribution of studied. areas studied.
In cooperative groups, students make a bar graph infer how a country's total area and number of comparing the total area of five countries and another people relate to its population density. graph comparing the population of these same five countries. Trade and travel routes Students will use textbook series materials for a hands- trace the trade and travel routes of areas studies. on experience involving maps of areas studies; e.g. Crusades. Interdependence of societies Introduce the concept of global interdependence by explain that interdependence occurs when two or examining students' clothing labels. more persons in regions or nations trade goods and services to satisfy their wants. In groups students compile a list of products found in their homes and the origins of these products. classify examples of goods and services that are Symbolically, students display results on a world map traded between nations as imports or exports. (e.g., shoes - Bangladesh, electronics - Japan, etc.).
108 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 6
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to:
Role of renewable and Students will make a graphic organizer on resources in explain the role of resources in the area studied nonrenewable resources on daily ancient civilizations and update it as each area is then and now. life studied. Effect of technology on human Students will identify cause and effect, evaluate, and identify at least one key invention in each history draw conclusions about specific technologies. civilization studied.
109 ... SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
U.S. HISTORY I TO WESTERN EXPANSION
Democratic Citizenship Historical Understanding Geographical Understanding
Standards 1, 2 3, 4, 5, 6 7, 8, 9 1 . constitution and other documents 1 . historical events leading to I . geographic and reference sources development of United States from 2. Bill of Rights 15th to 19th centuries 2. location of the original colonies; their rivers and landforms. 3. three branches of government 2. major turning points in American history from 15th to 19th century 3. location of new states. 4. states rights 3. motivation for settlement including 4. Mason Dixon; Union and Confederate 5. Emancipation Proclamation and religious freedom States Amendments 13 - 14 - 15 4. treatment of minorities - slaves, 5. relationship between geography and 6. development of American culture Indians, and women human activities through humanities from 15th to 19th centuries 5. Catholic values/social movements 6. effect of technology and inventions on human activities 7. methods of human expression 6. cultural influence on colonization and decision makers 7. global interdependence
7. cultural changes in American society 8. renewable and natural resources
8. impact of government decisions 9. man's impact on environment
9. effect of bank and government agencies on the economy
110 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
I . All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Documents establishing Read founding documents; create graphic organizer identify major democratic concepts in democratic citizenship with key concepts and resulting citizenship rights, Declaration of Independence and Constitution. Identify primary and secondary sources. evaluate the role of personal values in making choices and decisions.
compare and contrast different forms of resistance that may occur in various situations (passive, slowdown, direct, moral, economic boycott, physical, etc.) understand the consequences of certain choices in terms of human pain and happiness, and human construction and destruction. Bill of Rights Use newspapers or other news sources to become relate each of the first 10 amendments to a aware of various perspectives on current events of current right. Identify a current local, state or local, state, and national interest. Students write a national issue related to an interpretation of one reaction paper summarizing one of the events and or more of the first 10 amendments. stating their reactions to it. Include the Catholic Church's perspectives which apply to the issue. understand the importance of moral responsibility in making choices. Debate federalism vs. states rights on an issue of concern in New Jersey such as gun control or Megan's Law.
1ll Core Content Suggested Teaching Strategies Expectations Students will be able to: States rights Hold a debate on the right to secede from Union. explain the role of states rights as a cause of the Civil War.
recognize various types of human behavior, positive and negative.
understand that behavior reflects individual choices and decisions. Three branches of government Compare and contrast the function of the three identify the main function of each branch of branches of government on the federal level from the government in 1700's and 1800's. founding of US to the Civil War era. Emancipation Proclamation and Analyze the Emancipation Proclamation for key explain the significance of the Emancipation Amendments 13-14-15 citizenship concepts; compare to provisions of Post Proclamation and the 13-14-15th Amendment to Civil War Amendments (use graphic organizer). the Civil War and Reconstruction era.
recognize various types of human behavior, positive and negative.
review and explain the following behaviors: perpetrator (persecutor), collaborator, bystander, righteous people, rescuer, and hero.
112 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Impact of art, literature, Identify famous American writers, artists, and show the historical significance of the major philosophy and architecture on the composers and their works (work in cooperative works of art, literature, and music through a development of the American groups). Compare and contrast styles. presentation. culture from the 15th to 19th centuries Methods of human expression Investigate and interpret various points of view within write a critique on opposing points of view in the humanities. issues from early American history as expressed in literature, etc.
analyze early political cartoons.
113 SOCIAL STUDIES CURRICULUM GUIDE
GRADE7
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Historical events in the Vary instructional techniques and match up with identify major European explorers and the development of the United States student skills; lecture/note taking, cooperative regions explored. from the 15th to the 19th century; groups/construction of graphic organizer. (See such as, but not limited to: supplement.) discuss the role of Columbus/Spain in the 0 exploration of the Americas development of interest in the New World. 0 arrival and development of Develop skill in using sequential/chronological order; European settlements develop time lines for each era studied. identify the 13 original colonies and give key 0 development of life in facts on their settlement and development. English colonies Develop critical thinking skills, analyze cause and 0 growing dissatisfaction and effect, perspective of various groups, prediction of explain main reasons for the rebellion in the break with Great Britain - outcomes. colonies. Revolutionary War 0 Rise of an American Coordinate with Language Arts; assign oral reports, identify key factors and personalities in the culture - the early republic hold panel discussions and debates, develop essay Revolutionary War. 0 expansion of slavery and writing, instruct on the process of report writing. growing sectionalism identify key personalities and their contributions See textbook series/resources for additional teaching to the formation of a new nation. strategies. compare and contrast various types of genocide and give examples from history and the present.
apply the analysis of conditions that may leader to genocide to several examples in history.
analyze why some people say the Holocaust or a particular genocide never occurred.
114 Core Content Suggested Teaching Strategies Expectations Students will be able to:
0 the Civil War explain the importance of the War of 1812, the 0 reconstruction Louisiana Purchase and the War with Mexico in 0 westward expansion the expansion of the U.S.
Major turning points in American define sectionalism; give causes of the Civil War history from the 15th to the 19th from both Union and Confederate perspective. century. identify key personalities and important events of the Civil War period.
define Reconstruction; discuss the rule of North and South in post Civil War era.
explain what is meant by the term ''Changing Frontier.'' Identify the role of the Oregon/Santa Fe Trail, the War with Mexico, and the Gold Rush in westward expansion.
115 SOCIAL STUDIES CURRICULUM GUIDE GRADE 7
4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Motivation for exploration Create a series of graphic organizers comparing the discuss the reasons why the major European reasons for exploration. countries came to the New World. Motivation for colonization Have students create ''ads'' to entice people to settle in compare the reasons for the founding of the 13 a particular colony. colonies. Religious freedom Compare the early colonists search for religious identify the religious beliefs and needs of the freedom with phrases written in Constitution and Bill Pilgrims and Puritans. of Rights. Slavery Create time line/graphic organizer to compare trace the origin and expansion of slavery in the economic needs to reason for moral objections to U.S. Discuss the rise of moral objection to the slavery. Read related novels. practice of slavery. Observe Black History Month (February). Treatment of Native Americans Use thematic instruction techniques and literature to identify changes in the relationship with Indians compare various/changing attitudes to Native from colonization, War of 1812, to westward Americans. expansion. predict whether a future Holocaust or genocide can occur again. If yes, explain why.
understand the importance of moral responsibility in making choices.
116 Core Content Suggested Teaching Strategies Expectations Students will be able to: Catholic values/social movements Identify and research leaders involved in one of the identify various reform movements from 1750- reform movements. Role play this person holding a 1860, such as abolition, temperance, universal press conference, or similar activity. education, and social justice.
Select and discuss a saint who lived in this time period cite a specific example of the Church's response and devoted himself/herself to social justice issues. to social problems.
Research contributions of Catholics in development of the United States. (Use primary and secondary sources and various media/Internet.) Role of women Adopt a method to record the contributions of women explain the role of women in each major era which can be added to as each era is studied; observe (Exploration to Reconstruction). National Women's History Month (March). identify at least one female personality in each era.
117 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
5. All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Cultural influence on colonial Use a graphic organizer to record data on culture of explain how the culture of early settlers gave settlement each colony; analyze similarities and differences. each colony a distinctive way of life.. Cultural influence on decision Use graphic organizers to demonstrate the various relate the influence of various cultural making viewpoints of each region during significant events; institutions on the formation of the American i.e., Loyalists vs. Revolutionaries; States Rights vs. experience. Federalists; Slave vs. Free States; Treatment of the Indians. understand the impact of group dynamics on individual choices and actions. Cultural change Hold a panel discussion on new customs and conflicts explain the term Manifest Destiny and the role in the changing frontier and expanding America. of the new American culture in territorial expansion.
118 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Taxation without representation Teacher will have students select five items that are explain why the colonists opposed the Stamp taxed in N.J. and discuss if the user of those products Act. are represented in state/federal government. Formation of the National Bank Through class discussion and a graphic organizer, explain the necessity of having one currency. students will list various methods of paying for goods and what methods are acceptable at various places. identify one role of the National Bank. Restrictions on trade Review concepts of import - export. Trace effect of define tariff. imports on American business by selecting one commodity to analyze. (Relate present to past.) Job training for freed slaves Through role playing or journal writing, imagine the explain the phrase ''40 acres and a mule.'' dilemma facing freed slaves who needed to find work. Coordinate with Literature. Origin of national economy Use a graphic organizer to track economic products identify goods and services provided by each and services of the expanding states and frontier. region of the United States in the post Civil War era; explain how they are interrelated.
119 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
7. All students will acquire geographical understanding by studying the world in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Geographic and reference sources Utilize and interpret geographic and reference tools use geographic and reference sources to obtain such as globe, charts, diagrams, and maps, etc. specific data.
Construct and/or draw various reference sources (i.e., utilize reference and geographic displays in pie charts and demographic tables) to obtain order to present information to peers. information on the U.S. during this growth period. Colonial America/boundaries Use textbook series and other materials to provide locate and identify the 13 original colonies and related worksheets for hands-on activities. their significant rivers/landforms. Expanding America/states and See above. find and identify new states; identify boundaries acquisition of the Louisiana Purchase. Civil War America/Union and Use special purpose maps from textbooks series to locate Mason-Dixon line, boundary states and Confederate locations identify slave/free states; Union/Confederate States. Union and Confederate States/battlefields. Trace ''underground railroad'' routes. Locate key battlefields and trace troop movements.
120 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Intrinsic relationship between Use textbook series and related materials to provide trace water and land routes used by explorers. geography and human activities hands-on map and chart based activities to match lessons. Use overhead projector or markable wall give ''geographic'' reasons for settlement patterns maps to illustrate key events influenced by geography. in the 13 colonies. Construct graphs to compare information. briefly explain how land features impacted on strategy in Revolutionary and Civil Wars.
trace the various routes of westward expansion and explain how different geographic features affected the pioneers (Oregon Trail - Santa Fe Trail). Effect of technology on human Explain the cause/effect relationship between identify key inventions of early America and activities technology and the expansion of America; i.e., show how they changed the settlement of the steamboat, railroads, canals, telegraph, etc. United States.
read population graphs; compare settlement patterns. Global interdependence Create a graphic organizer for each major era, listing give a contribution of at least one European major European countries and their involvement with country during the different periods of the U.S., e.g., immigration, resources/trade, political exploration, settlement, formation of the U.S., problems/cooperation. Civil War and westward expansion.
121 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Renewable and natural resources Using a map of North America, identify key products, predict the natural resources of an area based on available to early American society resources, etc. in the various regions of the continent. geographic factors; identify the lure of various areas for explorers, colonists, and pioneers. Man's impact on environment Use a graphic organizer to record changes that man explain how early settlers and pioneers changed made to the land as settlement progressed. the environment.
Debate pros and cons of expansion. Different resources available to Use a graphic organizer to compare resources available give advantages, in terms of resources, available Union and Confederacy to Union and Confederacy; relate resources to the to Union and Confederacy. war's progress and outcome.
122 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
U.S. HISTORY II TO PRESENT
Democratic Citizenship Historical Understanding Geographical Understanding
1. process of law making 1 . history of U. S. from 1877 to the 1 . location skills and spatial concepts present; relationships between past and 2. rights and responsibilities present 2. special purpose maps 2. relationship between social and 3. role of public officials in all levels of political groups 3. world regions government 3. structures of social classes; changes and tensions in status of minorities 4. effect of geography on economy 4. two-party system 4. relationship between social and groups activity and domestic policy 5. Presidential Amendments 5. relationship between humanitarian 5. demographic changes needs and U.S. foreign policy 6. Branches of Government 6. human rights/civil rights 6. Northeast to Sunbelt migration 7. history of Catholic education 7. study of democracy through the 8. importance of religion in human 7. transportation and communication humanities society and its influence in history 8. renewable and nonrenewable resources 9. Customs of people from geographic, cultural, racial, religious, and ethnic 9. physical environment affected by backgrounds human activity 10. factors which cause cultural change (1877 - present) 11. interrelatedness of economics and political systems 12. trade relations 13. government and financial institutions
123 SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
1. All students will learn democratic citizenship and how to participate in the constitutional system of government of the United States.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Process of law making Make a chart showing ''How a bill becomes a law'' describe the process of making, amending, and include Initiative and Referendum. removing laws. understand that behavior reflects individual choices and decisions.
evaluate the role of personal values in making choices and decisions. understand the consequences of certain choices in terms of human pain and happiness, and human construction and destruction. Rights and responsibilities of Review Bill of Rights and create a graphic organizer summarize the provisions of the 14th citizens for reference. Add other amendments as discussed. Amendment. Hold panel discussion on merits of an Equal Rights Amendment. understand the impact of group dynamics on individual choices and actions.
understand the importance of moral responsibility in making choices.
trace the development of Women's Suffrage and the 19th Amendment.
124 Core Content Suggested Teaching Strategies Expectations Students will be able to: Role of government officials at all Review the roles of public officials at all three levels relate curriculum and current issues to their three levels of government. Relate issues and trends by use of a constitutional basis and appropriate level of graphic organizer. government. Two-party system Create and display a chart showing the qualifications identify the voting requirements for New Jersey for voting throughout the history of the United States. citizens.
Choose a political candidate. Research his/her distinguish between primary and general platform and present a short speech to the class. elections. Presidential amendments Discuss the 20th, 22nd, 23rd, and 25th Amendments. define ''lame duck'' presidents. Create a graphic organizer for reference; relate to current events. give general statement on rules for presidential succession. Branches of government Review the functions of the three branches of distinguish between the functions of the government by means of a graphic organizer. Executive, Legislative and Judicial Branches of government as related to curriculum and current Analyze Supreme Court decisions. issues.
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2. All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related fields.
Core Content Suggested Teaching Strategies Expectations Students will be able to:
Study of democracy through the Observe, interpret or listen to: identify progression of musical styles from the humanities Literature 1870's to the present. Art History recognize how music and dance reflect changing Music mores. Dance Philosophy interpret political cartoons. Photography understand and analyze the use of propaganda by Discuss how the above reflects the history from 1870 Hitler and the Nazi regime. to the present. analyze historical photographs as a source of Use tapes, compact discs, videos, slides, computer information. programs, and overhead transparencies to appreciate the Humanities. utilize artistic interpretation to produce artistic creations. Integrate with the Language Arts curriculum by reading diaries, journals, short stories or novels relate the theme of a movie to its historic associated with the respective time period. significance.
126 SOCIAL STUDIES CURRICULUM GUIDE
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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. Core Content Suggested Teaching Strategies Expectations Students will be able to: History from 1877 to present; Use textbook series materials and other resources to define industrialization; explain the role of relationships between past and design activities which enliven historic data; create inventions. present which includes but not time lines, posters, political cartoons, graphs, etc. limited to: describe the impact of the Industrial Revolution 0 Post Reconstruction Create graphic organizers to keep track of people and on American society. Give pros and cons 0 Age of Invention events associated with the various time periods. regarding impact. 0 Rise of Industry 0 Massive Immigration Vary individual and group work based on students' explain the connection between immigration and 0 American Expansion needs and abilities. historic events. Overseas 0 World War I Develop purposeful group discussion; assign a leader compare and contrast various types of genocide 0 Depression and New Deal and recorder, make sure conclusions are presented and give examples from history and the present. 0 World War II orally, visually or summarized in written form. Holocaust apply the analysis of conditions that may lead to 0 Communism and Cold War Develop critical thinking skills; utilize cause and genocide to several examples in history. 0 Age of New Prosperity effect, compare and contrast, prediction and evaluation 0 50's techniques. explain why the term ''The Holocaust'' has been * Korean Conflict applied to the genocide carried out against the 0 Space Age Examine the various aspects of Nazi policies and their Jews during world War IL 0 Equal Rights Movement impact on individuals and groups (laws, isolation, ghettos, murder, slave labor, deportation, labor camps, understand and analyze the use of propaganda by death camps, concentration camps, physical and mental Hitler and the Nazi regime. torture, and final solution). compare and contrast different forms of Analyze the decisions of the past which have resistance that may occur in various situations contributed to present conditions. (passive, slowdown, direct, moral, economic boycott, physical, etc.)
127 Core Content Suggested Teaching Strategies Expectations Students will be able to: Analyze the nature of resistance and give examples of evaluate the impact of the Holocaust on our lives different types of resistance offered by victims, heroes, today. and rescuers as individuals (e.g. Anne Frank, Oskar Schindler, Rauol Wallenberg); groups (e.g. Vilna and analyze why some people say the Holocaust or a other partisans, White Rose Movement, Zegota); particular genocide never occurred. communities (e.g. Warsaw Ghetto uprising and citizens of LeChambon); nations (e.g. Denmark and predict whether a future Holocuast or genocide Italy). can occur again. If yes, explain why.
Analyze the findings of the Nuremburg Tribunal. understand the importance of moral responsibility in making choices. Ananlyze how we might prevent the occurrences of genocide from ever happening again. understand the consequences of certain choices in terms of human pain and happiness, and human construction and destruction.
explain the major causes and consequences of the Depression.
identify the causes, events, and effects of America's participation in World War I, World War II, the Korean Conflict, the Vietnam War, and the Gulf War in their respective time periods.
explain the term, ''New Deal.''
briefly describe the balance of world power after World War II.
128 Core Content Suggested Teaching Strategies Expectations Students will be able to:
0 Vietnam War Develop students' ability to synthesize facts into an identify the significance of the Berlin Wall; 0 Time of Turmoil effective oral or written presentation. define NATO, ''Cold War," propaganda. 0 Gulf War 0 New Directions Integrate with Language Arts by developing cohesive compare isolationism and nationalism ''short answer'' and essay writing skills. discuss the space age. Assign mini research projects; bring students through the process from topic selection, outlining, research, define ''Third World Countries'' and give an and writing. Have students use traditional and modern example. resources; discourage plagiarism. discuss the role of the United Nations; define diplomacy, detente. identify key countries, historic events, and current issues in the Middle East, the Asian Continent, and the Pacific Rim as they relate to the USA.
compare and contrast the leadership styles of presidents from FDR to present.
129 SOCIAL STUDIES CURRICULUM GUIDE
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4. All students will acquire historical understanding of societal ideas and forces throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Relationship between social and Show the students how to utilize information to create construct a graph (i.e., cluster presentation) of political groups: 1877 to the a graphic presentation (time lines, charts, tables, social and class structure, women's rights, civil present graphs, diagrams). rights. Structures of social classes and Demonstrate brainstorming techniques utilizing given develop a written account on tensions that exist changes and tensions in the status information to write a persuasive paragraph. between opposing ideas in human affairs. of minorities Use graphing techniques to highlight women, racial evaluate evidence of the structure of social and ethnic minorities from 1877 to the present. classes and the changes in status of women, racial and ethnic minorities in United States Observe National Women's History Month (March). society. Relationship between social groups Use a graphic organizer to show relationship between identify major social groups active from late and domestic government policy group needs, historic events and legislation. 19th century to present and their beliefs/needs.
Debate the merits of alternate solutions; write a discuss the significant social legislation of each persuasive essay on the best solution to a particular era. conflict. Relationship between humanitarian Hold class discussion at appropriate points of historic discuss the purpose of American aid in the post needs and US foreign policy. events. war era, during times of crisis, and as a member of the United nations (Peace keeping force). Develop cause and effect relationships; debate merits of American involvement.
130 Core Content Suggested Teaching Strategies Expectations Students will be able to: Human Rights/Civil Rights Use age/grade appropriate materials on the Holocaust. define expulsion, genocide, ghetto, and concentration camp. Develop sensitivity to the plight of the Jewish and Afro-American people through integration with novels discuss the causes and consequences of the and first person accounts. Observe Black History Holocaust. Month (February). define Civil Rights, boycott, prejudice, Relate broad concepts to other past and current human discrimination. rights struggles; e.g., Japanese-American internment, religious and ethnic conflict in the Balkans/Middle define ethnic cleansing. East. write an essay on a human rights topic. History of Catholic education Research the history of Catholic education in explain how and why Catholic schools began. relationship to immigration. Importance of religion in human Use newspapers or other news sources to become acquire, interpret, and analyze information society and its influence on history aware of various perspectives on current events of regarding civic issues with Catholic viewpoint; from 1877 to the present local, state, and national interest. Students write a e.g., labor, peace and justice issues, and reaction paper summarizing one of the events and migrants. stating their reactions to it. Include the Catholic Church's perspectives which apply to the issue; e.g., research historical cases in American law Rerum Novarum. dealing with religious issues, prejudices, and discrimination. Teach students to perform research on computer.
131 SOCIAL STUDIES CURRICULUM GUIDE
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5.All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Customs of people from different Using a map of Europe and one of the United States, discuss and appreciate the contributions that geographical, cultural, racial, show where ancestors came from and settled. Write a immigrants have made to the United States. religious and ethnic backgrounds paragraph about their journey. Create a circle graph from 1877 to the present showing the number of immigrants from each country demonstrate their knowledge of American constituting America's population in 1900. Indians (Native Americans), Hispanics, African Americans, and Asians in United States society. Based on their cultural background, each student will research an individual who they believe made a major explain how the United States has benefited contribution to American society (1877 - present) from its multicultural diversity.
Working in groups, isolate the accomplishments of cultural groups such as Asian Americans, Hispanics, African Americans, and others in contemporary times.
Describe the culture of a nation with a homogeneous population and contrast it with the culture of the United. States. Factors which cause cultural Interpret and respond to photographs, paintings, and cite the social and cultural changes brought change from 1877 to the present cartoons. (Use computer resources..) about by America's participation in World War I, World War II, and Vietnam War. Hold a panel discussion on how immigration, new social patterns, and conflicts developed amid growing explain how labor movements impacted various cultural diversity during the Industrialization of cultural groups. America.
132 SOCIAL STUDIES CURRICULUM GUIDE
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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.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Recognition of the interrelatedness Identify the relationship between employee and define labor union, minimum wage, strike. of economics and political systems employer. Use a graphic organizer to present rights and responsibilities of each group. Compare and contrast wages and working conditions of a specific time period with the present day.
Compare and contrast Capitalism, Socialism, define Capitalism, Socialism, Communism. Communism.
Play any ''Stock Market Game.'' explain the function of the Stock Market.
Draw up a list of products which come from other write an essay discussing the responsibilities we nations and what factors could interrupt the have as consumers to the producers of items in distribution of these products. the third world.
Have students make a list of items at home with ''made define ''cheap labor,'' discuss the trend of in USA'' label. manufacturing outside of the USA. Trade relations Identify countries with natural resources and analyze define Common Market, analyze current trade lifestyle and economics. Rank countries on basis of agreements. their national products (GNP). compare Industrial Nations to Third World Using the World Wide Web, discover who the major Nations. trading partners are of the U.S. Identify the products traded. Graph the information found.
133 Core Content Suggested Teaching Strategies Expectations Students will be able to: Government and financial Create a graphic organizer to show the functions of the distinguish between the different types of taxes institutions Internal Revenue Service, the US Customs Agency, (sales, state, income, customs). the National Bank, etc.
Collect and display news articles relating to economic issues.
134 SOCIAL STUDIES CURRICULUM GUIDE
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7. All students will acquire geographical understanding by studying the work in spatial terms.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Locational skills and spatial Use grid maps to find location and correlate with use various types of special purpose maps, concept of direction, distance, directional terms. charts, graphs, and diagrams. scale, region, and movement Chart travel routes on maps from 1877 to the present. Go from land to sea to air travel. Special purpose maps Interpret AZIMUTHAL maps and point out that they understand distortions in map projections and show direction correctly. Shape and size are distorted Azimuthal projections. especially on the outer edges of the map. Azimuthal maps are circular projections which have the North Pole or South Pole as its central point. World regions Use textbook series and other resources to obtain locate the countries involved in World War 1, special purpose maps. Design hands-on activities for World War 11, the Korean Conflict, and the group or individual projects. Vietnam War.
Compare and contrast boundaries of Russia and newly locate new countries formed by the dissolution formed countries. of the Soviet Bloc.
Compare and contrast the boundaries of Middle East locate Israel and the Palestine and Arab before and after the Seven Days War. countries.
Use maps from the newspaper, news magazines, or the locate teacher selected countries on African and Internet to locate countries discussed in current events. Asia Continent and the Pacific Rim that have diplomatic relations with the US.
135 SOCIAL STUDIES CURRICULUM GUIDE
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8. All students will acquire geographical understanding by studying human systems in Geography.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Effects of geography on economic Research the migration of people, their settlements, the read and make cluster diagrams, charts, and activities growth of cities which meet peoples' needs by tables illustrating patterns of migration and providing jobs from 1877 to the present. growth of cities from 1877 to the present. Demographic changes Describe the reasons and patterns of settlement define urbanization/suburbanization. (immigrants, suburbanization, etc). use population data to locate changing population centers (1877 - present). Northeast to Sunbelt migration Use an overhead to show different manufacturing use data to show change in manufacturing centers in various time frames. (1870's - present) centers in USA. Transportation and communication Research technological inventions between 1877 and explain a technology or invention that changed the present. where people live or how they travel/communicate.
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9. All students will acquire geographical understanding by studying the environment and society.
Core Content Suggested Teaching Strategies Expectations Students will be able to: Renewable and nonrenewable Highlight the role resources play in various historic discuss policy/legislation based on resource resources events; e.g., cause of war, trade agreements, domestic management. policy. identify current issues surrounding resource issue. Physical environment as affected Research the following topics from the Industrial identify the key concepts of the following: by human activity Revolution to the present and write an essay on their - Earth Day 1997 affects on people and the environment, - Environmental Protection Agency 1979 - air pollution - Clean Air Act 1970 - acid rain - Waste Cleanup Act 1980 - nuclear energy - Earth Summit - Brazil 1992 - radiation and radio-active wastes - toxic poisons identify underdeveloped areas of the US/world. - chlorofluorocarbons - damage to the ozone layer discuss current events from an environmental - changes in weather since 1979 perspective. - Chernobyl disaster - global warming recognize the significance of a past or present environmental issue on American policy. At appropriate times in the curriculum discuss the role of the environment in the settlement and development of US, Antarctica, Australia, New Zealand, etc.
Relate current environmental issues (home and abroad) to American policy.
137 0 0 Social0 Studies Curriculum Supplement
Historical Understanding - Geographical Understanding
Democratic Citizenship
O 0 WORLD WIDE WEB SITES
The African-American Mosaic - http://lcweb.loc.gov/exhibits/african/intro.html
American History Archive Project - http://www.ilt.columbia.edu/k12/history/aha.html
CapWeb - A Guide to the US Congress - http://Policy.net/capweb/Congress/html
CNN Interactive - http://www.cnn.com
Civic Education - http://www.civiced.org
Classtrips - http://www.classtrips.com
Declaring Independence: Drafting the Documents - http://lcweb.loc.gov/exhibits/declara/declara.html
Educators Resources - http://www.educatorsresources.com http://www.teachermall.com http://www.HistoryChannel.com
The Hall of Presidents - http://www.npg.si.edu/col/pres/index.html
Houghton Mifflin Education Place - http://www.eduplace.com
History/Social Studies Web Site for K-12 Teachers - http://execpc.com/~dboals/boals.html
Holocaust - http://www.humboldt.edu/~rescuers/
Hotlinks (online newspapers) - http://www.naa.org/hot
The Immigrant Experience: Ellis Island - http://socialstudies.com/activities/Ellis.html
Intercultural E-Mail Classroom Connections Projects - http://www.stolaf.edu/network/iecc
International Education and Resource Network - http://www.iearn.org/iearn
138 Introduction to 1490: An Ongoing Voyage - http://lcweb.loc.gov.exhibits/1492/intro.html
Lesson Plans and Resources for Social Studies Teachers - http://www.csun.edu/~hcedu013/index.html
Library of Congress - http://lcweb.loc.gov
Library of Congress' Today in History - http://Icweb2.loc.gov/ammem/today/today.html
National Civil Rights Museum - http://www.mecca.org/~crights/ncrm.html
National Geographic Society - http://www.nationalgeographic.com
Online Resources - http://socialstudies.com/online.html
Peace Corps World Wise Schools - http://www.peacecorps.gov
Rosetta Stone - http://www.clemusart.com/archive/pharaoh/rosetta/rose3d.html
Sixth Grade - World History and Geography: Ancient Civilizations - http://www.rims.k12.ca.us/SCORE/grade6/
The Smithsonian - http://www.si.edu
Smithsonian Natural History Web Home Page - http://nmnhwww.si.edu/nmnhweb.html
The State Department - http://dosfan.lib.uic.edu/dosfan.html
Social Studies - http://www.kent.wednet.edu/curriculum/soc_studies/soc_studies.html
Social Studies Activities - http://socialstudies.com/activities/
Social Studies Categories for Teachers - http://education.Indiana.edu/~socialst/
Social Studies Sources - http://www.halcyon.com/howlevin/social.studies.html
Teaching Social Studies with the Internet - http://socialstudies.com/activities/TOC.html
139 Time for Kids - http://www.pathfinder.com/@@MdNE2BC9swMAQLgd/TFK/index.html
Tribal Voice - http://www.tribal.com/
United Nations Home Page - http://WWW.UN.ORG/
US Civil War Center - http://www.cwc.lsu.edu/
United States Holocaust Memorial Museum - http://www.ushmm.org
U.S. Senate - http://www.senate.gov/
A Virtual Tour of the Capitol - http://www.senate.gov/capitol/virtour.html
Virtual Tourist - http://www.vtourist.com
The White House Home Page - http://www.whitehouse.gov/
WNEO/Channels: 45/49 - http://wneo.org
N.B. These topics were on the Internet at the time of the printing of these guidelines.
140 B
EVALUATION CHECKLIST FOR A SOCIAL STUDIES SERIES
Teacher Grade
Please rate the series under consideration with a number from 1 to 4, with 4 indicating that the series is superior in regard to that feature and 1 indicating that the feature is lacking in that series.
Evaluation of Teacher's Guide and Resource Materials:
Publisher: 1 2 3
Features: 1 . Is extensive and user-friendly 2. Supports curriculum goals/objectives
3, Offers teaching choices 4. Provides strategies for various learning styles 5. Highlights skills/strategies for study skills 6. Includes intervention strategies/lessons 7. Traces skills/strategies 8. Incorporates varied assessment options 9. Suggests cross-curricular connections 10. Develops cultural perspectives 11. Includes: history
141 Publisher: 1 2 3 economics geography sociology government/civics humanities 12. Includes varied charts, maps, and graphs 13. Suggests other resource materials
Total for Teacher's Guide and Resource Materials
Comments:
Evaluation of Student Text
Publisher: 1 2 3
1 . Appropriate readability 2. Study Skill Strategies 3. Geography Skill Strategies 4. Reference section
142 Publisher: 1 2 3 5. Critical/creative tasks 6. Cultural Diversity 7. Attractive presentations
Total for Student Text
Comments:
Grand Total for Series
Publisher: Teacher Student
Total
Overall Comments:
143 ROLE OF THE SUBJECT AREA COORDINATOR
1. Appointment
Subject Area Coordinators are appointed by the Principal for each curriculum area and for the testing program.
2. Qualifications of Subject Area Coordinators
a. Understand and be willing to assume responsibilities of the coordinator. b. Be interested in promoting excellence in the subject area for the whole school. C. Possess leadership ability and be capable of working well with others. d. Have experience and expertise in the specific subject area. e. Be able to explain curriculum guidelines for the area.
3. Responsibilities of Coordinators
a. Attend Diocesan sponsored meetings when appropriate. b. Meet periodically with the principal to discuss the progress and/or needs of the subject area. C. Assure that Guidelines, teacher manuals, and Scope and Sequence Charts are available to teachers. d. Familiarize teachers with available AV, software and print materials in the school and with materials that could be ordered to enhance the existing programs. e. Receive from the Principal information received from the Diocesan Schools Office. f. Communicate to teachers information related to in-service programs in the subject area. 9. Coordinate school wide activities in the subject area. h. Assist new teachers in matters related to the subject area.
4. Textbook Selection Responsibilities
a. Assure ongoing review and evaluation of texts in use to ensure relevancy. b. Discuss possible changes in text with principal. C. Obtain copies of sample texts for review by Principal and teachers.
144 TIME LINE THE CATHOLIC CHURCH IN AMERICA
1492 Spain was the world's greatest power. Pope Alexander VI, a Spaniard, recognized Spain's right to take possession of the whole of the New World except for the tip of Brazil, which he gave to Portugal. The Spanish conquests began. Within 40 years, the ancient and rich native civilizations of Mexico, Central America, and South America had fallen to the Spanish. 1503 Spain gave the order that the natives of the New World should be congregated in permanent villages and put under Spanish protectors. The Spaniards would share with the natives their Catholic faith, Spanish blood (intermarriage is favored), education, and protection. In return, Spain expects labor, loyalty, and the extension of the Spanish dominion in the New World. In their attempt to make over the natives in their own image, the Spanish succeeded in destroying native value systems and ways of life. 1542-43 Friar Juan de Padilla was the first American martyr. He died at the hands of the Wichita Indians in Kansas.
1549 Florida was the starting point for many later Spanish expeditions. Every Spanish expedition that set foot onto the North American continent was accompanied by Dominican, Franciscan, or Jesuit missionary priests. They cared for the spiritual needs of the soldiers, and converted to Christianity any native Americans they might encounter. Father Luis Cancer and another Dominican came ashore at Tampa Bay. Theirs was the first attempt to evangelize in Florida. Both were slain by Indians who had unpleasant contacts with the Spanish. 1549 The first Franciscan missionaries entered present day New Mexico from Mexico. They were killed by Native Americans who regarded the missionaries as invaders. Franciscan missionaries did not return to New Mexico until 1598 when the Spanish undertook a full-scale colonizing effort. 1565 St. Augustine was the first permanent settlement established by the Spanish. It contains the oldest Catholic parish, Nombre de Dios.
1604 The first French settlement in what is now the United States was founded on Ste. Croix (De Monts) Island in Maine where Father Nicholas Aubry is chaplain. The French focus was on the lucrative fur trade, although, like the Spanish, they were quite serious about the propagation of the Catholic Faith. Subsequent alliances with the Ontario Hurons, the Montagnais, and the Algonquins to push the Iroquois south into present day New York State began a century of Iroquois' hostility which later causes problems for the French missionaries and the French empire.
145 1605 Samuel de Champlain was the first of the New French colonizers. He traveled down the St. Lawrence River in 1605 accompanied by two priests. 1606 Franciscan missionaries opened a school in St. Augustine ''to teach Christian doctrine, reading and writing.'' This was the first Catholic school established in the New World.
1609 Sante Fe, New Mexico was established. This is the oldest capital city in the United States.
1608 Quebec was founded by Champlain. It became the center of a vast French empire in North America. Many religious orders served in New France, but it was the Jesuits, who took as their special apostolate the conversion of the Native Americans, who had the greatest influence. 1611 The first pair of Jesuit priests to arrive found the Native Americans very difficult to deal with. The Jesuits were not discouraged and they sent five more of their members to work among the full-time European residents. Among these was the famous Father Jean de Brebeuf who worked among the Huron Indians in what is now New York.
1634 English colonists like the English at home believed that Catholics were superstitious and corrupt. Catholics were not welcome in England nor in the colonies. Maryland is founded by the first two Lords Baltimore, both Catholics from anti-Catholic Britain. To George Calvert, the first Lord Baltimore, Charles I gave a large tract of land enclosing the northern half of Chesapeake Bay and named it Maryland in honor of his Queen. Sir George dies before the charter is sealed but his son Cecilius, the second Lord Baltimore, carried out his father's plan. Maryland was established as a refuge for Catholics, but all Englishmen were encouraged to settle there. Catholics were a minority in the colony, but the charter assures all of political security and religious liberty. Jesuit missionaries settled at St. Mary's on the Chesapeake and began to evangelize the natives nearby.
1642 Father Isaac Jogues worked among the Hurons for four years. As he traveled among the Hurons, he was ambushed by a band of Huron enemies, the fierce Iroquois (Mohawk). He was treated as a slave and subjected to frightful tortures which included the mutilation of his fingers. Eventually, he was ransomed by the Dutch Protestants and made his way back to France. Pope Urban VIII praised him as a living martyr.
146 Father Jogues after a short recuperation returned to his beloved Hurons. He assumed the role of peacemaker in the long standing hostilities between the Hurons and the Iroquois. Father Jogues was murdered by the Iroquois. His voice had been silenced but his message had not. Between 1642 and 1649, six other Jesuits, including Father Jean de Brebeuf, and one layman gave up their lives at the hands of the Indians. All eight were canonized as saints in 1930 and are known as the North American Martyrs. The Church observes their memory on October 19.
1642 The Colony of Virginia passed a law forbidding priests and Catholics to enter the colony. Other colonies, such as Massachusetts followed Virginia's example. In Maryland, Puritans who had been moving into the colony in increasing numbers attacked and plundered Catholics' plantations. 1647 A Massachusetts statute threatened all Catholic priests and religious with perpetual imprisonment and/or death as an flenemy to the true Christian religion.''
1649 Catholics having a slight majority in the Maryland assembly passed the Toleration Act which was an effort to protect themselves by giving the force of law to the religious toleration that had been quietly practiced in Maryland since its founding. Puritans seized control of Maryland from Lord Baltimore. They abolished the Toleration Act and took away all of the Catholics' civil rights including the right to vote. 1664 King Charles gave the Duke of York, who was friendly to the Catholic Church, the colony of New Amsterdam. A Catholic governor was appointed and the New York legislature was instructed to adopt a generous policy of religious toleration for all Christians. He also sent Jesuits from England to open a school.
1673 Jesuit Father Jacques Marquette and explorer Louis Joliet traveled 2500 miles, charting much of the interior of North America. They were the first Frenchmen to visit the natives of Illinois and Iowa on their way to discover the source of the Mississippi River.
1674 Rome created the Diocese of Quebec. Its boundaries included the whole of New France.
1676 Kateri Tekakwitha, a Mohawk Indian, embraced the Catholic faith and was baptized on Easter Sunday 1676. She was the daughter of a Christian Algonquin and pagan Mohawk Chief. She was harassed and threatened by those who wanted to prevent her from being faithful to Christian moral teaching. Because of this she went to live in a Christian Indian settlement,
147 La Prairie, set up for persecuted converts to help them create new lives for themselves. She remained there for the rest of her life. Pope John Paul gave her the title Blessed in 1980.
1681 Charles II of England granted to his Quaker friend, William Penn, a charter conferring upon him a large tract of land in the New World. Penn wanted to guarantee religious toleration for all people by establishing a refuge where all people could follow their own religious beliefs without fear of persecution. The colony became the sole refuge for many persecuted sects from Europe, as well as a haven for Roman Catholics. Many German Catholics settled on land to the west and northwest of Philadelphia.
1682 French explorer, Robert de LaSalle, claimed possession of the Mississippi Valley in the name of King Louis XIV of France. Three years earlier he had named the area of Louisiana in honor of the French king. 1687 Jesuit Father Eusebius Kino was sent to Mexico. He traveled constantly on horseback throughout the surrounding region as far north as Arizona. He was a missionary, explorer, map maker, historian, and protector of the Indians. He was shot by Indians. 1689 After the ''Glorious Revolution'' in England in 1688, official anti-Catholicism soon followed. In Maryland, Lord Baltimore lost his colony altogether. Catholics in Maryland were deprived of their religious freedom and had to practice their religion privately. They could not conduct schools. A Catholic parent was liable for a fine of 40 shillings per day if any but a Protestant teacher instructed his child. They were denied the right to vote or hold office, and had been subjected to double taxation. In New York, after a brief period of religious toleration for Catholics, Protestants revolted against the Catholic governor and drove out the Jesuits. Official religious toleration had lasted there for only six years. The miserable experience for New York Catholics that followed was to last for about one hundred years until the American Revolution. Only in Pennsylvania did Catholics enjoy religious freedom. Despite external pressures, the colony never passed the kind of anti-Catholic laws that appeared in the other English colonies.
1692 The Church of England was established by law as the state church in Maryland 1700 On the statute books in the colony of New York, there was a law declaring that ''Popish Priest and Jesuits'' be condemned to perpetual imprisonment. The law was not repealed until 1784. 1718 Sieur de Bienville established the city of New Orleans. In 1722, it was made the capital of Louisiana. The Jesuits were assigned to care the Native Americans throughout the region. The Franciscans' responsibilities centered upon the city of
148 New Orleans. The Jesuits invited a group of Ursuline sisters who came from France to New Orleans and founded a school for girls, as well as an orphanage and a hospital. This was the first order of women religious to enter the United States.
1733 Father Joseph Greaton, S.J. came to live in Philadelphia. He bought land and built St. Joseph's Chapel, the first Catholic church in the city. By 1734, it was the only place of public worship for Catholics in the English colonies.
1741 In spite of the anti-Catholic laws in Maryland, Jesuits started a school at Bohemia Manor, an isolated area close to the Pennsylvania border. 1763 St. Mary's Parish Church was opened by Father Greaton and two German priests to serve the city of Philadelphia. 1763 At the end of the French and Indian War, France lost her North American empire to the British. New France was divided in half. Everything in the half east of the Mississippi was given to England. Everything to the west and New Orleans went to Spain. Almost all Catholic missionary work in the eastern half of New France ended. Within the future territory of the United States, only in the area around New Orleans did French Catholicism and Catholic institutions take firm root. The French continued to maintain a strong identity in Quebec.
1767 The Jesuits were expelled from the California missions by Charles III of Spain and replaced by Franciscans. 1769 Father Junipero Serra, a Franciscan priest, inaugurated the first mission at Mission San Diego de Alcala. By 1772, five missions including San Diego and San Luis Obispo had been established in California. Eventually, 21 sites were settled over a period of 65 years. Under the guidance of the missionaries, the Indians learned the skills needed to build and maintain the extensive mission establishments which included buildings, elaborate irrigation systems, and aqueducts. Vineyards and orchards first appeared in California missions. As many as fifty different trades were mastered by the Indians with the help of their Franciscan teachers.
1769 The Spanish assumed control of Louisiana and hold the area until Spain returns it to France in 1800. 1773 In the years before the American Revolution, the few Catholics in the colonies, for the most part sided with the revolutionaries, but they remained silent and took no part in the public debate. It was Charles Carroll who broke that Catholic silence. He wrote a series of letters under the pen name of First Citizen attacking Daniel Dulaney's defense of the unjust
149 actions by Maryland's royal governor. When threatened with stiffer enforcement of the Anti-Catholic laws, he refused to back down. From then until his retirement he was a major figure in Maryland and national politics.
1774 The Quebec Act intended to bring some order to Canada and the rest of what had been New France. The English were also trying to secure the loyalties of French settlers to the new English regime. They achieved their aim by several strategies: 1) French Catholics were granted full religious freedom. 2) Costs of supporting Catholic churches were promised to be paid. 3) Catholics were exempted from the Oath of Supremacy. The Continental Congress was horrified and sent a formal petition to King George Ill. The Congress feared that French Catholics would now come to America in hordes. Five days later the Congress wrote a letter to the people of Quebec trying to attract them to their revolutionary cause. Two years later a delegation was sent to Canada in the hope of gaining French-American support for the revolutionary cause. Two Catholics were in the group: Charles Carroll, and his cousin Father John Carroll. Despite the fact that he went, Father Carroll felt it was inappropriate for a priest to participate in a strictly political activity such as theirs. The mission proved to be a failure. 1775 Fighting between the American colonists and the British broke out at Lexington and Concord, and later at Bunker Hill. Prominent Catholic patriots joined the fight for independence. They included the Brents of Virginia, General Stephen Moylan, Commodore John Barry, Colonel John Fitzgerald (Washington's aide-de-camp), engineer Thaddeus Kosciusko and Count Casimir Pulaski. 1776 Charles Carroll of Carrollton, Maryland, ''continued to hazard his immediate fortune (200,000 pounds), the largest in America, and his life in the cause of liberty.'' Carroll signs the Declaration of Independence and is active in the war effort.
1776 At the time of the American Revolution neither the British nor the colonists were friendly to Catholics. One could hardly have blamed Catholics if they decided to remain neutral. Instead almost all the prominent Catholics sided with the Patriots and supported the Revolution.
150 As the American Revolution began American Protestants were becoming more enlightened in their attitudes and practices in religious matters. Congress desperately needed an alliance with France. Politics dictated that Catholicism, the religion of France would have to be treated with greater respect. As the colonies drafted their new state constitutions, some of them inserted statements guaranteeing religious freedom. Virginia led the way. 1783 By the end of the war in everyone of the new states, including Catholics who while not equal, had been granted some kind of religious toleration. They began to share in the religious freedom that was granted to everyone. Now, after 150 years of oppression, Catholics could begin to organize their church in normal ways without fear of civil penalties. 1783 After the Revolution, the whole area east of the Mississippi became part of the United States. As pioneers crossed the Appalachians they overwhelmed the tiny French population. Only Louisiana retained a strong French identity. Napoleon sold the Louisiana Territory to the United States in 1803 for 15 million dollars. 1784 Twenty-four Jesuit priests had been serving Catholics in the English colonies. One of them was Father John Carroll. Pope Pius VI began to organize the church in America and chose Father John Carroll to be the ''Superior of the Mission.'' A few Years later American priests asked the pope to make Carroll archbishop. 1784 As Father Junipero Serra lay on his deathbed he had the comfort of knowing that 6736 Indians had been baptized since his arrival. 1785 Carroll mailed a report to Rome stating that Catholics constituted only one percent of the American population. A few were wealthy, most were simple farmers or indentured servants. Only a few had the opportunity to celebrate Mass or receive the sacraments. The few American priests were too sick or too old to travel. Father Carroll was faced with some very difficult challenges, and did not have much real authority with which to address them. 1785 Two hundred Catholics living in New York City were only occasionally visited by a priest. In 1785 Irish Franciscan Father Charles Whelan was assigned by Carroll to serve the community on a permanent basis. Land was purchased by the Catholic ''Trustees'' for St. Peter's Church on Barclay Street. 1787 Father William O'Brien was appointed as pastor of St. Peters. He brought peace to the parish and opened the first free school in the state of New York.
151 1787 The Articles of Confederation did not address the question of religion. But Article 6 of the new Constitution took a first step in discussing the relationship between church and state. It stated, "... No religious test shall ever be required as a qualification to any office or public trust under the United States.'' However, it did not abolish the religious qualifications for state and local offices. The country had become religiously diverse. No one group dominated all the others. When the Constitution was signed, among them were two prominent Catholics: Thomas FitzSimons of Pennsylvania and Daniel Carroll of Maryland.
1788 A group of priests petitioned Rome for a bishop as soon as possible and for permission to elect him themselves. They were told that for the first time only, the pope would grant the priests the extraordinary privilege of nominating the man they preferred as bishop. The city of Baltimore was recommended as headquarters for the new diocese and John Carroll was nominated as bishop. 1789 Both were approved by the pope. 1789 John Carroll had been searching for a way to provide a Catholic education. Georgetown College later to become Georgetown University was established. 1790 Being Bishop of Baltimore meant being spiritual leader to 36 priests and about 35,000 people extended over the whole of what was then the United States. Catholics represented fewer than one-tenth of the total population that was counted in the 1790 first federal census. 1791 Carroll called all his priests together for a meeting at St. Peter's Pro-cathedral. The following concerns were discussed as needing immediate attention: 1) The moral education and training of children; 2) Money and the lack of a tradition of supporting the church. Weekly collections were to be taken with the money going to help the poor, the support of the pastors, and parish maintenance; 3) Regular attendance at Sunday Mass. 4) Americans must provide special examples of loyalty to their country, and their patriotism must never be challenged. 1791 The First Amendment of the Bill of Rights directly addressed the question of religious freedom: ''Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.'' The Federal Government could
152 not interfere with individuals' or groups' right to practice or not practice the religion of their choice. Among the activities protected were preaching, teaching, gathering for public worship, printing religious publications, and others. In New England, where the Congregational Church was established in every state but Rhode Island, the decisions in favor of religious liberty came very slowly.
1791 Father Francois Nagot arrived at Baltimore with three other Sulpician professors and five students. He purchased One-Mile Tavern and promptly converted it into St. Mary's Seminary. When the Sulpicians ran out of money they decided to fill the numerous empty spaces in their seminary with regular students in search of a college education.
1793 Stephen Badin, the first student to complete the training at St. Mary's Seminary, was also the first priest to be ordained in the United States. 1793 When Kentucky became the first western state admitted to the Union in 1792 they did not have a priest assigned on a regular basis. Carroll sent Father Stephen Badin to minister to their communities. Soon his flock numbered 800-900 families and covered an area of 800 miles. Badin who became known as the ''Apostle of Kentucky,'' remained in that state for twenty-six years before moving on to Ohio. There were never more than six priests to assist him. Nevertheless, he was able to serve the Catholics of Ohio, Indiana, Illinois, Michigan, and Tennessee. For mission purposes he bought land in South Bend Indiana, later to become the University of Notre Dame.
1793 Carroll sought from Rome the appointment of an auxiliary bishop. Rome, as in the case of Carroll himself, granted the clergy the right to nominate their own candidate. 1794 In Texas the missions were handed over to the civil authorities. Without the missionaries to guide them, the converted Comanches abandoned their farming and became wanderers again. 1795 Father Leonard Neale, of Maryland, who was nominated to be auxiliary bishop was confirmed by Rome. He was ordained in 1800. His official appointment was as an auxiliary bishop ''with right of succession.'' Neale was something of a disappointment to Carroll and Carroll never again recommended that Rome allow clergy participation in the selection of a bishop. 1803 With the departure of the French government from New Orleans the French and Spanish Catholic population there suddenly found themselves citizens of the United States.
153 1805 Bishop Carroll was appointed administrator of the Diocese of New Orleans and continued in that position until a full-time administrator came to New Orleans in 1812.
1808 Pope Pius VII issued decrees creating four new American dioceses: The Diocese of Boston, the Diocese of New York, the Diocese of Philadelphia, and the Diocese of Bardstown (now the Diocese of Louisville).
1808 Elizabeth Ann Seton, a young widow and recent convert to Catholicism arrived in Baltimore and opened a little elementary school. 1810 Mother Elizabeth Bayley Seton moved to Emmitsburg and founded the American Sisters of Charity, a religious community of women dedicated to educating the young and caring for the poor. She opened St. Joseph's Academy at Emmitsburg, Maryland. Her school, which is considered the forerunner of today's parochial school, marked the real beginning of an American Catholic commitment to elementary education. 1811 John Carroll was elevated to Archbishop of Baltimore. 1812 Since the presidency of George Washington, the United States had followed a policy of neutrality trying to avoid getting caught up in the continuing conflict between France and Britain. By 1812, a number of events had caused many Americans to conclude that neutrality was impossible, and that the nation should choose side a side and fight for its rights. When President James Madison declared war on Britain, this posed a problem for American Catholics, because Britain was the ally of the pope, and was fighting for the restoration of the papal states. On the other hand, Napoleon, America's new ally, was the pope's enemy and jailer. Napoleon had attacked the papal states, occupied Rome, and later held the pope prisoner for five years. Archbishop Carroll reaffirmed allegiance to the pope and prayed for his liberation. At the same time, despite how they felt privately, the bishops supported President Madison's decision for war with Britain as a matter of justice: the rights of American ships and American sailors had to be protected. 1815 John Carroll died on December 3, 1815. By his death, thirty well-educated priests had been ordained from St. Mary's Seminary in Baltimore. He had recognized that education was the ultimate key to a strong church. A consequence, he laid the foundations for a vast national system of educational institutions, including a seminary, a college, and many elementary schools and high schools.
154 1817 When Neale died, Ambrose Marechal became archbishop. One of his first goals was to try to visit every part of his vast archdiocese which covered 317,000 square miles. A year later Marechal made an official report to Rome. He identified the church's major problem in this new nation as a lack of priests. 1820 The first convent school for girls in New England is opened by the Ursulines in Boston. In 1826, it moves to nearby Charleston, Massachusetts. 1820 As poor immigrants began to arrive in large numbers in the 1820s, the leaders of the Catholic Church in the United States respond to the spiritual and social needs of the newcomers by building new churches and opening hospitals operated by Catholic sisters in larger towns. More and more poor children found their way to Catholic schools and orphanages, where they were instructed by Sisters. 1820 Rev. John England became the first bishop of the newly formed diocese of Charleston. Carved out of the Diocese of Baltimore, the Diocese of Charleston encompassed three states: North Carolina, South Carolina, and Georgia. It had only two churches and two schools and approximately 3600 Catholics out of 1.5 million. His first priority was to restore peace within the local Catholic community which had been racked by almost continuous strife. The issue was control. A large segment of the church in Charleston had fallen into schism, and it was no longer united with the Catholic Church by the bonds of charity or obedience. By openness and kindness England won over the great majority of Charleston's Catholics. He had won the contest in Charleston. And he had done it as a man of peace.
1821 Elizabeth Ann Seton died at age 47. In 1975, Pope Paul VII declared Mother Elizabeth Seton a saint. Her feast is celebrated on January 4. 1821 England wrote and published a catechism in plain language with a question-and-answer format. His second major publication was an English missal, or Mass book. His most ambitious publishing venture was the United States Catholic Miscellany, a weekly newspaper. This was the first such newspaper in the country. The paper soon gained a national audience. Within I 0 years of the founding of Miscellany, Catholic papers were being published all over the country.
1826 Bishop England was invited to speak before the United States Congress. He was the first priest ever to address Congress. 1828 In 1828 Marechal died and was succeeded by James Whitfield.
155 1829 The Church in Philadelphia was split; it had no seminary, no college, no convent academy and a few schools. Before the Revolution, Church holdings were kept in the name of individual priests. After independence, Bishop Carroll permitted individual congregations to incorporate under the laws of their respective states and to elect lay trustees who would manage their property and funds. Carroll insisted that the ''trustees'' be subject to ecclesial authority, but often found that the trustees were ambitious and interfering.
1829 At Bishop England's request, the First Provincial Council of Baltimore met. The discussions and decisions of the council showed clearly the lack of a common viewpoint between England and the other bishops. The council moved to tighten rules governing priests, but also issued an excellent pastoral letter of encouragement and support for the clergy. They endorsed the Douay-Rheims translation of the Bible as the official text for American Catholics. They declared that Catholic schools were absolutely necessary. This was the first of the provincial councils of Baltimore that met to address common problems.
1833 The Mexican Congress took the missions from the missionaries. Under the civil authorities who gained control of them, the Indians were declared free to leave the missions, while the mission lands were sold or granted to wealthy Spaniards and Mexicans. The great Spanish missionary enterprise in North America was ended. 1833 The Congregational Church in Massachusetts was disestablished. 1834 The rising flood of immigration between 1820 and 1860 led to the formation of many new dioceses. Many Americans did not like what they saw. As a group, the new immigrants were poorly educated and frequently unruly. They were forced to congregate in slum-like ghettos. Often they took away jobs of already established Americans by working longer hours for lower wages. The result was a highly charged atmosphere leading to violence. One of the first acts of violence was directed against an Ursaline convent-school in Charlestown, Massachusetts. Protestant minister, Lyman Beecher so inflamed his audience with an anti-Catholic sermon that the convent was ransacked, robbed, and destroyed while authorities and firefighters stood silently by. The local Protestant clergy, though they lamented the violence, did nothing to ease up on the anti-Catholic preaching and writing that had brought on the violence.
1837 Meeting in Baltimore for their third provincial council, the bishops issued a pastoral letter which concentrated on the Charlestown episode and its consequences for Catholics throughout the country. After condemning the injustice of it all, they carefully reaffirmed American Catholic patriotism. They denied the charges that Catholics were agents of a foreign power, the
156 pope. Finally they reminded Catholics that patience and respect for the law were the only reliable means by which Catholics could earn the secure place they wanted in American society. 1840 John Hughes moved from auxiliary bishop in 1838, to apostolic administrator in 1839. The first major test of his leadership was the school controversy that erupted in 1840. The State of New York had been funding a private organization called the Public School Society since 1826. The society was unwilling to share any of its funds with Catholic schools, and was determined to impose a non-denominational Protestant stamp on the public schools. This meant Protestant hymns and prayer, reading the King James version of the Bible, and using history, literature, and geography textbooks that attacked the Catholic Church. An educational crisis was the consequence: Of the 20,000 Catholic immigrant children in the city, 5000 were packed into the existing Catholic schools, 300 were enrolled in public schools, and the rest were receiving no education at all because most Catholic immigrant families would not endure the religious hostilities of the public schools. New York's Governor William Seward proposed a solution: state aid for private religious schools. Neither the City Council nor the state legislature were receptive to the idea. The McClay Bill of 1842 was the final solution imposed by the legislature. It was a defeat for both sides of the issue. It barred all religious instruction from public schools, leading eventually to the total secularization of American public education. Catholics had no choice: they would have to build a costly parochial school system whose support would amount to double taxation. By the end of Hughes' life, 15000 Catholic students were enrolled in his New York Catholic Schools.
1841 John Hughes opened Fordham College in the diocese of New York. Its first president is the Rev. John McClosky who was later Cardinal Archbishop of New York. 1842 John Hughes was appointed bishop of the Diocese of New York. 1842 Bishop England died at fifty-five years of age.
1843 Villanova was founded by the Augustinians in the Philadelphia diocese as a secondary school. It was granted a college charter in 1848. 1844 New Jersey allowed non-Protestants to hold public office. 1844 Anti-Catholic riots broke out in May and again in July in Philadelphia over a number of issues including the unfounded rumor that Bishop Kendrick and his flock want to exclude the Bible altogether from (public) school use. A mob of
157 anti-Catholics invaded an Irish laboring section of town and burned thirty houses. Two Catholic churches and a seminary were torched. When similar hostilities threatened Catholics in New York, Bishop Hughes' responded boldly and decisively. After learning that the authorities refused to guarantee protection, he stationed lines of fully armed Irishmen around every Catholic church in the city. Then he warned the mayor that if any harm came to even one of his churches, his men would turn New York into a ''second Moscow.'' Faced with such a show of strength, Hughes's adversaries had second thoughts. A scheduled rally at City Hall was canceled, tensions in the city slowly subsided without the loss of life or property.
1852 Six archbishops and twenty-six bishops met in Baltimore for the First Plenary Council. The Church now has 1.5 million members and 1,500 priests. Archbishop John Hughes delivered the sermon. The most important outcome of the council was not found in its decrees but in the increased sense of unity and self-confidence among the leaders of the American Church. Both unity and confidence would be needed in the next few years.
1853 John Neumann was consecrated fourth Bishop of Philadelphia. He would encourage the diocese to expand from 8 schools to 100 schools. 1854-1856 The Know-Nothings won control of nine states and gained the balance of power in others. The Know-Nothings was the largest of the anti-immigrant and anti-Catholic societies. They were pledged to resist all papist efforts at undermining American freedoms, and to prevent the election of anybody except a Protestant American to public office. They were quite willing to use violence to achieve their goals. The Know-Nothings lost badly in the elections of 1856. After that, they experienced a swift decline in their power. 1861 When war finally came in 1861, Catholics on both sides supported their respective governments. On one side was Archbishop Hughes flying the Stars and Stripes from his cathedral in New York and urging young Irishmen to volunteer for the Union armies. On the other side was Bishop Patrick Lynch of Charleston, South Carolina, offering solemn prayers of thanksgiving in his cathedral after the Confederate seizure of Fort Sumter. Archbishop Hughes was asked by William Seward, Secretary of State, to accept a special diplomatic mission to Europe to persuade Emperor Napoleon III and Empress Eugenie to remain neutral rather than recognize officially the Confederate States of America. Then he went to Rome to explain the Union's view of the war's issues to Pope Pius IX, who took no sides.
1864 Archbishop Hughes died.
158 1866 The Second Plenary Council convened in October at Baltimore's Cathedral of the Assumption. President Andrew Johnson attended the closing session. The bishops now represented a church of 4 million Americans out of a national population of 30 million. The discussions of the forty-five bishops and two abbots from all parts of the country would set the course of the church for the next two decades. One item on the agenda was both a problem and an opportunity: How was the church to address the needs of the newly freed slaves? Of the four million black people in the country, only I 00,000 were Catholics, and these were concentrated in Louisiana and Maryland. Before the Civil War, the church had not forcefully opposed slavery, but had strongly encouraged slaveholders to provide for the religious instruction of their slaves. Southern bishops like Spalding and England had attempted to establish schools for the education of black Catholics. Such projects were forcibly squelched by threats from local slaveholders. In addition, many white Catholics were also racist and blocked the church's efforts to minister to black Catholics. In time, following Reconstruction, Southerners reasserted their control over Southern society and put black people back in what whites considered ''their proper place.'' That place was in separate schools, churches, restrooms, and drinking fountains. The white Catholic minority did their own part in enforcing segregation and discrimination. Black people were expected to sit in the back of the church, to confess their sins in separate confessionals, and to receive the Eucharist last. Catholic schools, for the few who went, were segregated as well. Black candidates were not welcome in religious communities or seminaries. No black priest was ordained in the United States until 1891. In response to the appeal of the American bishops, the pope persuaded the Mill Hill Fathers to take on the work of addressing the special needs of black Catholics in the South. They were given charge of St. Francis Xavier Church, which is the oldest black parish in the country. Additional missionaries came and the group was reorganized in 1893 as the Josephites. The Holy Ghost Fathers served the black community, especially in some of the poorer areas of the South after 1872.
1869 The Knights Of Labor was founded in Philadelphia. They used the strike and boycott in their fight against employees. The use of secrecy was essential to protect the members from retaliation by employers. The Knights tried to avoid violence. In the midst of a terrible depression, Archbishop James Roosevelt Bayley of Baltimore condemned the Knights as ''communistic.'' This was echoed from the pulpit around the country. The Communist Manifesto appeared in 1848. Calls for violent revolution dominated the European labor union movement. When labor unions first began here after the Civil War, Americans were suspicious of them. Within the Church, the suspicion was further compounded by the unions' reliance on secrecy. Catholics had been forbidden to join secret societies since 1730.
1875 Archbishop John McCloskey was made a cardinal by Pope Pius IX. This made him the first cardinal in the Church in the Western Hemisphere. It was the first formal recognition by Rome that the Church in the New World was coming of age and might soon be regarded as something of an equal with its older sister churches of Europe. 1877 In New Hamphire until 1877 only Protestants could be public officials or school teachers.
159 1879 St. Patrick's Cathedral, the largest and grandest church in the United States, was dedicated on May 24, 1879. Designed by James Renwick, the cathedral was both an epitome of craftsmanship and a splendid setting for the most solemn of the church's ceremonies. 1879 Terence V. Powderly was elected the first Catholic head of the Knights of Labor. Working class Catholics emerged as influential forces in both major labor federations of the 19th century. Yet, organized labor and the rights of the working man and woman were not a match for the industrialization of America. There was a growing sentiment in the country in favor of a socio-economic survival of the fittest.
1882 The Knights of Columbus were founded. 1885 Reaction to the Church's rapid growth in the 1880s and 1890s, along with resentment toward immigrants, influenced a renewed wave of anti-Catholicism. Prestigious journals like Hamer's Weekly and the Atlantic Monthly regularly featured anti-Catholic and anti-immigrant articles. Catholics still faced the problems of cultural and linguistic assimilation.
1884 When the Third Plenary Council of Baltimore opened, the Catholic population had doubled after the Civil War, reaching a total of eight million. This was due in part to the large numbers of immigrants, Irish, Germans, Italians, and Poles. These non-English speaking Catholics were served by their own ''national'' parishes and schools where they were taught by priests and nuns of their own nationality and in their own language. It gave them a chance to slowly adapt to the dominant culture. 1884 While a small minority of bishops wanted to condemn the Knights because they believed in the right to strike and because it was a secret society, the majority led by Archbishop Gibbons persuaded the Council of Baltimore to be more cautious. Both sides agreed on a compromise, supporting the pope's position by condemning secret societies but saying nothing about labor unions. 1884 The Third Plenary Council decreed that every parish must have a Catholic school by 1886. Most bishops started building a Catholic school system immediately. 1885 The Catechism of the Third Council of Baltimore (Baltimore Catechism) was published. It was a religion book for Catholics until after Vatican Council II.
160 1886 Pope Pius IX named James Gibbons a Cardinal, the second in American history. Gibbons gained wide acceptance as a leader because of his wealth of knowledge of both the Catholic Church in America and its government. He symbolized the Church for many generations of American Catholics.
1887 Cardinal Gibbons went to Rome and met with Archbishop Ireland and Bishop Keane to plan their defense of the Knights. He assured the Vatican that none of the Church's usual concerns about secret societies applied to the Knights of Labor. He also defended the Knights against charges of violence. The Vatican lifted the condemnation of the Knights in Canada, but this decision did little good since the organization had fallen into a rapid decline after being falsely accused of involvement in the Chicago Hay Market Riot in 1886. It was replaced by the better-organized American Federation of Labor led by Samuel Gompers. Cardinal Gibbons' intervention prevented the Church from making a grave mistake. The church had kept faith with the ordinary working people. His action laid the foundation for future church leadership on social issues such as the papal encyclical Rerum Novarum - which provided for the first time a clear official statement of Catholic teaching on the rights of the worker. It acknowledged that there was something very wrong with the existing economic structures of laissez-faire capitalism and rejected both Marxism and socialism as solutions that were as bad or worse than the problems they sought to solve. Leo argued that the possession of private property was the most important and fundamental means of raising and guaranteeing the position of workers; their natural right. To secure these rights for workers, the pope recognized that the state must intervene safeguarding and encouraging the wide distribution of private property, protecting the public against the violence that often occurred on both sides during strikes, prohibiting working on Sunday, regulating working conditions especially for women and children, and assuring a living wage for all. Finally, Pope Leo recognized that workers had a natural right to organize themselves into labor unions. The immediate reaction in the United State to the encyclical was positive but the encyclical's effects were limited, at least for the next three decades. It was beyond what the average Catholic of the time could understand or appreciate.
1889 Mother Francis Xavier Cabrini, an Italian immigrant, arrived in New York. She worked among the Italian newcomers, building schools and hospitals. In 1946 she was the first American citizen to be canonized.
1889 The need for a national Catholic university to provide advanced training for priests, led to the founding of the Catholic University of America. 1889 Katherine Drexel, millionaire from Philadelphia, founded the Sisters of the Blessed Sacrament. They would devote themselves to the education of the Black and Native American children. Her commitment to education as the important means of gaining equality for black people continued to the end of her life. When she died at the age of 96 in 1955, her order had
161 grown to 501 members who were serving all over the country. Pope John Paul gave her the title ''Venerable'' in 1987 and ''Blessed'' in 1992. 1895 The Vatican, long suspicious of progressive American thinking, issued an encyclical letter that praised much about America, but warned that the American-style separation of Church and State is not a model for other societies. The letter advocated that the Church should have the patronage of the government. This did not set well with Protestants.
1898 War was threatened between Spain and the United States. Rome urgently requested that Archbishop Ireland use his contacts within the Republican Party to persuade President McKinley to avoid this conflict. Ireland did his best, but events had progressed too far. War was declared and the same American bishops who had argued against it now urged their congregations to give the war effort their full, patriotic support.
1908 Church in the United States was removed from mission status.
1911 Pope Pius X gave his approval for the founding of the Maryknoll Missionaries by Father James A. Walsh and Father Thomas Price. This was an important step in the entrance of the Church into the foreign missions. Maryknoll priests and brothers went to China, Korea and Japan. More than half of their members were imprisoned by the Japanese in World War II, and some, including Bishop Walsh, were imprisoned by the Chinese Communists. When China was closed to missionaries, Maryknoll transferred its attentions to Latin America, where it remained an important presence of evangelization and social justice to this day.
1915 The Ku Klux Klan was reborn in Georgia to defend white, native-born, Protestant America. This time black people, Catholics, and Jews were their targets. They were especially opposed to the growing influence of Catholic schools. Lynchings, mutilations, tar-and-featherings, and even the murder of a priest could be traced directly to the Klan. With a membership of five million by the 1920s, the true extent of anti-Catholic and anti-immigrant sentiment in the country was becoming apparent. The result was the tightly restricted immigration quotas established in 192 1. Catholic Eastern and Southern European nations will be assigned only small numbers of immigrants. With immigration blocked, the Klan was determined to remake those people already here in their own image. In Oregon, the Klan was behind a successful state referendum in 1922 to make attendance at public schools compulsory for all children. The Church took the matter to court. In 1925, the ''Oregon case'' went to the United States Supreme Court, which unanimously upheld the right of parents to choose a private school for their children and declared the Oregon law unconstitutional. It established as constitutional law the fact that parents have the first responsibility for the education of their children.
162 1917 One million Catholics were among the 4.8 million who serve in the armed forces during World War 1. The war was a time for Catholics to prove that they belonged. They took up arms, as they had done in the past. Those who stayed at home bought liberty bonds, conserved food, and cooperated enthusiastically in the mobilization of industry for wartime production. Out of the 3,989 conscientious objectors in the nation, only four were Catholic. The Knights of Columbus was among the first groups to step forward with an offer to establish decent recreational centers and facilities where chaplains could conduct religious services. They took up a national collection that brought in sixteen million dollars for the project. They opened 360 recreational facilities in the United States and a similar number in Europe. The National Catholic War Council (NCWC) was formed during the war to coordinate Catholic service activities at home and abroad. For the first time in history, an institutional commitment is made to social and political action. 1918 Alfred E. Smith became the first Irish Catholic to be elected Governor of the State of New York. He won that position three more times before he received the Democratic presidential nomination in 1928. 1919 At the First Annual Bishops' meeting the bishops founded a new national organization, the National Catholic Welfare Council. This was to be the replacement for the National Catholic War Council. Father John Ryan was given the very important post of Director of the Social Action Department. He was an important Catholic spokesman and educator on national issues for the next quarter of a century. He testified before congressional committees, lobbied individual legislators, conducted studies on special issues, and lectured everywhere. 1928 The Klan which was in rapid decline temporarily revived to crusade against the election of Al Smith for president. Smith was the first Catholic to ever be nominated for the presidency. The campaign was dirty. Smith's religion and his support for the repeal of Prohibition made him the enemy of Klansmen, Masons, and conservative Protestants. When the votes were counted, Smith lost by five million votes. 1929 Though the Great Depression hit almost every American hard, it affected the ordinary worker most. For American Catholics, almost all of whom were ordinary workers, the depression was a time of great trial. Father John P. Ryan was among the first Catholic speakers to speak out publicly. He came down firmly in favor of a substantial increase in government involvement in regulating the economy. While he recognized the dangers this presented to freedom inherent in increased government regulation, he could see no other way to offset the tremendous power of big business or deal adequately with the social and economic problems facing the country. Some of his opponents called him a socialist. Ryan denied this and went on to state that if ''The Bishops' Program'' of government-regulated reform had been enacted in the 1920s, the Great Depression would never have occurred. Most of the bishops agreed with him.
163 1931 Pope Pius X1 issued a new encyclical Quadragesimo Anno in which he attempted to clarify the question of government intervention. He reaffirmed the social teachings of Leo XIII, emphasizing that they were based on natural law. He also explained the principle of subsidiarity, a way of judging the appropriateness of government intervention. In brief, it means that every task in the economy should be addressed at the lowest possible level of organization. Appeals to a higher level should be made only when the task cannot be accomplished on the lower level. A government would not intervene where people can clearly solve a problem on their own. On the other hand, a government must intervene when a problem cannot be adequately solved by individuals or groups. The principle of subsidiarity and the idea of a natural law that can be known by all persons of good will have remained central to Catholic social teaching ever since Pius XI.
1931 By 193 1, Father Charles Coughlin, ''the radio priest'' had his own national radio network. He was a popular preacher, who, as the depression worsened, felt himself drawn to offer advice to a wide audience. It is doubtful he understood the country's social and economic problems and he proceeded to denounce both radical socialism and the conservative President Herbert Hoover. He argued that government could solve the nation's money problems simply by printing more money. He also identified easy scapegoats for the nation's ills. He became one of the most influential Catholics in the country. Millions of people would listen to his Sunday radio broadcasts. Coughlin backed Roosevelt in the 1932 election.
1932 The Great Depression affected all. Enrollment in Catholic schools generally declined less than in public schools during the Depression. Catholic membership in industrial unions was estimated at 30% and representation in the leadership at 40%. 1933-37 Roosevelt implemented all but one of the proposals contained in ''The Bishops' Program.'' This pleased Father Ryan and the bishops but turned the ''radio priest'' into a hostile critic. Every time the Roosevelt administration intervened to protect workers' rights, Coughlin denounced Roosevelt as a communist. In 1936, Coughlin started his own national political party with Congressman William Lemke as his presidential candidate. After the 1936 election however, Coughlin's voice never again appealed to the wide audience it once did.
1933 Dorothy Day, who founded the Catholic Worker Movement, began to publish a newspaper called The Catholic Worker. Taking the gospels to heart, she advocated unconditional pacifism opposing all forms of violence and embraced voluntary poverty, offering to American society a powerful witness against violence and greed. She refused to recognize all human institutions, especially governments and bureaucracies. She established ''Houses of Hospitality'' in big cities where the poor received food, shelter, and clothing. Volunteers took care of the poor and shared the same lodging, food, and clothing. Volunteers also spent time each week at prayer, reading, and discussions to bring about a change in their hearts. For the Catholic Workers, the ultimate and only rule was a radical love for others. Their movement still continues. Dorothy Day lived
164 in Maryhouse, a House of Hospitality in New York. She died in 1980. She extended not only charity but also respect to the poor who came to her Houses. She never thought it worthwhile to reform government, labor, etc. because she believed that they acted to ensure that the poor would remain poor. Some considered her to be an impractical visionary. She was a prophetic presence in the Church in the United States. Her powerful example of love generated an energy for practical institution reform.
1934 The Catholic Interracial Council was founded. Its purpose was to educate American Catholics, black and white, about their obligation to cooperate in ending discrimination, beginning first of all within the Church. It reached only a small minority of American Catholics, but it helped keep the issue of racial justice alive within the Church. 1939 Among Catholics there were many strong isolationists and pacifists. They opposed any American involvement in the European conflict except for self-defense. They were against the draft and the Lend-Lease Act. On the other hand, many bishops and Catholic leaders like Father John Ryan were vocal members of the Committee to Defend America by Aiding the Allies. 1939 Archbishop Spellman dedicated a new Catholic school in the black neighborhood of Harlem. He saw the need to desegregate the Catholic schools of New York and made some efforts to achieve this with little success. Many bishops trapped by old fears and old prejudices found it difficult to act.
1941 The Japanese attack on Pearl Harbor ended all American Catholic doubts about involvement in World War II, except some of Father Coughlin's followers and a few Catholic Workers who were unconditional pacifists. The issue had clearly become one of self-defense. Father Coughlin's bishop forced him to retire in silence to his parish. Two weeks after Pearl Harbor, the bishops wrote to Roosevelt pledging ''wholehearted cooperation'' with the war effort. About one third of all American in uniform were Catholics, and 3,036 priests served as chaplains. Of the 11,887 conscientious objectors in the United States, only 135 were Catholics. Roosevelt found a strong supporter in Cardinal Spellman who was the ecclesiastical superior of the chaplains in the Armed Forces. The American bishops' decision to support the U.S. entry into World War 11 was not lightly made. It was based on a just-war theory. This theory states that for a war to be considered just, it must meet the following requirements: 1. The war must have just cause; that is, a very serious harm or injustice must have been inflicted upon the nation, its people, or those whom the nation is obliged to help. 2. The war must be necessary; that is all available means short of war must have been exhausted in the attempt to restore justice. 3. It must be preceded by a formal warning to the offending nation, and it must be formally declared.
165 4. The good to be gained must be greater than the certain evils to result. 5. The desire to create a just peace must motivate the war at all stages. 6. The amount of force used must not exceed what is necessary to pacify the aggressor. Privately, as the war progressed, some bishops worried about the excessive use of violence by the United States such as the bombing of Dresden, Germany, which had no military importance. Archbishop Spellman wrote confidentially to the Vatican that he could not understand how Roosevelt's insistence on the unconditional surrender of Germany and Japan could lead to a just peace. The bishops did speak up repeatedly about the need to develop international organizations that could protect and promote democracy and human rights in the postwar world.
1943 The bishops felt compelled to speak out in defense of black American' constitutional rights. 1946 Pope Pius XII appointed Francis Spellman, Archbishop of New York, to the Sacred College of Cardinals. He completely dominated the Church in America for twenty years. He was a regular guest at the White House, a close friend of Pius XII, an ardent patriot, a brilliant financier and politician, and a tough defender of Catholic rights. His commitment to Catholic schools was intense because he saw them as the most important defenders of Christian family values against the materialism and secularism of the period.
1947 Archbishop Joseph Ritter began desegregating all St. Louis Catholic institutions despite fierce opposition. One by one other bishops followed his example with varying degrees of success. 1950 Cesar Chavez, the son of migrant workers, led a crusade for social justice for migrant farm workers. He founded a union for migrant farm workers which became known as La Causa. He set out to gain social justice by nonviolent protest. The banner of Our Lady of Guadalupe was always carried on his marches, and the celebration of Mass, often on the back of a truck, was the highlight of most such occasions. His organizing efforts often split the local Catholic community, especially in California where both clergy and laypeople took strong sides often based on individual interests rather than upon carefully reasoned principles. Many priests, bishops, and Catholic laypersons stood firmly with the farm workers. A major victory was won in 1970. With the help of Monsignor George Higgins, an old hand at labor negotiations, the United Farm Workers signed contracts with several major California growers. 1952 Some 7.6 million World War 11 veterans took advantage of some form of education or training under the GI Bill. Catholics attended universities in unprecedented numbers.
166 1954 An important turning point in the battle to secure equal rights for black Americans came in the Brown v. Board of Education decision of the Supreme Court. It reversed the Plessy decision of 1896. It declared that ''separate'' could not be ''equal'' and the court ordered the integration of the nations' public schools. This gave many of the bishops the leverage they needed to integrate their Catholic schools and institutions.
1958 American bishops issued a stem warning that no one could be both a Christian and a racist. 1960 John F. Kennedy, a World War II veteran with a 13 year career in both houses of Congress was the first Catholic to be elected President of the United States. All the tired old anti-Catholic slogans once again resurfaced, this time accompanied by secularists' complaints: A good Catholic could not be a good president. A Catholic president could only be the obedient servant of the pope. Twenty million pieces of anti-Catholic literature, much of it very hateful, were distributed to prevent his election. Kennedy confronted the issue head on. Speaking forcefully, he asserted that the election debates should not be focusing on the false issue of his religion but on the real issues faced by an America with too many slums, with too few schools, and too late to the moon and outer space. He won the election by the narrowest of margins but the price paid by Kennedy on behalf of American Catholics was very high. In his fervor to neutralize the issue of religion, he traded away too much to his secularist adversaries: 1. He declared the wall of separation to be absolute. 2. He identified religion as a strictly private affair. 3. He excluded from the debate on public policy any consideration of the religiously-based moral dimensions of national issues. 1962 Popular Pope John XXIII opened the Second Vatican Council which meets each fall for four years. Americans gradually begin to sense changes occurring in the papacy's appreciation of world problems and its prescriptions for them. American participation in the Council was extensive. The American press reported the activities of the Council favorably.
1965 Dr. Martin Luther King, Jr., and his supporters marched in protest from Selma to Montgomery, Alabama. Hundreds of Catholic priests, religious, and laypersons from all over marched with him. Most Americans were shocked and confused at the sight of priests and sisters participating in a political protest and carrying picket signs demanding equal rights for black people. Many did not realize that Dr. King's march was primarily a moral action, not a political one. Officially and unofficially, the Church during the 1960s supported the actions of the federal government to secure the rights of minorities-voting rights, no discrimination in federal housing, court-ordered busing, and affirmative action in hiring.
167 1965 President Lyndon B. Johnson radically escalated American involvement in South Vietnam. It was during this period of sharp divisions within the country, that the American Catholic peace movement was born. Dorothy Day, through her newspaper, the Catholic Worker challenged American intervention in Vietnam from the beginning to the end of the war. Her most important ally was the Trappist monk Father Thomas Merton. He wrote extensively on the subjects of peace and American involvement in Vietnam. He was not an unconditional pacifist and was deeply committed to achieving peace but accepted the possibility of a just war as a ''last ditch'' defense of fundamental rights. He felt American intervention in Vietnam failed to meet the norms of a just war. He thought it was immoral because it threatened to escalate into a nuclear war. He argued, American military intervention should be opposed by all legitimate means. A person could resist the involvement through the democratic political process or by nonviolent means such as conscientious objection. He recognized that anyone claiming to be a conscientious objector would first have to form his or her own conscience carefully by studying the question carefully, consulting knowledgeable persons, praying, and looking for guidance in Church teachings. Then, a person could legitimately claim to be a ''principled nonviolent resister.'' Violence was never to be considered a legitimate means of opposing an unjust law or policy. Catholics who were prominent in the war effort were Father Daniel Berrigan, S.J., and his brother Father Phillip Berrigan, S.S.J. Both believed in the immorality of America's role in the Vietnam War. As time passed, they became so angry and frustrated about the prolongation of the war that they began to attack not only the war, but the American government and the whole of American society as well. In their exasperation they could see only the nations' defects not its virtues. They believed the nation was dominated by profit-obsessed corporations, a mindlessly anti-Communist military, and corrupt politicians, all of whom conspired to oppress the poor. Their tactics became more drastic: they broke into local draft boards and poured blood on files; they also attacked American defense installations. Most Catholics were deeply distressed at their conduct. Other thought their actions were a necessary means of calling attention to the moral evil of war. The majority of Americans and Catholics were seriously troubled by the growing doubts about the national policy toward Vietnam. However, they were inclined by long habit to support their government in times of war, especially when the war was against communists. To them, hearing American war protesters condemn their own country and demand that it withdraw from Vietnam was both offensive and tragic, and they hoped for a quick and honorable end to it.
1972 American Catholic bishops presented a clear rationale for Catholic education and gave it their highest praise in the landmark document, To Teach as Jesus Did., 1980 The Catholic Church now operated the nation's largest system of non-public elementary and secondary schools with numerous religious instruction programs for Catholic children who did not attend these schools.
168 1980 At their annual meeting of the NCCB, the bishops recognized their responsibility to address the growing international crisis in light of the gospel message. Joseph Cardinal Bemardin of Chicago was appointed to a head a special committee to prepare the first draft of a pastoral letter on peace. The bishop's task was to reflect upon the problems of the cold war in light of Christ's teaching and the church's long tradition and then to offer practical moral guidance to people of good will. In its final version, the pastoral letter "The Challenge of Peace'' was adopted on May 3, 1983. Among the most important teachings of the peace pastoral are the following: 1. Individual Catholics may advocate either the traditional just-war theory or pacifism ( nonviolence). Nations, on the other hand, may not advocate pacifism as are obliged to defend their citizens. The just-war theory does limit very narrowly the moral circumstances in which a country may engage in war. 2. They advocated a ''no-first-use'' policy, saying there was no situation in which the deliberate initiation of nuclear warfare on however restricted a scale can be morally justified. 3. The use of nuclear weapons against civilian populations is absolutely condemned. 4. The use of nuclear deterrence, that is the threat to use nuclear weapons against a potential attacker, is morally acceptable, not as a final goal, but as a step on the way to the real goal: progressive, verifiable, multilateral disarmament. 5. Unilateral disarmament, the disarmament of only one side, is not acceptable because it would destabilize relationships among nations. 6. Real progress toward peace will require, first, a change of heart within individuals and nations, and then the creation of some kind of global authority with the power to mediate and resolve international conflicts without the danger of war. 1987 Pope John Paul II came to America. The question he asked in many different ways during his visit to the United States was: Are Catholics in America remaining steadfast to the Gospel of Jesus Christ and the teaching of the Church in the face of secularism, egoism, and materialism? Is not the example of loyalty to Christ and the Church something of great value that American Catholics can now give back to other Americans and to the world?
1992 President George Bush, members of the Supreme Court and other government officials were among 1300 persons who attended a Red Mass at St. Matthew's Cathedral in Washington. The 40th annual Red Mass, so called because of the red vestments worn by the celebrant, was celebrated the day before the opening of the fall term of the United States Supreme Court. The Mass is celebrated for the blessing and guidance of those who administer justice, and dates back to the Middle Ages.
169 1992 An estimated 950,000 people nationwide linked arms to form life chains against abortion and other threats to life on Respect Life Sunday, October 4. 1993 The superior general of the Jesuits apologized to the American Indians for past mistakes made by missionaries of his order, during a visit to the Indian Mission in DeSmet, Idaho.
1993 Pope John Paul was greeted by President Clinton on his arrival at Denver. At Mile High Stadium the Pope greeted an enthusiastic crowd of 90,000 young people. ''...World Youth Day challenges you to be fully conscious of who you are as God's dearly beloved sons and daughters.'' ''Each one must have the courage to go and spread the Good News among the people of the last part of the 20th century.''
1998 Pope John Paul 11 visited Cuba. 1999 Pope John Paul II visited Mexico and St. Louis, MO.
170 THE DIOCESE OF PATERSON On Saturday morning, December 11, 1937, word reached American Catholics that two days earlier Pope Pius XI had established a new local church in northwestern New Jersey. By the Apostolic Constitution, Recta Cuiusvis, the pope had separated the three counties of Morris, Passaic, and Sussex from the Newark Diocese, and created the Diocese of Paterson. At the same time Pope Pius raised Newark and Louisville to the status of archdioceses, and also created new dioceses at Camden, New Jersey and Owensboro, Kentucky. While surprised, local Catholics were not entirely unprepared for the news. For many years the numbers of Catholics in the three counties had been swelled by a steady stream of immigrants, and many religious communities had been attracted to the New Jersey highlands, adding to the texture of Catholic life in the area. The leadership of people like Dean William McNulty of Paterson, Dean Joseph Flynn of Morristown, and Mother Mary Xavier Mehegan of Convent Station had developed a considerable Catholic educational and charitable network in the area. Indeed, when constructing Saint John the Baptist Church in Paterson in the 1870s, Dean McNulty was convinced it would someday be a cathedral and built it accordingly. With much of the energy of the Newark Diocese focused on New Jersey's urban areas, it was thought timely to create a new diocese in an area of the state where considerable growth was expected. Paterson's first bishop, Newark Auxiliary Bishop Thomas H. McLaughlin, was installed on April 28, 1938. McLaughlin set out with enthusiasm to organize the new diocese, establishing the diocesan curial structure and holding the First Diocesan Synod in 1943. Although World War II impeded the anticipated growth, the McLaughlin decade was till marked by a change in New Jersey Catholic geography. Just eight weeks after his installation, the bishop established Saint Peter the Apostle Parish in Parsippany, the first of a series of ''apostolic'' parishes. The variety of the McLaughlin parochial initiatives can be seen in the legacy of that era today. The largest parishes in the diocese Saint Philip's, Clifton and Saint Christopher's and Saint Peter's, Parsippany - as well as the small rural churches in Montague and Hainesville, and the African-American Saint Peter.Claver Mission in Paterson (which later merged into Our Lady of Victories), all were begun in the McLaughlin years. Newark Auxiliary Bishop Thomas A. Boland was appointed Paterson's second bishop on June 21, 1947, following McLaughlin's death in March. The effects of the 1944 G.I. Bill began to be felt during the Boland years as seven churches and eight schools were opened during this period. The
171 Salesians opened a technical high school in Paterson and the parochial Bayley School was moved and transformed into the regional Bayley-Ellard High School. In addition, the Sisters of the Sorrowful Mother expanded their health care facilities at Denville by opening of Saint Clare's Hospital. In early 1953, an Episcopal trade of sorts took place. Bishop Boland left to become Newark's second archbishop, and the Newark auxiliary James A. McNulty, came to Paterson. The McNulty decade, just before the Second Vatican Council, would be an unequaled era of growth for the local church. In the fifteen years of the Boland-McNulty era, the Catholic population of the diocese would grow from 100,655 to 243,673. The growth in Catholic education was especially notable. Thirty new parish schools were opened under Bishop McNulty introducing seven new teaching religious communities to the diocese. Several new parishes opened schools immediately, building a combination church and school at the same time. The 1955 Diocesan Development Fund allowed for the expansion of the regional high school system, with new schools opening at Wayne, Denville, and Sparta. Beyond brick-and mortar, the diocesan initiatives under McNulty were wide-ranging and reflected the growing maturity and confidence of the local Church. Missions were established at Paterson, Passaic, and Dover for the new Hispanic immigrants. The state's first hospital for the treatment of alcoholism was opened at the Mount Carmel Guild (now Straight and Narrow) in Paterson. Local clergy and religious were sent to staff a diocesan mission at Caranavi, Bolivia. And Bishop McNulty innaugurated lay participation in the liturgy in 1960 and heightened liturgical awareness with a series of liturgical Days in 1961-1963. As the diocese approached its silver jubilee celebrations in 1963, Rome announced the transfer of Bishop McNulty to Buffalo, and the appointment of Bishop James J. Navagh of Ogdensburg, New York as Paterson's fourth ordinary. The night of Navagh's arrival in Paterson, the large, new Saint Philip's Church in Clifton burned to the ground. The spectacular blaze was something of a portent of the fire of the Holy Spirit about to break on the Church at the Second Vatican Council, and the church that arose from the Clifton ashes, the first built with an altar facing the congregation, was a sign of the renewal to come. During his brief twenty-nine months as bishop, much of which were spent in Rome at the Council, Navagh expanded the diocesan high school system, reorganized the chancery staff, and organized the outreach to Hispanics. Most of all, as the first ordinary from outside New Jersey, Navagh imprinted a sense of independence and new horizons on the diocese. Bishop Navagh died suddenly at the Council in October, 1965. Five months later, Lawrence B. Casey, was named fifth Bishop of Paterson. Casey was in a unique position, having attended all the
172 sessions of the Council as Auxiliary Bishop of Rochester, and becoming a diocesan bishop just as the Council came to a close. Theologically and economically, the Casey years were not opportune for building and expansion. Rather, Casey devoted his considerable energies to implementing the directives of Vatican II. Within his first year as bishop, Casey conducted a diocesan-wide census, established a diocesan newspaper, The Beacon, and began a consultative Priests' Senate. Existing diocesan structures in religious education, charities, family life, youth, and liturgy were expanded and renamed, and new initiatives in communications and special education were undertaken. The Second Diocesan Synod was convened by Casey in 1969, and the permanent diaconate was introduced in the diocese in 1972. Casey presided over the expansive and occasionally contentious, post-Vatican II decade with a definite style and considerable grace. Bishop Casey's death in June 1977 paved the way for the appointment, almost exactly on the diocesan fortieth anniversary, of a native son as Paterson's sixth bishop. Born in Rockaway in the diocese's geographical heart, Frank J. Rodimer's life encompasses all of the diocese's sixty-year history and each of Paterson's bishops have had their hand in his development. Bishop McLaughlin accepted him as a seminarian, and Bishop Boland ordained him a priest. Bishop McNulty brought him into the diocesan administration as assistant chancellor, and Bishop Navagh took him to Rome and the Council. Finally, Bishop Casey gave him pastoral responsibility, while relying ever more heavily on his administrative talents. Rodimer began his episcopate with two characteristic outreaches: he undertook the study of Spanish so that he could communicate directly with this growing part of his flock- and, in imitation of the circuit-riding first priests of the area, he began a systematic weekend visitation of every parish in the diocese. The reforms of the Second Vatican Council provide a new Rite of the Dedication of a Church. Bishop Rodimer has celebrated this beautiful liturgy more than forty times during his twenty years as a bishop, as nearly half the parishes of the diocese responded to the renewed liturgy with a newly-constructed or completely renovated church. The high point of this movement was the rededication of the renovated Saint John the Baptist Cathedral on the diocesan Golden Jubilee in 1987. May the renewal of the physical church in these years, and all the contributions and sacrifices it represents, be but a symbol of the life and vitality of this local Church as it celebrates its sixtieth anniversary. Raymond,J. Kupke
173 Graphic Organizers Spider Map Series of Events Chain Used to describe a central idea, process, concept, or proposition Used to describe the stages of something, the steps in a linear with support. Key frame questions: What is the central idea? procedure, a sequence of events, or the goals, actions, and What are its attributes? What are its functions? outcomes of a historical figure or character in a novel. Key frame questions! What is the object, procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?
Initiating Event Event 1 I Event 2 I Event 3 Final Outcome - Continuum Scale/Time Line Compare/Contrast Matrix Use for time lines showing historical events or ages, degrees of Used to show similarities and differences between two things something, shades of meaning or rating scales. Key frame (people, places, events, ideas, etc.) Key frame questions: What questions: What is being scaled? What are the end points? things are being compared? How are they similar? How are they different?
1 2 Attribute 1 Continuum Scale Attribute 2 1 1 Attribute 3
174 Graphic Organizers Problem/Solution Outline Network Tree/Mind Map Used to represent a problem, attempted solutions, and results. Key The purpose of a mind map is to help students clarify relationships frame questions: What was the problem? Who had the problem? between concepts. Mind maps assist with understanding the way Why was it a problem? What attempts were made to solve the - in which objects or concepts are connected. The thinking skill . problem? Did those attempts succeed? used is seeing relationships.
Who Problem What Why
Solutions
End Result
Fishbone Map Cycle The fishbone map is used to help students identify separate causes The cycle is used to show how a series of events interact to and effects. The thinking skill used is analysis - identifying causes. produce a set of results again and again. Key frame questions: What are the critical events in the cycle? How are they related? In what ways are they self-reinforcing?
175 Graphic Organizers
Human Interaction Outline Webbing Used to show the nature of interaction between persons or groups. Webbing is a method of brainstorming or generating ideas on a Key frame questions: Who are the persons or groups? What were given topic in which connections among related ideas are shown. their goals? Did they conflict or cooperate? What was the By doing a webbing activity, a teacher can determine what the outcome for each person or group? class knows about a certain subject. Goals Goals Person Group
Action Reaction
Person Group
Venn Diagram Ranking Ladder The purpose of using a Venn diagram is to help students visualize The purpose of using a ranking ladder is to help students rank likenesses and differences in two or more objects, characters or orders. Ladders are used to rate, evaluate, weigh or judge in order . situations. Venn diagrams are used to compare those qualities, of importance, value or size. The thinking skill used is evaluating. attributes, characteristics, values, or special marks that correspond or agree in some respect. Thinking skills used are seeing relationships and noticing similarities and differences.
176 Graphic Organizers The Pie Chart The Scale The pie chart is used to help students estimate the relationship of The scale is used to weigh, evaluate, or make judgments about parts to the whole. This organizer can be used to break an idea or facts, ideas, or values. object into its parts; to see how part relate to the whole.
The Pie Chart List Pros/Cons on each side
The Grid The Agree/Disagree Chart The grid is used to help students make creative combinations. The agree/disagree chart is used to help students organize data to Grids are used to generate unjudged list of ideas, people, events, support a position for or against an idea. Thinking skills are places, etc. evaluating and analyzing.
Agree Disagree
The Grid
Agree/Disagree Chart
177 Graphic Organizers
The Sequence Chart The Prediction Tree The purpose of the sequence chart is to help students. sequence a The purpose of the prediction tree is to help students to make series of actions or tasks chronologically. predictions and to infer.
The Sequence Chart The Prediction Tree
The KWL The Information Chart The KWL is used to help students identify prior knowledge and The information chart helps to teach students how to ask questions experience as a bridge to a new concept, lesson, or unit. that gather information. It also helps teachers teach students how to summarize information with precision. K W L
Who What Where When Why
K - know already W - want to know L - what we have learned
178 SOCIAL STUDIES ASSESSMENT STRATEGIES
Classroom teachers have long understood the inadequacy of test scores for identifying all the dimensions of students' success in school. In fact, students have always been evaluated according to many criteria, and not all of the scores given to students reflect objective learning. The most useful information for assessing students' growth in social studies comes directly from students' classroom encounters with social studies content and participation in activities. Evaluation in social studies must include frequent informal assessment of students' responses, as well as the teacher's more formal evaluation. Assessment activities must evaluate students' ability to apply social studies knowledge.
Although objective tests can provide broad indicators of students' performance and detailed analysis of particular skills, alternatives to objective testing can provide more formative data. These alternatives offer an accurate picture of students' facility with social studies by using a variety of assessment strategies.
The following pages describe alternative assessment strategies and provide some examples of how they may be applied within the classroom. The purpose for including these strategies is to provide teachers with more choices to consider when assessing their students.
179 SOCIAL STUDIES ASSESSMENT STRATEGIES
Using Rubrics to Assess Students' Oral and Written Social Studies Skills
Evaluating student learning may be facilitated through the use of rubrics. A rubric is a planned set of criteria that describes levels of performance or understanding. These criteria are expressed numerically and are accompanied by specific descriptors of performance for each number. The value of using a rubric is that it provides a common understanding of teacher expectations of student outcomes and validates teacher judgment. Rubrics promote consistency and reliability of assessment.
When using rubrics to evaluate, the criteria should be provided, explained and modeled for the students. This should be included in the initial discussion of the assignment. This information provides the students with expectations about what will be assessed, as well as standards that need to be met. Scoring with a rubric provides benchmarks which encourage students to self-evaluate during the task completion process. Students can analyze their final scores and discover their own strengths and weaknesses by looking at the specific criteria.
The rubrics provided in this guide have been designed on a scale of 1 to 5. Scores of 1, 3,, 5 have been fully defined with a list of descriptors for each. Scores of 2 and 4 may be awarded for work which falls between these benchmarks. Suggested criteria may be customized to match specific assignments by adapting the descriptors.
180 WRITTEN REPORT RUBRIC GRADES K - 2
5 3 1
CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION
• stays on topic • stays on topic • does not stay on topic
• supplies many details • supplies some detail • supplies little or no detail
• elaborates on topic • contains limited elaboration on topic • contains little or no elaboration on topic • includes pertinent accurate information • includes some accurate information • includes little or no accurate • makes inferences and applications • may make inferences and applications information
• makes no inferences or applications
USAGE AND MECHANICS USAGE AND MECHANICS USAGE AND MECHANICS
• expresses ideas clearly - few to no • expresses ideas adequately - some • expresses ideas weakly - numerous errors in grammar and usage errors in grammar and usage errors in grammar and usage
• uses correct mechanics - spelling, • has some errors in mechanics - • has numerous errors in use of capitalization and punctuation spelling, capitalization and punctuation mechanics - spelling, capitalization and punctuation
I 81 WRITTEN REPORT RUBRIC GRADES 3 - 4
5 3 1
CONTENT CONTENT CONTENT
• provides thorough knowledge of • provides adequate knowledge of • provides a limited knowledge of ideas/topic ideas/topics ideas/topics • includes accurate data • includes few inaccuracies • adds some • has many inaccuracies • gives some .eadds considerable pertinent, historical pertinent historical and/or... information with no elaboration and/or topical information with topical information with elaboration elaboration • makes inferences and applications • may make inferences and applications • makes no inferences and/or • stays on topic • stays on topic applications • rambles, shifts or drifts • includes additional pertinent visuals - • may include pertinent visuals and a from focus • excludes visuals, and/or maps, pictures, cover cover cover . ORGANIZATION ORGANIZATION ORGANIZATION
• includes original/creative introduction • includes an introduction that states the • may have an introduction that states purpose purpose • includes a conclusion that summarizes • includes a conclusion • lacks a conclusion ideas • includes a bibliography and table of • includes a bibliography and/or table of • may include a bibliography and/or content in correct format, when contents, when appropriate table of contents, when appropriate appropriate • includes paragraphs with topic • may include paragraphs with topic • lacks paragraphing with topic sentencesand supporting details sentences and details sentencesand supporting details • makes a neat and clean overall • makes a neat and clean overall • appears messy and/or smudged appearance appearance
18 .2 WRITTEN REPORT RUBRIC GRADES 3-4 (continued)
5 3 1
USAGE AND MECHANICS USAGE AND MECHANICS USAGE AND MECHANICS . • uses correct spelling, capitalization • has some errors in spelling, ,*has many errors in spelling, and punctuation capitalization and punctuation capitalizationand punctuation
• uses correct varied sentence structure • has some errors in sentence structure • has many errors in sentence structure
183 WRITTEN REPORT RUBRIC GRADES 5 - 6
5 3 1
CONTENT CONTENT CONTENT
• includes an introduction that states the • includes a limited introduction that may • does not include an introduction purpos not state the purpose • includes little of the required • eincludes required information • includes most required information information • stays on topic • stays on topic • rambles from the topic, drifts or shifts focus • provides evidence of elaboration • provides little evidence of elaboration • provides no evidence of elaboration • includes clear and accurate data • provides fairly complete data • provides little or no data • makes connections by tying historical • makes some connections • makes no connections and/or topical information to other times and • placesincludes a closing that summarizes • includes a closing • attempts a closing ideas or findings
ORGANIZATION AND MECHANICS ORGANIZATION AND MECHANICS ORGANIZATION AND MECHANICS
• includes a bibliography in correct • includes a bibliography • does not have a bibliography format • has some errors in paragraphing • may not be in appropriate writing form • includes proper paragraphing • has some errors in grammar and/or • has numerous errors in grammar and/or • uses correct grammar/usage usage usage • uses correct mechanics - spelling, • has some mechanical errors - spelling, • has numerous mechanical errors capitalization and punctuation capitalization and punctuation
184 WRITTEN REPORT RUBRIC GRADES 5 - 6 (continued)
5 3 1
FORMAT FORMAT FORMAT
• uses correct format • has some errors in format • has not followed format as directed
• exhibits a neat and clean overall • may be smudged, contains cross-outs • appears messy appearance
185 WRITTEN REPORT RUBRIC GRADES 7 - 8
5 3 . 1
CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION
• includes an introduction that states the • includes an introduction that states the • may have an introduction purpose and scope of the report purpose or scope but not both • identifies all pieces of required • identifies most pieces of required • identifies few of the required information information informational facts • stays on topic and avoids repetition • stays on topic with some repetition • rambles from topic, drifts or shifts focus • chronological order of information is • chronological order of information is • chronological order of information is reported accurately reported with some errors reported with numerous errors • provides a complete and thorough • adds several other pieces of • gives little explanation or detail explanation of the material historical/topical information with little elaboration • includes clear and accurate data on the • provides several types of data on time • provides little or no data on time period time period and geographical setting period or geographical -setting but not or geographical setting both • makes many connections between • makes some connections • makes no connections historical/topical information and other times and places • provides a smooth transition from one • provides some transition from one idea to • provides no transitions idea to another another • includes a closing that summarized ideas • includes a closing • attempts a closing or findings • includes a bibliography in correct format • includes a bibliography • may have bibliography • divides paper into topics and subtopics • sometimes divides into appropriate topics • may not divide paper into topics and with proper paragraphing and subtopics with proper paragraphing subtopics with proper paragraphing
186 WRITTEN REPORT RUBRIC GRADES 7 - 8 (continued)
5 3 1
MECHANICS AND FORMAT MECHANICS AND FORMAT MECHANICS AND FORMAT
• uses correct grammar • has some errors in grammar • has numerous errors in grammar
• uses correct mechanics - spelling, • has some mechanical errors - spelling, • has numerous mechanical errors - capitalization, punctuation capitalization, punctuation spelling, capitalization, punctuation
• is handwritten in blue/black ink or word • is handwritten in blue/black ink or word • may be in pen or pencil processed or typewritten, double-spaced processed or typewritten, double spaced with margins, on front side of page with margins
• includes a title page and cover with • includes a cover and title page with • may include a cover and title page with pertinent illustrations and labeling labeling, but no illustration limited labeling or no illustrations
• makes a neat and clean overall • may be smudged; contains some cross- • appears messy with pages dog-eared appearance outs and/or wrinkled
187 ORAL PRESENTATION RUBRIC GRADES K - 2
5 3 1
CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION . • includes clear opening and closing • includes an opening or closing • lacks an opening and closing
.*has definite sequence of ideas • has some sequence of ideas • lacks sequence of ideas
• presents all information accurately • presents some accurate information • lacks accurate information
• elaborates ideas thoroughly and stays on • elaborates ideas adequately and stays on • lacks elaboration of ideas topic topic
• demonstrates excellent use of time • demonstrates adequate use of time • demonstrates inappropriate use of time
DELIVERY DELIVERY DELIVERY
• delivers presentation fluently • delivers a somewhat fluent presentation • lacks fluency in presentation, often requiring prompting from the teacher
• uses strong voice, is easily heard • uses fair voice volume • is not easily heard
• makes frequent eye contact with • makes limited eye contact • makes little or no eye contact audience
• develops a high level of originality/takes • displays a moderate level of originality • displays no originality in presentation risks
188 ORAL PRESENTATION RUBRIC . GRADES 3 - 6
5 3 1
CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION . • demonstrates thorough knowledge of • demonstrates adequate knowledge of • demonstrates limited knowledge of ideas/topic ideas/topic ideas/topic
• displays accurate knowledge of material • displays few inaccuracies • displays many inaccuracies
• completely develops topic/content • partially develops topic/content • does not develop topic/content
• includes interesting introduction and • may include an introduction/conclusion • is missing introduction/conclusion conclusion
• has logical sequence of ideas • has partial sequence of ideas • lacks sequence of ideas
• makes excellent use of time • makes adequate use of time • uses time inappropriately
DELIVERY DELIVERY DELIVERY
• demonstrates high level of originality/risks • demonstrates a moderate level of *demonstrates a limited level of originality originality
• delivers presentation fluently • delivers presentation with some fluency • lacks fluency in presentation
• uses a strong voice consistently • uses a strong voice inconsistently • uses a voice that is barely audible
• makes frequent eye contact • makes limited eye contact • makes little eye contact 189 ORAL PRESENTATION RUBRIC GRADES 7 - 8
5 3 1
CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION CONTENT AND ORGANIZATION
• demonstrates exceptional preparation • demonstrates adequate preparation • demonstrates little or no preparation • presents in a well organized and easy to • presents in a somewhat organized format • presents in a disorganized and difficult to follow format follow format • makes smooth and effective transitions • may make transition between major ideas • makes inadequate or ineffective between major ideas transitions • explains abstract concepts simply so that • explains abstract concepts with some • struggles to explain abstract concepts others may understand difficulty • provides an effective summary that ties • provides a summary • attempts a summary everything together
DELIVERY DELIVERY DELIVERY
• speaks loudly and clearly enough to be • may have difficulty with projection of • mumbles and/or is barely audible heard by the audience voice • speaks fluently without reading from • speaks somewhat fluently with occasional • pauses frequently and/or reads from notes notes use of notes consistently • uses visual aids and/or takes creative risks • uses visual aids • does not use visual aids effectively • maintains eye contact with the audience • maintains some eye contact with • does not maintain eye contact audience • uses the time frame appropriately • may use time frame appropriately • does not use time frame appropriately
190 Social Studies Assessment Strategies
Strategy Description Kid Watching, Teacher Observation Ongoing observation, interaction, and analysis of one student, a small group, or a whole class in order to assess growth.
Anecdotal Records Narrative written and dated records on a student - used to measure progress, growth, or to record behaviors.
Student Writing Samples A collection of a student's writing, including representational pieces and best works. Student Interviews, Conferences Student-teacher conferences are used for a variety of purposes, and may be used to discuss topics including: writing progress, readings, or individual student strategies needed for improvement.
Student Questionnaires Questionnaires may be used to elicit a variety of information from the students in the form of forced choice or open-ended questions as well as ideas a student may have to change or improve a class activity or project. The questionnaire may provide comparative data for teachers to use when assessing student growth in a variety of areas.
Records of Student Participation Similar to anecdotal records, these records focus on evaluation of an individual student's growth over time. They may include the following: checklists, self-evaluation questionnaires, charts, journal entries, or daily folders.
Oral Responses Oral student participation used to assess a variety of skills. For example, the way a student responds to the kinds of questions asked may give the teacher information about his/her processing or content and ability to use thinking skills.
Written Responses, Student Work Individual/group responses to specific questions, comments, requests, or directions. Examples include the following: journals, tests, cooperative writing, daily assignments, problem-solving activities, etc.
Creative Presentations Plays, original writing, mime, choral reading, puppets, role playing and other activities presented by students relating to Social Studies.
191 Social Studies Assessment Strategies
Strategy Description Peer Conferencing Used in a supportive learning environment, students' peers can offer valuable feedback and help set direction for further learning. They can confer with each other about written pieces, provide guidance, and make comments and suggestions. They can set up forms for self evaluation or create a plan of action. Students may be used to ''coach'' each other, creating a positive learning environment. journals Journal writing may be entered in a notebook, folder, or bound composition book. Journals may be used to record daily personal experiences, ideas, reflections, or thoughts; they can include responses to specific teaching, reading prompts, or subjects providing opportunities for students to write and share thoughts and/or experiences.
Tests Standardized tests, unit tests, chapter tests, pretests, and/or teacher-made tests - used to assess students, provide the teacher with information for diagnosis and remediation of students' needs, as well as teacher's instructional direction and strategies. Tests have an essential place in evaluation, but should serve as only a part of the entire process of assessment. Essay questions are highly encouraged in Social Studies tests. Student Self-Evaluation Here, the teacher involves the students in serious examination of such questions as - How am I doing? Are things going as I planned? What would I like to learn or work on next? For example, students may be helped by keeping records about their own learning experiences, meeting with the teacher in conference on a regular basis to evaluate what they hope to achieve.
Oral Presentation Students may make formal or informal presentations such as the simple retelling of an event or the presentation of a project. The teacher and/or students assess the presenter's skills in a variety of areas.
Portfolios Portfolios are much more comprehensive than writing folders and contain an entire array of a student's work in Social Studies over the course of a school year. They may include the following: running records, maps, reports, writing samples, checklists, projects, tests, anecdotal records, etc. Portfolios may be shared with students' parents at conference time.
192 Social Studies Assessment Strategies Strategy Description Checklists Checklists may be used to monitor and assess a variety of student behaviors and proficiencies. These are a better tool for assessment if they are devised specifically for a particular grade level or a given set of student needs. Student Activities, Projects Activities may be done individually, with a partner, in a small or large group, or with an entire class. The activities may be dramatic, artistic, or written responses. Examples may include the following: role-playing of historical figure, designing a poster, advertising an historical event through a commercial, etc.
193 SUGGESTED FIELD TRIPS
Type of Trip Location Phone Suggested Grade(s) Museum American Labor Museum (973) 595-7953 6-8 Botto House National Landmark 83 Norwood Street Haledon, NJ Aviation Hall of Fame and Museum or NJ (201) 288-6344 4-8 Route 17 Teterboro, NJ Cloisters (212) 923-3700 6-8 Fort Tryon Park New York, New York Elias Van Bunschooten House Museum (973) 875-3330 4-8 Route 23 Wantage Township, NJ Hamilton House Museum (973) 744-5707 4-8 971 Valley Road Clifton, NJ Hunterdon Historical Museum (908) 735-4101 4-8 56 Main Street Clinton, NJ Intrepid Sea-Air-Space Museum (212) 245-2533 4-8 Pier 86 at W. 46th St. New York, NY
194 Jewish Museum (212) 423-3200 6-8 1109 5th Avenue (212) 423-3230 New York City, NY Metropolitan Museum of Art (212) 535-7710 4-8 1000 5th Avenue New York City, NY Montclair Art Museum (973) 744-7660 4-8 Bloomfield and South Mountain Avenue Montclair, NJ Morris Museum (973) 538-0454 K-3 Route 510 Normandy Heights and Columbia Roads Morristown, NJ Museum of Early Trades and Crafts (973) 377-2982 K-3 Main Street and Green Village Road Madison, NJ New Jersey Children's Museum (201) 262-5151 K-3 599 Industrial Avenue Paramus, NJ Newark Museum (201) 596-6550 4-8 49 Washington St. Newark, NJ Rogers Mill (Paterson Museum) (973) 881-3874 4-8 Route 15 Paterson, NJ
195 Smithsonian's National Museum of the American (212) 668-6624 4-8 Indian One Bowling Green New York, NY South Street Seaport Museum (212) 748-8600 4-8 South, John, Pearl and Dover Streets New York, NY State House (609) 633-2709 4-8 W. State Street Trenton, NJ USS Ling (and adjacent Naval Museum) (973) 487-9493 6-8 Borg Park Court and River Streets Hackensack, NJ USS Ling (and adjacent Naval Museum) (973) 487-9493 6-8 Borg Park Court and River Streets Hackensack, NJ
196 National/State Parks Edison National Historical Site (201) 736-5050 4-8 Main Street and Lakeside Avenue (201) 736-0550 West Orange, NJ Ellis Island (212) 269-5755 4-8 Battery Park New York, NJ Grover Cleveland Birthplace State Historic Site (973) 226-1810 4-8 207 Bloomfield Avenue Caldwell, NJ Independence National Historical Park (215) 597-8974 4-8 3 ,d and Chestnut Streets Phildelphia, PA Monmouth Battlefield State Park (908) 462-9616 4-8 Route 33 Freehold, NJ Morristown National Historical Park (973) 539-2085 4-8 Washington's Headquarters Historical Museum and Library Fort Nonsense Jockey Hollow Morristown, NJ Statue of Liberty (201) 435-9499 4-8 NJ Turnpike Jersey City, NJ
197 Steuben House State Historic Site (201) 487-1239 4-8 1209 Main street River Edge, NJ Theodore Roosevelt Birthplace National Historical Site (212) 260-1616 4-8 28 East 20th Street New York, NY Valley Forge Historical Park (610) 783-1077 4-8 Route 21 Valley Forge, PA
198 Local History Cooper Gristmill K-3 Route 24 Chester, NJ Dey Mansion (973) 696-1776 4-8 199 Totowa Road Wayne, NJ Empire State Building (212) 736-3100 4-8 350 5th Avenue New York, NY Fort Lee Historic Park (201) 461-1776 4-8 Hudson Terrace Fort Lee, NJ
Fosterfields Living Historical Farm (973) 326-7645 K-3 Kahdena Road Morristown, NJ Great Falls Historic District (973) 279-9587 4-8 65 McBride Avenue Paterson, NJ Historic Speedwell (973) 540-0211 4-8 333 Speedwell. Avenue Morristown, NJ Medieval Times (201) 933-2220 149 Polito Avenue (800) 828-2945 Lyndhurst, NJ
199 Millbrook Village (908) 841-9520 4-8 Old Mine Road (908) 841-9531 Delaware Water Gap, PA Montclair Historical Society (973) 744-1796 6-8 108 Orange Road Montclair, NJ Newark International Airport (973) 961-6264 4-8 Port Authority of NY and NJ Newark, NJ Sterling Mining Company (973) 209-7212 4-8 30 Plant Street Ogdensburg, NJ Waterloo Village (973) 347-0900 4-8 Route 80 Stanhope, NJ Wheaton Village (609) 825-6800 4-8 1501 Glasstown Road (800) 998-4552 Millville, NJ
200 SUGGESTED RESOURCES
Print Resources Title Address Comments The Idea Book for Educators Community Development A&E and the History Channel A&E Television Networks Free to educators 235 East 45th Street New York, NY 100 1 7 Jr. Scholastic Scholastic News magazines and resources 2931 McCarty Street 1-800-724-6527 Jefferson City, MO 65 1 00 The Legal New Jersey State Bar A newspaper about the law for Foundation young people New Jersey Law Center One Constitution Square New Brunswick, NJ 08901 The Record 150 River Street Participant in Newspaper in Hackensack, NJ 07601-7172 Education Program (NIE) The Star Ledger P.O. Box 148 Participant in Newspaper in Newark, NJ 07102-1200 Education Program (NIE) Teaching Tolerance P.O.Box 548 Free to educators A Project of the Southern Montgomery, AL 36177-9621 Many good resources Poverty Law Center
Video Resources New Jersey State Bar Video Loan Library Free videotape library Foundation One Constitution Square 1-800-FREE-LAW New Brunswick, NJ 08901
201