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Social Studies Grade 4 CURRICULUM FOR SOCIAL STUDIES GRADE 4 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Tiffany Lynch, Program Supervisor of Literacy (2011) Stephanie Holobinko, Program Supervisor of Assessment and Social Studies The Board acknowledges the following who contributed to the preparation of this curriculum. Jaclyn Basso Tiffany Beer, Director of Curriculum and Instruction Subject/Course Title: Date of Board Adoptions: Social Studies August 30, 2011 Grade Four Revised September 17, 2019 RAHWAY PUBLIC SCHOOLS CURRICULUM Social Studies Grade 4 PACING GUIDE Unit Title Pacing 1 The Land and the People of the United States 5 weeks 2 The Northeast 5 weeks 3 New Jersey- Regions and Government 5 weeks 4 New Jersey-Stepping Into the Past 5 weeks 5 The Southeast 5 weeks 6 The Midwest 5 weeks 7 The Southwest 5 weeks 8 The West 5 weeks ACCOMMODATIONS 504 Accommodations: IEP Accommodations: Provide scaffolded vocabulary and vocabulary lists. Provide scaffolded vocabulary and vocabulary lists. Provide extra visual and verbal cues and prompts. Differentiate reading levels of texts (e.g., Newsela). Provide adapted/alternate/excerpted versions of the text Provide adapted/alternate/excerpted versions of the text and/or modified supplementary materials. and/or modified supplementary materials. Provide links to audio files and utilize video clips. Provide extra visual and verbal cues and prompts. Provide graphic organizers and/or checklists. Provide links to audio files and utilize video clips. Provide modified rubrics. Provide graphic organizers and/or checklists. Provide a copy of teaching notes, especially any key terms, in Provide modified rubrics. advance. Provide a copy of teaching notes, especially any key terms, in Allow additional time to complete assignments and/or advance. assessments. Provide students with additional information to supplement Provide shorter writing assignments. notes. Provide sentence starters. Modify questioning techniques and provide a reduced Utilize small group instruction. number of questions or items on tests. Utilize Think-Pair-Share structure. Allow additional time to complete assignments and/or Check for understanding frequently. assessments. Have student restate information. Provide shorter writing assignments. Support auditory presentations with visuals. Provide sentence starters. Weekly home-school communication tools (notebook, daily Utilize small group instruction. log, phone calls or email messages). Utilize Think-Pair-Share structure. Provide study sheets and teacher outlines prior to Check for understanding frequently. assessments. Have student restate information. Quiet corner or room to calm down and relax when anxious. Support auditory presentations with visuals. Reduction of distractions. Provide study sheets and teacher outlines prior to Permit answers to be dictated. assessments. Hands-on activities. Use of manipulatives. Use of manipulatives. Have students work with partners or in groups for reading, Assign preferential seating. presentations, assignments, and analyses. No penalty for spelling errors or sloppy handwriting. Assign appropriate roles in collaborative work. Follow a routine/schedule. Assign preferential seating. Provide student with rest breaks. Follow a routine/schedule. Use verbal and visual cues regarding directions and staying on task. Assist in maintaining agenda book. Gifted and Talented Accommodations: ELL Accommodations: Differentiate reading levels of texts (e.g., Newsela). Provide extended time. Offer students additional texts with higher lexile levels. Assign preferential seating. Provide more challenging and/or more supplemental Assign peer buddy who the student can work with. readings and/or activities to deepen understanding. Check for understanding frequently. Allow for independent reading, research, and projects. Provide language feedback often (such as grammar errors, tenses, subject-verb agreements, etc…). Accelerate or compact the curriculum. Have student repeat directions. Offer higher-level thinking questions for deeper Make vocabulary words available during classwork and analysis. exams. Offer more rigorous materials/tasks/prompts. Use study guides/checklists to organize information. Increase number and complexity of sources. Repeat directions. Assign group research and presentations to teach the Increase one-on-one conferencing. class. Allow student to listen to an audio version of the text. Assign/allow for leadership roles during collaborative Give directions in small, distinct steps. work and in other learning activities. Allow copying from paper/book. Give student a copy of the class notes. Provide written and oral instructions. Differentiate reading levels of texts (e.g., Newsela). Shorten assignments. Read directions aloud to student. Give oral clues or prompts. Record or type assignments. Adapt worksheets/packets. Create alternate assignments. Have student enter written assignments in criterion, where they can use the planning maps to help get them started and receive feedback after it is submitted. Allow student to resubmit assignments. Use small group instruction. Simplify language. Provide scaffolded vocabulary and vocabulary lists. Demonstrate concepts possibly through the use of visuals. Use manipulatives. Emphasize critical information by highlighting it for the student. Use graphic organizers. Pre-teach or pre-view vocabulary. Provide student with a list of prompts or sentence starters that they can use when completing a written assignment. Provide audio versions of the textbooks. Highlight textbooks/study guides. Use supplementary materials. Give assistance in note taking Use adapted/modified textbooks. Allow use of computer/word processor. Allow student to answer orally, give extended time (time- and-a-half). Allow tests to be given in a separate location (with the ESL teacher). Allow additional time to complete assignments and/or assessments. Read question to student to clarify. Provide a definition or synonym for words on a test that do not impact the validity of the exam. Modify the format of assessments. Shorten test length or require only selected test items. Create alternative assessments. On an exam other than a spelling test, don’t take points off for spelling errors. RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: The Land and the People of the United States Target Course/Grade Level: Social Studies Grade 4 Unit Summary: During this unit, students will explore how the United States has come to be and how it is organized. Students will learn about the regions that the United States is broken up into based on each region’s resources and geography, identify key events in America’s history, identify the different branches of government that govern the United States, explore various economic ideas, and understand how diversity has contributed to the growth of the United States. Approximate Length of Unit: 5 weeks LEARNING TARGETS New Jersey Student Learning Standards: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels. 6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided and the impact of policy decisions made at each level. 6.1.4.A.13 Describe the process by which immigrants become United States citizens. The world is comprised of nations that are similar to and different from the United States. 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. Places are jointly characterized by their physical and human properties. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. The physical environment can both accommodate and be endangered by human activities. 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism. Patterns of settlement across Earth’s surface differ markedly from region to region, place to place, and time to time. 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement
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