The curriculum committee began developing this guide during the spring of 1998.  To educate themselves and make informed decisions about content, organization, and district needs, they reviewed the literature, state and national standards, the Elementary School Proficiency Assessment (ESPA), and the district’s Terra Nova Test results.  In addition, the existing GMR curriculum was compared with the New Jersey Content Standards.   Based on this review the committee concluded that a standards-driven curriculum needed to be developed.

The New Jersey Core Curriculum Content Standards have raised the bar for educators and students.  This is clearly evident in this K-4 Social Studies guide.  The increased content necessitated at the elementary level is dramatic and results 
in a significantly more rigorous program.  Because of this, increased attention to the teaching of social studies is required.  Adding still more content to an already full day is a challenge indeed.  In an attempt to meet this challenge, the suggested activities in this guide integrate the teaching of social studies, language arts, science, and the visual and performing arts.  Integrating subjects will help teachers address all the content mandated by the standards, but more importantly, will provide a meaningful education for our students.

The learner must always be the focus of educational programming.  Active learners are continually engaged in productive activities that maximize creativity and learning.  We believe this level of involvement cannot be achieved with a single textbook approach to teaching.  With the flow of information today, the Internet, and the many books available on a variety of topics, teachers no longer have to rely on a textbook for teaching social studies.  The variety of materials and hands-on activities that are recommended in this guide will engage and help students analyze, synthesize, and interpret social studies issues.

Pedagogy is an important consideration.  In order for students to meet the standards they need to experience the best aspects of traditional practice and new and innovative approaches.  There is much that is good in lecturing, explaining, classroom recitation, simulations and role-play, project-centered instruction, and effective questioning.  These must be retained while also trying to include brain-based teaching, multiple intelligences, and classroom uses of computers and other technologies.

It is the committee’s hope that teachers will find this guide user friendly.  Appendices have been included for developing assessments, rubrics and performance tasks.  Appendix F includes an article, “Mapping a Route Toward Differentiated Instruction.”  This article contrasts three classrooms and will be helpful to teachers in moving from “different” to “differentiated” classroom activities.  Also included is a bibliography of teacher resources available in the district.  In addition to the K-4 resource binders provided each teacher, the NJ Social Studies Curriculum Framework will be an indispensable reference.  This guide features sample learning activities that illustrate the standards and progress indicators.  Copies of this guide are available in each school. 
 

We believe that social studies education is preparation for responsible citizenship and that this informed citizenry will insure that democracy is not replaced by oligarchy or worse.  We believe that social studies education is about teaching students how to think (not what to think), how to analyze public issues, and how to come to their own personal perspective on issues.  We believe that social studies education provides students with the core knowledge that is the key to developing every student’s appreciation for our American heritage.  We believe this knowledge and appreciation will enable students to participate in the great public dialogue that is unique to our American way of life.
 

The study of Social Studies in kindergarten is designed around the guiding question,  “What makes a good citizen?” In exploring this area, kindergarten will explore the responsibilities of Americans in their families, their country and their earth.
 

Unit I -Why Am I Special?  What makes me a good American? 
Unit Objective-Students will learn that the school community is a place to learn and work together.

Unit II-How am I a part of my family, my country, my earth? 
Unit Objective-Students will gain an understanding of their roles in the family, in their country and their world.

Unit III-Why do Americans celebrate? 
Unit Objective-Students will understand that Americans celebrate special holidays for special reasons.

Unit IV -How are Americans responsible to other Americans? 
Unit Objective-Students will  understand the relationships necessary to sustain a working community.

The study of Social Studies in first grade is designed around the guiding question, “Why am I remembered?” In exploring this area, first grade will explore democratic citizenship, historical periods, where people live, and citizen’s roles in communities.

Unit I-We Belong-What is American? 
Unit Objective-Students will learn democratic citizenship and how to participate in the constitutional system of government of the U.S.

Unit II-It Happened in America -Who are great Americans?
Unit Objective-Students will learn that a historical period is a period in which events have occurred that changed the course of history.

Unit III -Traveling in America-Where do we live?
Unit Objective-Students will learn about their family and neighborhood and places where they live.

Unit IV-A Working Community-How does America Work?
Unit Objective-Students will gain an understanding that people perform volunteer and paid services for their community.
 

The study of Social Studies in 2nd Grade is designed around the guiding question "What Is Community?"  In exploring this area, 2nd grade will look at the development of our country through the study of the types of communities formed as our country grew and expanded from Colonial Times through Westward Expansion to communities of today.  Also explored will be communities and families of today in our country compared to communities and families around the world.

Unit I-Colonial Times: What was life like in the colonies?  How did America start to grow?  What did people think the earth looked like before exploration?
Unit Objective-Students will gain an understanding of the way people lived and interacted in Colonial America.

Unit II-Moving Westward-Why and how did people move Westward?
Unit Objective-Students will gain an understanding of Westward Expansion and how people interacted.

Unit III-Growing America-How did America & Americans develop & grow?
Unit Objective-Students will gain an understanding of independence & dependence in communities & families.

Unit IV-Exploring Our World Communities-How are people around the world alike and different?
Unit Objective-Students will learn that communities around the world have similarities and differences.

The study of Social Studies in 3rd Grade is designed around the guiding question, “What is Conflict?”   In exploring this area, third grade children will first explore unity-the unifying factors of our country-then they will examine conflict between countries, conflict between people and prejudice, and conflict between man and his natural environment.  The children will focus on causes and effects and evaluating the positive and negative results of conflict. 

Unit I-Unity: What elements unite the citizens of the United States?
Unit Objective-In order to understand conflict students must first understand unity and peace.  Study will be directed towards the Constitution, the branches of government, the symbols of our country and state, and the geography of our country.

Unit II-Conflict Between Countries-The American Revolution-We are one World.  Why is there conflict between countries?
Unit Objective-Students will understand what causes conflict between countries and the results of conflict.  Study will be directed toward a review of colonial life focusing on mapping activities, the causes of the Revolution, how it started, key figures, the Declaration of Independence, the Revolution in New Jersey and how the war was ended.

Unit III -People in Conflict with People- Prejudice and Discrimination-What is prejudice and what can be done to eliminate it?
Unit Objective-This unit is set up around discussion.  Discussions should take a literature circle format.  In their discussions, the students will learn about different types of prejudice and will formulate ideas about ways to combat discrimination and prejudice.

Unit IV-People in Conflict with their Environment-Why is it important to live in harmony with the resources of our earth?
Unit Objective-This unit is set up around current events to work in conjunction with the third grade science unit on conservation.  It is an independent learning unit in which the teacher serves as a facilitator.  Students will study current topics and determine ways in which conservation or the lack of conservation has affected the resources of the earth and the importance of living in harmony with those resources.  (*Note - Biomes, such as the rain forest, desert, or tundra, may not be studied in this unit as their study would conflict with the fourth grade science unit on biomes.)
 

The study of Social Studies in Fourth Grade is designed around the guiding question, “How does setting affect how we live?”  In exploring this area, fourth graders will use the time and place of history and geography to interpret New Jersey’s development, and to compare and contrast that with other areas of the United States and the world.

Unit I-Here, There, and Now: How is New Jersey like other states?  How is it different?
Unit Objective:  Students will interpret the 5 themes of Geography to study modern New Jersey and compare/contrast it with other areas.

Unit II-How can maps, globes, and atlases help us to learn about the world?
Unit Objective-Students will acquire geographical understanding by studying the world in spatial terms

Unit III- There and Then-Other American Indians-How Did Setting Affect Their Lives?  Where are they now?
Unit Objective-Students will investigate Native American tribes to learn the effect that time and location had on their development.

Unit IV:  Here and Then-How Did Water Help New Jersey Grow?
Unit Objective: Students will relate water to New Jersey land growth and development, and evaluate the advantages and disadvantage of that growth over time.