Unit 4: Colonial New Jersey
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Course(s):
Time Period:
Length:
Status:
Social Studies
NovDec
3 Weeks & Fourth Grade
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Social Studies Grade 4
Unit 4: Colonial America
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Jaclyn Corino and Natalie Minichini
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculum and Instruction Mathematics and Science K -8
Mr. George Droste, Director of Curriculum and Instruction Mathematics and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K - 12
Board Approved: August 22, 2016
Unit Overview
Cabot, Verrazano, and Hudson were famous explorers. They were in search of a water route to Asia but failed to find
one. Instead they found Native Americans and a rich supply of resources. As the Dutch became settled in New
Netherland, the fur trade became less important. Farming became more important. Fewer fur animals and bigger
Dutch farms meant that the Lenape had to move farther west to keep their way of life. English rule in New Jersey
began some traditions that are even important today. Freedom of religion is one. A government of delegates of the
people is another. These ideas would play an important part in the birth of New Jersey as one of the first states of the
United States 80 years later. New Jersey colony grew rapidly in the 1700s. Some of the people in this colony began to
think of themselves as separate from England. They began to think of themselves as Americans.
(Reference McGraw Hill Social Studies, Chapter 4; Social Studies Weekly, Week 5, 6, 7, 8, 9, 10, 11)
*Lessons on relevant holidays that fall within this time period can be implemented in addition to any of the material
throughout this unit.
NJSLS
Please link all standards that apply in this section within the curriculum of the unit being written. Please
include all Common Core and New Jersey Core Curriculum Standards.
SOC.6.1.4.D.CS2
Key historical events, documents, and individuals led to the development of our
nation.
SOC.6.1.4.B.5
Describe how human interaction impacts the environment in New Jersey and the
United States.
SOC.6.1.4.D.2
Summarize reasons why various groups, voluntarily and involuntarily, immigrated
to New Jersey and America, and describe the challenges they encountered.
SOC.6.1.4.D.1
Determine the impact of European colonization on Native American populations,
including the Lenni Lenape of New Jersey.
SOC.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.
SOC.6.1.4.C.CS1
People make decisions based on their needs, wants, and the availability of
resources.
SOC.6.1.4.D.4
Explain how key events led to the creation of the United States and the state of
New Jersey.
SOC.6.1.4.D.10
Describe how the influence of Native American groups, including the Lenni Lenape
culture, is manifested in different regions of New Jersey.
SOC.6.1.4.D.11
Determine how local and state communities have changed over time, and explain
the reasons for changes.
SOC.6.1.4.D.CS1
Immigrants come to New Jersey and the United States for various reasons and
have a major impact on the state and the nation.
Exit Skills
By the end of Social Studies in fourth grade, students will be able to:

Demonstrate an understanding of fundamental concepts about government, citizenship, geography,
economics, and history.

Have developed an understanding of core democratic values, the rights and responsibilities of American
citizens, and how key people and events contributed to the development of the American heritage.

Demonstrates an understanding of people’s rights and the security and welfare of society.

Demonstrates understanding of key concepts, ideas and vocabulary.

Compare and contrast information that can be found on different types of maps and determine how the
information may be useful.

Compare and contrast characteristics of regions in the United States based on culture, economics, and physical
environment to understand the concepts of regionalism.

Determine the impact of European colonization on Native American populations of New Jersey.

Demonstrate an understanding of economic opportunities in New Jersey that are related to the availability of
resources and technology.
Enduring Understanding

Explorers are people who travel to unfamiliar places in order to learn about them.

Christopher Columbus sailed three ships across the Atlantic Ocean from Europe to the America's.

European explorers searched for a water route to Asia

Henry Hudson explored New Jersey, meeting with the Lenape.

The Dutch first came to New Jersey to trade furs with the Lenape.

The Dutch West India Company controlled trade in New Netherland and brought new settlers from Europe and
Africa.

Dutch settlers learned skills from the Lenape and built New Jersey's first permanent town, Bergen.

The English defeated the Dutch and took over New Netherland.

The English attracted settlers to New Jersey from England and other colonies.

East Jersey and West Jersey developed differently.

The Quakers played an important role in West Jersey.

East and West Jersey were reunited in 1702 and became a royal colony.

Most people in colonial New Jersey lived on farms, but some worked in industries.

Most farms were small family farms.

Larger farms were worked by indentured servants and enslaved African Americans.

Only white men who owned property had full rights in the New Jersey colony.
Essential Questions

What impact did Christopher Columbus's journey in 1492 have on the life of Europeans?

Why did European countries send explorers to North America?

What may have happened if Columbus turned back before he reached land?

What was the relationship between the Dutch and the Lenape?

What is the difference between an immigrant and patroon.

Why did the Dutch decide to settle New Netherland?

How were the Lenape affected by the settlement of the Dutch?

What might have happened if the Lenape had not taught the Dutch skills for farming and hunting?

Why did England want to take over New Netherland?

What important freedom did New Jersey's first constitution guarantee?

Why were the New Jersey colonist unhappy with the proprietors?

What different jobs did men and women do in colonial New Jersey?

What industries were started in New Jersey in colonial times?

Why was farming so important in colonial New Jersey?
Learning Objectives
In unit 4, students will demonstrate the ability to:
McGraw Hill Social Studies, Chapter 4 - Lesson 1:

Explain how Columbus' voyage impacted the lives of Europeans

Generate a list of reasons European countries sent explorers to North America

Hypothesize what may have happened if Columbus turned back before he reached land.
McGraw Hill Social Studies, Chapter 4 - Lesson 2:

Justify the relationship between the Dutch and the Lenape

Differentiate between an immigrant and patroon

Evaluate the reasons why the Dutch decided to settle New Netherland

Analyze how the Lenape were affected by the settlement of the Dutch

Predict the outcome if the Lenape did not teach the Dutch skills for farming and hunting
McGraw Hill Social Studies, Chapter 4 - Lesson 3:

Support the reason the Dutch decided to settle New Netherland

Analyze the importance of religious freedom

Evaluate the reasons why the Dutch decided to settle New Netherland

Determine why the colonists were unhappy with the proprietors
McGraw Hill Social Studies, Chapter 4 - Lesson 4:

Differentiate between the jobs of men and women in colonial New Jersey

Evaluate the effect of industry in New Jersey during colonial times

Analyze the importance of farming in colonial New Jersey
Below are examples of action verbs associated with each level of the Revised Bloom’s Taxonomy. These are useful in
writing learning objectives, assignment objectives and exam questions.
Remember
Choose
Describe
Define
Label
List
Locate
Match
Memorize
Name
Omit
Recite
Select
State
Count
Draw
Understand
Classify
Defend
Demonstrate
Distinguish
Explain
Express
Extend
Give Examples
Illustrate
Indicate
Interrelate
Interpret
Infer
Match
Paraphrase
Apply
Choose
Dramatize
Explain
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Use
Add
Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Arrange
Breakdown
Combine
Detect
Evaluate
Appraise
Judge
Criticize
Defend
Compare
Assess
Conclude
Contrast
Critique
Determine
Grade
Justify
Measure
Rank
Rate
Create
Combine
Compose
Construct
Design
Develop
Formulate
Hypothesize
Invent
Make
Originate
Organize
Plan
Produce
Role Play
Drive
Outline
Point
Quote
Recall
Recognize
Repeat
Reproduce
Represent
Restate
Rewrite
Select
Show
Summarize
Tell
Translate
Associate
Compute
Convert
Discuss
Estimate
Extrapolate
Generalize
Predict
Calculate
Change
Classify
Complete
Compute
Discover
Divide
Examine
Graph
Interpolate
Manipulate
Modify
Operate
Subtract
Diagram
Discriminate
Illustrate
Outline
Point out
Separate
Support
Test
Devise
Generate
Integrate
Prescribe
Propose
Reconstruct
Revise
Rewrite
Transform
Interdisciplinary Connections
Reading, Writing, Speaking and Listening
LA.4.W.4.7
Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
LA.4.RI.4.4
Determine the meaning of general academic and domain-specific words or
phrases in a text relevant to a grade 4 topic or subject area.
LA.4.RI.4.1
Refer to details and examples in a text and make relevant connections when
explaining what the text says explicitly and when drawing inferences from the
text.
LA.4.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
LA.4.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly.
LA.4.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related idea the writer’s purpose.
LA.4.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse
media and formats (e.g., visually, quantitatively, and orally).
LA.4.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
LA.4.SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.
LA.4.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.
LA.4.W.4.3
Write narratives to develop real or imagined experiences or events using narrative
technique, descriptive details, and clear event sequences.
LA.4.RI.4.2
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
LA.4.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in
the text.
LA.4.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
LA.4.RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or
topic; describe the differences in focus and the information provided.
LA.4.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in
which it appears.
LA.4.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a
text.
LA.4.W.4.4
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
LA.4.RI.4.9
Integrate and reflect on (e.g. practical knowledge, historical/cultural context, and
background knowledge) information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
LA.4.RI.4.10
By the end of year, read and comprehend literary nonfiction (see Appendix A) at
grade level text-complexity (see Appendix A) or above, with scaffolding as needed.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
SMARTboard, PowerPoint, Prezi, Social Media, relevant YouTube/TeacherTube videos, TCI audio tapes, laptops
Differentiation
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

As needed, provide more instruction that is on level or below grade level for the students who are struggling.

Use vocabulary cards, vocabulary activities, vocabulary review, and vocabulary glossary.

Monitor progress, reteach as needed, and extend student thinking.

Utilize solutions for effective instruction page.

Utilize multiple intelligences teaching strategies.

Added time to complete assignments

Pairing oral instructions with visuals

Teacher reads assessments aloud
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this section.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Unit tests
.
Primary Resources
McGraw Hill Social Studies (New Jersey- Adventures in Time and Place)
Ancillary Resources
Social Studies Weekly, Scholastic News, Time for Kids, YouTube/TeacherTube, additional reading opportunities
(reference TCI)