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
St. Philip School
797 Valley Road
Clifton, NJ 07013
Vivian Hyman
Our Lady of Lourdes School
186 Butler Street
Paterson, NJ 07524
Debbie Griffin
St. Francis School
Father Hayes Drive
Haskell, NJ 07420
Sister Arlene LoParco
Pope John Paul 11 School
775 Valley Road
Clifton, NJ 07013
Janet Bodner
St. Christopher School
1050 Littleton Road
Parsippany, NJ 07054
Ann Marie Peterson
St. Anthony School
270 Diamond Bridge Avenue
Hawthorne, NJ 07506
Evie Gomez
St. George School
30 Michigan Avenue
Paterson, NJ 07503
Cathleen Markey
St. Virgil School
238 Speedwell Avenue
Morris Plains, NJ 07950
Patricia Leonard
St. Andrew School
420 Mount Prospect Avenue
Clifton, NJ 07012
Based on the work of
Sister St. Eugene Fiorino, OSF,
Assistant Superintendent, Diocese of Camden,
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
New Jersey Department of Education Core Standards for Social Studies
Introduction to Social Studies
Social Studies Curriculum Guide K-8
Overview K-8
1
3
4
5
6
Content, Strategies, Expectations for
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
7
29
39
53
67
82
96
110
123
Supplement
A. World Wide Web Sites
B. Evaluation Checklist for Social Studies Series
C. Role of Curriculum Coordinator
D. Time Line: The Catholic Church in America
E. The Diocese of Paterson
F. Graphic Organizers
G. Assessment Strategies
H. Suggested Field Trips
1. Suggested Resources
138
141
144
145
171
174
179
194
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 studying the environment and society
- - --- -
---
-W
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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
Historical Understanding
Democratic Citizenship
Standards
1, 2
3, 4,
5,
6
Geographical Understanding
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,
school,church
2.
families - work/play
2.
landforms of United States
3.
interaction in
a. home
b. school
c. church
3.
recognition of life/style
- city
- farm
- shore
4.
seasonal changes
- weather
5.
environment
- care of earth
3.
rules: home/school
4.
appropriate behavior
5.
safety rules
4.
holidays
6.
rights and responsibilities
5.
customs/traditions
7.
national symbols
8.
citizenship through literature
6.
neighborhoods
a. jobs
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
Uniqueness of self and others
Suggested Teaching Strategies
Build a collage over several days/weeks with each child's
name and picture. Have children add pictures of
themselves, their families, things they like to do, eat, etc.
Over several days/weeks make an ''I Am Special'' or ''All
About Me'' book. Include children's drawings, paintings,
photos of themselves working, playing, praying, etc. To
make each child's book part of the classroom library,
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
Expectations
Students will be able to:
tell about their interests and talents and why they
are special.
appreciate their own uniqueness and accept
differences in other children and themselves.
use their talents to contribute to the classroom
environment.
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:
-
Groups: family, school,
church, etc.
hair/eye color
height
snack/fast foods
favorite colors
ice cream flavors
TV show/video
Create a ''This Is Our Class'' Book. Have each child draw
a picture of themselves and their favorite people and
things (family, pets, foods, toys, etc.). Assemble the
drawings in order and audiotape each child talking about
his/her drawing in that order. Bind the book and add it to
the Language Arts/Listening Center.
recognize that each child is special in many
different ways and is important in several
groups, small and large.
explain how each difference in people
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
at home and at school
Have children draw portraits of their nuclear and
extended families. Compare family size using a
pictograph. Celebrate the diversity of family structure
and point out the advantages of all types of families.
Suggest that different size families may have different
rules.
10
follow simple and reasonable school rules.
modify behavior depending on area/activity
(classroom, library, cafeteria, etc.).
understand that actions do affect self and others.
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.
(Don't hit your brother. Eat your dinner, etc.) Make a
second chart of parallel rules at school. (Be kind to
classmates. Eat your lunch, etc.) Discuss the
consequences of breaking an important rule.
demonstrate appropriate behavior for a given
situation and recognize the need for different
behaviors.
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
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
apply and verbalize school safety rules.
Core Content
Basic symbols of USA and NJ
Suggested Teaching Strategies
Show children the US flag. Have children tell what they
see, counting stripes and stars. Explain what ''United
States'' means and find pictures of other national symbols
such as the bald eagle and the Statue of Liberty.
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
Expectations
Students will be able to:
recognize the USA flag, its- colors and basic
configuration.
pledge allegiance to the flag and/or sing a simple
patriotic song daily.
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
Actions, perspectives, motives,
etc. of main characters in good
children's literature, set in other
times/places
Suggested Teaching Strategies
Read aloud children's books that are high quality
literature. Request lists of Caldecott Award winners as
well as books reviewed by ALA, Kirkus, Parents'
Choice, etc. from the local library.
Expectations
Students will be able to:
label/describe main characters' feelings,
perceptions, motives, etc.
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
other times and/or places
through art and literature
Observe art (murals, sculpture, etc.) in parks and nearby
neighborhoods. Children sketch as well as discuss the
place, time, people depicted. Add appropriate books to
the classroom library.
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
develop their own styles of artistic expression
using preferred materials.
Write (dictate) their own stories of important
personal events.
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
simple family tree. Use/display relationship words: son,
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.
describe the relationships and contributions of
members of their immediate family.
Family heritage
Invite grandparents or great-grandparents to visit for a
special snack. Ask several to tell stories about daily life
when they were five or six years old. Have them bring
photos/artifacts if possible.
express appreciation for their family's heritage.
Make a school-family quilt. Enlist families' help in
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
edges with hem tape and display.
14
understand that many different influences help
form a person: family, age, gender, race, ethnic
background, culture environment, education,
physical characteristics, religion, friends, etc.
I
Core Content
Ways families work and play
together
Suggested Teaching Strategies
Invite children to bring photos (or make drawings) of
their families working and/or playing together. Display
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
contributions written on the links. Invite children to
lengthen the chain by making helpful contributions at
home and at school.
Enlist families' help in identifying a family member far
away. Help children send a photo and a brief note to that
person.
15
Expectations
Students will be able to:
describe ways their families work together and
play together.
understand that they are growing up and are
more able to contribute to family/school life.
I
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
Living/working in groups:
respect
Suggested Teaching Strategies
Over time develop the concept of respect for others in
various areas of the classroom, school, church,
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
Expectations
Students will be able to:
work and play together and include others in
their work and play.
Core Content
Living and working in groups:
cooperation
Suggested Teaching Strategies
Cut in half enough large magazine pictures so that each
child had a half. (Teacher takes the last half if
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
Expectations
Students will be able to:
work and play together cooperatively with
friends and adults.
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
they observe in their families and/or neighborhoods
(trick-or-treating, caroling, feasting, etc.). Involve
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
enjoy celebrating many different holidays
together with some understanding of the reason
for the holiday.
Core Content
Cultural diversity in art forms
Suggested Teaching Strategies
Use art and music centers/classes to display art from
areas of New Jersey, the United States, and the world.
Include paintings, drawings, pottery, instruments, taped
music, etc. Discuss differences among art from seashore,
farm, city areas. Compare pictures/photos of a particular
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
Expectations
Students will be able to:
note details that give clues about the time and
place a certain art object was created.
create own art, painting objects using their own
designs or those they have seen displayed.
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
Neighborhoods
Suggested Teaching Strategies
Take a walk through the school neighborhood. Children
point out features (streets, buildings, parks, etc.) and
teacher compiles a list. Use a large bulletin board or
mural paper to depict ''Our Neighborhood'' with paints,
crayons, cut paper, magazine photos, etc.
Expectations
Students will be able to:
describe major features of the school
neighborhood.
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
their house and display the correct address including city,
state and zip code. Display the completed houses in
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
recite their full address including city and state
and their complete phone number, including
area code.
Core Content
Work in neighborhoods
Suggested Teaching Strategies
List/web the many different people who work in our
neighborhoods. Help children understand jobs of
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.
Expectations
Students will be able to:
identify and respect workers who provide goods
and services.
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
of ''911 '' and other safety practices.
21
know how and when to use ''911. ''
Core Content
Difference between needs and
wants
Suggested Teaching Strategies
Display pictures/books of various animal shelters. What
is alike and different between animal homes and human
homes?
Expectations
Students will be able to:
identify food, clothing, shelter, and love as basic
needs.
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
Workers
Teach children the names, values of, and written symbols
for a penny, a nickel, a dime: (1¢, 5¢, etc.)
name three coins and tell their value in cents.
Count pennies to buy objects up to 10¢.
Set up a clothing, grocery, or toy store center with items
priced in cents. Use real pennies or cardboard circles to
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.
differentiate between a five year old's needs and
wants.
List/web with children tools used at home, in various
workplaces, in school, outdoors, etc. Create collages
from magazines.
care for the tools they use at home and in
school.
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SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
Globes and maps
Suggested Teaching Strategies
Expectations
Students will be able to:
Have children understand that maps show objects as if
they were hovering above the area.
recognize the shape of New Jersey and of the
United States mainland.
Teacher draw a simple map of the classroom according to
children's directions. Use positional vocabulary: near
to, near, behind, right, left, inside, under, above, etc.
be able to use directional, positional and
distance vocabulary accurately.
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
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
identify land and water areas on a map.
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
climates in the US
Examine picture books, travel brochures, reference books
that show major landforms: mountains, deserts, islands,
beaches. Plan an imaginary trip to an area of interest.
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.
identify coastline, mountain, and desert areas in
photos and maps - Identify lakes, rivers, and
oceans.
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
communicate information
Throughout the year use pictographs to record
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
interpret simple graphs to get information.
I
SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
8.
All students will acquire geographical understanding by studying human systems in Geography.
Core Content
Cities, towns, suburbs, farms,
woods, and beaches of NJ
Suggested Teaching Strategies
As children study each type of area, collect pictures,
photos, drawings, to make class books, murals, mobiles,
dioramas, etc.
Expectations
Students will be able to:
distinguish major features of city, farm, woods,
and seashore environments.
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.
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SOCIAL STUDIES CURRICULUM GUIDE
KINDERGARTEN
9.
All students will acquire geographical understanding by studying the environment and society.
Core Content
Suggested Teaching Strategies
Change over time in people and
things
Using symbols, drawings, pictures, and a few words, list
on paper strips events of the day: getting up, brushing
teeth, ... taking a bath, etc. Have small groups of
children sequence the strips. Re-group the activities
using morning, afternoon, evening/night labels.
Expectations
Students will be able to:
sequence the events of a day. Use
time/sequence vocabulary.
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.
Label name of seasons.
Make a four seasons book. Include holidays and
birthdays and effects of weather on clothing and
activities.
26
tell the four seasons in order and discuss
weather/activity changes. Know the days of the
week and which are work/school days.
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
Earth's resources
Visit some nearby natural environments. Use all the
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
appreciate Earth's gifts and use them carefully.
Core Content
Suggested Teaching Strategies
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
Expectations
Students will be able to:
SOCIAL STUDIES CURRICULUM GUIDE
GRADE I
FAMILIES - HOME AND WORLD
/
Historical Understanding
Democratic Citizenship
Standards
1, 2
1.
family, basic unit of society
2.
origins of families
3.
rules/laws in family
4.
5.
related art and music
recognition of differences
7.
kindness and caring
4,
5,
6
7,
8,
9
1.
use/features of flat map
2.
differentiate between land/water on
map/globe
3.
use/features of globe
4.
local landmarks
roles/responsibilities of members in
family and effects on society.
5.
family homes around the world
5.
Catholic Church - extended family
6.
6.
celebrations of families
- holidays/traditions/customs
environment
a. care for homes
b. care for earth
7.
family income
8.
needs/wants of family
1.
historical comparison of families
present - past
2.
origins of families in other countries
3.
cultural similarities/differences
families
citizenship/patriotism
6.
8.
3,
Geographical Understanding
4.
things all God's people share in
common
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
society
Participate in discussion on who is their immediate
family.
describe/define ''a family'' and give examples of
own and others.
The ''extended family''
Expose children to concept that there are family members
we don't see regularly.
identify members of their extended family.
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
live and play safely (etc.).
give examples of rules at home and school.
Patriotism
Discuss their country and what makes it special.
recognize the American flag and recite the
Pledge of Allegiance and give history of the
flag.
Display/discuss meaning of symbolism: American 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
expressing feelings and
experiences
Discuss with students their favorite family stories,
songs, and traditions (Show & Tell).
draw a picture or tell a story about their family.
The impact of literature, art, and
music on citizenship and
patriotism
Teacher will select appropriate historical /patriotic
pictures, stories, and music to share with students.
recognize famous Americans.
Ways that Americans honor their
country
sing a patriotic song.
Students will respond with verbal, written or drawing
project.
describe an American holiday.
Recognition of differences
Teacher will select appropriate stories to read to show
character differences; e.g. song lyrics to ''We Are the
World''; talk about the different ''wants'' of classmates
recognize and list differences.
Kindness and caring
Listen to each other; discuss who to be helpful to others
and how to be a good friend.
consider and understand needs and feelings of
others.
Draw pictures of helping others.
God's gifts
Discuss, draw and list what every child needs
(including god's everlasting love)
know that we are all God's children and we
share the same basic needs.
through student drawings, multicultural stories and
understand that we hare similarities and
discussions, find similarities and differences between
children.
differences.
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
Comparisons of families today
with families long ago
Origins of families from
European, Asian, and African
countries
Similarities and differences among
families in all parts of the world
Suggested Teaching Strategies
Expectations
Students will be able to:
By using pictures, filmstrips or video, students will be
exposed to families from the past and families from
other countries, ethnic groups. Students will respond
with verbal, written, or drawing project.
distinguish between past and present family life.
Discussion will focus on similarities and differences
among families.
describe a tradition, food, or holiday that has
been borrowed (adapted) from another culture.
Sample foods, customs, or traditions from other
countries.
32
identify their own family ethnic heritage.
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
of ''extended family''
Through pictures and class discussion, teacher will
expose students to the church, local parish and school
''family.''
identify members of their church, parish, and
school families.
Role of students in family, parish
and school
Class will construct a poster or big book with people
from church, parish, and school.
describe their role as a parishioner and student
Students will work with a partner to draw pictures
showing themselves in church/school.
Role and responsibilities of
various members of ''extended
family'' and its affect on society
Teacher will relate individual family experiences to
group activities and community impact. (Graphic
organizer for responses.)
33
list responsibilities of a parishioner/church and
student/school in making our town/country a
special place.
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
families
Teacher will chart student responses to leading
questions on family differences. (See graphic
organizers.)
distinguish cultural differences of families.
Stories as an important part of our
heritage
Teachers will expose students to a variety of stories,
poems and folk tales related to America, church,
cultural personalities.
tell/retell stories related to their family, church
and American heritage.
Customs of families in other
countries
Teacher will use various media to introduce students to describe a family custom, holiday, etc. from
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
and American traditions.
cultures
Influence of technology and
inventions on our life style
Teachers will use problem/solution approach to
introduce inventions (use pictures, posters, etc.).
34
identify a custom, food, or tradition from
another country that Americans have adopted.
identify inventions that have made family
life/work easier.
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,
favorite foods, and some articles of their clothing.
identify minimum basics of survival
food - shelter - clothing
Contrast of needs and wants
Have students draw their dream house or what they
would buy if they had a lot of money. Define need
and want.
distinguish between a need and a want.
Effect of family income on
lifestyle
Set up a "store'' and use play money or tokens to
simulate a shopping trip - vary experience by giving
same or different amounts; raise or lower prices,''
create situations where children face need to share or
go without. Connect experience to family
choices/situation.
respond appropriately in words/deeds to peers
with less/more things; respond in charity to
those in need.
Need of families to make choices
based on family income
35
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
Use of flat maps to determine
location: local/country/world and
local landmarks
Suggested Teaching Strategies
Teacher will introduce concept of permanent location
by blindfolding one student/providing another student
as a guide to follow verbal directions around
classroom.
Follow up with ''mental mapping.'' Students close eyes
imagine directions given by teacher to locations within
the school.
Expectations
Students will be able to:
describe how to get from one location to another
in school.
construct a map of their home neighborhood
and school/church neighborhood.
identify relative locations of local landmarks.
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
maps).
use flat map and globe to locate North America
and the USA (New Jersey).
Differentiating between land and
water on map/globe
Guide students to find land/water masses on map and
globe.
identify land and water representations on flat
map/globe.
Specific and relative location
(N - S - E - W)
Introduce Concept of N/S, E/W by demonstration,
then practice on "personal'' or commercial maps.
locate/move from one location to another on
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
homes
Use student created drawings/textbook pictures,
posters, etc. to show students different types of homes
in different parts of the US and World:
compare/contrast.
make inferences on family's lifestyle, location
and culture by looking at pictures of
homes/building materials.
How change affects people's lives
Draw on student's experience with changes in their
homes based on family size, weather, season, or
location to create a graphic organizer or matching
game.
relate cause/effect to changes in housing/lifestyle
37
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 1
9.
All students will acquire geographical understanding by studying the environment and society.
Expectations
Students will be able to:
Core Content
Suggested Teaching Strategies
Ways families care for their homes
Guided discussion/create graphic organizer to develop
student's knowledge of jobs done around the house to
keep it in good shape.
identify cause/effect regarding jobs necessary to
keep homes and in good condition.
Home as a feeling of belonging
and caring
Students will create job charts; students will draw
pictures, write story/poem about their home.
explain values concerning home life and
household chores.
Ways people care for the earth
Students will create graphic organizer or pictures
showing ways to protect the earth.
extend home-based values to town - state country - world concerns by verbal or written
project.
Ways people care for one another
in school community, country,
world
Students will create pictures, collage, or mobile
showing circle of care to include people - creatures world (relate to Science/Religion).
explain relationship among neighbors near and
far and the world in which we live.
38
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
MY COMMUNITY
Historical Understanding
Democratic Citizenship
Standards 1, 2
3,
4,
5,
6
1.
elements of community
1.
early history
2.
kinds of community
2.
comparisons
3.
rules/laws
3.
4.
symbols of community/nation
5.
voting
6.
traits of good citizen
7.
diversity of Americans
8.
justice
Geographical Understanding
7,
8,
9
1.
features of a map
2.
landforms
changes
3.
features of a globe
4.
contributions to
4.
identify various communities: urban,
suburban, rural, and shore
5.
interdependence of goods/services/money
5.
resources
6.
environment
local, world
-
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
Elements of a community
Suggested Teaching Strategies
Expectations
Students will be able to:
identify a community as a group of individuals
who work, play, and live together.
Create KWL chart.
Discuss community helpers (e.g., police officer,
firefighter, postal clerk, sanitation worker, doctor,
nurse, government official).
-- invite a community helper to speak to class
-- Community Helper Day - students dress/present
to class information about a community helper
identify community helpers.
Create a community collage using magazine pictures.
Different kinds of communities to
which people belong
Create a graph to show community membership.
identify membership to a variety of communities
(ex. local, state, organizations, parish).
Need for laws and rules to work
together and to settle conflict
Display/discuss a school rule and community law.
distinguish between laws and rules.
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.
40
apply problem-solving/decision-making skills.
Core Content
Ways Americans honor their
country
Suggested Teaching Strategies
Create a calendar; add students' birthdays. Introduce
the country's birthday to calendar; discuss
how it is celebrated.
Expectations
Students will be able to:
identify the Fourth of July as a holiday and tell
how and why it is celebrated -
Display the Declaration of Independence and discuss
briefly.
Display/discuss American flag, community flag,
papal flag.
distinguish and explain symbolism of the
American flag and bald eagle.
America
Introduce Betsy Ross (Famous American).
community
Display/discuss bald eagle as found on quarter,
presidential seal.
distinguish and explain local symbols township, parish or school.
Catholic church
Display and discuss local symbols: township, parish,
or school.
Symbols of:
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
decisions and elect representatives.
apply decision-making skills.
Create a word web: VOTE.
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.
Students complete the sentence, ''I am a good
citizen... '' display on plaques.
41
write two sentences about their selection/reason
for choice in journal.
identify characteristics of a good citizen as an
individual who participates in the community on
a variety of levels.
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
Diversity of Americans that reside
in a community
Suggested Teaching Strategies
Expectations
Students will be able to:
Define terms: country, citizen.
identify the diversity of American people.
Create a comparison/contrast chart of how Americans
are alike/different.
recognize that Americans contribute a variety of
backgrounds, interests, skills, abilities and
talents to our country.
Expose students to biographies (Teacher read aloud);
e.g., Clara Barton, Johnny Appleseed, Jackie
Robinson, Daniel Boone, local historical community
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
appreciate that Americans use skills and talents
to express themselves creatively.
Core Content
Respect for self and others
Suggested Teaching Strategies
Read and discuss books about making and keeping
friends.
Expectations
Students will be able to:
respect the feelings of self and others.
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
Jerry Walters; talk about hurting others feelings and
how to make them feel good.
carefully choose words.
understand that words can hurt or help our
feelings.
Compassion
Teacher will select stories about the homeless and less
fortunate. Discuss the rewards of giving. Discuss
how we can be more Christlike.
show that you care by helping those in need.
Differences enrich people
Read Everyone is Good for Something- by Beatrice S.
DeRegneire.
understand that self-pride can be balanced with
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
Early history of our
country/community
Suggested Teaching Strategies
Expectations
Students will be able to:
Define history - write acrostic poem.
define history.
Explain how we learn about past.
identify major figures in our country's history:
Native Americans, Christopher Columbus, and
colonists.
Discuss Native Americans as first settlers of America.
Discuss explorers, Christopher Columbus, etc.
Discuss colonists.
Create simple time line.
Comparison of communities of
today with those of the past (ex.,
American Indians, colonist, local
community, parish)
Create a comparison/contrast chart of two
communities.
compare the present with the past.
Changes in a community
Discuss how growth changes a community (various
changes).
identify causes and effects of changes in a
community.
Lead students to create cause-effect statements.
Ways individuals and groups
contribute to changes in a
community
Invite a guest speaker: local historian.
Seek availability of video on local community 44
name a change that has taken place in their
community.
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
Native American community and
lifestyle
family
religion
government
Suggested Teaching Strategies
Expectations
Students will be able to:
Discuss Native Americans, locate various tribes (e.g.,
Apache, Pawnee, Powhatan, Lenape on map).
identify Native Americans as the first people to
live in our country.
Examine customs, traditions and lifestyle.
analyze their culture.
Make a story pole (totem pole) about community,
family history (paper towel tube).
Colonial communities/lifestyle
family
religion
government
Discuss colonial life or local community.
Create a Venn diagram ''A Day in the Life - Then and
Now.''
Parish/school history
Share parish/school history.
Invite guest speaker (pastor, active parishioner) to
share history.
Tour church/school grounds.
45
understand some similarities/differences between
colonial time and the present.
identify key dates in the establishment of
parish/school.
develop an appreciation of the contributions
school/parish makes to community.
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
Similarities and differences in
United States communities
Suggested Teaching Strategies
Create a comparison chart of communities of USA.
Expectations
Students will be able to:
identify traditions, customs, and symbols of
United States.
Discuss cultural symbols.
Communities around the world
Discuss and examine world famous landmarks (ex.,
Statue of Liberty, Great Wall, Parthenon,
Pyramids ... ).
understand that all nations have special
landmarks/celebration/customs.
Compare/contrast holidays around the world (e.g.,
New Year's, Christmas, Independence Day).
A nation shaped by many cultures
Discuss different customs, create a chart.
identify one custom.
Develop a definition of culture, identify ethnic groups
in class, create graph/chart.
compare traditions and customs of the students'
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
interdependence of communities
goods
services
exchange of goods/services
Suggested Teaching Strategies
Expectations
Students will be able to:
Discuss jobs, create word web: job
identify why/types of work people do.
Define goods/services; a classification activity
services
goods
identify goods and services.
define producer and consumer.
Introduce/discuss terms ''producer/consumer.''
Complete one of suggested activities:
draw/cut out pictures of consumers / producers
create an in-class shop
describe how people trade money for
goods/services.
Exchange of goods/services with
other countries
Discuss concept: using a world map label with
different goods and explain trade.
recognize that countries trade goods with one
another.
Transportation
Discuss how different modes of transportation (trains,
planes, ships, trucks) are used to move goods.
identify transportation links that bring goods to a
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
because ... '' journal activity.
value saving money.
Possible activities:
make banks, set up classroom bank
47
Core Content
Types of money
Suggested Teaching Strategies
Discuss with students types of money past/present;
correlate with mathematics.
Discuss barter/trade of goods/services instead of using
money.
Related Activity:
make bead necklaces and explain use by
Indians.
48
Expectations
Students will be able to:
illustrate different items used as money in the
past and present.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
Features of a map
Suggested Teaching Strategies
Introduce/discuss terms: map, aerial/eye-level.
Students arrange items on desk and draw a picture to
show their location.
Expectations
Students will be able to:
distinguish between eye-level and aerial views of
identical sites.
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
Jersey and the United States.
identify four directions: north, south, east,
west.
locate places on a map: town/community, state,
country.
Landforms
Explain landforms: mountain, valley, plain, desert.
Collect postcards, newspaper, magazine pictures;
create a class collage of landforms.
Write a group story about visiting various landforms.
49
identify landforms.
Core Content
Identify features of a globe
Suggested Teaching Strategies
Expectations
Students will be able to:
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).
50
find and identify equator and poles.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 2
8.
All students will acquire geographical understanding by studying human systems m Geography.
Core Content
Identify:
urban (city)
suburban
rural (farm)
shore communities
Suggested Teaching Strategies
Introduce/discuss terms/create a concept web.
Expectations
Students will be able to:
distinguish between different kinds of
communities - urban, suburban, rural, shore.
Create group models of various communities (co-op
activity).
Shared Literature: City Mouse, Country Mouse.
Similarities/differences in urban,
suburban, rural and shore
communities.
Create Venn diagrams to compare/contrast
urban/suburban, rural/shore communities.
compare and contrast elements of an urban,
suburban, rural and shore communities.
Examine/discuss pictures/maps of communities.
Draw/create a postcard from a specific community.
Variety of lifestyles because of
community location
explain that lifestyles are different in urban,
Compare/contrast occupations, transportation and
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
a. conservation
b. recycling
Create a life cycle chart on interdependence.
understand that reducing, reusing, and recycling
are ways to conserve resources.
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.
Discuss origin and celebrations.
Create earth poems/write newspaper articles.
52
describe when and how Earth Day began and its
importance today.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
COMMUNITIES - PAST, PRESENT, FUTURE
Historical Understanding
Democratic Citizenship
Standards
I.
2.
1, 2
characteristics of democracy, purpose
and levels of government
rights/responsibilities of citizens;
documents
3.
law-making process
4.
impact of government on citizens
5.
symbols of patriotism
6.
art, literature and music
7.
responsibility for one's behavior
3,
1.
4,
5,
6
Geographical Understanding
7,
distinguish between past, present,
future; cultural differences
I.
8,
9
political and physical maps (and
globes)
history of 4 specific groups
- Indian tribe
- colony
- pioneer
- ethnic group
2.
change in viewpoints throughout
periods of history and among
different groups
3.
longitude/latitude
4.
effects of historical events on daily
life
4
population
5.
5.
human and natural resources
6.
role of immigration and effects of
ethnic discrimination
role of the church
7.
contributions of various groups
6.
environmental issues
8.
introduction to archeology
9.
money, goods and services, jobs,
2.
3.
budget, taxation
53
map scale, map key, grid maps,
community maps
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
contribute to the ''common good''- students will
respond in a paragraph how they will contribute to
their class/school.
appreciate the different contributions of
individuals.
Purpose of government and the
law-making process
Divide class into cooperative groups. Each group will
propose some classroom rules. After all groups
present ideas, discuss/debate/vote on final set for the
classroom.
understand the need for laws and the role of
compromise to resolve conflicting ideas.
Trace the steps used at the national level to develop
new laws.
describe briefly the process of how a bill
becomes a law.
Drawing on students' experience/knowledge, create a
graphic organizer with information on local, state, and
national leaders.
identify by name the current mayor, governor,
senator, local representative, president.
Three levels of government;
elected 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
Documents which created
government and protect role of the
citizens
Obtain and display copies of Declaration of
Independence, Constitution, and Bill of Rights.
Identify key concepts of each. Help students to create
a graphic organizer which lists and shows relationships
between key concepts. Relate time of document's
origin to present time/students. Students can select
one of the articles of the Bill of Rights for a report.
Relate key historical figures to their role in creating
these documents.
Impact of government policy on
citizens
Symbols of patriotism
Expectations
Students will be able to:
identify at least one concept in the Declaration
of Independence and explain how that concept
was included in the Constitution and/or Bill of
Rights.
relate the documents to a freedom they enjoy as
a citizen.
recognize the contributions of Thomas Jefferson
and his colleagues.
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
Human experiences expressed in
historical Literature and Art;
emotional response
Suggested Teaching Strategies
Expectations
Students will be able to:
Using textbook or other media, expose students to
artwork created to express American history or values;
e.g., portraits of presidents and first ladies, battle
scenes, Norman Rockwell's Four Freedoms, current
political cartoons.
identify patriotic artwork and illustrations by
time period/purpose.
Display student's artwork representing prominent
symbolic figures.
appreciate ideas on symbolism in peer created
art.
provide an individual written or oral response to
Select a novel (historic or contemporary fiction) in
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
Relationship between time and
event on local and national level
Suggested Teaching Strategies
Use a local history booklet to create a time line for the
settlement and development of your own community,
township or county.
Expectations
Students will be able to:
place local and national events in chronological
order.
Compare the local time line to one showing prominent
national events from colonization and expansion to
present.
Understanding past, present and
future
Create a graphic organizer or big book to illustrate the
change in settlement over time.
identify national/community element that has
changed.
History of selected individuals and
groups throughout different
periods (past/present)
Depending on your textbook series or classroom
resources, explore the history of an Indian tribe, a
colony, pioneers/immigrants, or an ethnic group. Use
outlining techniques, graphic organizers, student
reports to record key facts about each group's lifestyle,
culture, and accomplishments.
compare/contrast culture/lifestyle of groups of
people, past and present.
Students will select one or more of the groups studied
and create a journal entry (diary), letter or paragraph
written from that person's perspective.
identify how a person's culture/lifestyle and
period in history affects their ideas and feelings.
Point of view
identify key elements in a group's history.
recognize ''point of view'' in written expressions.
Students will respond and compare similarities and
differences in their points of view.
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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
time
Using the textbooks series or classroom resources,
compare and contrast family life ''then and now by
using selected groups. (Teacher choice of groups.)
Effects of historical events on
daily life
Create a poster or graphic organizer to list positive and identify effects of selected historical events on
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.
understand the importance of family life
throughout history.
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,
through Ellis Island to adjustment in the new world.
Explore contributions of immigrants. Compare past
and present immigrant experiences.
58
define immigration and give an example of its
effects (past/present).
Core Content
Social groups
Role of the Church
Suggested Teaching Strategies
Expectations
Students will be able to:
Using the textbook or teacher selected groups, list
problems faced by the groups* and how they were
solved. (past/present)
* Groups:
an Indian tribe
a colony
a pioneer settlement
immigrants or an ethnic group
identify a historic or social problem and how it
was solved.
Compare and contrast methods of solving problems.
Have students identify helping agencies including the
Church.
identify a Catholic saint or lay person who
worked to correct social problems/injustices.
offer alternative solutions to problems.
give a personal response to another's problem.
John Neumann
Dorothea Day
Mother Teresa
Isaac Jogues
Kateri Tekakwitha
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
community
Use local resources, phone book, personal knowledge
to list cultural groups in local community.
appreciate contributions of local cultural groups.
Cultural diversity among groups;
how group culture changes over
time
Use textbook/teacher resource to help students create
graphic organizer or written report listing
contributions of various cultural groups - past and
present.
Indian tribe
colony
pioneer group
immigrants/ethnic group
describe aspects and contributions of selected
cultural groups (past and present).
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
Knowledge of the past
Suggested Teaching Strategies
Introduce students to the science of archeology as
finding clues about the past and people's lifestyle.
Invite a museum worker to speak to the class. Have
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.
Expectations
Students will be able to:
describe the importance (or role) of museums in
learning about the past, preserving historic items
for future generations.
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
of including certain items as the year progresses.
61
appreciate the historic and cultural significance
of items in a time capsule.
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
Various forms of exchange/money
in past and present
Students will use the groups studied (Indian tribe,
colony, pioneer, immigrant/ethnic group) and create a
graphic organizer or written report showing currency
used by each group.
Expectations
Students will be able to:
identify basic units of currency, past and
present.
describe bartering and trade.
Present a speaker from local financial institution.
How people earn money
Goods and Services
Making choices about use of
money
Using groups studied, list ''jobs'' for each group
past/present. Use want ads from newspaper as a
discussion starter about current jobs.
compare and contrast jobs past/present.
define unemployment.
Define goods/services. List jobs that provide each.
acknowledge global interdependence for job
market/trade.
Review difference between needs and wants. Give
each student a fictional allowance. For two weeks,
have students chart fictional purchases using store ads,
catalogues, etc. to verify prices.
appreciate the value of money.
62
define the term ''budget.''
Core Content
Supply and Demand
Price of goods
Purpose of taxes
Kinds of taxes
Suggested Teaching Strategies
Expectations
Students will be able to:
Define terms for students. Use groups studied to trace
the impact of supply and demand on the groups'
activities and decisions; e.g., Indians search for food,
colonists purpose, pioneers search for land/gold,
immigrants looking for jobs.
explain the relationship between the need
(demand) for something, its supply, and choices
made by a group.
Engage students in a group discussion of favorite
toys/games/clothing. Chart responses. Discuss
availability or scarcity of popular items. Chart price
of items now/then. Have students chart the price of
selected items over three months.
explain how the price of something changes
based on availability.
Brainstorm/list community services (police, fire, trash
removal, etc., road repair, public school, army, navy,
White House).
describe the use of tax money to support
community services and national projects.
Introduce concept of taxes on local, state and national
level.
relate personal budget decisions to public debate
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
students: textbooks, extra help, nurse.
63
appreciate parent's decision to pay Catholic
school tuition on top of taxes for public
education.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 3
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
Physical/political maps United
States/world
• map keys
• map scale
• longitude/latitude
(equator/meridian)
Suggested Teaching Strategies
Using wall, desk top and textbook maps, teacher will
introduce concept of two different types of maps;
students will progress through a series of hands-on
activities to develop skill in using these types of maps.
Expectations
Students will be able to:
distinguish between physical and political
(United States and world) maps and their
features.
use longitude/latitude to determine exact
location.
use map key to locate specific features.
Grid maps/ special purpose maps
Textbook, skill book / teacher/parents will provide
tourist area/local maps to use in group activities.
(Hands-on projects)
use grid/special purpose maps and locate
specific features, plan routes, etc.
Specific location of selected
communities past and present
Using appropriate maps; students will locate
communities they have studied.
locate specific communities, compare
past/present maps of same location.
Local community map
Students will construct their own community maps
applying skills/features.
create a community map with appropriate
features/physical characteristics.
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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
human habitation/passage of time
Teacher will use textbook, maps/pictures of the same
area (past and present) and discuss changes that have
occurred in the community over time.
identify/describe physical characteristics of
communities (past/present) due to change.
Population and
physical/geographic differences
among selected communities (past
and present)
Using various media, students will be exposed to
different types of communities (past and present).
Students will use a graphic organizer to
compare/contrast/summarize information.
describe selected communities in terms of
population and physical characteristics.
Settlement patterns
migration/immigration
Using selected communities (Indians, colonists,
pioneers / global - past/present) discuss why they
settled there. Graph impact of population changes.
identify the reasons for settling in certain areas
and cause/effect of population changes.
Transportation/communication
Using pictures/drawings, develop group activity to
"organize'' material into modes of
transportation/communication by time or by place,
then students can write/draw response.
recognize a transportation/communication
invention and its effect on a community (past or
present).
Current issues
Use newspaper articles, magazines, ''Weekly
Reader/Scholastic News,'' Internet to familiarize
students to development issues; i.e., turning a ballfield
into a store parking lot, charging beach fees, closing
national parks, banning jet skis.
discuss the pros/cons of progress/current
issue(s) facing their community, state or nation
or world.
65
use a population chart.
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:
Divide class into groups. Assign each group a project
on a group studied (Indians, colonist, pioneers,
immigrants/ethnic). Students will explore and list
environmental/geographical issues faced by their
group.
identify an environmental issue facing groups in
various time frames.
Human/natural resources
Renewable and nonrenewable
resources
Teacher will define terms. Students can use group
projects to select an example of each term in the
various time frames studied.
explain the change of resources over time.
Responsibility for the environment
Use group projects to compare/contrast use of
resources and debate alternative choices.
describe at lease one environmental decision
made by a group.
List ways students can protect their own environment.
Make posters/write letters to selected agencies as a
follow up.
describe an environmental friendly choice they
have made.
Human dependence on the
environment
66
describe the relationship of environmental
change to lifestyle changes.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
NEW JERSEY - GEOGRAPHY OF UNITED STATES REGIONS
Historical Understanding
Democratic Citizenship
Standards 1,
1.
2.
2
principals of New Jersey State
Constitution
3,
4,
5,
6
7,
1.
New Jersey and neighbors
2.
New Jersey role in French and
Indian War
2.
regions and cities of New Jersey
3.
population density in New Jersey
4.
types of New Jersey areas (urban,
suburban, rural, shore)
5.
transportation and communication
in New Jersey
6.
climate of New Jersey
7.
geographic regions of New Jersey
8.
New Jersey natural resources
9.
New Jersey environmental issues
10.
United States regions
3.
New Jersey role in American
Revolution
New Jersey and federal government
4.
New Jersey as a state
4.
local government
5.
Lenape Indians
5.
county government
6.
religious history of New Jersey
especially Catholic church
7
8.
famous New Jerseyans
9
New Jersey as a colony
New Jersey state government
state symbols
8,
1.
3.
6.
Geographical Understanding
7.
European settlement in New Jersey
8.
New Jersey's industries
9.
development in New Jersey (late
1800's to late 1900's)
cultural/ethnic resources
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
Constitution
Students do research on the present New Jersey
Constitution of 1947 and compare with the original
written in 1776.
name one concept found in the state constitution.
New Jersey State Government
Students will create a set of ''laws'' for the classroom
and school and compare ''our laws'' to the laws of the
country and state.
recognize that the State Supreme Court is the
highest court in New Jersey.
Students will create a set of "laws'' for the classroom
and school and compare ''our laws'' to the laws of the
country and state.
recognize that the State Supreme Court is the
highest court in New Jersey.
Students will create a chart comparing the House of
Representatives to the Senate including number of
people and length of term.
explain how New Jersey is represented in U.S.
Congress.
New Jersey and the Federal
Government
In cooperative groups students will write letters to
New Jersey senators and representatives.
Local Government
Create a list of services provided by local government,
including police and fire departments, schools,
libraries.
name the present New Jersey senators and local
representatives.
name some services provided by local
government.
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
County Government
Suggested Teaching Strategies
Define the county government as consisting of a
county seat, a town or city where the government is
located.
Expectations
Students will be able to:
identify the county government and its purpose
by explaining a county seat and a board of
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
the following symbols of New Jersey:
state seal (liberty and prosperity)
state bird (goldfinch)
state tree (red oak)
state flower (violets)
Draw and color a diagram of state seal, labeling
images and meaning.
69
identify the state seal and the meaning of the
images and words.
identify the state bird, state tree, and state
flower.
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
Famous New Jerseyans and their
contributions to New Jersey and
country
Suggested Teaching Strategies
Discuss/display/listen to works of literature/fine arts
by New Jerseyans; e.g.,
Walt Whitman
Stephen Crane
Joyce Kilmer
James Fenimore Cooper
contemporary artists, poets, and musicians
Expectations
Students will be able to:
recognize and identify works of literature and
fine arts created by New Jerseyans.
understand how works of aesthetic expression
serve as representation of New Jersey culture.
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
Jersey accomplishments and contribution to
country.
Give an oral presentation to accompany the poster.
70
Identify famous New Jerseyans and their
accomplishments.
Core Content
Cultural/educational resources
Suggested Teaching Strategies
Discuss purpose/need for cultural/educational
resources available to New Jersey (see suggested
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
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Expectations
Students will be able to:
appreciate the cultural and educational resources
available to citizens of new Jersey.
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
New Jersey as a colony
Suggested Teaching Strategies
Read and discuss how the colony of New Jersey grew
under Dutch and English rule.
Expectations
Students will be able to:
understand how the colony of New Jersey
changed between 1667 and 1738.
Compare East and West Jersey by means of a graphic
organizer and map.
New Jersey role in French and
Indian War
Compare and contrast a slave and indentured servant
using a graphic organizer.
compare an enslaved person to an indentured
servant.
Brainstorm possible conflicts that caused war.
explain the reasons for the war and the part New
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
New Jersey role in American
Revolution
Suggested Teaching Strategies
Expectations
Students will be able to:
Trace the sequence of events that caused the colonies
to protest British rule.
explain the reason for the Revolutionary War
and the role played by New Jersey.
Students will role play King George and Parliament on
one side of the ocean and the colonists in New Jersey
on the other side.
explain the importance of New Jersey's location
in the Revolutionary War.
understand the difference between a
"patriot" and ''loyalist.''
Students will research the New Jersey delegates to the
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
places in New Jersey where important events and
battles took place during Revolutionary War; look for
local connections.
identify famous New Jerseyans during the
Revolutionary War.
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,
agriculture, settlement, and industry in New 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
describe the changes in transportation,
agriculture, settlement, and industry in New
Jersey during the 1800's.
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
Lenape tribe
Suggested Teaching Strategies
Read and discuss the life of the Lenape
Create graphic organizers with above information.
Expectations
Students will be able to:
discuss the Native American tribes in New
Jersey, their culture, and the reasons for their
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,
especially the Catholic Church
Using text/various media research the religious groups
that settled in colony of new Jersey; e.g., Mormons,
Quakers.
describe New Jersey colonists' need for
religious freedom.
Students will be given a map of New Jersey with
divisions of dioceses. Have students label the five
dioceses. Students will identify the three counties in
the Diocese of Paterson.
explain a diocese/archdiocese.
Use cooperative groups to research milestones in the
history of the Diocese of Paterson.
name and describe role of Bishop of Paterson
Diocese.
name their parish and pastors.
name local diocesan high schools.
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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
European settlement in New Jersey Students will read and discuss the settlement of the
English, German, Irish, Swedish and Dutch, followed
by individual or group projects on one of the above.
Projects could be accompanied by oral report.
Students research on the reason that immigrants from
Southern Europe came to New Jersey m late 1800's.
75
Expectations
Students will be able to:
follow the development of colonial life in New
Jersey and distinguish between each settlement.
explain how New Jersey got its name.
identify the farmlands in New Jersey where
southern Europeans settled.
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
New Jersey's Industries
Suggested Teaching Strategies
Expectations
Students will be able to:
list major exports of New Jersey; relate changes
Chart the different products/natural resources in New
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
appreciate the wealth of farming in New Jersey
19th century.
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
1800's to late 1900's)
Research the decline of farming; increase of industry.
Students will read and discuss the life of New
Jerseyans during World War 1, Twenties, Great
Depression, and World War 11. Use a graphic
organizer to show the industries in New Jersey during
1920's on. (Camden built and transported ships.)
76
explain reasons for decline in farming and rise
of industry.
appreciate the work of New Jerseyans during the
wars, especially the city of Camden.
explain the reasons for the rise of suburbs.
Core Content
Immigration of ethnic groups to
the United States
Suggested Teaching Strategies
Expectations
Students will be able to:
List the early ethnic groups that immigrated to the
United States/
name the major ethnic groups of the United
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.
Review Bill of rights, emphasizing that America was
build to respect people's differences.
77
develop an understanding of what significant
events led to the Holocaust.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE4
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
New Jersey and neighbors
Suggested Teaching Strategies
Students will locate on a map and globe: North
America, USA, New Jersey and its three neighbors,
New York, Pennsylvania, Delaware.
Expectations
Students will be able to:
identify New Jersey and bordering states in
relation to U.S. and continent.
give the latitude and longitude of New Jersey.
Using terms; prime meridian and equator, students
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
geographical region of new Jersey using physical and
political maps.
locate major rivers and landforms of New
Jersey.
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
Ellis Island and Statute of Liberty from geographic
perspective.
78
locate Ellis Island.
identify and locate major cities in New Jersey.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 4
8.
All students will acquire geographical understanding by studying human systems in Geography.
Core Content
Population density in New Jersey
Suggested Teaching Strategies
Students will compute the population density of New
Jersey/cities and counties.
Students will learn how to read and create the
following:
population pictograph
cultural pie graph
bar graph
line graph
Expectations
Students will be able to:
define population density name the cities with dense population and the
reason for their density.
discuss New Jersey's rank in population density.
interpret information from charts, graphs, and
tables.
Types of areas in New Jersey;
urban, suburban, rural, shore
Using text or teacher provided materials,
compare/contrast the four types of communities by
having students research local/state examples of each.
(Geographic organizer or project)
define urban, suburban, rural and shore.
Transportation/communication in
New Jersey
Using maps/resources, describe and locate various
means of transportation in New Jersey; railroads,
airport, rivers, and major highways.
discuss the role mass transportation and
railroads played in the growth of New Jersey
suburbs and industries.
Research contributions of Samuel Morse.
describe use of the Morse Code.
79
give an example of an area that matches each of
the New Jersey community types.
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
students predict average temperature in various New
Jersey counties.
describe climate and seasonal changes in New
Jersey and local area.
Geographic regions of New Jersey
Using various media resources, compare and contrast
various geographic regions of new Jersey (collageposter-report).
identify and describe two of the geographic
regions of New Jersey.
Natural resources of New Jersey
Assign student groups to research, organize data and
present report on New Jersey resources.
identify major New Jersey natural resources and
how they are used.
Trace resources from colonial to present time.
Environmental issues in New
Jersey
Have a speaker/debate on current environmental issues
in New Jersey; i.e., landfills, pollution, beach erosion,
development of farmland.
discuss the environmental issues that face New
Jersey today.
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
population
Use resources to create a graphic organizer comparing
population density in various United States regions.
80
identify more populated and less populated
regions of the United States.
Core Content
United States regions
Suggested Teaching Strategies
Students locate and label states, major rivers,
mountains, and cities.
Use maps to compare location of regions to New
Jersey and other studied regions.
Use outline maps of United States to color code each
region as studied.
Expectations
Students will be able to:
locate each region on a U.S. map.
identify major rivers and landforms in each
region.
identify all fifty states and their capitals by
region.
identify the natural resources of each region.
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SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
GEOGRAPHY/CULTURES OF WESTERN HEMISPHERE
Historical Understanding
Democratic Citizenship
Standards
1,
2
1.
different forms of government
2.
government leaders
3.
Holocaust studies
3.
role of citizens
4.
5.
3,
1.
4,
5,
6
Geographical Understanding
7,
native inhabitants, exploration,
settlement, expansion and the
formation of government in:
Canada
Mexico
selected countries in Caribbean,
Central and South America
8,
9
1.
landforms and physical features of the
Western Hemisphere
2.
physical, political and special purpose
maps featuring countries of the
Western Hemisphere
3.
transportation and communication.
current resources, public issues and
modem events in Canada, Mexico and
selected countries
4.
population and settlement patterns in
Western Hemisphere
5.
natural resources in Western
Hemisphere
traditions and heritage of Canada,
Mexico and selected countries as
reflected in art, music, literature, etc.
2.
cultural background/lifestyle of each
country
3.
role of missionaries
4.
lifestyles, past and present, in Canada,
Mexico and selected countries
5.
international trade in Latin America
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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
from Caribbean, Central and South America) create a
graphic organizer listing past and present form of
government, title of leader and name of governing
body.
describe the type of government found in
Canada, Mexico, and selected countries in
Caribbean, Central and South America.
Holocaust studies
Examine various aspects of Nazi policies and their
impact on individuals and groups (laws, isolation,
ghettos, murder, slave labor, separation of families,
starvation and sickness, deportation, and concentration
camps.
identify Nazism as inherently evil.
Titles of government leaders and
lawmaking groups
Have students work in small groups to design board
game that would match government
forms/leaders/countries; or use graphic organizer.
identify other groups who were victims of Hitler
and Nazi policies: people with
disabilities/handicaps, Gypsies/Roma, Poles,
Communists, Catholics, Jehovah's Witnesses,
Anti-Nazis, Soviet prisoners of war.
match type of government to title of leader and
name of governing body.
analyze the reasons why laws are adopted
compare and contrast role of representative body
in different forms of government.
83
Core Content
Role of citizens according to
country and type of government
Suggested Teaching Strategies
Divide class into pairs or groups. Using text or other
material have students list voting requirements and
privileges in the form of government in their assigned
country. Allow time for groups to compare
information and create an outline or graphic organizer
as a summary.
Expectations
Students will be able to:
describe the role of citizens in two or more
countries with different types of government.
recognize the values that influence each student.
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
Role of citizens
Suggested Teaching Strategies
Role play a TV crew interviewing a citizen discussing
a current national problem in Canada, Mexico and
selected Central/South American countries.
Expectations
Students will be able to:
identify a natural problem or public issue and
list possible solutions (Canada, Mexico,
Central/South American Country)
Research one current event from at least three different
acquire, interpret and analyze information
media sources. Discuss differences in content
regarding national issues
included. What factors account for the same story
use more than one source to obtain
a.
being told in different ways? Which is probably the
information
most credible media form and why? What are the
identify points of agreement and
b.
strengths and weaknesses of each media form?
disagreement among sources.
C.
draw inferences, predict likely outcomes,
and organize key ideas.
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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
Art, literature, music of each
country studied
Suggested Teaching Strategies
By using various resources, teacher will expose
students to cultural traditions, music, art of Canada,
Mexico, and selected countries of Caribbean,
South/Central America.
Create an art gallery, make musical instruments, put
together a radio show or library of mini-books using
materials from various countries.
Dramatize the migration of various cultural groups,
Canada, Mexico Central and South American colonies,
including life in the homeland, coming to the
Americas, and life in the colonies.
Expectations
Students will be able to:
describe a holiday or custom in each of the
countries studied.
identify a folk hero, artist or musician from
various cultures.
recognize a painting or music from a specific
country.
map the migration of and compare the reasons
various cultural groups had come to these
countries.
Prepare a newscast interviewing people as they came
to the Western Hemisphere.
Lifestyle of each culture studied
Hold an international food festival; collect recipes
representative of various countries.
point out geographical/environmental reasons
for cultural differences.
analyze reasons why individuals and groups act
in certain ways.
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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
Explorers of both French and
English descent who settled in
Canada
Interaction of Europeans with
Native Americans
Suggested Teaching Strategies
Expectations
Students will be able to:
Make separate time lines for French and English
exploration and settlement.
Choose a famous explorer. Map the route he took,
pointing out what he would have seen on his journey.
Describe the people he encountered and the
appropriate clothing he needed in different climates.
identify significant individuals and events and
explain their contributions to society, including
European explorers, colonial figures and
prominent individuals.
Compare time lines. Highlight times of conflict.
identify relationships between different
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,
achievements, government/society
Divide class into groups; assign each group one aspect
of Mayan civilization to research and report.
Encourage each group to create a visual organizer to
summarize their findings. Use visual aides as a prop
during class presentation.
identify general location of Mayan civilization.
list major accomplishments of the Mayas.
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,
government/society
Incas - location, achievements,
government/society
Use similar pair or group approach as listed under
Mayans.
identify the general location of the Aztec
civilization.
Using the legend of the Aztecs' founding as a model,
have students create their own mystical tribe and story
of its creation.
list major accomplishments of the Aztecs.
Use similar pair or group approach as listed under
Mayans.
identify the general location of the Inca
civilization.
identify Montezuma (a.k.a. Moctezuma).
list major accomplishments of the Incas.
describe the Inca's use of irrigation and
terracing.
88
Core Content
European Exploration of Mexico,
Central and South America
Suggested Teaching Strategies
Using a ''baseball trading card'' concept, have pupils
use large index cards/cardboard to make fact cards on
each explorer.
Expectations
Students will be able to:
identify Columbus, Bolivar, Vespucci, Cabal,
Cortes, de Leon, Balboa, Magellan, Pizarro.
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
describing the end of the Indian settlements from the
Native point of view.
identify causes of Native American decline.
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
into Western civilization
Use triangular trade system to explain the origins and
growth of the slave trade.
identify the effects of slavery on Western
Hemisphere and its impact on various cultures.
Colonization of Latin America
Introduce students to various visual organizers to
manage new information or chart cause and effect.
define viceroyalties, hacienda, encomienda
system.
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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
Modern day Canada, Mexico,
Caribbean Island, Central/South,
American Countries
Suggested Teaching Strategies
Expectations
Students will be able to:
Make up a Jeopardy Game based on country/countries
studied.
list an important current fact, custom and
resource in country being studied.
Create your own ''Big Books'' or travel brochure on
each country as group project.
identify the flag of countries studied.
describe a public issue in each country studied.
Gaining independence; creating a
government
Students can be exposed to Trade Books which
highlight situations and solutions from various points
of view.
identify some common reasons why colonies
seek independence from overseas rulers.
Role of the Church in settlement of Compare and contrast role of missionaries then and
now. Gather and display information on religious
Latin America/Canada
orders who are missionaries.
define missions and give contributions of
missionaries.
Role of Church in present time
identify one Church leader or current project in
Latin America/Canada.
Use current Church publications to find and share
stories about the Catholic Church in Latin
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
Culture and lifestyle of different
countries
Suggested Teaching Strategies
Expectations
Students will be able to:
compare and contrast Canadian, Mexican, and
As each country is studied, have students create a
bulletin board or display area which features aspects of Latin American cultural components past and
present.
that particular country.
Relate American customs to those observed in other
countries.
Cultural change
Identify reasons for cultural change.
Cultural differences
Invite guest speakers, exchange students, relatives to
class for first-hand experiences.
91
give an example of a cultural change.
write a ''point of view'' answer/essay for various
past and/or present situations.
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
actual currency of various countries.
identify the basic unit of currency in each
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
each countries' exports.
summarize key exports/imports of various
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.
Have students plan vacation trips to selected countries;
what would they see and do.
describe a tourist attraction in each country
studied.
Tourism as a source of money
92
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 5
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Core Content
Western Hemisphere
Special features of Western
Hemisphere
Special purpose maps: elevation,
climate, contour, time zone,
political, rainfall, etc.
Suggested Teaching Strategies
Expectations
Students will be able to:
Use text, geography workbooks, desk maps, paper and
colored pencils to provide hands-on experience in map
making and map reading.
define hemisphere; locate Western Hemisphere.
Use cardinal and intermediate directions to locate
places on maps and globes.
name continents, oceans, major features of
Western Hemisphere.
Teacher/students can devise their own geography
games to review material; e.g., take-off of ''Where in
the World is Carmen Santiago?''.
define isthmus; locate Isthmus of Panama.
Use spatial concepts of location, distance, direction,
scale, and movement.
locate Great Lakes, Andes Mountains, Amazon
River, Hudson Bay.
Use cooperative learning to generate and interpret
information found on maps, globes, graphs, charts,
diagrams, and other geographical representations.
use special purpose maps to gather data; make
comparisons between various countries studied.
93
identify countries, capitals, major cities.
locate Caribbean islands.
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
environmental factors in the
Western Hemisphere
Utilization of graphic organizers and comparison
charts to demonstrate patterns of human settlement.
realize the effects of geography on economic and
human activities throughout the Western
Hemisphere.
Transportation and communication
in Western Hemisphere
Use of newspapers and technology to reinforce the
concept of global interdependence.
compare how improvements in transportation
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
respect to movement and migration comparing and analyzing characteristics of
populations.
Compare and contrast the physical characteristics of
places and region.
94
identify spatial patterns of settlement in different
regions in the Western Hemisphere.
understand the causes and effects of human
migration.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE5
9.
All students will acquire geographical understanding by studying the environment and society.
Core Content
Importance of natural resources
Suggested Teaching Strategies
Draw/create collage of pictures or symbols
representing natural resources in the Western
Hemisphere and their products.
Expectations
Students will be able to:
name at least one natural resource of the
countries studied.
name a product or job created by that resource.
describe the current status of that resource.
Human effect on
environment/natural resources
Journal entry or essay, or create a poster reflecting on
a current environmental issue in area being studied.
explain how and why native inhabitants, settlers
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
Historical Understanding
Democratic Citizenship
Standards
1, 2
1.
systems of government from Ancient
Civilizations
2.
forms of government
3.
code of laws
4.
art, literature, history, and philosophy
in Europe between 1300 - 1500
3,
4,
5,
6
Geographical Understanding
7,
Study of cultures, religion, ethics, history,
economic systems and social groups of the
following:
Mesopotamia
Ancient Egypt
Ancient Greece
Ancient Rome
Africa
Europe - Middle Ages to 1900's
Middle East Crusades
Far East (India, Japan, China, Korea)
96
8,
9
1.
use of maps, globes, diagrams, charts,
and graphs for countries studied
2.
geographical differences of countries
3.
population growth
4.
trade and travel routes
5.
global interdependence
6.
renewable and nonrenewable resources
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
Systems of government from
ancient civilizations
Necessity of some form of
government
Suggested Teaching Strategies
Expectations
Students will be able to:
Students will examine and discuss the laws and
government of Ancient Greece, Rome, Egypt, and
Middle Ages.
recognize the relationship between ancient forms
of government and our present form of
democracy.
Students will conduct research on how the principles
from ancient governments are reflected in the U.S.
Constitution.
recognize that each of us has traits and attributes
in which we take pride.
Students will analyze the roles of the individuals and
recognize that government is necessary to
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
Different forms of government
Suggested Teaching Strategies
Expectations
Students will be able to:
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)
Sparta, Greece
oligarchy:
dictatorship: Rome - Julius Caesar, Nazi Germany,
USSR and Satellites, Peoples Republic
of China
democracy: Athens, Greece; India, Israel, Roman
Republic
compare and contrast the various forms of
government.
Students will trace the changes of government in the
Roman Empire over time.
explain terms: bigotry, discrimination, racism,
stereotyping, scapegoating, ethnocentrism,
antisemitism, genocide.
Students will create a Venn diagram comparing the
government of two Greek city-states, Sparta and
Athens.
identify the sources from which people learn
their values.
define and explain the term ''prejudice.''
give examples of prejudice toward individuals
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.
Code of Laws
Students will conduct research on the various codes of
law from ancient civilizations.
identify the various country's codes of law.
analyze the reasons why laws are adopted.
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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,
literature, and history
Students will examine, analyze, and interpret examples
of art, literature, and music of ancient civilizations and
discuss their influence on the present-day world.
identify and interpret the artist's or author's
intent.
The progress of arts, literature,
history and philosophy
Students will engage in hands-on re-creation of
authentic examples of ancient art.
recognize that present day cultures build upon
the accomplishments of past civilizations.
Students will conduct research on the change of art,
learning, and religion in Europe between 1300 A.D.
and 1500 A.D. (Renaissance Period)
give a presentation on the research done between
1300 A.D. and 1500 A.D. especially the works
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.
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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
Study of the history of the
following countries:
• Mesopotamia
• Ancient Egypt
• Ancient Greece
• Ancient Rome
• Africa
• Europe: Middle Ages to 1800's
• Middle East - Crusades
• Far East
(India, Japan,
China, Korea)
Suggested Teaching Strategies
Students will use cause and effect, time lines,
chronological sequencing, compare and contrast, and
classification to understand each area of study in
cooperative groups, individually and in pairs.
Expectations
Students will be able to:
identify Mesopotamia and Ancient Egypt as two
of the first civilizations.
describe the pharaoh's central role in Egyptian
development and life.
Students will compare and contrast ancient civilizations
compare and contrast the characteristics of
discussing similarities and differences.
Athens and Sparta.
Students research on the importance of the Nile River
in Ancient Egypt.
explain the rise and fall of the Roman Empire.
trace the development of early writing methods.
Students do research on the beginning Olympic Games
in Greece.
describe the empires of Ghana and Mali and the
rise of African trading centers.
explain the effect that the Crusades had on all of
Europe.
Students debate on the statement, ''Julius Caesar was
discuss how Charlemagne dominated most of
(was not) a great leader.''
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
Students discuss in groups how Roman culture
contributed many achievements to other societies.
Give visual and oral presentation.
Expectations
Students will be able to:
compare and contrast lives of nobles, knights,
and peasants.
define and explain ''prejudice''
Create a graphic organizer comparing African empires
Students write an essay on ''Why the Medieval Period
is known as the Age of Faith.''
give examples of prejudice toward individuals
and groups in history and in the present.
discuss the cause of the Reformation.
Students discuss in groups the feudal system.
Students will describe three major civilizations of
Asia: India, China, Japan. Trace their developments.
explain how Hinduism created the caste system
in India.
describe Buddhism and how it shaped cultures of
Asia.
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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
Morals, ethics, and religion in the
development of societies as
identified in Goal 3
Suggested Teaching Strategies
Students will identify and compare and contrast
Judaism, Islam, and Christianity as beginning in the
Middle East and having Judaic roots.
Expectations
Students will be able to:
recognize that societies may reflect the morals
and ethics of its peoples and leaders.
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
name and compare religions of early
elevate the political, economic, social and intellectual
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
philosophies of Buddhism, Hinduism, and Muslims.
identify the key concepts of a non-Christian
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
Cruel and inhumane behavior
Suggested Teaching Strategies
Students will examine examples of prejudice,
discrimination, and slavery throughout history.
Expectations
Students will be able to:
give examples of inhumane behavior throughout
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.
104
write an essay describing why slavery is
inhumane.
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
Common elements in different
cultures
Suggested Teaching Strategies
Students will research the daily routine of members of
various cultures in each area of study from Standard 3.
Expectations
Students will be able to:
understand and describe the important elements
of given culture.
exhibit tolerance toward different groups.
Cultural institutions (e.g., family,
religion, society, language)
Students will identify, analyze, and compare and
contrast the way regional, ethnic, and national cultures
influence individuals' daily lives.
Students will use a graphic organizer to chart
information from various references regarding women
and family, work and religious practice.
Cultural influence
Students will design a fun activity comparing past and
present; e.g., Roman market place and a present day
mall.
105
recognize how elements of their culture affect
their daily lives.
compare the roles of women in early
civilizations and Middle Ages.
identify some elements of today's culture
borrowed from the past.
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
different economic systems in areas of study identified
in standard 3.
recognize how the development of agriculture,
cities, nations and governments influenced trade.
Trade
Students will do research on how trade affected the
economy of various civilizations.
explain the barter system and trade routes.
Currency
Students will draw or collect pictures of ancient
currency.
give examples of the type of currency used in
areas studied.
106
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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,
charts, and graphs
Students will use the various geographical
representations to generate data on the various
countries studied.
locate the seven continents, four oceans, four
hemispheres, and the equator.
Location, distance, direction, scale
Students will draw and/or create maps, globes,
diagrams, etc. to locate and compare places in the
ancient and Eastern World.
locate civilizations and countries studied and
their major bodies of water.
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,
discussing interesting features of two different maps of
the same world regions.
107
use geographic terms to describe physical
characteristics of regions and to associate
information on physical and thematic maps.
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:
Students will chart and compare population of areas
studied.
compare and contrast population distribution of
areas studied.
In cooperative groups, students make a bar graph
comparing the total area of five countries and another
graph comparing the population of these same five
countries.
infer how a country's total area and number of
people relate to its population density.
Trade and travel routes
Students will use textbook series materials for a handson experience involving maps of areas studies; e.g.
Crusades.
trace the trade and travel routes of areas studies.
Interdependence of societies
Introduce the concept of global interdependence by
examining students' clothing labels.
explain that interdependence occurs when two or
more persons in regions or nations trade goods
and services to satisfy their wants.
Population growth
In groups students compile a list of products found in
their homes and the origins of these products.
Symbolically, students display results on a world map
(e.g., shoes - Bangladesh, electronics - Japan, etc.).
108
classify examples of goods and services that are
traded between nations as imports or exports.
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
nonrenewable resources on daily
life
Students will make a graphic organizer on resources in
ancient civilizations and update it as each area is
studied.
explain the role of resources in the area studied
then and now.
Effect of technology on human
history
Students will identify cause and effect, evaluate, and
draw conclusions about specific technologies.
identify at least one key invention in each
civilization studied.
109
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SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
U.S. HISTORY I TO WESTERN EXPANSION
Historical Understanding
Democratic Citizenship
Standards
1, 2
1.
constitution and other documents
2.
Bill of Rights
3.
three branches of government
4.
5.
6.
7.
3,
1.
2.
4,
5,
6
Geographical Understanding
7,
8,
9
historical events leading to
development of United States from
15th to 19th centuries
I.
geographic and reference sources
2.
location of the original colonies; their
rivers and landforms.
major turning points in American
history from 15th to 19th century
3.
location of new states.
states rights
3.
motivation for settlement including
religious freedom
4.
Mason Dixon; Union and Confederate
States
4.
5.
development of American culture
through humanities from 15th to 19th
centuries
treatment of minorities - slaves,
Indians, and women
relationship between geography and
human activities
5.
Catholic values/social movements
6.
effect of technology and inventions on
human activities
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
Emancipation Proclamation and
Amendments 13 - 14 - 15
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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
Documents establishing
democratic citizenship
Suggested Teaching Strategies
Read founding documents; create graphic organizer
with key concepts and resulting citizenship rights,
Identify primary and secondary sources.
Expectations
Students will be able to:
identify major democratic concepts in
Declaration of Independence and Constitution.
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
aware of various perspectives on current events of
local, state, and national interest. Students write a
reaction paper summarizing one of the events and
stating their reactions to it. Include the Catholic
Church's perspectives which apply to the issue.
Debate federalism vs. states rights on an issue of
concern in New Jersey such as gun control or Megan's
Law.
1ll
relate each of the first 10 amendments to a
current right. Identify a current local, state or
national issue related to an interpretation of one
or more of the first 10 amendments.
understand the importance of moral
responsibility in making choices.
Core Content
States rights
Suggested Teaching Strategies
Hold a debate on the right to secede from Union.
Expectations
Students will be able to:
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
branches of government on the federal level from the
founding of US to the Civil War era.
identify the main function of each branch of
government in 1700's and 1800's.
Emancipation Proclamation and
Amendments 13-14-15
Analyze the Emancipation Proclamation for key
citizenship concepts; compare to provisions of Post
Civil War Amendments (use graphic organizer).
explain the significance of the Emancipation
Proclamation and the 13-14-15th Amendment to
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.
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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,
philosophy and architecture on the
development of the American
culture from the 15th to 19th
centuries
Identify famous American writers, artists, and
composers and their works (work in cooperative
groups). Compare and contrast styles.
show the historical significance of the major
works of art, literature, and music through a
presentation.
Methods of human expression
Investigate and interpret various points of view within
the humanities.
write a critique on opposing points of view in
issues from early American history as expressed
in literature, etc.
analyze early political cartoons.
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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
Historical events in the
development of the United States
from the 15th to the 19th century;
such as, but not limited to:
0
exploration of the Americas
0
arrival and development of
European settlements
0
development of life in
English colonies
growing dissatisfaction and
0
break with Great Britain Revolutionary War
0
Rise of an American
culture - the early republic
0
expansion of slavery and
growing sectionalism
Suggested Teaching Strategies
Vary instructional techniques and match up with
student skills; lecture/note taking, cooperative
groups/construction of graphic organizer. (See
supplement.)
Develop skill in using sequential/chronological order;
develop time lines for each era studied.
Develop critical thinking skills, analyze cause and
effect, perspective of various groups, prediction of
outcomes.
Coordinate with Language Arts; assign oral reports,
hold panel discussions and debates, develop essay
writing, instruct on the process of report writing.
See textbook series/resources for additional teaching
strategies.
Expectations
Students will be able to:
identify major European explorers and the
regions explored.
discuss the role of Columbus/Spain in the
development of interest in the New World.
identify the 13 original colonies and give key
facts on their settlement and development.
explain main reasons for the rebellion in the
colonies.
identify key factors and personalities in the
Revolutionary War.
identify key personalities and their contributions
to the formation of a new nation.
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:
the Civil War
reconstruction
westward expansion
explain the importance of the War of 1812, the
Louisiana Purchase and the War with Mexico in
the expansion of the U.S.
Major turning points in American
history from the 15th to the 19th
century.
define sectionalism; give causes of the Civil War
from both Union and Confederate perspective.
0
0
0
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.
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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
reasons for exploration.
discuss the reasons why the major European
countries came to the New World.
Motivation for colonization
Have students create ''ads'' to entice people to settle in
a particular colony.
compare the reasons for the founding of the 13
colonies.
Religious freedom
Compare the early colonists search for religious
freedom with phrases written in Constitution and Bill
of Rights.
identify the religious beliefs and needs of the
Pilgrims and Puritans.
Slavery
Create time line/graphic organizer to compare
economic needs to reason for moral objections to
slavery. Read related novels.
Observe Black History Month (February).
trace the origin and expansion of slavery in the
U.S. Discuss the rise of moral objection to the
practice of slavery.
Treatment of Native Americans
Use thematic instruction techniques and literature to
compare various/changing attitudes to Native
Americans.
identify changes in the relationship with Indians
from colonization, War of 1812, to westward
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
Catholic values/social movements
Suggested Teaching Strategies
Expectations
Students will be able to:
Identify and research leaders involved in one of the
reform movements. Role play this person holding a
press conference, or similar activity.
identify various reform movements from 17501860, such as abolition, temperance, universal
education, and social justice.
Select and discuss a saint who lived in this time period
and devoted himself/herself to social justice issues.
cite a specific example of the Church's response
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
which can be added to as each era is studied; observe
National Women's History Month (March).
explain the role of women in each major era
(Exploration to Reconstruction).
identify at least one female personality in each
era.
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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
settlement
Use a graphic organizer to record data on culture of
each colony; analyze similarities and differences.
explain how the culture of early settlers gave
each colony a distinctive way of life..
Cultural influence on decision
making
Use graphic organizers to demonstrate the various
viewpoints of each region during significant events;
i.e., Loyalists vs. Revolutionaries; States Rights vs.
Federalists; Slave vs. Free States; Treatment of the
Indians.
relate the influence of various cultural
institutions on the formation of the American
experience.
Cultural change
Hold a panel discussion on new customs and conflicts
in the changing frontier and expanding America.
118
understand the impact of group dynamics on
individual choices and actions.
explain the term Manifest Destiny and the role
of the new American culture in territorial
expansion.
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
taxed in N.J. and discuss if the user of those products
are represented in state/federal government.
explain why the colonists opposed the Stamp
Act.
Formation of the National Bank
Through class discussion and a graphic organizer,
students will list various methods of paying for goods
and what methods are acceptable at various places.
explain the necessity of having one currency.
Restrictions on trade
Review concepts of import - export. Trace effect of
imports on American business by selecting one
commodity to analyze. (Relate present to past.)
define tariff.
Job training for freed slaves
Through role playing or journal writing, imagine the
dilemma facing freed slaves who needed to find work.
Coordinate with Literature.
explain the phrase ''40 acres and a mule.''
Origin of national economy
Use a graphic organizer to track economic products
and services of the expanding states and frontier.
identify goods and services provided by each
region of the United States in the post Civil War
era; explain how they are interrelated.
119
identify one role of the National Bank.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
7.
All students will acquire geographical understanding by studying the world in spatial terms.
Suggested Teaching Strategies
Core Content
Expectations
Students will be able to:
Utilize and interpret geographic and reference tools
such as globe, charts, diagrams, and maps, etc.
use geographic and reference sources to obtain
specific data.
Construct and/or draw various reference sources (i.e.,
pie charts and demographic tables) to obtain
information on the U.S. during this growth period.
utilize reference and geographic displays in
order to present information to peers.
Colonial America/boundaries
Use textbook series and other materials to provide
related worksheets for hands-on activities.
locate and identify the 13 original colonies and
their significant rivers/landforms.
Expanding America/states and
acquisition
See above.
find and identify new states; identify boundaries
of the Louisiana Purchase.
Civil War America/Union and
Confederate locations
Use special purpose maps from textbooks series to
identify slave/free states; Union/Confederate States.
Trace ''underground railroad'' routes. Locate key
battlefields and trace troop movements.
locate Mason-Dixon line, boundary states and
Union and Confederate States/battlefields.
Geographic and reference sources
120
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 7
8.
All students will acquire geographical understanding by studying human systems in Geography.
Core Content
Intrinsic relationship between
geography and human activities
Suggested Teaching Strategies
Use textbook series and related materials to provide
hands-on map and chart based activities to match
lessons. Use overhead projector or markable wall
maps to illustrate key events influenced by geography.
Construct graphs to compare information.
Expectations
Students will be able to:
trace water and land routes used by explorers.
give ''geographic'' reasons for settlement patterns
in the 13 colonies.
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
activities
Explain the cause/effect relationship between
technology and the expansion of America; i.e.,
steamboat, railroads, canals, telegraph, etc.
identify key inventions of early America and
show how they changed the settlement of the
United States.
read population graphs; compare settlement
patterns.
Global interdependence
Create a graphic organizer for each major era, listing
major European countries and their involvement with
the U.S., e.g., immigration, resources/trade, political
problems/cooperation.
121
give a contribution of at least one European
country during the different periods of
exploration, settlement, formation of the U.S.,
Civil War and westward expansion.
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:
Using a map of North America, identify key products,
Renewable and natural resources
available to early American society resources, etc. in the various regions of the continent.
predict the natural resources of an area based on
geographic factors; identify the lure of various
areas for explorers, colonists, and pioneers.
Man's impact on environment
explain how early settlers and pioneers changed
the environment.
Use a graphic organizer to record changes that man
made to the land as settlement progressed.
Debate pros and cons of expansion.
Different resources available to
Union and Confederacy
Use a graphic organizer to compare resources available give advantages, in terms of resources, available
to Union and Confederacy; relate resources to the
to Union and Confederacy.
war's progress and outcome.
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SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
U.S. HISTORY II TO PRESENT
Historical Understanding
Democratic Citizenship
1.
process of law making
2.
rights and responsibilities
1.
2.
role of public officials in all levels of
government
3.
4.
two-party system
4.
5.
Presidential Amendments
5.
6.
Branches of Government
7.
study of democracy through the
humanities
6.
7.
8.
3.
9.
10.
11.
12.
13.
history of U. S. from 1877 to the
present; relationships between past and
present
relationship between social and
political groups
structures of social classes; changes
and tensions in status of minorities
relationship between social and groups
and domestic policy
relationship between humanitarian
needs and U.S. foreign policy
human rights/civil rights
history of Catholic education
importance of religion in human
society and its influence in
history
Customs of people from geographic,
cultural, racial, religious, and ethnic
backgrounds
factors which cause cultural change
(1877 - present)
interrelatedness of economics and
political systems
trade relations
government and financial institutions
123
Geographical Understanding
1.
location skills and spatial concepts
2.
special purpose maps
3.
world regions
4.
effect of geography on economy
activity
5.
demographic changes
6.
Northeast to Sunbelt migration
7.
transportation and communication
8.
renewable and nonrenewable resources
9.
physical environment affected by
human activity
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
Process of law making
Suggested Teaching Strategies
Make a chart showing ''How a bill becomes a law''
include Initiative and Referendum.
Expectations
Students will be able to:
describe the process of making, amending, and
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
citizens
Review Bill of Rights and create a graphic organizer
for reference. Add other amendments as discussed.
Hold panel discussion on merits of an Equal Rights
Amendment.
summarize the provisions of the 14th
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
three levels
Review the roles of public officials at all three levels
of government. Relate issues and trends by use of a
graphic organizer.
relate curriculum and current issues to their
constitutional basis and appropriate level of
government.
Two-party system
Create and display a chart showing the qualifications
for voting throughout the history of the United States.
identify the voting requirements for New Jersey
citizens.
Choose a political candidate. Research his/her
platform and present a short speech to the class.
distinguish between primary and general
elections.
Discuss the 20th, 22nd, 23rd, and 25th Amendments.
Create a graphic organizer for reference; relate to
current events.
define ''lame duck'' presidents.
Review the functions of the three branches of
government by means of a graphic organizer.
distinguish between the functions of the
Executive, Legislative and Judicial Branches of
government as related to curriculum and current
issues.
Presidential amendments
Branches of government
Analyze Supreme Court decisions.
125
give general statement on rules for presidential
succession.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
2.
All students will learn democratic citizenship through the Humanities, by studying Literature, Art, History, and Philosophy and related
fields.
Core Content
Study of democracy through the
humanities
Suggested Teaching Strategies
Observe, interpret or listen to:
Literature
Art
History
Music
Dance
Philosophy
Photography
Expectations
Students will be able to:
identify progression of musical styles from the
1870's to the present.
recognize how music and dance reflect changing
mores.
interpret political cartoons.
Discuss how the above reflects the history from 1870
to the present.
Use tapes, compact discs, videos, slides, computer
programs, and overhead transparencies to appreciate
the Humanities.
Integrate with the Language Arts curriculum by
reading diaries, journals, short stories or novels
associated with the respective time period.
126
understand and analyze the use of propaganda by
Hitler and the Nazi regime.
analyze historical photographs as a source of
information.
utilize artistic interpretation to produce artistic
creations.
relate the theme of a movie to its historic
significance.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
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:
Use textbook series materials and other resources to
History from 1877 to present;
design activities which enliven historic data; create
relationships between past and
time lines, posters, political cartoons, graphs, etc.
present which includes but not
limited to:
0
Create graphic organizers to keep track of people and
Post Reconstruction
0
events associated with the various time periods.
Age of Invention
0
Rise of Industry
Vary individual and group work based on students'
Massive Immigration
0
0
needs and abilities.
American Expansion
Overseas
0
Develop purposeful group discussion; assign a leader
World War I
0
and recorder, make sure conclusions are presented
Depression and New Deal
0
World War II
orally, visually or summarized in written form.
Holocaust
0
Communism and Cold War Develop critical thinking skills; utilize cause and
0
effect, compare and contrast, prediction and evaluation
Age of New Prosperity
50's
0
techniques.
* Korean Conflict
0
Examine the various aspects of Nazi policies and their
Space Age
0
impact on individuals and groups (laws, isolation,
Equal Rights Movement
ghettos, murder, slave labor, deportation, labor camps,
death camps, concentration camps, physical and mental
torture, and final solution).
Analyze the decisions of the past which have
contributed to present conditions.
127
define industrialization; explain the role of
inventions.
describe the impact of the Industrial Revolution
on American society. Give pros and cons
regarding impact.
explain the connection between immigration and
historic events.
compare and contrast various types of genocide
and give examples from history and the present.
apply the analysis of conditions that may lead to
genocide to several examples in history.
explain why the term ''The Holocaust'' has been
applied to the genocide carried out against the
Jews during world War IL
understand and analyze the use of propaganda by
Hitler and the Nazi regime.
compare and contrast different forms of
resistance that may occur in various situations
(passive, slowdown, direct, moral, economic
boycott, physical, etc.)
Core Content
Suggested Teaching Strategies
Analyze the nature of resistance and give examples of
different types of resistance offered by victims, heroes,
and rescuers as individuals (e.g. Anne Frank, Oskar
Schindler, Rauol Wallenberg); groups (e.g. Vilna and
other partisans, White Rose Movement, Zegota);
communities (e.g. Warsaw Ghetto uprising and
citizens of LeChambon); nations (e.g. Denmark and
Italy).
Analyze the findings of the Nuremburg Tribunal.
Ananlyze how we might prevent the occurrences of
genocide from ever happening again.
Expectations
Students will be able to:
evaluate the impact of the Holocaust on our lives
today.
analyze why some people say the Holocaust or a
particular genocide never occurred.
predict whether a future Holocuast or genocide
can occur again. If yes, explain why.
understand the importance of moral
responsibility in making choices.
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
0
0
0
0
Vietnam War
Time of Turmoil
Gulf War
New Directions
Suggested Teaching Strategies
Expectations
Students will be able to:
Develop students' ability to synthesize facts into an
effective oral or written presentation.
identify the significance of the Berlin Wall;
define NATO, ''Cold War," propaganda.
Integrate with Language Arts by developing cohesive
''short answer'' and essay writing skills.
compare isolationism and nationalism
discuss the space age.
Assign mini research projects; bring students through
the process from topic selection, outlining, research,
and writing. Have students use traditional and modern
resources; discourage plagiarism.
define ''Third World Countries'' and give an
example.
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
GRADE 8
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
political groups: 1877 to the
present
Show the students how to utilize information to create
a graphic presentation (time lines, charts, tables,
graphs, diagrams).
construct a graph (i.e., cluster presentation) of
social and class structure, women's rights, civil
rights.
Structures of social classes and
changes and tensions in the status
of minorities
Demonstrate brainstorming techniques utilizing given
information to write a persuasive paragraph.
develop a written account on tensions that exist
between opposing ideas in human affairs.
Use graphing techniques to highlight women, racial
and ethnic minorities from 1877 to the present.
evaluate evidence of the structure of social
classes and the changes in status of women,
racial and ethnic minorities in United States
society.
Observe National Women's History Month (March).
Relationship between social groups Use a graphic organizer to show relationship between
group needs, historic events and legislation.
and domestic government policy
Debate the merits of alternate solutions; write a
persuasive essay on the best solution to a particular
conflict.
Relationship between humanitarian Hold class discussion at appropriate points of historic
needs and US foreign policy.
events.
Develop cause and effect relationships; debate merits
of American involvement.
130
identify major social groups active from late
19th century to present and their beliefs/needs.
discuss the significant social legislation of each
era.
discuss the purpose of American aid in the post
war era, during times of crisis, and as a member
of the United nations (Peace keeping force).
Core Content
Human Rights/Civil Rights
Suggested Teaching Strategies
Use age/grade appropriate materials on the Holocaust.
Develop sensitivity to the plight of the Jewish and
Afro-American people through integration with novels
and first person accounts. Observe Black History
Month (February).
Relate broad concepts to other past and current human
rights struggles; e.g., Japanese-American internment,
religious and ethnic conflict in the Balkans/Middle
East.
Expectations
Students will be able to:
define expulsion, genocide, ghetto, and
concentration camp.
discuss the causes and consequences of the
Holocaust.
define Civil Rights, boycott, prejudice,
discrimination.
define ethnic cleansing.
write an essay on a human rights topic.
History of Catholic education
Research the history of Catholic education in
relationship to immigration.
explain how and why Catholic schools began.
Importance of religion in human
society and its influence on history
from 1877 to the present
Use newspapers or other news sources to become
aware of various perspectives on current events of
local, state, and national interest. Students write a
reaction paper summarizing one of the events and
stating their reactions to it. Include the Catholic
Church's perspectives which apply to the issue; e.g.,
Rerum Novarum.
acquire, interpret, and analyze information
regarding civic issues with Catholic viewpoint;
e.g., labor, peace and justice issues, and
migrants.
Teach students to perform research on computer.
131
research historical cases in American law
dealing with religious issues, prejudices, and
discrimination.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
5.All students will acquire historical understanding of varying cultures throughout the history of New Jersey, the United States, and the world.
Core Content
Customs of people from different
geographical, cultural, racial,
religious and ethnic backgrounds
from 1877 to the present
Suggested Teaching Strategies
Using a map of Europe and one of the United States,
show where ancestors came from and settled. Write a
paragraph about their journey. Create a circle graph
showing the number of immigrants from each country
constituting America's population in 1900.
Based on their cultural background, each student will
research an individual who they believe made a major
contribution to American society (1877 - present)
Expectations
Students will be able to:
discuss and appreciate the contributions that
immigrants have made to the United States.
demonstrate their knowledge of American
Indians (Native Americans), Hispanics, African
Americans, and Asians in United States society.
explain how the United States has benefited
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
change from 1877 to the present
Interpret and respond to photographs, paintings, and
cartoons. (Use computer resources..)
Hold a panel discussion on how immigration, new
social patterns, and conflicts developed amid growing
cultural diversity during the Industrialization of
America.
132
cite the social and cultural changes brought
about by America's participation in World War
I, World War II, and Vietnam War.
explain how labor movements impacted various
cultural groups.
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
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
Recognition of the interrelatedness
of economics and political systems
Trade relations
Suggested Teaching Strategies
Expectations
Students will be able to:
Identify the relationship between employee and
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.
define labor union, minimum wage, strike.
Compare and contrast Capitalism, Socialism,
Communism.
define Capitalism, Socialism, Communism.
Play any ''Stock Market Game.''
explain the function of the Stock Market.
Draw up a list of products which come from other
nations and what factors could interrupt the
distribution of these products.
write an essay discussing the responsibilities we
have as consumers to the producers of items in
the third world.
Have students make a list of items at home with ''made
in USA'' label.
define ''cheap labor,'' discuss the trend of
manufacturing outside of the USA.
Identify countries with natural resources and analyze
lifestyle and economics. Rank countries on basis of
their national products (GNP).
define Common Market, analyze current trade
agreements.
Using the World Wide Web, discover who the major
trading partners are of the U.S. Identify the products
traded. Graph the information found.
133
compare Industrial Nations to Third World
Nations.
Core Content
Government and financial
institutions
Suggested Teaching Strategies
Create a graphic organizer to show the functions of the
Internal Revenue Service, the US Customs Agency,
the National Bank, etc.
Collect and display news articles relating to economic
issues.
134
Expectations
Students will be able to:
distinguish between the different types of taxes
(sales, state, income, customs).
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
7.
All students will acquire geographical understanding by studying the work in spatial terms.
Core Content
Locational skills and spatial
concept of direction, distance,
scale, region, and movement
Suggested Teaching Strategies
Use grid maps to find location and correlate with
directional terms.
Expectations
Students will be able to:
use various types of special purpose maps,
charts, graphs, and diagrams.
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
show direction correctly. Shape and size are distorted
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.
understand distortions in map projections and
Azimuthal projections.
World regions
Use textbook series and other resources to obtain
special purpose maps. Design hands-on activities for
group or individual projects.
locate the countries involved in World War 1,
World War 11, the Korean Conflict, and the
Vietnam War.
Compare and contrast boundaries of Russia and newly
formed countries.
locate new countries formed by the dissolution
of the Soviet Bloc.
Compare and contrast the boundaries of Middle East
before and after the Seven Days War.
locate Israel and the Palestine and Arab
countries.
Use maps from the newspaper, news magazines, or the
Internet to locate countries discussed in current events.
locate teacher selected countries on African and
Asia Continent and the Pacific Rim that have
diplomatic relations with the US.
135
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
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
activities
Research the migration of people, their settlements, the read and make cluster diagrams, charts, and
tables illustrating patterns of migration and
growth of cities which meet peoples' needs by
growth of cities from 1877 to the present.
providing jobs from 1877 to the present.
Demographic changes
Describe the reasons and patterns of settlement
(immigrants, suburbanization, etc).
define urbanization/suburbanization.
use population data to locate changing
population centers (1877 - present).
Northeast to Sunbelt migration
Use an overhead to show different manufacturing
centers in various time frames. (1870's - present)
use data to show change in manufacturing
centers in USA.
Transportation and communication
Research technological inventions between 1877 and
the present.
explain a technology or invention that changed
where people live or how they
travel/communicate.
136
SOCIAL STUDIES CURRICULUM GUIDE
GRADE 8
9.
All students will acquire geographical understanding by studying the environment and society.
Core Content
Renewable and nonrenewable
resources
Suggested Teaching Strategies
Highlight the role resources play in various historic
events; e.g., cause of war, trade agreements, domestic
policy.
Expectations
Students will be able to:
discuss policy/legislation based on resource
management.
identify current issues surrounding resource
issue.
Physical environment as affected
by human activity
Research the following topics from the Industrial
Revolution to the present and write an essay on their
affects on people and the environment,
- air pollution
- acid rain
- nuclear energy
- radiation and radio-active wastes
- toxic poisons
- chlorofluorocarbons
- damage to the ozone layer
- changes in weather since 1979
- Chernobyl disaster
- global warming
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
identify the key concepts of the following:
- Earth Day 1997
- Environmental Protection Agency 1979
- Clean Air Act 1970
- Waste Cleanup Act 1980
- Earth Summit - Brazil 1992
identify underdeveloped areas of the US/world.
discuss current events from an environmental
perspective.
recognize the significance of a past or present
environmental issue on American policy.
0
0
0
Social 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
Grade
Teacher
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
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
2
3
Publisher:
1
2
3
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.
Appropriate readability
2.
Study Skill Strategies
3.
Geography Skill Strategies
4.
Reference section
142
Publisher:
5.
Critical/creative tasks
6.
Cultural Diversity
7.
Attractive presentations
1
Total for Student Text
Comments:
Grand Total for Series
Publisher:
Teacher
Student
Total
Overall Comments:
143
2
3
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.
b.
C.
d.
e.
3.
Responsibilities of Coordinators
a.
b.
C.
d.
e.
f.
9.
h.
4.
Understand and be willing to assume responsibilities of the coordinator.
Be interested in promoting excellence in the subject area for the whole school.
Possess leadership ability and be capable of working well with others.
Have experience and expertise in the specific subject area.
Be able to explain curriculum guidelines for the area.
Attend Diocesan sponsored meetings when appropriate.
Meet periodically with the principal to discuss the progress and/or needs of the subject area.
Assure that Guidelines, teacher manuals, and Scope and Sequence Charts are available to teachers.
Familiarize teachers with available AV, software and print materials in the school and with materials that could be ordered to enhance
the existing programs.
Receive from the Principal information received from the Diocesan Schools Office.
Communicate to teachers information related to in-service programs in the subject area.
Coordinate school wide activities in the subject area.
Assist new teachers in matters related to the subject area.
Textbook Selection Responsibilities
a.
b.
C.
Assure ongoing review and evaluation of texts in use to ensure relevancy.
Discuss possible changes in text with principal.
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,
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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
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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
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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.
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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.
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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
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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.
American Catholic bishops presented a clear rationale for Catholic education and gave it their highest praise in the
1972
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.
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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.
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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.
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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
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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
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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
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Graphic Organizers
Spider Map
Used to describe a central idea, process, concept, or proposition
with support. Key frame questions: What is the central idea?
What are its attributes? What are its functions?
Series of Events Chain
Used to describe the stages of something, the steps in a linear
procedure, a sequence of events, or the goals, actions, and
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
Use for time lines showing historical events or ages, degrees of
something, shades of meaning or rating scales. Key frame
questions: What is being scaled? What are the end points?
Compare/Contrast Matrix
Used to show similarities and differences between two things
(people, places, events, ideas, etc.) Key frame questions: What
things are being compared? How are they similar? How are they
different?
1
Attribute 1
Continuum Scale
1
1
Attribute 2
Attribute 3
174
2
Graphic Organizers
Problem/Solution Outline
Used to represent a problem, attempted solutions, and results. Key
frame questions: What was the problem? Who had the problem?
Why was it a problem? What attempts were made to solve the .
problem? Did those attempts succeed?
Problem
Network Tree/Mind Map
The purpose of a mind map is to help students clarify relationships
between concepts. Mind maps assist with understanding the way
in which objects or concepts are connected. The thinking skill
used is seeing relationships.
Who
What
Why
Solutions
End Result
Fishbone Map
The fishbone map is used to help students identify separate causes
and effects. The thinking skill used is analysis - identifying causes.
Cycle
The cycle is used to show how a series of events interact to
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
Used to show the nature of interaction between persons or groups.
Key frame questions: Who are the persons or groups? What were
their goals? Did they conflict or cooperate? What was the
outcome for each person or group?
Goals
Webbing
Webbing is a method of brainstorming or generating ideas on a
given topic in which connections among related ideas are shown.
By doing a webbing activity, a teacher can determine what the
class knows about a certain subject.
Goals
Person
Group
Action
Reaction
Person
Group
Venn Diagram
The purpose of using a Venn diagram is to help students visualize
likenesses and differences in two or more objects, characters or
situations. Venn diagrams are used to compare those qualities,
attributes, characteristics, values, or special marks that correspond
or agree in some respect. Thinking skills used are seeing
relationships and noticing similarities and differences.
Ranking Ladder
The purpose of using a ranking ladder is to help students rank
orders. Ladders are used to rate, evaluate, weigh or judge in order
.
of importance, value or size. The thinking skill used is evaluating.
176
Graphic Organizers
The Pie Chart
The pie chart is used to help students estimate the relationship of
parts to the whole. This organizer can be used to break an idea or
object into its parts; to see how part relate to the whole.
The Scale
The scale is used to weigh, evaluate, or make judgments about
facts, ideas, or values.
List Pros/Cons on each side
The Pie Chart
The Grid
The grid is used to help students make creative combinations.
Grids are used to generate unjudged list of ideas, people, events,
places, etc.
The Agree/Disagree Chart
The agree/disagree chart is used to help students organize data to
support a position for or against an idea. Thinking skills are
evaluating and analyzing.
Agree
Disagree
The Grid
Agree/Disagree Chart
177
Graphic Organizers
The Sequence Chart
The purpose of the sequence chart is to help students. sequence a
series of actions or tasks chronologically.
The Prediction Tree
The purpose of the prediction tree is to help students to make
predictions and to infer.
The Prediction Tree
The Sequence Chart
The KWL
The KWL is used to help students identify prior knowledge and
experience as a bridge to a new concept, lesson, or unit.
K
W
The Information Chart
The information chart helps to teach students how to ask questions
that gather information. It also helps teachers teach students how
to summarize information with precision.
L
Who
K - know already
W - want to know
L - what we have learned
178
What
Where
When
Why
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
3
5
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
• makes inferences and applications
• may make inferences and applications
• includes little or no accurate
information
• makes no inferences or applications
USAGE AND MECHANICS
USAGE AND MECHANICS
USAGE AND MECHANICS
• expresses ideas clearly - few to no
errors in grammar and usage
• expresses ideas adequately - some
errors in grammar and usage
• expresses ideas weakly - numerous
errors in grammar and usage
• uses correct mechanics - spelling,
capitalization and punctuation
• has some errors in mechanics spelling, capitalization and punctuation
• has numerous errors in use of
mechanics - spelling, capitalization
and punctuation
I
81
WRITTEN REPORT RUBRIC
GRADES 3 - 4
3
5
1
CONTENT
CONTENT
CONTENT
• provides thorough knowledge of
ideas/topic
• includes accurate data
.eadds considerable pertinent, historical
and/or topical information with
elaboration
• makes inferences and applications
• stays on topic
• includes additional pertinent visuals maps, pictures, cover
• provides adequate knowledge of
ideas/topics
• includes few inaccuracies • adds some
pertinent historical and/or
...
topical information with elaboration
• provides a limited knowledge of
ideas/topics
• has many inaccuracies • gives some
information with no elaboration
• may make inferences and applications
• stays on topic
• may include pertinent visuals and a
cover
.
ORGANIZATION
• makes no inferences and/or
applications • rambles, shifts or drifts
from focus • excludes visuals, and/or
cover
ORGANIZATION
• includes original/creative introduction
that states purpose
• includes a conclusion that summarizes
ideas
• includes a bibliography and table of
content in correct format, when
appropriate
• includes paragraphs with topic
sentences
and supporting details
• makes a neat and clean overall
appearance
ORGANIZATION
• includes an introduction that states the
purpose
• includes a conclusion
• may have an introduction
• includes a bibliography and/or table of
contents, when appropriate
• may include a bibliography and/or
table of contents, when appropriate
• may include paragraphs with topic
sentences and details
• makes a neat and clean overall
appearance
• lacks paragraphing with topic
sentences
and supporting details
• appears messy and/or smudged
18
.2
• lacks a conclusion
WRITTEN REPORT RUBRIC
GRADES 3-4 (continued)
5
3
1
USAGE AND MECHANICS
USAGE AND MECHANICS
USAGE AND MECHANICS
• uses correct spelling, capitalization
and punctuation
• has some errors in spelling,
capitalization and punctuation
,*has many errors in spelling,
capitalization
and 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
3
5
1
CONTENT
CONTENT
CONTENT
• includes an introduction that states the
purpos
• eincludes required information
• stays on topic
• includes a limited introduction that may
not state the purpose
• includes most required information
• stays on topic
• does not include an introduction
• provides evidence of elaboration
• includes clear and accurate data
• makes connections by tying historical
and/or topical information to other times
and
• places
includes a closing that summarizes
ideas or findings
• provides little evidence of elaboration
• provides fairly complete data
• makes some connections
• includes little of the required
information
• rambles from the topic, drifts or shifts
focus
• provides no evidence of elaboration
• provides little or no data
• makes no connections
• includes a closing
• attempts a closing
ORGANIZATION AND MECHANICS
ORGANIZATION AND MECHANICS
ORGANIZATION AND MECHANICS
• includes a bibliography in correct
format
• includes proper paragraphing
• uses correct grammar/usage
• uses correct mechanics - spelling,
capitalization and punctuation
• includes a bibliography
• has some errors in paragraphing
• has some errors in grammar and/or
usage
• has some mechanical errors - spelling,
capitalization and punctuation
• does not have a bibliography
• may not be in appropriate writing form
• has numerous errors in grammar and/or
usage
• has numerous mechanical errors
184
WRITTEN REPORT RUBRIC
GRADES 5 - 6 (continued)
3
5
1
FORMAT
FORMAT
FORMAT
• uses correct format
• has some errors in format
• has not followed format as directed
• exhibits a neat and clean overall
appearance
• may be smudged, contains cross-outs
• appears messy
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
purpose and scope of the report
• identifies all pieces of required
information
• stays on topic and avoids repetition
• chronological order of information is
reported accurately
• provides a complete and thorough
explanation of the material
• includes an introduction that states the
purpose or scope but not both
• identifies most pieces of required
information
• stays on topic with some repetition
• chronological order of information is
reported with some errors
• adds several other pieces of
historical/topical information with little
elaboration
• provides several types of data on time
period or geographical -setting but not
both
• makes some connections
• may have an introduction
• includes clear and accurate data on the
time period and geographical setting
• makes many connections between
historical/topical information and other
times and places
• provides a smooth transition from one
idea to another
• includes a closing that summarized ideas
or findings
• includes a bibliography in correct format
• divides paper into topics and subtopics
with proper paragraphing
• identifies few of the required
informational facts
• rambles from topic, drifts or shifts focus
• chronological order of information is
reported with numerous errors
• gives little explanation or detail
• provides little or no data on time period
or geographical setting
• makes no connections
• provides some transition from one idea to
another
• includes a closing
• provides no transitions
• includes a bibliography
• sometimes divides into appropriate topics
and subtopics with proper paragraphing
• may have bibliography
• may not divide paper into topics and
subtopics with proper paragraphing
186
• attempts a closing
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,
capitalization, punctuation
• has some mechanical errors - spelling,
capitalization, punctuation
• has numerous mechanical errors spelling, capitalization, punctuation
• is handwritten in blue/black ink or word
processed or typewritten, double-spaced
with margins, on front side of page
• is handwritten in blue/black ink or word
processed or typewritten, double spaced
with margins
• may be in pen or pencil
• includes a title page and cover with
pertinent illustrations and labeling
• includes a cover and title page with
labeling, but no illustration
• may include a cover and title page with
limited labeling or no illustrations
• makes a neat and clean overall
appearance
• may be smudged; contains some crossouts
• appears messy with pages dog-eared
and/or wrinkled
187
ORAL PRESENTATION RUBRIC
GRADES K - 2
3
5
1
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
topic
• elaborates ideas adequately and stays on
topic
• lacks elaboration of ideas
• 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
audience
• makes limited eye contact
• makes little or no eye contact
• develops a high level of originality/takes
risks
• displays a moderate level of originality
• displays no originality in presentation
.
188
CONTENT AND ORGANIZATION
.
ORAL PRESENTATION RUBRIC
GRADES 3 - 6
3
5
1
CONTENT AND ORGANIZATION
CONTENT AND ORGANIZATION
• demonstrates thorough knowledge of
ideas/topic
• demonstrates adequate knowledge of
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
conclusion
• may include an introduction/conclusion
• is missing introduction/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
CONTENT AND ORGANIZATION
.
• demonstrates limited knowledge of
ideas/topic
DELIVERY
• demonstrates high level of originality/risks
• demonstrates a moderate level of
originality
*demonstrates a limited level of 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
3
5
1
CONTENT AND ORGANIZATION
CONTENT AND ORGANIZATION
CONTENT AND ORGANIZATION
• demonstrates exceptional preparation
• presents in a well organized and easy to
follow format
• makes smooth and effective transitions
between major ideas
• explains abstract concepts simply so that
others may understand
• provides an effective summary that ties
everything together
• demonstrates adequate preparation
• presents in a somewhat organized format
• demonstrates little or no preparation
• presents in a disorganized and difficult to
follow format
• makes inadequate or ineffective
transitions
• struggles to explain abstract concepts
• may make transition between major ideas
• explains abstract concepts with some
difficulty
• provides a summary
• attempts a summary
DELIVERY
DELIVERY
DELIVERY
• speaks loudly and clearly enough to be
heard by the audience
• speaks fluently without reading from
notes
• uses visual aids and/or takes creative risks
effectively
• maintains eye contact with the audience
• may have difficulty with projection of
voice
• speaks somewhat fluently with occasional
use of notes
• uses visual aids
• mumbles and/or is barely audible
• maintains some eye contact with
audience
• may use time frame appropriately
• does not maintain eye contact
• uses the time frame appropriately
190
• pauses frequently and/or reads from notes
consistently
• does not use visual aids
• does not use time frame appropriately
Social Studies Assessment Strategies
Description
Strategy
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
Description
Strategy
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
Description
Strategy
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
Location
Type of Trip
Museum
Phone
Suggested
Grade(s)
American Labor Museum
Botto House National Landmark
83 Norwood Street
Haledon, NJ
(973) 595-7953
6-8
Aviation Hall of Fame and Museum or NJ
Route 17
Teterboro, NJ
(201) 288-6344
4-8
Cloisters
Fort Tryon Park
New York, New York
(212) 923-3700
6-8
Elias Van Bunschooten House Museum
Route 23
Wantage Township, NJ
(973) 875-3330
4-8
Hamilton House Museum
971 Valley Road
Clifton, NJ
(973) 744-5707
4-8
Hunterdon Historical Museum
56 Main Street
Clinton, NJ
(908) 735-4101
4-8
Intrepid Sea-Air-Space Museum
Pier 86 at W. 46th St.
New York, NY
(212) 245-2533
4-8
194
Jewish Museum
1109 5th Avenue
New York City, NY
(212) 423-3200
(212) 423-3230
6-8
Metropolitan Museum of Art
1000 5th Avenue
New York City, NY
(212) 535-7710
4-8
Montclair Art Museum
Bloomfield and South Mountain Avenue
Montclair, NJ
(973) 744-7660
4-8
Morris Museum
Route 510
Normandy Heights and Columbia Roads
Morristown, NJ
(973) 538-0454
K-3
Museum of Early Trades and Crafts
Main Street and Green Village Road
Madison, NJ
(973) 377-2982
K-3
New Jersey Children's Museum
599 Industrial Avenue
Paramus, NJ
(201) 262-5151
K-3
Newark Museum
49 Washington St.
Newark, NJ
(201) 596-6550
4-8
Rogers Mill (Paterson Museum)
Route 15
Paterson, NJ
(973) 881-3874
4-8
195
Smithsonian's National Museum of the American
Indian
One Bowling Green
New York, NY
(212) 668-6624
4-8
South Street Seaport Museum
South, John, Pearl and Dover Streets
New York, NY
(212) 748-8600
4-8
State House
W. State Street
Trenton, NJ
(609) 633-2709
4-8
USS Ling (and adjacent Naval Museum)
Borg Park
Court and River Streets
Hackensack, NJ
(973) 487-9493
6-8
USS Ling (and adjacent Naval Museum)
Borg Park
Court and River Streets
Hackensack, NJ
(973) 487-9493
6-8
196
National/State Parks
Edison National Historical Site
Main Street and Lakeside Avenue
West Orange, NJ
(201) 736-5050
(201) 736-0550
4-8
Ellis Island
Battery Park
New York, NJ
(212) 269-5755
4-8
Grover Cleveland Birthplace State Historic Site
207 Bloomfield Avenue
Caldwell, NJ
(973) 226-1810
4-8
Independence National Historical Park
3 ,d and Chestnut Streets
Phildelphia, PA
(215) 597-8974
4-8
Monmouth Battlefield State Park
Route 33
Freehold, NJ
(908) 462-9616
4-8
Morristown National Historical Park
Washington's Headquarters
Historical Museum and Library
Fort Nonsense
Jockey Hollow
Morristown, NJ
(973) 539-2085
4-8
Statue of Liberty
NJ Turnpike
Jersey City, NJ
(201) 435-9499
4-8
197
Steuben House State Historic Site
1209 Main street
River Edge, NJ
(201) 487-1239
4-8
Theodore Roosevelt Birthplace National Historical Site
28 East 20th Street
New York, NY
(212) 260-1616
4-8
Valley Forge Historical Park
Route 21
Valley Forge, PA
(610) 783-1077
4-8
198
Local History
Cooper Gristmill
Route 24
Chester, NJ
K-3
Dey Mansion
199 Totowa Road
Wayne, NJ
(973) 696-1776
4-8
Empire State Building
350 5th Avenue
New York, NY
(212) 736-3100
4-8
Fort Lee Historic Park
Hudson Terrace
Fort Lee, NJ
(201) 461-1776
4-8
Fosterfields Living Historical Farm
Kahdena Road
Morristown, NJ
(973) 326-7645
K-3
Great Falls Historic District
65 McBride Avenue
Paterson, NJ
(973) 279-9587
4-8
Historic Speedwell
333 Speedwell. Avenue
Morristown, NJ
(973) 540-0211
4-8
Medieval Times
149 Polito Avenue
Lyndhurst, NJ
(201) 933-2220
(800) 828-2945
199
Millbrook Village
Old Mine Road
Delaware Water Gap, PA
(908) 841-9520
(908) 841-9531
4-8
Montclair Historical Society
108 Orange Road
Montclair, NJ
(973) 744-1796
6-8
Newark International Airport
Port Authority of NY and NJ
Newark, NJ
(973) 961-6264
4-8
Sterling Mining Company
30 Plant Street
Ogdensburg, NJ
(973) 209-7212
4-8
Waterloo Village
Route 80
Stanhope, NJ
(973) 347-0900
4-8
Wheaton Village
1501 Glasstown Road
Millville, NJ
(609) 825-6800
(800) 998-4552
4-8
200
SUGGESTED RESOURCES
Print Resources
Address
Title
Comments
The Idea Book for Educators
Community Development
A&E Television Networks
235 East 45th Street
New York, NY 100 1 7
A&E and the History Channel
Free to educators
Jr. Scholastic
Scholastic
2931 McCarty Street
Jefferson City, MO 65 1 00
News magazines and resources
1-800-724-6527
The Legal
New Jersey State Bar
Foundation
New Jersey Law Center
One Constitution Square
New Brunswick, NJ 08901
A newspaper about the law for
young people
The Record
150 River Street
Hackensack, NJ 07601-7172
Participant in Newspaper in
Education Program (NIE)
The Star Ledger
P.O. Box 148
Newark, NJ 07102-1200
Participant in Newspaper in
Education Program (NIE)
Teaching Tolerance
A Project of the Southern
Poverty Law Center
P.O.Box 548
Montgomery, AL 36177-9621
Free to educators
Many good resources
New Jersey State Bar
Foundation
Video Loan Library
One Constitution Square
New Brunswick, NJ 08901
Free videotape library
1-800-FREE-LAW
Video Resources
201