Content Area Social Studies Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Strand A. Civics, Government, and Human Rights Rules and laws are developed to 6.1.4.A.1 Explain how rules and laws created by community, state, and protect people’s rights and the national governments protect the rights of people, help resolve security and welfare of society. conflicts, and promote the common good. You, New Jersey, And The World discusses why laws were not effective in Colonists, Revolution, Immigration, Transportation, and Government. Examples follow: taxation without representation, immigrants leaving their country because of unfair laws, and “warning out” as ineffective for repairing colonial roads. The text also covers early colonial laws, the US Constitution, immigration laws, transportation funding, charters, environmental laws, the NJ Constitution, taxation, and farmland, historic, parkland, wildlife, and forest preservation. The United States Constitution and 6.1.4.A.2 Explain how fundamental rights guaranteed by the United Bill of Rights guarantee certain States Constitution and the Bill of Rights (i.e., freedom of ex- fundamental rights for citizens. pression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy. Link directly to both NJ & US constitutions from our web site (Government Student Web Links). In-text (You, New Jersey, And The World) questions guide your discussion to satisfy the above; article and section where answer can be found are specified. American constitutional govern- 6.1.4.A.3 Determine how “fairness,” “equality,” and the “common good” ment is based on principles of lim- have influenced change at the local and national levels of ited government, shared authority, United States government. fairness, and equality. The unit Government of You, New Jersey, And The World projects these concepts, e.g., should one county bear the cost for a bridge that many people from outside the county use? There are different branches within 6.1.4.A.4 Explain how the United States government is organized and the United States government, each how the United States Constitution defines and limits the with its own structure, leaders, and power of government. processes, and each designed to ad- 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches dress specific issues and concerns. of the national government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government. United We Stand and The Branches of Government in the unit Government of You, New Jersey, And The World explain and explore these concepts. In a representative democracy, in- 6.1.4.A.7 Explain how the United States functions as a representative dividuals elect representatives to act democracy, and describe the roles of elected representatives on the behalf of the people. and how they interact with citizens at local, state, and national levels. 6.1.4.A.8 Compare and contrast how government functions at the com- munity, county, state, and national levels, the services provided, and the impact of policy decisions made at each level. You, New Jersey, And The World’s unit Government explains and gives examples of how the systems of government work by comparing to classrooms/grades/school. The examination of individual ex- 6.1.4.A.9 Compare and contrast responses of individuals and groups, periences, historical narratives, and past and present, to violations of fundamental rights. events promotes an understand- 6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and ing of individual and community other civil rights leaders served as catalysts for social change responses to the violation of funda- and inspired social activism in subsequent generations. mental rights. The Forgotten Colonists in You, New Jersey, And The World: Colonists discusses this and offers a NJ Underground Railroad Map as well as links to the Emancipation Proclamation, Lincoln’s Gettysburg Address, and Martin Luther King’s I Have A Dream. New Jerseyans Around the World biography cards include Peter Mott and Dorothea Dix. Travel The Underground Railroad in New Jersey in On The Go In New Jersey The United States democratic sys- 6.1.4.A.11 Explain how the fundamental rights of the individual and the tem requires active participation of common good of the country depend upon all citizens exercis- its citizens. ing their civic responsibilities at the community, state, national, and global levels. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. As part of its encouragement for students to fight to protect the environment, You, New Jersey, And The World: Environment discusses contacting legislators and working to enlist the public’s cooperation. Government? Who’s That? in You, New Jersey, And The World: Government We, The People in On The Go In New Jersey Government Works! in A-Mapping We Will Go Immigrants can become and ob- 6.1.4.A.13 Describe the process by which immigrants become United tain the rights of American citizens. States citizens. To Be A Citizen in You, New Jersey, And The World: Government The world is comprised of nations 6.1.4.A.14 Describe how the world is divided into many nations that have that are similar to and different their own governments, languages, customs, and laws. from the United States. In an interconnected world, it 6.1.4.A.15 Explain how and why it is important that people from diverse important to consider different cultures collaborate to find solutions to community, state, na- cultural perspectives before propos- tional, and global challenges. ing solutions to local, state, national, and global challenges. In an interconnected world, in- 6.1.4.A.16 Explore how national and international leaders, businesses, and creased collaboration is needed by global organizations promote human rights and provide aid to individuals, groups, and nations to individuals and nations in need. solve global problems. Appropriately named, You, New Jersey, And The World not only relates students to their state, but the world as well. They go Around The World in Maps and learn that cartographers from all over the world share their data. Geography explores NJ’s role as pathway between two of the most important cities of the world — New York and Philadelphia. In Lenape and Colonists, they learn of the many countries from which our first explorers and im- migrants arrived. In Colonists and Revolution, they learn that countries sometimes cooperate and other times go to war. In Immigration, they learn of more wars and immigrants’ arrival from additional countries. They discover international trade and travel relationships in Transportation. In Industry, they see the formation of a world economy, feel the effects of world wars, and appreciate the need for cooperative medical and environmental research. They discover the value of New Jersey’s ports for farmers to ship their crops throughout the world in Agriculture. Cities proves our ever-changing cities provide connection to the rest of the world, with their ports, airports, schools, museums, and libraries. They learn to Think Globally and Act Locally and understand why this is necessary in Environment. In Government, they discuss the US Government’s role in the world and as our mili- tary protector. Flags of Our People in On The Go In New Jersey Strand B. Geography, People, and the Environment Spatial thinking and geographic 6.1.4.B.1 Compare and contrast information that can be found on dif- tools can be used to describe and ferent types of maps, and determine when the information analyze the spatial patterns and may be useful. organization of people, places, and 6.1.4.B.2 Use physical and political maps to explain how the location environments on Earth. and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geo- graphic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. Maps in You, New Jersey, And The World covers all of the above in depth. Additional maps throughout the text reinforce them. A-Mapping We Will Go offers teaching and reinforcement pages on these indicators. Also see Social Studies Skills: Spatial Thinking on page 11. Places are jointly characterized by 6.1.4.B.4 Describe how landforms, climate and weather, and availability their physical and human proper- of resources have impacted where and how people live and ties. work in different regions of New Jersey and the United States. You, New Jersey, And The World’s Geography The physical environment can both 6.1.4.B.5 Describe how human interaction impacts the environment in accommodate and be endangered New Jersey and the United States. by human activities. You, New Jersey, And The World’s Geology, Colonists, Immigration, Transportation, Industry, Agriculture, and Cities Regions form and change as a 6.1.4.B.6 Compare and contrast characteristics of regions in the United result of unique physical/ecological States based on culture, economics, politics, and physical envi- conditions, economies, and cul- ronment to understand the concept of regionalism. tures. You, New Jersey, And The World’s Geography explores New Jersey’s regions. On The Go In New Jersey: Poor Little New Jersey compares New Jersey to seven other states. The Faces of New Jersey investigates New Jersey’s geographic features. Name That Face compares New Jersey to six other regions of the US. Water, Water, Everywhere compares New Jersey lakes to other US lakes. Patterns of settlement across 6.1.4.B.7 Explain why some locations in New Jersey and the United Earth’s surface differ markedly States are more suited for settlement than others. from region to region, place to 6.1.4.B.8 Compare ways people choose to use and divide natural re- place, and time to time. sources. You, New Jersey, And The World’s Geography, Agriculture, Industry Advancements in science and 6.1.4.B.9 Relate advances in science and technology to environmental technology can have unintended concerns, and to actions taken to address them. consequences that impact individu- als and/or societies. Urban areas, worldwide, share com- 6.1.4.B.10 Identify the major cities in New Jersey, the United States, and mon physical characteristics, but major world regions, and explain how maps, globes, and demo- may also have cultural differences. graphic tools can be used to understand tangible and intan- gible cultural differences. Industry in You, New Jersey, And The World discusses technology’s affect on the environment, e.g., cell tower inter- fering with bird migration and wildlife. Cities in You, New Jersey, And The World explores all New Jersey’s major cities in detail. This unit and the rest of the text touch on cities of the US and the rest of the world. On The Go In New Jersey’s Mountains and Cities compares New Jersey’s cities to New York, Los Angeles, and Des Moines. Strand C. Economics, Innovation, and Technology People make decisions based on 6.1.4.C.1 Apply opportunity cost (The value of the best alternative given their needs, wants, and the avail- up) to evaluate individuals’ decisions, including ones made in ability of resources. their communities. 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communi- ties, and nations. You, New Jersey, And The World covers the above in Colonists and Immigration as the travelers decide what to bring. Lenape and Agriculture also touch on this. On The Go In New Jersey’s What Would You Bring? challenges students to choose needed items. Agriculture raises the question: Should consumers be able to decide whether they can buy raw milk. Economics is a driving force for the 6.1.4.C.3 Explain why incentives vary between and among producers occurrence of various events and and consumers. phenomena in societies. 6.1.4.C.4 Describe how supply and demand influence price and output of products. 6.1.4.C.5 Explain the role of specialization in the production and ex- change of goods and services. Students will understand these indicators after completing Industry and Agriculture in You, New Jersey, And The World. On The Go In New Jersey’s A Garden State Meal A-Mapping We Will Go’s Down On The Farm reinforce Interaction among various institu- 6.1.4.C.6 Describe the role and relationship among households, busi- tions in the local, national, and nesses, laborers, and governments within the economic system. global economies influence policy- 6.1.4.C.7 Explain how the availability of private and public goods and making and societal outcomes. services is influenced by the global market and government. 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. You, New Jersey, And The World Transportation, Industry, and Agriculture Availability of resources affects 6.1.4.C.9 Compare and contrast how access to and use of resources af- economic outcomes. fects people across the world differently. You, New Jersey, And The World Colonists and Immigration discuss migration to America because of insufficient resources where they were. Understanding of financial instru- 6.1.4.C.10 Explain the role of money, savings, debt, and investment in ments and outcomes assists citizens individuals’ lives. in making sound decisions about 6.1.4.C.11 Recognize the importance of setting long-term goals when money, savings, spending, and making financial decisions within the community. investment. Creativity and innovation affect 6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contribu- lifestyle, access to information, and tions of prominent figures who lived in New Jersey. the creation of new products and 6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic services. society. You, New Jersey, And The World’s “New Jersey Firsts,” Famous New Jerseyans and Industry especially Time for Tinkers and New Jersey’s Wizard Agriculture also pursues these concepts. On The Go In New Jersey: History’s Scorecard New Jerseyans Around The World include Buzz Aldrin, Samuel Colt, Albert Einstein, John Fitch, and John Holland Economic opportunities in New 6.1.4.C.14 Compare different regions of New Jersey to determine the Jersey and other states are related role that geography, natural resources, climate, transportation, to the availability of resources and technology, and/or the labor force have played in economic op- technology. portunities. You, New Jersey, And The World Geography On The Go In New Jersey’s The Faces Of New Jersey & Name That Face 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. You, New Jersey, And The World: Transportation Creativity and innovation have led 6.1.4.C.16 Explain how creativity and innovation resulted in scientific to improvements in lifestyle, access achievement and inventions in many cultures during different to information, and the creation of historical periods. new products. 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. 6.1.4.C.18 Explain how the development of communications systems has led to increased collaboration and the spread of ideas through- out the United States and the world. You, New Jersey, And The World: Transportation, Agriculture, and Industry Strand D. History, Culture, and Perspectives Immigrants come to New Jersey 6.1.4.D.1 Determine the impact of European colonization on Native and the United States for various American populations, including the Lenni Lenape of New reasons and have a major impact on Jersey. You, New Jersey, And The World: Lenape the state and the nation. 6.1.4.D.2 Summarize reasons why various groups, voluntarily and invol- untarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today. Immigration in You, New Jersey, And The World covers reasons immigrants came from Germany and Ireland in the early 1800s, southern and eastern Europeans after 1890, and modern immigration. It discusses in depth the journey to get here and passing through Ellis Island. Students learn of immigrants’ struggle to earn a living and become citizens in Anything To Be American! Lenape and Colonists also discuss immigration including the African American influence in Forgotten Colonists. Key historical events, documents, 6.1.4.D.4 Explain how key events led to the creation of the United and individuals led to the develop- States and the state of New Jersey. ment of our nation. 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitu- tion, and the Bill of Rights) to present day government and citizenship. 6.1.4.D.6 Describe the civic leadership qualities and historical contribu- tions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States govern- ment. 6.1.4.D.7 Explain the role Governor William Livingston played in the development of New Jersey government. 6.1.4.D.8 Determine the significance of New Jersey’s role in the Ameri- can Revolution 6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals. You, New Jersey, And The World’s Colonists and Revolution cover all of the above. In-text links lead to the Mayflower Compact, Declaration of Independence, and US Constitution. Washington, Jefferson, and Livingston are all discussed. Students learn of key historical documents in Colonists, Revolution, and Govern- ment. End of Revolution Unit offers a Benjamin Franklin link. Forgotten Colonists in Colonists deals with slavery and includes a NJ Underground Railroad Map as well as links to the Emancipation Proclamation, Lincoln’s Gettysburg Address, and Martin Luther King’s I Have A Dream. Personal, family, and community 6.1.4.D.10 Describe how the influence of Native American groups, in- history is a source of information cluding the Lenni Lenape culture, is manifested in different for individuals about the people regions of New Jersey. You, New Jersey, And The World: Lenape and places around them. 6.1.4.D.11 Determine how local and state communities have changed You, New Jersey, And The World over time, and explain the reasons for changes. often encourages students to talk You, New Jersey, And The World: Colonists and Cities to grandparents and other older relatives and friends to hear first- hand accounts of their experiences especially in Immigration, Trans- portation, Agriculture, and Industry. The study of American folklore and 6.1.4.D.12 Explain how folklore and the actions of famous historical and popular historical figures enables fictional characters from New Jersey and other regions of the Americans with diverse cultural United States contributed to the American national heritage. backgrounds to feel connected to a national heritage. The appendix, Famous New Jerseyans, in You, New Jersey, And The World includes Bud Abbot and Lou Costello, several writers, Paul Robeson, Frank Sinatra, and other singers; photographers, newspaper founders, a baseball player, several artists and sculptors, Joyce Kilmer, Walt Whitman and other poets; and a music composer — wom- en, Latin Americans, African Americans, Quakers, and people from Ireland, Germany, Italy, Puerto Rico, and Scotland. The following will also be helpful with this indicator: The New Jersey Sampler Devil’s Tracks in A-Mapping We Will Go The Jersey Devil Story on CD Famous New Jerseyans (biography cards): Jerry Lewis, Carl Lewis, Christopher Reeve, Paul Robeson, Dick Button, Bruce Springsteen, Whitney Houston, John Lithgow, Dan Gutman, Judy Blume, Thomas Nast On The Go In New Jersey: Let’s Have a New Jersey Date History’s Scorecard Jersey Lore Cultures include traditions, popular 6.1.4.D.13 Describe how culture is expressed through and influenced by beliefs, and commonly held values, the behavior of people. ideas, and assumptions that are generally accepted by a particular group of people. You, New Jersey, And The World: Immigration stresses New Jersey’s varied cultures. It also offers coverage of the cultures of the Lenape, colonists, and immigrants. American culture, based on specific 6.1.4.D.14 Trace how the American identity evolved over time. traditions and values, has been influenced by the behaviors of dif- ferent cultural groups living in the United States. You, New Jersey, And The World incorporates portrayals of American identity throughout the text. Examples follow: Emanuel Leutze’s painting of Washington crossing the Delaware, John Ward Dunsmore’s painting of the Battle of Springfield, the writings of Thomas Paine, Philip Freneau’s poetry. Students are constantly encouraged to empathize with historic figures and the people of the time. Activities in the teacher’s edition and review/activities masters involve comparing students’ lives with those of children of the past. Cultures struggle to maintain tra- 6.1.4.D.15 Explain how various cultural groups have dealt with the con- ditions in a changing society. flict between maintaining traditional beliefs and practices and adopting new beliefs and practices. Prejudice and discrimination can 6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, be obstacles to understanding other using examples from the past and present. cultures. You, New Jersey, And The World: Colonists: Forgotten Colonists and Immigration especially Anything To Be American! Historical symbols and the ideas 6.1.4.D.17 Explain the role of historical symbols, monuments, and holi- and events they represent play a days and how they affect the American identity. role in understanding and evaluat- ing our history. You, New Jersey, And The World constantly encourages students to be aware of their local resources including symbols and monuments. e.g., Tea Burner’s Monument, NJ’s Liberty Bell, the Bayonne 911 memorial, the USS New Jersey, statues of Revolutionary War & Civil War soldiers, Red Bank Battlefield Monument, and signs such as the one marking the location of Brotherton Reservation. Students using You, New Jersey, And The World will undoubtedly understand the significance of the Fourth of July. The cultures with which an indi- 6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may vidual or group identifies change reflect more than one culture. and evolve in response to interac- tions with other groups and/or in response to needs or concerns. You, New Jersey, And The World: Colonists, Revolution, and Immigration. People view and interpret events 6.1.4.D.19 Explain how experiences and events may be interpreted differ- differently because of the times in ently by people with different cultural or individual perspec- which they live, the experiences tives. they have had, the perspectives 6.1.4.D.20 Describe why it is important to understand the perspectives of held by their cultures, and their other cultures in an interconnected world. individual points of view. You, New Jersey, And The World addresses the above in Colonists, Revolution, Immigration, and Government. It further explores American traditions, values, beliefs and our diverse society throughout the text, especially in Ge- ography (variations in our six different regions), Industry (varied people and cultures working together), Agricul- ture (rural/urban) and Cities (many different people over time cooperating to form, maintain, and change cities). You, New Jersey, And The World considers diverse groups working together throughout the text, particularly in Immigration, Industry, and Cities. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, in- formed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Grade Level By the end of grade 4 Content Statement Active citizens in the 21st century: ∑ Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experi- ences. ∑ Identify stereotyping, bias, prejudice, and discrimination in their lives and communities. ∑ Are aware of their relationships to people, places, and resources in the local community and beyond. ∑ Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions. ∑ Develop strategies to reach consensus and resolve conflict. ∑ Demonstrate understanding of the need for fairness and take appropriate action against unfairness. Strand CPI # followed by Cumulative Progress Indicator (CPI) A. Civics, Government, and Human Rights 6.3.4.A.1 Evaluate what makes a good rule or law. 6.3.4.A.2 Contact local officials and community members to acquire information and/or discuss local issues. 6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue. 6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions. B. Geography, People, and the Environment 6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions. C. Economics, Innovation, and Technology 6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children. D. History, Culture, and Perspectives 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. You, New Jersey, And The World, and all our materials constantly encourage students to get in- volved, research, read, ask questions, visit local sights, investigate, and listen. Students learning with our program will find themselves quite prepared to actively and whole-heartedly participate in fulfilling the above indicators.