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New Jersey Standards for Fourth Grade Social Studies

NJ.6.1.4. U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.1.4.A. Civics, Government, and Human Rights

American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
6.1.4.A.3. Determine how ''fairness,'' ''equality,'' and the ''common good'' have influenced change at the local and national levels of United States government.
Immigrants can become and obtain the rights of American citizens.
6.1.4.A.13. Describe the process by which immigrants become United States citizens.
In a representative democracy, individuals elect representatives to act on the behalf of the people.
6.1.4.A.7. Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
6.1.4.A.8. Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.
Rules and laws are developed to protect people’s rights and the security and welfare of society.
6.1.4.A.1. Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
6.1.4.A.10. Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
6.1.4.A.9. Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
6.1.4.A.2. Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.
The United States democratic system requires active participation of its citizens.
6.1.4.A.11. Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising 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.
There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.
6.1.4.A.4. Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
6.1.4.A.5. Distinguish the roles and responsibilities of the three branches of the national government.

6.1.4.B. Geography, People, and the Environment

Patterns of settlement across Earth’s surface differ markedly from region to region, place to place, and time to time.
6.1.4.B.7. Explain why some locations in New Jersey and the United States are more suited for settlement than others.
6.1.4.B.8. Compare ways people choose to use and divide natural resources.
Places are jointly characterized by their physical and human properties.
6.1.4.B.4. Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.
6.1.4.B.6. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth.
6.1.4.B.1. Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
6.1.4.B.2. Use physical and political maps to explain how the location 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 geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.
Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.
6.1.4.B.10. Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

6.1.4.C. Economics, Innovation, and Technology

Availability of resources affects economic outcomes.
6.1.4.C.9. Compare and contrast how access to and use of resources affects people across the world differently.
Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
6.1.4.C.16. Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
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.
Economic opportunities in New Jersey and other states are related to the availability of resources and technology.
6.1.4.C.14. Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities.
6.1.4.C.15. Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
Economics is a driving force for the occurrence of various events and phenomena in societies.
6.1.4.C.3. Explain why incentives vary between and among producers and consumers.
6.1.4.C.4. Describe how supply and demand influence price and output of products.
Interaction among various institutions in the local, national, and global economies influence policymaking and societal outcomes.
6.1.4.C.7. Explain how the availability of private and public goods and 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.
People make decisions based on their needs, wants, and the availability of resources.
6.1.4.C.1. Apply opportunity cost to evaluate individuals' decisions, including ones made in their communities.
6.1.4.C.2. Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.
6.1.4.C.10. Explain the role of money, savings, debt, and investment in individuals' lives.
6.1.4.C.11. Recognize the importance of setting long-term goals when making financial decisions within the community.

6.1.4.D. History, Culture, and Perspectives

American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.
6.1.4.D.14. Trace how the American identity evolved over time.
Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Early SettlementsWorksheets :4Study Guides :1Western Region USWorksheets :3Study Guides :1Forming a GovernmentWorksheets :7Study Guides :1Notable PeopleWorksheets :6Study Guides :1Westward ExpansionWorksheets :3Study Guides :1New England, Middle, and Southern ColoniesWorksheets :7Study Guides :1Middle Western Region USWorksheets :3Study Guides :1Industrialization/EconomicsWorksheets :4Study Guides :1Southwestern Region USWorksheets :3Study Guides :1Pioneer LifeWorksheets :7Study Guides :1Industrial Growth & ExpansionWorksheets :3UrbanizationWorksheets :3American Symbols & HolidaysFreeWorksheets :5Study Guides :6U.S. PresidentsFreeWorksheets :5Study Guides :1Westward ExpansionWorksheets :4Study Guides :1Tall TalesWorksheets :3Study Guides :1African American HistoryWorksheets :4Study Guides :1Other Cultures Contribute to U.S. CultureWorksheets :3Study Guides :1Time LinesWorksheets :3Study Guides :1Famous ExplorersWorksheets :4Study Guides :1Famous AmericansWorksheets :4Study Guides :1Civil WarWorksheets :4Study Guides :1Pioneer LifeWorksheets :3Study Guides :1Presidential HistoryWorksheets :3Study Guides :1Colonial LifeWorksheets :3Study Guides :1Colonial PeriodFreeWorksheets :3Southeastern Region USWorksheets :3Study Guides :1European/Native American EncounterWorksheets :7Study Guides :1Tales of Long AgoWorksheets :3Study Guides :1The RevolutionWorksheets :7Study Guides :1Leading Up to the RevolutionWorksheets :6Study Guides :1U.S. ConstitutionWorksheets :4Study Guides :1Notable People-Westward ExpansionWorksheets :4Study Guides :1
Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
6.1.4.D.13. Describe how culture is expressed through and influenced by the behavior of people.
Cultures struggle to maintain traditions in a changing society.
6.1.4.D.15. Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
6.1.4.D.17. Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
6.1.4.D.1. Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
6.1.4.D.2. Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3. Evaluate the impact of voluntary and involuntary immigration on America's growth as a nation, historically and today.
Key historical events, documents, and individuals led to the development of our nation.
6.1.4.D.4. Explain how key events led to the creation of the United States and the state of New Jersey.
6.1.4.D.5. Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
6.1.4.D.6. Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.
6.1.4.D.9. Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
Personal, family, and community history is a source of information for individuals about the people and places around them.
6.1.4.D.10. Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
Prejudice and discrimination can be obstacles to understanding other cultures.
6.1.4.D.16. Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.
6.1.4.D.12. Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
Famous ExplorersWorksheets :3Study Guides :1Northeastern Region USWorksheets :3Study Guides :1ColonizationWorksheets :3Study Guides :1AlgonquiansWorksheets :3IroquoisWorksheets :3Early SettlementsWorksheets :4Study Guides :1Western Region USWorksheets :3Study Guides :1Notable PeopleWorksheets :6Study Guides :1Westward ExpansionWorksheets :3Study Guides :1New England, Middle, and Southern ColoniesWorksheets :7Study Guides :1Middle Western Region USWorksheets :3Study Guides :1Industrialization/EconomicsWorksheets :4Study Guides :1Southwestern Region USWorksheets :3Study Guides :1Pioneer LifeWorksheets :7Study Guides :1Industrial Growth & ExpansionWorksheets :3UrbanizationWorksheets :3U.S. Court SystemWorksheets :3Study Guides :1U.S. PresidentsFreeWorksheets :5Study Guides :1Westward ExpansionWorksheets :4Study Guides :1Tall TalesWorksheets :3Study Guides :1African American HistoryWorksheets :4Study Guides :1Other Cultures Contribute to U.S. CultureWorksheets :3Study Guides :1Time LinesWorksheets :3Study Guides :1Famous ExplorersWorksheets :4Study Guides :1Famous AmericansWorksheets :4Study Guides :1Civil WarWorksheets :4Study Guides :1Famous AmericansWorksheets :3Study Guides :1Pioneer LifeWorksheets :3Study Guides :1Presidential HistoryWorksheets :3Study Guides :1Colonial LifeWorksheets :3Study Guides :1Colonial PeriodFreeWorksheets :3Southeastern Region USWorksheets :3Study Guides :1European/Native American EncounterWorksheets :7Study Guides :1Tales of Long AgoWorksheets :3Study Guides :1The RevolutionWorksheets :7Study Guides :1Leading Up to the RevolutionWorksheets :6Study Guides :1Notable People-Westward ExpansionWorksheets :4Study Guides :1

NJ.6.3.4. Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

6.3.4.A. Civics, Government, and Human Rights

Active citizens in the 21st century:
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.