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New York City K-8

SOCIAL STUDIES
SCOPE & SEQUENCE
TM

Department of
Education
Joel I. Klein
Chancellor

2008–2009
introduction
THE NEW YORK CITY DEPARTMENT OF EDUCATION SOCIAL STUDIES SCOPE & SEQUENCE K-8
Social Studies is the integrated study of history, geography, economics, government and civics. More importantly it is the study of humanity, of people and events that individually
and collectively have affected the world. A strong and effective Social Studies program helps students make sense of the world in which they live, it allows them to make con-
nections between major ideas and their own lives, and it helps them see themselves as members of the world community. It offers students the knowledge and skills necessary to
become active and informed participants on a local, national and global level.
Social Studies must also help students understand, respect and appreciate the commonalities and differences that give the U.S. character and identity. The
complexities of history can only be fully understood within an appreciation and analysis of diversity, multiple perspectives, interconnectedness, interdependence, context and
enduring themes.
The New York City DOE Social Studies Scope and Sequence is a comprehensive framework for Social Studies teaching in grades K-8 that brings together national standards, the
ten thematic strands and the New York State Core Curriculum (content, concepts, key ideas, understandings and performance indicators). Each grade is organized around suggest-
ed time frames for the teaching of core content (units of study) guided by essential questions. Within each unit of study are found the major content and concepts and their relation
to specific standards, key ideas and performance indicators (referenced in green).
Included with each grade are the appropriate reading/writing and research skills from the Information Fluency Continuum, as developed by the New York City School Library
System.

ADDENDUM: STATE MANDATED INSTRUCTION IN SOCIAL STUDIES


New York State Education Law: Article 17, Sections 801-802
801. Courses of instruction in patriotism and citizenship and in certain historic documents.
Summary: The Regents shall prescribe:
1. courses of instruction in patriotism, citizenship, and human rights issues (especially the study of the inhumanity of genocide, Slavery, the Holocaust, and the Irish Famine) to be
maintained and followed in all the schools of New York State. All students over age eight shall receive this instruction.
2. courses of instruction in the history, meaning, significance and effects of the Constitution of the United States, the amendments, the Declaration of Independence, the New York
State Constitution and its amendments, to be maintained and followed in all of the schools of the state. All students in eighth grade and higher shall receive this instruction.
3. a course of studies in the public schools, during a week designated by the Regents, to instill the purpose, meaning and importance of the Bill of Rights articles in the federal and
state constitutions, in addition to the prescribed courses of study in the schools.

801-a. Instruction in civility, citizenship and character education.


Summary: The Regents shall ensure that the instruction in grades Kindergarten through twelve includes a component on civility, citizenship and character education.

802. Instruction relating to the flag; holidays.


Summary: The commissioner shall:
1. prepare a program providing a salute to the flag and daily pledge of allegiance to the flag, and instruction in respect for the flag, for the use of the public schools of the state of
New York.
2. make provision for the observance of Lincoln’s birthday, Washington’s birthday, Memorial Day and Flag Day in the public schools.

For the full text of these sections, visit http://www.emsc.nysed.gov/ciai/socst/leadersguide/ssrationale.htm#law.

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the ten thematic strands
I Culture – A people’s way of life, language, customs, arts, belief systems, traditions, and how they evolve over time.

II Time, Continuity, and Change – The importance of understanding the past and key historical concepts, analytically and from various
perspectives.

III People, Places, and Environments – The complex relationship between human beings and the environments within which they live and
work.

IV Individual Development and Identity – The exploration of human behaviors as they relate to the development of personal identities and the
various factors that impact identity formation.

V Individuals, Groups, and Institutions – The impact of educational, religious, social, and political groups and institutions and the integral
roles they play in people’s lives.

VI Power, Authority, and Governance – The complex purposes and features of individuals and groups with respect to issues of power and
government.

VII Production, Distribution, and Consumption – The role of resources, their production and use, technology, and trade on economic systems.

VIII Science, Technology, and Society – The significance of scientific discovery and technological change on people, the environment, and other
systems.

IX Global Connections – The critical importance of knowledge and awareness of politics, economics, geography, and culture on a global scale.

X Civic Ideals and Practices – The understanding that civic ideals and participatory citizenship are central to democracy.

For a complete explanation of the Ten Thematic Strands, go to www.socialstudies.org/standards/strands

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thinking skills
It should be the goal of the instructor to foster the development of Social Studies thinking and process skills. The application of these skills allows students to
understand and investigate important issues in the world around them. Inquiry-based units of study will include many or most of the following skills. These skills
should be incorporated into students’ instruction as developmentally appropriate.

Thinking Skills – comparing and contrasting Sequencing and – using the vocabulary of time and place
– identifying cause and effect Chronology Skills – placing events in chronological order
– drawing inferences and making conclusions – sequencing events on a timeline
– evaluating – creating timelines
– distinguishing fact vs. opinion – researching time and chronology
– finding and solving multi-step problems – understanding concepts of time, continuity, and change
– decision making – using sequence and order to plan tasks
– handling diversity of interpretations – setting priorities

Research and – getting information Map and Globe – reading maps, legends, symbols, and scales
Writing Skills – organizing information Skills – using a compass rose, grids, time zones
– looking for patterns – comparing maps and making inferences
– interpreting information – interpreting and analyzing different kinds of maps
– applying information – using cartographic tools
– synthesizing information – creating maps
– supporting a position

Interpersonal and – defining terms Graph and Image – decoding images (graphs, cartoons, photos)
Group Relation – identifying basic assumptions Analysis Skills – interpreting graphs and other images
Skills – identifying values conflicts – drawing conclusions
– recognizing and avoiding stereotypes – making predictions
– participating in group planning and discussion
– cooperating to accomplish goals
– assuming responsibility to carry out tasks

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SELF AND OTHERS
kindergarten
UNIT 1
UNIT 2 UNIT 3 UNIT 4
SCHOOL AND SCHOOL
SELF AND OTHERS FAMILIES THE NEIGHBORHOOD
COMMUNITY
September–October November–December January–March April–June

Essential Question: What is a Essential Question: How are Essential Question: Why are Essential Question: How do
school and what does it mean to people unique? families important? neighborhoods meet our needs?
be a good citizen of a school
community?
The School and Classroom Community: Identity and Diversity: The Family Structure: People and Neighborhoods:
• Classrooms are organized for student • All people share common characteristics • Families are important 1.2b • Neighborhoods have unique features
learning 3.1a 3.1d • Families are made up of members 3.1a, (members, homes, schools, businesses,
• A classroom has rules for all to follow • All people have needs (food, clothing, 3.1d places of worship, libraries, parks, leaders,
5.3b, 5.3c shelter) and wants (toys, games, treats) • Families can have a variety of structures police/fire stations) 3.1a, 3.1d
• Rules are important 5.1b 4.1a (immediate and extended family) 3.1a, • A neighborhood is made up of many
• Children have classroom responsibilities • Needs and wants are satisfied in a variety 3.1d different families 3.1a, 3.1d
5.3b, 5.3c of ways 4.1a • Families are diverse 3.1a, 3.1d • Neighborhoods reflect the languages and
• Members of a classroom deserve to be • People are diverse 1.1a • Families have diverse cultures and traditions of the people who live there
heard and deserve respect 5.3b, 5.3c, 5.3f • People are unique 3.1d customs 1.2b, 3.1d 1.2a, 1.2b
• Teachers are important to classrooms 3.1a • Families share customs and beliefs • Neighborhoods have rules and routines
People can be characterized by:
(religion) 1.2b (garbage collection, street signs, crossing
• Teachers help students learn 3.1a • gender (boy, girl) the street) 5.1b, 5.1c, 5.3b, 5.3c
• Schools are special purpose buildings 3.1a • physical characteristics (height, eye and • Families celebrate in different ways 1.2b,
3.1d • People work in neighborhoods and have
• A school community helps children learn hair color, age) 3.1d different jobs and responsibilities (police,
3.1a, 5.3b • ethnicity/culture (Spanish, Jewish, • Families celebrate important days together
store owners, sanitation workers,
• Many people work in schools and have African-American, etc.) 3.1d (birthdays, Mother’s Day, etc.) 1.2b, 3.1a,
firefighters) 3.1a, 5.3b, 5.3c
different jobs and responsibilities 5.3b, 5.3a
• language (English, Korean, Arabic, • People in neighborhoods rely on each
5.3c Spanish, etc.) 3.1d • Family members have different jobs and
other for goods, services and assistance
• A school community helps in many ways responsibilities 3.1a, 5.3b, 5.3c
• beliefs (cultural beliefs, religion) 3.1d 3.1a, 4.1a, 4.2
(health, etc.) 5.3b • Families have rules and routines 3.1a,
Developing Identity: • Neighbors deserve respect and
• A school is made up of diverse people and 5.3b, 5.3c
understanding 5.3b, 5.3f
• Culture 3.1a, 3.1d • Family members care for and help each
students 3.1d • Neighborhoods can be represented and
• Family values 3.1a, 3.1d, 5.3c other 3.1a, 5.3b
• Members of the school community deserve located on a map 3.1b
to be heard and deserve respect 5.3b, 5.3f • School, teachers 3.1a, 3.1d, 5.3c • Families have needs and wants (finances,
• A neighborhood is part of a borough 3.1c,
• School communities have missions, • Friends 3.1a, 3.1d economic decisions) 4.1f, 4.2a, 4.2b, 4.2c,
3.1d, 3.2a
special songs, mottos 5.3b • Environment 3.1a, 3.1d, 3.1e 4.2d
• New York City is made up of five
• Schools have rules for all to follow 5.3b, • Family members rely on each other 3.1a,
boroughs 3.1c, 3.1d, 3.2a
5.3c 5.3c

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SELF AND OTHERS CONTINUED
kindergarten
UNIT 1
UNIT 2 UNIT 3 UNIT 4
SCHOOL AND SCHOOL
SELF AND OTHERS FAMILIES THE NEIGHBORHOOD
COMMUNITY
September–October November–December January–March April–June

Essential Question: What is a Essential Question: How are Essential Question: Why are Essential Question: How do
school and what does it mean people unique? families important? neighborhoods meet our needs?
to be a good citizen of a school
community?
Community Geography: Self as Learner: • Families in New York City are urban • New York State is part of the United States
• Places in the classroom can be located • Learning is important 5.3c, 5.3f families 3.1c, 3.1d 3.1c, 3.1d, 3.2a
using directions 3.1c • People learn in different ways 3.1d • Families in cities share common • The United States is made up of many
• Places in the school and neighborhood can • People learn from families and teachers characteristics 3.1d different states 3.1c, 3.1d, 3.2a
be located using directions 3.1c 3.1a, 5.3c • Families use the city for work and • The United States can be located on a map
• Schools are located in neighborhoods 3.1c • People have various talents and abilities leisure 3.1a, 3.1d (states, land and water masses) 3.1b, 3.1c
• A school and community/neighborhood 3.1d Family History: School Neighborhood Study:
can be located on a map 3.1c • People change and grow as learners 3.1a • All families have a history 1.2b, 1.2c • Neighborhood walks and maps 3.1a
Citizenship and Communities: Developing Civic Awareness: • Families change over time 1.2b, 1.2c • Local businesses and special purpose
• People can be citizens of the school, neigh- • Students help each other in many ways • Family history can be shared (names, buildings 3.1a
borhood, and the United States 5.3b, 5.3c 5.3c family trees, letters, old photographs, etc.) • Special features (parks, museums,
• Being a citizen involves rights and • Considerate classmates are good citizens 1.2b, 1.2c, 1.4b, 1.4c, 3.1a hospitals) 3.1a
responsibilities 5.3 5.3b, 5.3c, 5.3f • Family histories can be recorded 1.2b • Neighborhood boundaries (e.g., East
• Schools, neighborhoods, cities are part of • Being a citizen involves rights and • Families have a cultural heritage 1.2b, 1.3b River, Hudson River, Gowanus Canal,
The United States 1.1c, 1.3a, 1.3c, 5.3a responsibilities 5.3e, 5.3f • Family histories may have started in other highway, train tracks, etc.) 3.1c, 3.1d
• The flag is an important symbol of the • Communities/organizations identify/elect states/countries 1.2b • Neighborhood design 3.1d
U.S. 5.3a leaders 5.2f • Families may have links/ties to other • History of the school neighborhood 1.2a,
• U.S. residents recite the Pledge of states/countries 1.1a 1.4b
Allegiance 5.3a • Family stories are passed down from one • Landmarks and monuments 1.3a, 1.4b
• U.S. residents share special songs generation to another 1.2b, 3.1a • People (residents and workers) 3.1a, 3.1d
(“The Star Spangled Banner,” • Families share folktales, legends, songs, • Visitors (tourists) 3.1a
“America the Beautiful”) 5.3a dances, and oral histories 1.2b, 3.1a • Neighborhood architecture 3.1d
• U.S. residents celebrate national holi- • Families have special foods, recipes 1.2b, • Transportation 3.1a, 3.1d, 3.1e
days (Independence Day, Memorial Day, 3.1a • Local organizations 3.1a, 3.1d
Thanksgiving, etc.) 5.3a • Families share traditions 1.2b, 3.1a
• U.S. residents have rules and laws 5.1b,
5.1c, 5.3b

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SELF AND OTHERS CONTINUED
kindergarten
UNIT 1
UNIT 2 UNIT 3 UNIT 4
SCHOOL AND SCHOOL
SELF AND OTHERS FAMILIES THE NEIGHBORHOOD
COMMUNITY
September–October November–December January–March April–June

Essential Question: What is a Essential Question: How are Essential Question: Why are Essential Question: How do
school and what does it mean people unique? families important? neighborhoods meet our needs?
to be a good citizen of a school
community?
• The President is the leader of the U.S. 5.2f
• Washington, D.C., is capital of the U.S.
3.1c, 5.2f, 5.3a

Information Fluency Continuum


– Evaluate and use information – Demonstrate simple organizational skills – Show respect for the ideas of others
– Identify one or two key words about a topic, – Present facts and simple answers – Work collaboratively
problem, or question – Read a variety of fiction and non-fiction for – Show awareness of current events
– Formulate questions enjoyment and information
– Use materials to find answers to questions – Participate in discussions and listen well

p. 3
MY FAMILY AND OTHER FAMILIES: NOW AND LONG AGO
grade 1
UNIT 1 UNIT 2 UNIT 3 UNIT 4
FAMILIES ARE IMPORTANT FAMILIES, NOW AND LONG AGO FAMILIES IN COMMUNITIES THE COMMUNITY

September–October November–December January–March April–June

Essential Question: Why are Essential Question: How do Essential Question: What is a Essential Question: How do
families important and how do families grow and change community? communities provide for
they influence who we are? over time? families?
The Family Unit: Families Then and Now The Community: Community Workers:
• Families are a basic unit of all societies (Compare/contrast families • Families are part of communities 1.2a • People in the community have different
1.1a, 1.1c today with families of long ago): • There are different kinds of communities jobs (teachers, truck drivers, doctors,
• Families are important units 1.1a, 1.1c • Families have existed for a long time 2.2a (school, cultural, religious, ethnic) 1.4b government leaders, etc.) 3.1a, 5.3b, 5.3c
• Families are diverse 2.1c • Families lived in other places and at • Places in a community can be located on • There are people in the community who
• Families have special structures 3.1a different times 2.2a a map and globe 3.1a, 3.1b help families to solve problems 4.1f
• There are many different kinds of • Families change over time 1.2b, 1.2c • Cardinal directions can be used to locate • There are people in the community who
family structures (nuclear, extended • Families of long ago share similarities and places and physical features of a help in emergencies 4.1f
families) 3.1a, 3.1d differences with families today 1.2b, 2.2a community 3.1c • Community workers provide services 5.1c
• Families have needs and wants 4.1a Looking at Change: • Symbols represent places and can be used • Community workers are diverse 3.1d
• Families provide for needs and wants 4.1a, • Types of homes, buildings, architecture to locate geographic features and physical • Community workers interact 3.1a
4.1c 3.1a, 3.1d characteristics 3.1b, 3.1c • Community workers and businesses
• Family members have various roles, jobs, • Clothing styles 3.1a • There are important places in communities change over time 2.2a
and responsibilities 3.1a (monuments, parks, public buildings and • As communities develop new needs, jobs
• Travel and transportation 3.1a
places) 1.1a, 3.1c are created 3.1a
• Families pass on knowledge, customs, • Work and occupations 3.1a
language, traditions, etc. 1.2b • Communities celebrate holidays 1.1c, 5.3a
• Food, leisure time, entertainment 3.1a Community Economics:
• Families teach values and influence family • Communities/people affect the
• Technology 1.3b, 3.1a • Families have needs 4.1a
members 1.2b environment 3.1e
• Education 1.1c, 3.1a • Communities meet people’s needs 4.1a, 4.2
• Families have rules and routines 5.3c • Communities have rules and laws 5.3b
• Population 3.1d, 3.2a • People in communities work to earn mon-
• Family members care for each other 1.1c, • Communities provide services to families
• Role of women and children 1.1c, 3.1a ey to provide for their needs 4.1a, 4.1c, 4.2
3.1a 2.3a, 5.1c
• People make decisions about money 4.1a,
• Families celebrate in many ways Family History: • People in communities rely on each other
4.1b, 4.1c
(birthdays, holidays) 1.1c, 2.1c, 5.3a • All families have a history (family mem- for goods and services 4.1a, 4.2
• Governments provide assistance to
• Families are multi-generational bers, family trees, photographs) 1.4a, 2.3c • There are natural and manmade resources
families and communities 5.1c
(great-grandparents, grandparents, etc.) • The way families record their history in communities 3.1a, 4.1d
• Problems arise when people want more
3.1a changes over time (letters, photographs, A Community Has a History: than the community can provide 4.1b, 4.1c
videotapes) 1.2a, 1.2b • Communities change over time 2.2a • People use tools, science and technology
• Changes in communities can be observed to meet their needs 4.1e
and recorded 1.4c, 2.2b
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MY FAMILY AND OTHER FAMILIES: NOW AND LONG AGO CONTINUED
grade 1
UNIT 1 UNIT 2 UNIT 3 UNIT 4
FAMILIES ARE IMPORTANT FAMILIES, NOW AND LONG AGO FAMILIES IN COMMUNITIES THE COMMUNITY

September–October November–December January–March April–June

Essential Question: Why are Essential Question: How do Essential Question: What is a Essential Question: How do
families important and how do families grow and change community? communities provide for
they influence who we are? over time? families?
Families Around the World: • Families share a cultural heritage (songs, • Special places/buildings in a community • People in communities conserve resources
• Families can be found in communities dances, food, costumes, stories, etc.) 1.1a, can reveal the community’s history 3.2a (recycling, etc.) 4.1b
around the world (China, Africa, Mexico, 1.2b • A community has historic significance Citizenship and Community:
etc.) 2.1c • Family history is told through stories that (battle site, early settlement, burial • People are citizens of a community, city,
• Families live in different kinds of are passed from generation to generation grounds, parades) 1.3a state, and nation 5.1a, 5.3b
communities 3.1a, 3.1d 1.2b, 2.1a • Different events and people shape a • Citizens respect their community 5.3b,
• All families have customs, traditions, and • Families share special folktales, oral community’s history 1.4b, 2.4b, 5.3a 5.3c
beliefs 1.1a, 1.2b, 2.1c histories, biographies, legends 1.2b, 2.1a • Key historic figures/leaders of a • Citizens know and obey the community’s
• Families influence the language(s) spoken • Family values, traditions, and beliefs are community 1.3c, 5.2f rules and laws 5.3b, 5.3c
at home 1.1a, 1.2b taught and passed from generation to • The settlement of communities 3.2a • People can be community leaders 5.3e
• All families are interdependent (socially, generation 1.2b • Inhabitants of communities 3.1d • Members of communities, cities, states,
culturally, economically) 1.2a, 4.2, 5.3 • Families have celebrated special holidays • Communities are influenced by geography and nations have rights and responsibilities
• Families provide for members in a variety for a long time 2.1c, 5.3a 3.2a 5.1e, 5.3c, 5.3d, 5.3f
of ways 4.1a, 5.3c • Family growth and change can be • People in communities create monuments • People elect officials to represent them
• Families share work and leisure time 3.1a documented (growth charts, photographs, to commemorate important people and 5.1a, 5.3e
videos, etc.) 1.2b, 2.4c, 3.1a events (then and now) 1.3a, 5.1, 5.3a • People participate in the democratic
• Family history can be plotted on a timeline • Communities have special buildings to process by voting responsibly 5.3e, 5.4
2.2b serve their residents (hospitals, courts, • Rules and laws can be changed 5.3e
police stations) 5.1c
• People show honor for their community, city,
state and nation by respecting the flag and
reciting the Pledge of Allegiance 5.1a, 5.3a
• People respect, recall and commemorate
the contributions of others to the commu-
nity, city, state, and nation 1.3a, 5.1, 5.3a
• New York City has many distinct and
diverse communities 1.1a, 3.1d
• New York City leadership (mayors,
presidents—past and present) 5.2f

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MY FAMILY AND OTHER FAMILIES: NOW AND LONG AGO CONTINUED
grade 1
Information Fluency Continuum
– Ask authentic questions – Recognize facts – Participate in discussions and listen well
– Share information about a topic – Find facts that answer specific questions – Show respect for the ideas of others
– Make connections to prior knowledge – Draw a conclusion about the main idea – Work collaboratively
– Interpret information – Use writing process to express new understandings – Show awareness of current events
– Read a variety of fiction and non-fiction for
enjoyment and information

p. 6
MY COMMUNITY AND OTHER U.S. COMMUNITIES
grade 2
UNIT 3 UNIT 4
UNIT 1 UNIT 2
URBAN, SUBURBAN, AND RIGHTS, RULES, AND
OUR COMMUNITY’S GEOGRAPHY NEW YORK CITY OVER TIME
RURAL COMMUNITIES RESPONSIBILITIES
September October–December January–March April–June

Essential Question: How does Essential Question: How and why Essential Question: Why and Essential Question: What is the
geography influence where did New York City change over how do communities develop relationship between local
people choose to live and why? time? differently? government and the community?
Geographic Terms and Features: FOCUS: Case study of New York City as Communities are Diverse: Communities and Government:
• Maps and globes have special features 3.1c an urban community • Communities can be characterized as • Communities need rules and laws to solve
• Landforms, bodies of water, hemisphere, – New York City is an urban community urban, rural, or suburban 3.1d problems and resolve conflicts 5.1a, 5.1b,
continent, country, state 3.1b with special features 3.2a • Urban, rural, and suburban communities 5.4b
• Location can be described using cardinal – features of New York City include sky- have special events, people, traditions, • People need rules for the use of
directions (north, south, east, west) 3.1c scrapers, apartment buildings, factories, practices, and ideas 1.4b community resources 5.1c
offices, houses, etc. 3.1e • Geography and natural resources shape • People elect community leaders to make,
• Places have geographic and political
boundaries 3.1c – there are many different types of industry where and how communities develop 3.1a, enforce, and interpret rules and laws 1.1b,
in New York City (tourism, manufactur- 3.1e, 3.2a, 3.2b 5.3e
• New York City, New York State can be
ing, financial, etc.) 4.1e • Environmental factors influence the life- • Rules and laws have changed over time
located on a map 3.1c
– New York City has a rich and diverse styles of community residents (schools, to meet the needs of community members
• The U.S. can be located on a world map
cultural heritage 1.2b, 1.4b buildings, sports and recreation facilities, 5.1b, 5.1c, 5.4
3.1c
– New York City is made up of neighbor- extreme weather preparation) 3.1a, 3.1e, • Community members are united by sym-
• Maps provide information and have special
hoods that reflect diversity (Chinatown, 3.2a bols of citizenship (the U.S. flag and its
purposes 3.1c, 3.2b
Harlem, El Barrio, Little Italy, etc.) 1.1a, • Features of urban, rural, and suburban display and use, the Pledge of Allegiance,
• There are many different kinds of maps 1.2a, 1.4b communities are different 3.1d and national holidays) 1.1c, 5.1c, 5.3a
3.2b
– people in New York City travel in a variety of FOCUS: Comparative case study FOCUS: Case study of local New York
• People who make maps use special tools ways (subway, bus, car, ferry, tram, etc.) 3.1e of a suburban and rural community City government
3.1b
– industries provide jobs for people in (Choose any U.S. suburban community – the three branches of government in
Geography of New York City: New York City 4.1e, 4.1f and any U.S. rural community) New York City 5.2e, 5.2f
• New York City can be located on a map – New York City has many cultural – rural communities are often far from each – local leaders and elections (mayor, deputy
3.1b, 3.1c institutions (mueums, historical societies, other, big towns or cities 3.1a, 3.1c, 3.1d mayor, city council, borough presidents,
• The five boroughs make up New York City libraries, schools) 4.1f – suburban communities are residential community boards) 5.2e, 5.2f
3.1d – people all over the world visit New York towns on the outskirts of a city or large – city government departments (Department
• People can read maps to learn about City 3.1a town 3.1a, 3.1c, 3.1d of Education, Transportation, Health, etc.)
New York City 3.2a – New York City remains connected to its – suburban homes are generally on smaller 5.2e, 5.2f
• Special buildings can be located on a map historical heritage (street and place names, areas of land than rural homes 3.1a, 3.1d – government buildings and their functions
3.1c old buildings, parades, museums, histori- – suburban homes are usually located in (City Hall, courts, post office, etc.) 5.2e
• New York City contains many geographic cal re-enactments, etc.) 1.1a, 1.2b neighborhoods 3.1a, 3.1d
features (canals, rivers, hills) 3.1b, 3.1d
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MY COMMUNITY AND OTHER U.S. COMMUNITIES CONTINUED
grade 2
UNIT 3 UNIT 4
UNIT 1 UNIT 2
URBAN, SUBURBAN, AND RIGHTS, RULES, AND
OUR COMMUNITY’S GEOGRAPHY NEW YORK CITY OVER TIME
RURAL COMMUNITIES RESPONSIBILITIES
September October–December January–March April–June

Essential Question: How does Essential Question: How and why Essential Question: Why and Essential Question: What is the
geography influence where did New York City change over how do communities develop relationship between local
people choose to live and why? time? differently? government and the community?
• Geographic features influence – New York City communities are connected – rural areas may have limited public • Participation in decision making, problem
communities 3.1e, 3.2a by a system of bridges and tunnels 3.1d, 3.1e services (hospitals, police, public solving, and conflict resolution 2.3a, 5.1d,
• Communities use human and natural New York City Long Ago: transportation, etc.) 3.1a, 3.1d, 4.1f 5.3e, 5.3f, 5.4
resources in different ways 2.3c, 3.1a, • New York City has changed over time and – suburbs have lower populations than • Community leaders represent the people in
3.1d, 4.1d will continue to change in the future 1.1, urban communities 3.1a, 3.1d a neighborhood, borough, city, state, etc.
• A community’s location is relative to other 1.2, 1.4 – rural communities have lower populations 5.2b
communities 3.1c • The cultural landscape of New York City than suburban communities 3.1a , 3.1d • Community resources provide public
• People adapt and make changes to the includes old and new features (historic – types of transportation in rural and urban services (library, hospital, playground,
environment 3.1e buildings, skyscrapers) 2.2d communities may be different 3.1a, 3.1d, etc.) 3.1a, 4.1a, 4.1c, 4.1f
• New York City has unique geographical • New York in the 1600s was inhabited by 3.1e • Community resources require community
features (East River, Hudson River, Lower various Native American peoples 1.2, 1.3a – people in suburbs often commute to cities workers (fire fighters, police officers,
New York Bay, Atlantic Ocean, canals, • Famous explorers arrived in present day for work 3.1a, 3.1d, 3.1e sanitation workers, teachers, etc.) 3.1a,
etc.) 3.1b. 3.1c New York City (Henry Hudson) 1.1a – U.S. suburbs are growing 3.1a, 3.1d 4.1a, 4.1c, 4.1f
• New York City communities are close to • The Dutch and English influenced early – people in rural areas may work where • New York City as a commercial, industrial,
bodies of water 3.1b, 3.1c, 3.2a New Amsterdam, New York City 1.1a tourism center 3.1d
they live 3.1a
• Waterways are important to New York City Looking at Change: – agriculture is an industry in rural • State and national leaders are elected
3.1a, 3.2a • New York City changed and grew during communities 3.1a, 3.1d, 4.1d (governor, senators, president) 5.2f
• New York City is made up of many the 1700s, 1800s, 1900s – vegetation and wildlife may be more • Local government’s relationship to
islands, large and small, habited and • Physical environment 3.1d, 3.1e abundant in rural areas 3.1a, 3.1d national government 5.2d, 5.2e
uninhabited 3.1b, 3.1c, 3.2a • Population/ immigration/migration 1.1a, – there are advantages and disadvantages • New York City’s relationship to global
• The islands of New York City are con- 1.2a, 1.4b to living in both rural and suburban leaders (United Nations) 5.1e
nected by bridges and tunnels 3.1e, 3.2a • Size, shape, homes and buildings 1.3a, communities 1.2a, 3.1a, 3.1c, 3.1e, 3.2a,
• New York City has a unique landscape 3.1d 1.3b, 3.1e 4.1a, 4.2
• New York City’s vegetation and wildlife 3.1d • Use of natural resources 3.1a, 4.1d – migration patterns exist in all communi-
• New York City has both a physical and • Methods of transportation 3.1a, 3.1d, 3.1e ties (urban to suburban, suburban to rural,
cultural landscape 3.1d • Jobs and industry 3.1a, 4.1c, 4.1e etc.) 3.1a
• New York City residents are influenced by • Technological advances 1.3b
the geography (travel, jobs, architecture, • Evolution of communities and
etc.) 3.2a neighborhoods 1.1a, 1.2a, 1.4b

p. 8
MY COMMUNITY AND OTHER U.S. COMMUNITIES CONTINUED
grade 2
Information Fluency Continuum
– Ask authentic questions – Draw a conclusion about the main idea and – Participate in discussions and listen well
– Identify overall “big picture” idea supporting details – Show respect for the ideas of others
– Ask “I wonder” questions – Use simple note-taking strategies – Work collaboratively
– Select and use appropriate sources – Use writing process to express new understandings – Credit sources by citing author and title
to answer questions – Read a variety of fiction and non-fiction for enjoyment – Draw conclusions about the effects of
and information current events

p. 9
WORLD COMMUNITIES, NOW AND LONG AGO
grade 3
UNIT 1 UNIT 2–7
INTRODUCTION TO CASE STUDIES OF A COMMUNITY IN AFRICA, ASIA, SOUTH AMERICA, THE CARIBBEAN,
WORLD GEOGRAPHY AND MIDDLE EAST, EUROPE, SOUTHEAST ASIA, OR AUSTRALIA
WORLD COMMUNITIES TEACHER SHOULD SELECT 3-6 WORLD COMMUNITIES TO STUDY THAT REFLECT DIVERSE REGIONS OF THE WORLD

September–October November–June

Essential Question: What Essential Question: How do culture, history, geography, people, and government shape the development
are the important features of a community?
of communities through-
out the world?
World Geography: Example 1: Africa Example 2: Asia Example 3: Europe Example 4: South America
• Hemispheres, continents and – large and diverse continent 3.1c – large and diverse continent 3.1c – diverse continent 3.1c – large and diverse continent 3.1c
countries can be located on world – located and identified by geo- – located and identified by – located and identified by – located and identified by
maps and globes 3.1b, 3.1c, 3.2a graphical features 3.1b, 3.1c, geographical features 3.1b, 3.1c, geographical features 3.1b, 3.1c, geographical features 3.1b, 3.1c,
• Different kinds of maps are 3.1d 3.1d 3.1d 3.1d
created to provide specific – many unique features (Sahara – many unique features (Gobi Des- – many unique features (the Alps, – many unique features (rain
information 3.1b, 3.1c, 3.2a Desert, savannah, rainforest, ert, Himalayas, volcanoes) 3.2a pine forests, fjords) 3.2a forest, islands, mountains,
• Continents and countries have Great Rift Valley, rivers, – variety of climates (tropical, – variety of climates (frigid, mild, glaciers) 3.2a
geographic features such as mountains, etc.) 3.2a sub-tropical, etc.) 3.2a etc.) 3.2a – variety of climates 3.2a
oceans, rivers, mountains, etc. – variety of climates (arid, – described by regions (East Asia, – described by regions (Eastern – contains many different countries
3.1b, 3.1c, 3.2a semi-arid, tropical, etc.) 3.2a Central Asia, South Asia, Europe, Western Europe) 3.2a 3.2a
• Places can be located using – described by regions (North, Southeast Asia) 3.2a – many islands and peninsulas – many islands (Galapagos) 3.2a
cardinal and intermediate Sub-Saharan, and South Africa, – many islands and archipelagos (Greece) 3.2a – connected and separated by
directions 3.1c etc.) 3.2a 3.2a – contains many different countries rivers and waterways and other
• Places be located relative to – contains many different countries – contains many different countries 3.2a geographic features (Amazon,
distance from Equator and Prime 3.2a 3.2a Panama Canal, Strait of
– connected and separated by
Meridian (scale, latitude, and – connected and separated by Magellan) 3.2a
– connected and separated by rivers and waterways (Siene,
longitude) 3.1c rivers and waterways and other rivers and waterways and other Thames, Rhine, Mediterranean – natural resources (minerals, oil)
• People adapt to the environment geographic features (Nile River, geographic features (Ganges, Sea) and other geographic 3.1d, 3.1e
3.1e Lake Victoria, Suez Canal) 3.2a Yangtze, Himalayas) 3.2a features 3.2a – vegetation and wildlife
• Communities use human and – natural resources (diamonds, – natural resources (petroleum, – natural resources (olives, grapes, (capybara, llama, jaguar, macaw,
natural resources in different gold, oil, ebony) 3.1d, 3.1e forests) 3.1d, 3.1e fish, coal, forests) 3.1d, 3.1e vampire bat) 3.1d
ways 2.3c, 3.1d, 4.1d – vegetation and wildlife (lions, – vegetation and wildlife (tigers, – vegetation and wildlife (wolves,
zebras, rhinoceros, gorillas, etc.) pandas, orangutans, Asian sheep, red squirrels, reindeer)
3.1d elephants) 3.1d 3.1d

p. 10
WORLD COMMUNITIES, NOW AND LONG AGO CONTINUED
grade 3
UNIT 1 UNIT 2–7
INTRODUCTION TO CASE STUDIES OF A COMMUNITY IN: AFRICA, ASIA, SOUTH AMERICA, THE CARIBBEAN,
WORLD GEOGRAPHY AND MIDDLE EAST, EUROPE, SOUTHEAST ASIA, OR AUSTRALIA
WORLD COMMUNITIES TEACHER SHOULD SELECT 3-6 WORLD COMMUNITIES TO STUDY THAT REFLECT DIVERSE REGIONS OF THE WORLD

September–October November–June

Essential Question: What Essential Question: How do culture, history, geography, people, and government shape the development
are the important features of a community?
of communities through-
out the world?
Culture, Civilization, and FOCUS: Case study of an FOCUS: Case study of an Asian FOCUS: Case study of a FOCUS: Case study of a South
Historical Time African community (Nigeria, community (China, Japan, European community (England, American community (Brazil,
• All countries and civilizations South Africa, Zimbabwe, etc.) Vietnam, etc.) Italy, Sweden, Romania, etc.) Peru, Argentina, etc.)
have culture 2.1c – location and key geographical – location and key geographical – location and key geographical – location and key geographical
• Culture encompasses all that features 3.1c features 3.1c features 3.1c features 3.1c
people do, create, value, and – impact of geography and climate – impact of geography and climate – impact of geography and climate – impact of geography and climate
believe 2.1c 3.1e, 3.2a 3.1e, 3.2a 3.1e, 3.2a 3.1e, 3.2a
• Cultures and civilizations – people and groups then and now – people and groups then and now – people and groups then and now – people and groups then and now
develop and change over time (issues of diversity/homogeneity) (issues of diversity/homogeneity) (issues of diversity/homogeneity) (issues of diversity/homogeneity)
2.1c, 2.2d 2.3a, 2.3b 2.3a, 2.3b 2.3a, 2.3b 2.3a, 2.3b
• Countries and civilizations have – economic systems and trade – economic systems and trade 4.1e, – economic systems and trade 4.1e, – economic systems and trade 4.1e,
cultural landscapes (pyramids, (marketplace) 4.1e, 4.1f, 4.2 4.1f, 4.2 4.1f, 4.2 4.1f, 4.2
silos, windmills, skyscrapers) that – important contributions – important contributions – important contributions – important contributions
include old and new features 2.2d (inventions, folk tales, resources, (inventions, folk tales, resources, (inventions, folk tales, resources, (inventions, folk tales, resources,
• Historical time can be measured etc.) 2.1c etc.) 2.1c etc.) 2.1c etc.) 2.1c
and represented by timelines – the legacy of traditional culture – the legacy of traditional culture – the legacy of traditional culture – the legacy of traditional culture
(eras [BCE/CE], millennia, cen- (arts, music, dance, literature) (arts, music, dance, literature) (arts, music, dance, literature) (arts, music, dance, literature)
turies, decades) 2.2a, 2.2b, 2.2c 2.1a, 2.1c. 2.2d 2.1a, 2.1c. 2.2d 2.1a, 2.1c. 2.2d 2.1a, 2.1c. 2.2d
• Changes can be observed in a – celebrations and important – celebrations and important – celebrations and important – celebrations and important
person’s way of life events 2.4c events 2.4c events 2.4c events 2.4c
(transportation) 4.1, 5.1 – family structures, religion, – family structures, religion, – family structures, religion, – family structures, religion,
• All peoples have rich cultural school, work and leisure time school, work and leisure time school, work and leisure time school, work and leisure time
traditions that are passed down 2.1c, 2.4b 2.1c, 2.4b 2.1c, 2.4b 2.1c, 2.4b
from generation to generation in – differences between urban and – differences between urban and – differences between urban and – differences between urban and
a variety of ways 2.1 rural communities 2.1a, 2.4b, rural communities 2.1a, 2.4b, rural communities 2.1a, 2.4b, rural communities 2.1a, 2.4b,
2.4c, 3.1d, 3.1e 2.4c, 3.1d, 3.1e 2.4c, 3.1d, 3.1e 2.4c, 3.1d, 3.1e

p. 11
WORLD COMMUNITIES, NOW AND LONG AGO CONTINUED
grade 3
UNIT 1 UNIT 2–7
INTRODUCTION TO CASE STUDIES OF A COMMUNITY IN: AFRICA, ASIA, SOUTH AMERICA, THE CARIBBEAN,
WORLD GEOGRAPHY AND MIDDLE EAST, EUROPE, SOUTHEAST ASIA, OR AUSTRALIA
WORLD COMMUNITIES TEACHER SHOULD SELECT 3-6 WORLD COMMUNITIES TO STUDY THAT REFLECT DIVERSE REGIONS OF THE WORLD

September–October November–June

Essential Question: What Essential Question: How do culture, history, geography, people, and government shape the development
are the important features of a community?
of communities through-
out the world?
• All peoples have beliefs, religion, – development of government – development of government – development of government – development of government
traditions 2.1a, 2.1c 5.1a, 5.1c, 5.1e 5.1a, 5.1c, 5.1e 5.1a, 5.1c, 5.1e 5.1a, 5.1c, 5.1e
• All peoples provide for their – symbols and national holidays – symbols and national holidays – symbols and national holidays – symbols and national holidays
needs in a variety of ways (food, 5.3a 5.3a 5.3a 5.3a
clothing) 2.1c, 2.3c, 4.1a – changes over time (family – changes over time (family – changes over time (family – changes over time (family
structure, economic system, structure, economic system, structure, economic system, structure, economic system,
political system, trade) 4.1e, political system, trade) 4.1e, political system, trade) 4.1e, political system, trade) 4.1e,
4.1f, 4.2 4.1f, 4.2 4.1f, 4.2 4.1f, 4.2
– key events and people in history – key events and people in history – key events and people in history – key events and people in history
2.3b, 2.4a 2.3b, 2.4a 2.3b, 2.4a 2.3b, 2.4a
– challenges of current issues and – challenges of current issues and – challenges of current issues and – challenges of current issues and
problems 2.2a problems 2.2a problems 2.2a problems 2.2a

Information Fluency Continuum


– Ask authentic questions – Interpret or explain main idea and support with – Read a variety of fiction and non-fiction
– Use prior knowledge to make predictions about evidence for enjoyment and information
new information – Use writing process to express new understandings – Participate in discussions and listen well
– Select and use appropriate sources to answer questions – Create a product with a beginning, middle, and end – Show respect for the ideas of others
– Use at least two sources for research projects – Speak clearly to convey meaning – Work collaboratively
– Question text during reading and listening – Select and present creative products in a variety – Credit sources by citing author and title
– Use simple note-taking strategies of formats – Draw conclusions about the effects of
– Match information found with questions and predictions – Identify and evaluate the important features for a current events
good product

p. 12
LOCAL HISTORY AND GOVERNMENT
grade 4
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
NATIVE AMERICANS: THREE WORLDS MEET COLONIAL AND THE NEW NATION GROWTH AND LOCAL AND STATE
FIRST INHABITANTS OF REVOLUTIONARY EXPANSION GOVERNMENT
NEW YORK STATE PERIODS

September–Mid-October Mid-October–November December–January February–Mid-March Mid-March–April May–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did Native How did three diverse How did the American What does it mean to What was the effect of What is the
Americans influence cultures interact and Revolution affect lives be free? industrial growth and relationship between
the development of affect each other? in New York? increased immigration governments and
New York? on New York? individuals?
Geography: Exploration: The 13 Colonies: The Challenge of Industrialization and New York Government:
• Location of New York • Reasons for European • The role of geography in Independence: New York: • The branches of New York
State in relation to other exploration of the western the establishment of colo- • Role of New York in the • Emergence of New York as State and local government
states (countries/world/ hemisphere (gold, alternate nies 3.1a, 3.1b, 3.1c, 3.2a development of the new an economic power 4.1d, (checks and balances,
bodies of water) 3.1b, 3.1c, route to China, spices) • Colonists come to the nation 1.1a, 3.2a, 3.2b, 3.2c 4.2b, 4.2c parallels to federal system)
3.1d, 3.2a 4.1c, 4.1f, 4.2c Americas for a variety of Ideas/Ideals About Improvements and inven- 5.1a, 5.2d, 5.2e
• Geographic features of New • Major explorers of New economic, political, and re- Freedom: tions in transportation and • The process for electing or
York State and New York York State interact with ligious reasons 1.1a, 3.2a, • Foundations for a new gov- communication: appointing government
City 3.1a, 3.1c, 3.1d, 3.2a native populations (Henry 4.1e, 5.1d ernment/ideals of Ameri- • The development of steam- officials 5.2d, 5.2e, 5.2f,
• Important bodies of water, Hudson, Giovanni da • The New England, Middle, can democracy (Mayflower boat, telegraph 1.1a, 4.1e 5.4
landforms, mountains, etc., Verrazano, and Samuel and Southern colonies have Compact, Declaration of The Constitution:
• The Erie Canal joins the
of New York 3.1a, 3.1c, de Champlain) 1.1a, 1.3a, distinct characteristics Independence, the United Hudson River and Lake • A plan for organizing
3.1d, 3.1e, 3.2a 1.4a, 1.4c, 2.1a, 2.1c, 2.3a, (social/cultural, political, States and New York Erie 1.3a, 3.1a, 3.1e, 4.1e government 1.1b, 5.1a,
• Location of the Iroquois/ 2.4a, 2.4c economic, scientific/tech- State Constitutions) 1.1b, • Provides transportation 5.1c, 5.2a, 5.2c, 5.2d
Algonquian territories of • Three worlds interact: nological, religious) 1.1a, 1.3c,1.4a, 1.4b,1.4c, 5.2a, route through New York • Safeguarding individual
New York 1.1a, 3.1d, 3.1e, European, African and 1.1c, 1.2a, 1.2b, 1.3a, 1.3b, 5.2b, 5.2c, 5.2d State and to the West 1.3a, liberties 1.1b, 5.1a, 5.1c,
3.2a Native Americans 1.1a, 1.4b, 1.4c
The Development of the 1.3b, 3.1a, 3.1e 5.2a, 5.2b, 5.2c, 5.2d
1.4a, 1.4c, 2.1a, 2.1c, 2.3a, • The 13 colonies and
First Native Inhabitants Constitution: • Lower shipping costs 4.1d, • A living document 1.1b,
2.4a, 2.4c mercantilism theory 4.1a,
of New York State: • The Constitution as a 4.1e 5.1d, 5.2a, 5.2c, 5.2d
FOCUS: Case study of 4.1d, 4.1e, 4.1f
• Algonquians, Iroquois framework 1.1b, 5.2a, 5.2c • Effect of geography on • Changes and amendments
1.1a, 1.3a, 5.1d early New Amsterdam/ • Colonies furnish England
• The Bill of Rights and indi- industrialization 3.1e, 4.1e 1.1b, 5.2c, 5.2a
New York: with raw materials 4.1a,
• Role of climate, environ- vidual liberties 1.1b, 5.2a Changes in New York: • Consequences of the
– Dutch, English and French 4.1c, 4.1e, 4.1f
ment, animals, natural • Impact of Peter Zenger de- • Gradual Emancipation absence of government
resources in the location influences in New York
cision 1.3c, 1.4a, 1.4b, 1.4c Laws 1.1a, 1.1b, 1.1c, 1.3a, 5.1a, 5.1b, 5.1c
and development of Native State 1.1a, 2.1c, 2.3a, 3.1a,
3.1e • Lack of inclusiveness 1.4a, 2.4a, 5.1a, 5.1b
American cultures in New (Africans, women, the
York State 3.1a, 3.1d, 3.1e poor) 1.1a, 1.4b, 2.4a

p. 13
LOCAL HISTORY AND GOVERNMENT CONTINUED
grade 4
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
NATIVE AMERICANS:
THREE WORLDS MEET COLONIAL AND REVO- THE NEW NATION GROWTH AND LOCAL AND STATE
FIRST INHABITANTS OF
LUTIONARY PERIODS EXPANSION GOVERNMENT
NEW YORK STATE

September–Mid-October Mid-October–November December–January February–Mid-March Mid-March–April May–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did Native How did three diverse How did the American What does it mean to What was the effect of What is the
Americans influence cultures interact and Revolution affect lives be free? industrial growth and relationship between
the development of affect each other? in New York? increased immigration governments and
New York? on New York? individuals?
FOCUS: Case study of – the establishment of New Life in the New York • Key individuals/groups • Seneca Falls and the • Basic rights/responsibilities
a New York State Native Amsterdam by the Dutch Colony: from New York who suffrage movement 1.1a, of citizens to participate in
American culture West India Company 3.1a, • Diversity in early New helped strengthen democ- 1.1b, 1.1c, 1.3a, 1.4a, 2.4a, U.S., New York State, and
Example: The Lenape 4.1a, 4.1d York (ethnic and religious, racy in the U.S. 1.3c, 5.2e 5.1a, 5.1b local government (voting,
– growth of lower Manhattan e.g., Jewish, Swedish, • Individuals and groups • Role of New York City and jury duty, community
– belonged to the Algonqui-
1.1a, 1.3b, 2.3a, 3.1a, 4.1f Scottish, German) 1.1a, protected by rights and New York State during the service) 5.1a, 5.1c, 5.1e,
an group and populated the
– The Dutch West India 1.1c, 1.3a freedom 1.1a, 1.4b, 2.4a, Civil War 1.1a, 1.1b 5.3e, 5.3f, 5.4
lower New York area 1.1a,
1.3a Company brings enslaved • Role of enslaved Africans 5.1c • The Draft Riots 1.1a, 1.1b • Symbols and their mean-
Africans to New in growth and development • Individuals and groups not • Migration of freed slaves ings (eagle, flag) 5.3a
– villages were usually built
on high ground near a river Netherlands 1.1a, 1.3b, of New York 1.1a, 1.3a, protected by rights and following the Civil War • New York City has a
or stream 1.3a, 3.1e 1.4a, 2.3a, 2.4a, 4.1f 1.4a, 2.4a freedoms 1.1a, 1.4b, 2.4a, 1.1a, 1.1b, 1.1c, 1.3a, 1.3c, mayor-council form of
– key people in early New • Colonial life in New York 5.1c 1.4a, 4.1a. 4.1c., 5.1b government 5.2d, 5.2e, 5.2f
– lived in longhouses and
wigwams 3.1e York City development before the Revolutionary • Values, practices, and FOCUS: Case study of • The mayor is the city’s
(Peter Minuet, Peter War 1.1a, 1.3b, 2.2b traditions that unite all immigration/migration in chief executive 5.2e, 5.2f
– fished, harvested crops and
Stuyvesant) 1.1a, 1.3a • Social, economic, and Americans 1.1a, 1.1c, 5.3a New York City • The City Council is the
hunted 1.1a, 1.3b, 3.1a,
3.1e – the British in New York political conditions of – “The Melting Pot” city’s legislative body,
1.1a, 1.3a, 1.4a, 2.1c, 2.4b diverse New York metaphor 1.1a, 1.4a, 1.4b, making laws for the city
– Used slash-and-burn
– differences between Brit- communities (Africans, 1.4c 5.2e, 5.2f
methods to cultivate soil
ish rule of New York and Native Americans, and New York City officials
1.3b, 3.1e – reasons for immigration to
Dutch rule 2.1c, 2.4b women) before the war
– families were grouped into New York 1.1a, 1.2b, 1.4b, • The members of the City
– the British expand the 1.3a, 1.4a, 1.4b, 1.4c, 2.3a,
clans descending from the 1.4c, 2.3a, 2.4a Council 5.2e, 5.2f
slave trade in New York 4.1a, 4.1d, 5.1d
matrilineal side 1.1a, 1.2b, – better living conditions • The public advocate 5.2e,
1.1a, 1.4c, 2.1a, 2.4b, 4.2 • Important accomplish-
1.3a 1.3a, 1.4b 5.2f
– interaction between Native ments of individuals and
– identified combinations groups living in New York – The Great Irish Potato • The comptroller 4.1e, 4.1f,
of two or more clans with Americans, Africans and Famine 1.1a, 1.2b, 1.4b, 5.2e, 5.2f
Europeans 1.4a, 3.2a, 4.1d 1.1a, 1.3a, 1.3c
animal signs 1.1a, 1.4c 1.4c, 2.3a, 2.4a • The presidents of the five
– forced migration 1.1a, 1.4a, – land acquisition 1.3a, 1.4b boroughs 5.2e, 5.2f
1.4c, 2.1a, 2.4b
p. 14
LOCAL HISTORY AND GOVERNMENT CONTINUED
grade 4
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
NATIVE AMERICANS:
THREE WORLDS MEET COLONIAL AND REVO- THE NEW NATION GROWTH AND LOCAL AND STATE
FIRST INHABITANTS OF
LUTIONARY PERIODS EXPANSION GOVERNMENT
NEW YORK STATE

September–Mid-October Mid-October–November December–January February–Mid-March Mid-March–April May–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did Native How did three diverse How did the American What does it mean to What was the effect of What is the
Americans influence cultures interact and Revolution affect lives be free? industrial growth and relationship between
the development of affect each other? in New York? increased immigration governments and
New York? on New York? individuals?
– assigned land to clans for The American Revolution – financial gain 1.3a, 1.4b
their use, not ownership in New York City and – forced migration 1.2a,
1.1a, 1.2b, 1.3a New York State: 1.3a, 1.4b
– defined division of labor • The colonists resist – war, politics, religion etc.
for men and women 1.1c, British Parliament’s 1.1a, 1.2a, 1.2b, 1.4a, 1.4b
1.2b, 1.3a revenues (Sugar Act, – immigrant experiences in
– treatment of elders 1.1c, Stamp Act, Townsend Acts, New York (during travel,
1.2b, 1.3a Tea Act) 1.1a, 1.4a, 4.1a, Ellis Island, life in
– leaders (sachems) and 4.1d, 4.1f, 5.1a America) 1.1a, 1.2a, 1.2b,
ceremonies 1.1a, 1.2a, • The Declaration of 1.4a, 1.4b
1.3a, 1.3c Independence as key – contributions of immi-
– myths and legends 1.1a, document of the American grants (culture, recreation,
1.4c Revolution 1.1b, 5.1a, 5.2b food, language, skills) 1.1a,
• Strategic role of New York 1.2b, 1.3a, 1.4a, 2.4a, 4.1b
City and New York State in
Effects of immigration/
the Revolutionary War
migration on New York City
(geography, battles, key
growth
figures, role of Africans,
Native Americans, and • Development of new
women) 1.1a, 1.4a, 1.3c, buildings 1.1a, 1.3a, 4.1e
3.2a, 3.2c • Mass transportation 1.1a,
• The role of the Battle of 1.3a, 4.1e
Saratoga 1.4a, 3.1b, 3.2a • Building codes 5.1c, 5.2e,
• Key New York City and 5.3e
New York State leaders and • Public health laws 5.1c,
events of American 5.2e, 5.3e
Revolution 1.1a, 1.3a, 1.4a • Modern sewer and water
systems 1.3a
p. 15
LOCAL HISTORY AND GOVERNMENT CONTINUED
grade 4
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
NATIVE AMERICANS:
THREE WORLDS MEET COLONIAL AND REVO- THE NEW NATION GROWTH AND LOCAL AND STATE
FIRST INHABITANTS OF
LUTIONARY PERIODS EXPANSION GOVERNMENT
NEW YORK STATE

September–Mid-October Mid-October–November December–January February–Mid-March Mid-March–April May–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did Native How did three diverse How did the American What does it mean to What was the effect of What is the
Americans influence cultures interact and Revolution affect lives be free? industrial growth and relationship between
the development of affect each other? in New York? increased immigration governments and
New York? on New York? individuals?
• Impact of the war on New • Professional fire
York City and New York department 1.1a, 1.3a
State 3.1d, 4.1d • Social impact of
immigration/migration
(labor movement and child
labor) 1.1a, 1.4a, 1.4b
• New York City
neighborhoods as ethnic
enclaves 1.2a, 1.2b

Information Fluency Continuum


– Ask authentic questions – Identify facts and details that support main ideas – Select and present creative products in a
– Ask questions to clarify topics or details – Note similarities and differences in information from variety of formats
– Make predictions or a hypothesis two different sources – Identify and evaluate the important features
– Select and use appropriate sources to answer – Use a variety of systems for organizing of a good product
questions – Draw conclusions about the main idea – Read a variety of fiction and non-fiction for
– Use skim/scan to locate information – Identify point of view enjoyment and information
– Distinguish between fact and opinion – Use writing process to express new understandings – Participate in discussions and listen well
– Use various note-taking strategies – Draft presentation using an outline – Show respect for the ideas of others
– Paraphrase, summarize information – Present idea clearly so that main points are evident – Work collaboratively
– Credit sources by citing author and title
– Form opinions about current events

p. 16
THE UNITED STATES, CANADA, AND LATIN AMERICA
grade 5
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
THE UNITED STATES LATIN AMERICA CANADA WESTERN
PEOPLES OF THE WESTERN
HEMISPHERE TODAY
HEMISPHERE

September–October November December–Mid-February Mid-February–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, do geography, do geography, do nations meet the
the development of the economics, people, and economics, people, and economics, people, and challenges of modern
Western Hemisphere? key events connect to key events connect to key events connect to living?
shape a nation? shape a region? shape a nation?
Geography of the Western Geography of the United States Geography of Latin America Geography of Canada (rivers, The Role of Government:
Hemisphere: (rivers, mountains, regions, (rivers, mountains, countries, mountains, countries, tundra, • Diversity of governments in the
• The Western Hemisphere can be states, deserts, landforms) deserts, landforms) forests, landforms) Western Hemisphere 2.3a, 2.3b,
located and represented using Colonization: FOCUS: Case study of a native FOCUS: Case study of a native 2.4a, 5.1a
maps, globes, aerial and satel- • European exploration and the na- culture of Latin America culture of Canada (Inuit, • Basic civic values in the consti-
lite photographs, and computer tive peoples 1.1a, 1.4b, 2.4a, 2.4b (Mayans, Aztecs, Incas, etc.) Canada’s First Nations, tutions and laws of the United
models 3.1c, 3.2a, 3.2b 1.4c, 2.1b , 2.2a, 2.3a, 2.3b, 2.3c, People of the Sub Arctic) States, Canada and nations of
• Netherlands, England, France
• Geological processes shaped the and Spain establish colonies 1.1a, 2.4a, 4.1e, 4.2, 5.1d 1.4c, 2.1b , 2.2a, 2.3a, 2.3b, 2.3c, Latin America 5.1a, 5.1c, 5.1d,
physical environments of the 2.1c, 2.3a, 2.4c, 5.1a – social class and organization 2.4a, 4.1e, 4.2, 5.1d 5.1e, 5.2a
Western Hemisphere (Ice Age, 1.3a, 2.1b, 2.1c, 2.3a – social class and organization Principles of Constitutional
• Colonies established for
weather, wind, and water) – growth of culture 1.4c, 2.1c, 1.3a, 2.1b, 2.1c, 2.3a Democracy:
religious, political and economic
3.1d, 3.2b 2.2a, 2.2c, 2.4b – growth of culture 1.4c, 2.1c,
reasons 1.1a, 2.1c, 2.3c, 4.1c, • The Declaration of Independence
• The Western Hemisphere has a 4.2a, 4.2b, 4.2c, 4.2d – traditions, language, arts, 2.2a, 2.2c, 2.4b 1.1b, 1.3c, 5.1a, 5.1b, 5.1d, 5.3d
long geologic history (plate architecture, literature, dance – traditions, language, arts, archi-
• The role of the English colonies • The United States Constitution
tectonics) 3.1c, 3.1d 1.4c, 2.1a, 2.2a, 2.3a tecture, literature, dance 1.4c,
in the Triangular Trade 2.3b, 1.1b, 1.3c, 5.1a, 5.1b, 5.2a, 5.2b,
• The Western Hemisphere is 2.3c, 2.4a, 4.1c, 4.1d, 4.1e, 4.1f, – economic features 4.1e, 4.2a, 2.1a, 2.2a, 2.3a 5.2c, 5.2d, 5.3d
divided into countries and 4.2a, 4.2b, 4.2c, 4.2d 4.2b, 4.2c, 4.2d – economic features 4.1e, 4.2a, • The British North America Act
regions 3.1c, 3.2b 4.2b, 4.2c, 4.2d
• Impact of Roman Catholic – religious practices and beliefs 5.1a, 5.1c
• Continents, countries, and missionaries 2.1a, 2.3a, 2.4b 1.4c, 2.1b, 2.1c, 2.3a, 2.4b – religious practices and beliefs • The United States Bill of Rights
regions of the Western 1.4c, 2.1b, 2.1c, 2.3a, 2.4b
• The role of Spanish and – use/creation of new technology 1.1b, 1.3c, 5.1a, 5.1b, 5.2a, 5.2b
Hemisphere can be organized by
Portuguese colonies in 2.1c, 2.3a – use/creation of new technology • The Canadian Bill of Rights
physical, political, economic, or
establishing slavery in the – government systems 2.1c, 2.3a, 2.1c, 2.3a 5.1a, 5.1c, 5.1d, 5.1e
cultural features 2.3c, 3.1d, 3.2a
Americas 2.3c, 2.4a, 4.1c, 4.1d, 2.3b, 2.3c, 5.1a – government systems 2.1c, 2.3a, • Rights and responsibilities of
• Political boundaries of the 4.1e, 4.1f, 4.2a, 4.2b, 4.2c, 4.2d – contributions and achievements 2.3b, 2.3c, 5.1a citizens (protection, individual
hemisphere change over time and
• Results of colonial rule 2.4a, 1.3a, 2.1c, 2.3a, 2.3b, 2.4b – contributions and achievements liberties, voting, taxes) 5.1a, 5.1c,
place 3.1a, 5.1a
2.4b, 2.4c, 4.1c, 4.1e, 5.1a 1.3a, 2.1c, 2.3a, 2.3b, 2.4b 5.1d, 5.3e, 5.3f

p. 17
THE UNITED STATES, CANADA, AND LATIN AMERICA CONTINUED
grade 5
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
THE UNITED STATES LATIN AMERICA CANADA WESTERN
PEOPLES OF THE WESTERN
HEMISPHERE TODAY
HEMISPHERE

September–October November December–Mid-February Mid-February–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, do geography, do geography, do nations meet the
the development of the economics, people, and economics, people, and economics, people, and challenges of modern
Western Hemisphere? key events connect to key events connect to key events connect to living?
shape a nation? shape a region? shape a nation?
• The physical environment of the Independence: Colonization: Colonization: • Awareness of patriotic
hemisphere is modified by human • Dissatisfaction with colonial rule • European exploration and the na- • European exploration and the celebrations 5.3a, 5.3b
actions 3.1a, 3.1c, 4.1a, 4.1b, 5.1a 1.1a, 1.3c, 1.4a, 2.1b, 2.1c, 2.2d, tive peoples 1.1a, 1.4b, 2.4a, 2.4b native peoples 1.1a, 1.4b, 2.4a, • Government services (education,
• Culture and experience influence 2.3a, 2.3c, 2.4a • Spain and Portugal establish 2.4b police, military, health care)
people’s perceptions of places • The road to revolution 1.1a, 2.1c, colonies 1.1a, 2.1c, 2.3a, 2.4c, • France establishes colonies 1.1a, 5.1c, 5.1b, 5.2b
and regions in the Western Hemi- 2.2d, 2.3c, 2.4a 5.1a 2.1c, 2.3a, 2.4c, 5.1a The Western Hemisphere Today:
sphere 3.1d, 3.2c • Key events and people in the • Colonies established for • Colonies established for 2.1c, 2.3a, 2.3c, 2.4b, 3.1d, 3.2a
• The interconnectedness of na- struggle for independence 1.1a, religious, political and economic religious, political and economic • European and native influences
tions affects individual cultures 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, 5.1a reasons 1.1a, 2.1c, 2.3c, 4.1c, reasons 1.1a, 2.1c, 2.3c, 4.1c, on contemporary culture 2.1c,
3.1a, 3.1d, 3.1e • Influence on the French 4.2a, 4.2b, 4.2c, 4.2d 4.2a, 4.2b, 4.2c, 4.2d 2.3a, 2.3c, 2.4b
Early Civilization: Revolution 1.1a, 1.1b, 1.3c, 1.4a, • The role of the Spanish colonies • Alliances and interactions • The creation of NAFTA 2.3c,
• The Ice Age and settlement of the 2.3a, 2.4a, 4.1e, 5.1a, 5.1c, 5.2a, in the Triangular Trade 2.3b, between Native Canadians and 4.1e, 4.1f, 4.2a, 4.2b, 4.2c, 4.2d
Western Hemisphere 2.2a, 2.2b, 5.2b, 5.2c, 5.2d 2.3c, 2.4a, 4.1c, 4.1d, 4.1e, 4.1f, the French 2.3a, 2.3b, 2.3c, 2.4a • Perspectives on contemporary
3.1b, 3.1d, 3.1e • Effects/outcome of conflict 1.1a, 4.2a, 4.2b, 4.2c, 4.2d • Results of colonial rule 2.4a, issues (economy, immigration,
• Land Bridge – Bering Strait 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, 4.1e, • Impact of Roman Catholic 2.4b, 2.4c, 4.1c, 4.1e, 5.1a environment) 2.1c, 2.3a, 2.3c,
Theories of early peoples and 5.1a, 5.1c, 5.2a, 5.2b, 5.2c, 5.2d missionaries 2.1a, 2.3a, 2.4b Independence: 2.4b
settlements 2.2d, 3.1b, 3.1c, 3.1e, • Successes and challenges of the • Life in colonial Latin America • Key events and people in • Interdependency among nations
3.2a new government 1.1a, 1.1b, 1.3c, characterized by social classes Canadian independence 1.1a, 2.1c, 2.3a, 2.3c, 2.4b, 5.1e
• Early groups respond to chal- 1.4a, 2.3a, 2.4a, 4.1e, 5.1a 2.3a, 2.3b, 2.3c 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, 5.1a • Environmental issues (loss of
lenges of the environment 2.3b, Growth and Expansion: • The role of Spanish and • Effects/outcome of independence rain forests, deforestation, limited
3.1e, 3.2a • Manifest Destiny and westward Portuguese colonies in establish- 1.1a, 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, resources) 2.1c, 2.3a, 2.3c, 2.4b,
• Native civilizations develop over expansion in the United States ing slavery in the Americas 2.3c, 4.1e, 5.1a, 5.1c, 5.2a, 5.2b, 5.2c, 3.1d, 3.1e
wide areas 2.1c, 2.3b, 2.4b, 2.4c, during the 19th century 1.4a, 2.4a, 4.1c, 4.1d, 4.1e, 4.1f, 4.2a, 5.2d • Contemporary immigration 2.1c,
3.1a, 3.1d, 3.1e 1.4c, 2.4b, 3.1b, 3.1c, 3.1d 4.2b, 4.2c, 4.2d 2.3a, 2.3c, 2.4b
• Successes and challenges of the
• Transition from hunting and • The Lewis & Clark Expedition • Results of colonial rule 2.4a, new government 1.1a, 1.1b, 1.3c, • Border disputes and national
gathering to farming 2.1a, 2.1b, 1.3a, 1.4a, 1.4c, 3.1e, 3.2a, 4.1d 2.4b, 2.4c, 4.1c, 4.1e, 5.1a 1.4a, 2.3a, 2.4a, 4.1e, 5.1a security 2.1c, 2.3a, 2.3c, 2.4b
2.1c, 2.2a

p. 18
THE UNITED STATES, CANADA, AND LATIN AMERICA CONTINUED
grade 5
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
THE UNITED STATES LATIN AMERICA CANADA WESTERN
PEOPLES OF THE WESTERN
HEMISPHERE TODAY
HEMISPHERE

September–October November December–Mid-February Mid-February–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, do geography, do geography, do nations meet the
the development of the economics, people, and economics, people, and economics, people, and challenges of modern
Western Hemisphere? key events connect to key events connect to key events connect to living?
shape a nation? shape a region? shape a nation?
• Native societies and their social, eco- • Effect of Westward Expansion • Results of colonial rule 2.4a, Growth and Expansion: • Cooperation and compromise
nomic and political structures 2.1c, on the United States, Native 2.4b, 2.4c, 4.1c, 4.1e, 5.1a • Canadian Provinces from 1867 2.1c, 2.3a, 2.3c, 2.4b, 4.1d, 4.1e,
2.3b, 2.4b, 2.4c, 3.1a, 3.1d, 3.1e Americans, family life, FOCUS: Case study of a Latin through 1931 4.1f, 5.1e
European Exploration: immigrants, etc. 1.4a, 3.1d, American nation and its road 2.1c, 2.3a, 3.1b, 3.1c, 3.1d • Effects of informational
3.1e, 4.1e, 5.1a to independence 1.3c, 2.1b, 2.1c, • The gold rush 2.1c, 2.3a, 3.1d, technology 2.1c, 2.3a, 2.3c, 2.4b
• European explorers in search of
new trade routes 1.1a, 2.1c, 2.3a, • United States’ policy toward 2.2d, 2.4a, 5.1a, 5.1b, 5.1c, 5.1d, 3.1e, 4.1e
2.3b, 2.4a, 4.1a, 4.1b, 4.1c Native Americans 1.1a, 1.3a, 5.1e • Transportation development and
1.4a, 1.4b, 1.4c, 4.1e, 5.1a – dissatisfaction with colonial rule settlement 2.1c, 2.3a, 3.1d, 3.1e,
• Line of Demarcation and Treaty
of Tordesillas 2.1c, 2.3a, 2.4a, • Industrialization and the growth 1.1a, 1.3c, 1.4a, 2.1b, 2.1c, 2.2d, 4.1e
3.1c, 3.1d, 3.2a of factories 1.1a, 1.4a, 4.1d, 2.3a, 2.3c, 2.4a • Canada and the Commonwealth
4.1e, 4.1f – the road to revolution 1.1a, 2.1c, of Nations 4.1e, 4.1f, 4.2, 5.1a
• Spain and Portugal explore the
southern areas of the Americas • The building of the 2.4a, 2.2d, 2.3c • Industrialization and the growth
(Christopher Columbus, Juan transcontinental railroads 1.3a, – key events and people in the of factories 2.3a, 2.4a, 4.1d, 4.1e,
Ponce de Leon, Pedro Álvares 1.4a, 4.1d, 4.1f struggle for independence 1.1a, 4.1f
Cabral, etc.) 1.1a, 2.3a, 2.4a, • Growth of cities and the economy 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, 5.1a • Canada’s role in peacekeeping
3.1c, 4.1d 1.3b, 4.1a, 4.1e, 4.1d, 4.2 – effects/outcome of conflict 1.1a, missions 2.1c, 2.3a, 2.3c, 2.4a
• England and the Netherlands 1.1b, 1.3c, 1.4a, 2.3a, 2.4a, 4.1e, • Quebecois movement for
explore the Atlantic coastline and 5.1a, 5.1c, 5.2a, 5.2b, 5.2c, 5.2d independent nation status 2.3c,
waterways (Henry Hudson and – successes and challenges of the 2.4a
Sir Francis Drake) 1.1a, 2.3a, new government 1.1a, 1.1b, 1.3c,
2.4a, 3.1c, 4.1d 1.4a, 2.3a, 2.4a, 4.1e, 5.1a
• France explores the waterways – influences of the American and
and lakes in the northern Ameri- French Revolutions 1.1a, 1.1b,
cas (Giovanni da Verrazano, 1.3c, 1.4a, 2.3a, 2.4a, 4.1e, 5.1a,
Jacques Cartier, Samuel de 5.1c, 5.2a, 5.2b, 5.2c, 5.2d
Champlain, etc.) 1.1a, 2.3a, 2.4a,
3.1c, 4.1d

p. 19
THE UNITED STATES, CANADA, AND LATIN AMERICA CONTINUED
grade 5
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
THE UNITED STATES LATIN AMERICA CANADA WESTERN
PEOPLES OF THE WESTERN
HEMISPHERE TODAY
HEMISPHERE

September–October November December–Mid-February Mid-February–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, do geography, do geography, do nations meet the
the development of the economics, people, and economics, people, and economics, people, and challenges of modern
Western Hemisphere? key events connect to key events connect to key events connect to living?
shape a nation? shape a region? shape a nation?
Growth and Expansion:
• The Spanish-American War 1.1a,
1.4a, 2.3b, 2.4a
• Role of the Panama Canal 1.1a,
1.4a, 2.1c, 2.3a, 2.3b, 2.4a, 3.1c
• Political boundaries in Latin
America 2.1c, 2.3a, 2.4a, 3.1c,
3.1d, 3.2a
• Creation of boundaries between
Dominican Republic and Haiti
2.1c, 2.3a, 2.4a, 3.1c, 3.1d, 3.2a
• Economic resources 2.1c, 2.3a,
2.4a, 3.1e , 4.1c, 4.1b, 4.2

Information Fluency Continuum


– Ask authentic questions – Evaluate facts for accuracy and apply them in – Select and present creative products in
– Use sources to acquire information research-based projects a variety of formats
– Form tentative thesis about main idea based – Determine important and unimportant details – Identify and evaluate the important features
on prediction – Use various note-taking strategies of a good product
– Use search engines to find appropriate information – Use a variety of systems for organizing – Read a variety of fiction and non-fiction for
– Use multiple resources to locate information – Form an opinion and use evidence to support it enjoyment and information
– Interpret information taken from maps, graphs, – Use writing process to express new understandings – Participate in discussions and listen well
charts, and other visuals – Cite all sources used, with title, author, and page – Show respect for the ideas of others
– Evaluate information based on relevance to inquiry numbers – Work collaboratively
questions – Form opinions about current events

p. 20
THE EASTERN HEMISPHERE
grade 6
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
PEOPLES OF THE MIDDLE EAST AFRICA ASIA EUROPE
EASTERN HEMISPHERE

September–October November–December January–February March–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, economics, do geography, economics, do geography, economics, do geography, economics,
the development of the people, and key events people, and key events people, and key events people, and key events
Eastern Hemisphere? connect to shape a connect to shape a connect to shape a connect to shape a
continent? continent? continent? region?

Geography of the Eastern Geography of the Middle East Geography of Africa Geography of Asia Geography of Europe
Hemisphere: (deserts, regions, rivers, (deserts, rainforests, savannahs, (deltas, deserts, mountains, rivers, (seas, rivers, mountains, countries,
• A variety of geographical mountains) 3.1c, 3.1d regions, rivers) 3.1c, 3.1d peninsulas, plateaus, plains, regions) 3.1c, 3.1d
features 3.1b FOCUS: Case study of an FOCUS: Case study of an islands) 3.1c, 3.1d FOCUS: Case study of an an-
• Located and represented using early people of the Middle East ancient kingdom of Africa FOCUS: Case study of an cient culture of Europe (Celts,
a variety of maps, globes, aerial (Sumer, Mesopotamia) (Kush, Nubia, Ghana, Ashanti, ancient culture of Asia (China, Franks, Anglo Saxons, Romans,
and satellite photographs and – key geographic features 3.1a, Benin, Mali , Egypt) India, Korea, Japan) Greeks)
computer models 3.1a, 3.1c 3.1c, 3.1d – key geographic features 3.1a, – key geographic features 3.1a, – key geographic features 3.1a,
• Places can be located using – Daily life 2.1a 3.1c, 3.1d 3.1c, 3.1d 3.1c, 3.1d
cardinal and intermediate – social and political organization – daily life 2.1a – daily life 2.1a – daily life 2.1a
directions 3.1b 2.1a, 5.1a – social and political organization – social and political organization – social and political organization
• Distance can be measured – culture (art, music, literature, 2.1a, 5.1a 2.1a, 5.1a 2.1a, 5.1a
(Equator, Prime Meridian, architecture, language, etc.) 2.1a – culture (art, music, literature, – culture (art, music, literature, – culture (art, music, literature,
latitude, longitude) 3.1b architecture, language, etc.) architecture, language, etc) architecture, language, etc) 2.1a
– religious beliefs (Islam, Judaism,
• Includes four continents 3.1b Christianity) 2.1a – religious beliefs (Animism, – religious beliefs (Hinduism, – religious beliefs (Catholicism,
• Many diverse countries 3.1b – Economic systems 4.1a, 4.1e Islam, Coptic, Christianity, Taoism, Buddhism) 2.1a Protestantism) 2.1a
• Characterized by vast oceans, – use of land and resources 4.1a, Polytheism) 2.1a – economic systems 4.1a, 4.1e – economic systems 4.1a, 4.1e
important bodies of water and 4.1e – economic systems 4.1a, 4.1e – use of land and resources 4.1a, – use of land and resources 4.1a,
land masses 3.1b – use of land and resources 4.1a, 4.1e 4.1e
– development of science and
• Extremes in climate (sub-tropical technology 2.3c 4.1e – development of science and – development of science and
vs. arctic, droughts vs. – development of science and technology 2.3c technology 2.3c
– contributions and achievements
monsoons) 3.1d technology 2.3c
2.3 – contributions and achievements – contributions and achievements
• Long geologic history (plate – contributions and achievements 2.3 2.3 2.3
– people and events in history 2.2a,
tectonics) 3.1c
2.2c – people and events in history 2.2a, – people and events in history 2.2a, – people and events in history 2.2a,
2.2c 2.2c 2.2c

p. 21
THE EASTERN HEMISPHERE CONTINUED
grade 6
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
PEOPLES OF THE MIDDLE EAST AFRICA ASIA EUROPE
EASTERN HEMISPHERE

September–October November–December January–February March–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, economics, do geography, economics, do geography, economics, do geography, economics,
the development of people, and key events people, and key events people, and key events people, and key events
Eastern Hemisphere? connect to shape a connect to shape a connect to shape a connect to shape a
continent? continent? continent? continent?

The continents, countries, and Growth and Development: Growth and Development: Growth and Development: Growth and Development:
regions of the Eastern Hemi- • Expansion of Ottoman Empire • Colonization and African cultures • Dynasties and social • Trade, exchange of goods, and
sphere: 2.1b, 2.2c and civilizations 2.2c, 2.3a, 2.4b, hierarchies 2.1a, 2.3a, 5.1a the Great Silk Road 4.1a, 4.1d,
• Defined by political • European Crusades and religion 2.4c, 2.4d, 4.1a • Trade and cultural 4.1f, 4.1g, 4.2
boundaries in the Ottoman Empire 2.1b, 2.2c • Reasons for European diffusion 4.1a, 4.1b, 4.1c • Cultural diffusion 2.1a, 2.4b, 2.4d
• Defined by physical • Resistance to European colonization 2.2c, 2.4b • Western vs. Eastern religion 2.1a, • Key documents (Magna Carta,
boundaries 3.1c influences 2.1b, 2.2c • African resistance 2.2c, 2.3a, 2.3 Rights of Man) 2.1b
• Characterized by economic and • Effect of alliance with Germany 2.4b • Explorers and traders 2.1a, 2.3a, • Trade, agrarian life, and the
cultural features 3.1b and Austria-Hungary during • Africa interacts with other 2.4b, 2.4d development of cities 4.1a, 4.2d
• Share a long and diverse history World War I nations 2.2c, 2.4b • Asia interacts with other nations • The Crusades 2.1a, 2.2c, 2.4b,
2.2 2.1b, 2.2c, • Assimilation and native cultures 2.1a, 2.2c, 2.3c 2.4d
• Include important individuals, • The rise of modern Middle 2.1a, 2.2c, 2.4b • Missionaries and the Europe and Colonization:
groups and institutions 2.3a Eastern nations (Iraq, Saudi • Slave trade and forced migration arrival of Christianity • Motivations for colonization
Early Civilizations: Arabia, Kuwait) 2.1b, 2.2c 2.4a, 2.4b, 2.4c, 2.4d, 4.1b, 4.2c 2.1a, 2.3a, 2.4b, 2.4d 2.2c, 2.3a, 4.2c
• Measure and represent • Palestine and the creation of • Independence and the rise of • Effect of trade on people, • Rise of empires 2.2c, 2.3c, 2.4d
history using timelines, Israel 2.1b, 2.2c modern African nations 2.1a, government, economics 4.2c, • The slave trade 2.2c, 2.3c, 2.4b,
BCE/CE, eras, millennia, • Economics and oil in the Persian 2.2c, 2.4c 4.2d 2.4c, 2.4d, 4.1a, 4.1c
centuries, decades 2.2a, 2.2b Gulf 2.3c, 4.1b FOCUS: Case study of a • Asian resistance 2.1a, 2.3a, 2.4b, • Spread of Christianity 2.2c, 2.3c,
• Development of Early FOCUS: Case study of a contem- contemporary African nation 2.4d 2.4b, 2.4c, 2.4d
Civilizations porary Middle Eastearn nation (Kenya, Zimbabwe, Senegal, FOCUS: Case study of a con- Formation of modern Europe:
– Paleolithic Revolution 2.2c (Israel, Jordan, Iraq, Saudi etc.) temporary Asian nation (China, • Fall of empires 2.1b, 2.2c, 2.4d,
– Neolithic Revolution 2.2c, 2.4d Arabia, etc.) – geographic and political Japan, Vietnam, etc.) 5.1b
• Development of the – geographic and political boundaries of modern Africa – geographic and political • Weakening of powers 2.1b, 2.2c,
Ancient River Valley boundaries of modern Middle 3.1c, 3.2d boundaries of modern Asia 3.1c, 2.4d, 5.1b
Civilizations 2.2c East 3.1c, 3.2d – formation of modern Africa 2.2c 3.2d • Development of nation-states
– key events and people 2.2c, 2.3a 2.1b, 2.2c, 2.4d, 5.1b
p. 22
THE EASTERN HEMISPHERE CONTINUED
grade 6
UNIT 1
GEOGRAPHY AND EARLY UNIT 2 UNIT 3 UNIT 4 UNIT 5
PEOPLES OF THE MIDDLE EAST AFRICA ASIA EUROPE
EASTERN HEMISPHERE

September–October November–December January–February March–April May–June

Essential Question: How Essential Question: How Essential Question: How Essential Question: How Essential Question: How
did geography influence do geography, economics, do geography, economics, do geography, economics, do geography, economics,
the development of people, and key events people, and key events people, and key events people, and key events
Eastern Hemisphere? connect to shape a connect to shape a connect to shape a connect to shape a
continent? continent? continent? continent?

• Geographic factors that – the formation of the modern – daily life 2.1a – formation of modern Asia 2.2c • French Revolution 2.2c, 2.3a
influenced development (access Middle East 3.1c, 3.2d – cultural legacies 2.1a – key events and people 2.2c, 2.3a • Russian Revolution 2.2c, 2.3a
to water, resources, stability) – key events and people 2.2c, 2.3a – tribal and clan identity vs. – daily life 2.1a • World War I 2.2c, 2.3a
3.1d, 3.2d – daily life 2.1a national identity 2.1a – cultural legacies 2.1a • World War II and Holocaust 2.2c,
• Introduction of food – cultural legacies 2.1a – forms of government 5.1a 2.3a
– forms of government 5.1a
production/farming 2.1
– forms of government 5.1a – African economy today 4.1a, – Asian economy today 2.2c, 4.1b, FOCUS: Case study of a
• Introduction of new 4.1c, 4.1e, 4.1f contemporary European nation
– Middle Eastern economy today 4.1c
technologies 2.3c (France, Italy, Germany, etc.)
4.1a, 4.1c, 4.1e, 4.1f – issues of diversity and – land use, limited resources 4.1a,
• Development of political, interdependence 2.1a, 3.1d, 4.1a, – geographic and political bound-
– issues of diversity and 4.1c, 4.1e, 4,1f
religious, and social 4.1c aries of modern Europe 3.1c, 3.2d
interdependence 2.1a, 3.1d, 4.1a, – issues of diversity and interde-
systems 2.1a
4.1c – religion 2.1a pendence 2.1a, 3.1d, 4.1a, 4.1c – cultural and political distinctions
• Active use of resources 4.1a between western and eastern
– religion 2.1a – development of urban – religion 2.1a
centers 3.1c Europe 2.3c
– development of urban centers – development of urban centers
3.1c – impact of technology 2.3c 3.1c – key events and people 2.2c
– impact of technology 2.3c – current issues 2.2a, 2.4d – impact of technology 2.3c – daily life 2.1a
– current issues 2.2a, 2.4d – current issues 2.2a, 2.4d – cultural legacies 2.1a
– forms of government 5.1a
– European economy today (Euro-
pean Union) 4.1a, 4.1c, 4.1e, 4.1f
– issues of diversity and interde-
pendence 2.1a, 3.1d, 4.1a, 4.1c
– religion 2.1a
– development of urban centers 3.1c
– impact of technology 2.3c
– current issues 2.2a, 2.4d

p. 23
THE EASTERN HEMISPHERE CONTINUED
grade 6
Information Fluency Continuum
– Ask authentic questions – Use different formats as sources for information – Use information to create original products
– Write questions based on key ideas or areas – Recognize and use a variety of systems for organizing – Draft presentation using an outline
of focus – Identify main ideas and supporting details – Select and present creative products in a
– Determine what information is needed to – Select information that answers research questions variety of formats
answer a question – Differentiate between important and unimportant details – Identify and evaluate the important features
– Follow a complete research plan and stay – Make inferences based on explicit information in text of a good product
on a timeline – Read a variety of fiction and non-fiction for
– Combine and categorize information to draw conclusions
– Use skim/scan to locate information and create meaning enjoyment and information
– Distinguish between fact and opinion – Use writing process to express new understandings – Participate in discussions and listen well
– Use various note-taking strategies – Cite all sources used – Show respect for the ideas of others
– Paraphrase; summarize information – Work collaboratively
– Compare and contrast historical and current
events

p. 24
UNITED STATES AND NEW YORK STATE HISTORY
grade 7
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
EARLY ENCOUNTERS: COLONIAL AMERICA AND A NEW NATION A NATION GROWS CIVIL WAR AND
NATIVE AMERICANS THE AMERICAN REVOLUTION RECONSTRUCTION
AND EXPLORERS
September October–November December–January February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
What was the impact of How did the development How did the new nation What were the causes and How do issues of power,
European exploration of the colonies lead to respond to independence? effects of national growth? wealth and morality
on the Americas’ land rebellion? influence war?
and people?
Existing Cultures The 13 Colonies States vs. Federal Power Geographic Growth Slavery in the United States
• The Americas prior to early • Colonial heritage of the 13 Influences on United States The Louisiana Purchase 3.1c, 3.2d • Role of regional economies 3.1c,
explorers and colonial settlement British colonies Government 1.1b, 1.4a • Reasons for purchase from 3.2a, 3.2b, 4.1b, 4.1f
1.1a, 1.3a, 1.4b, 2.1a – regional patterns 3.1c, 3.1d • Locke 2.3a France 1.2c • Sectionalism 1.4b
– Plains – social 1.1a, 1.3a • Magna Carta, Mayflower • Lewis and Clark catalog the • Interdependence 4.1b, 4.1f
– Southwest – political 1.3d Compact, Iroquois Confederacy newly acquired territory 1.3a, 1.3b • Northern and southern economy
– Pacific NW – economic 4.1a, 4.1c 5.1a, 5.1b, 5.2d • Treaties with Native American 4.1b, 4.1f
– Algonquian – characteristics of colonial • Albany Plan of Union 5.1a, 5.1b, peoples 1.4c • Territorial expansion and slavery
– Iroquois settlers 1.3a 5.2d National Growth 3.1d, 3.2d, 4.1b, 4.1f
• Indigenous cultures of the Americas – role of Native Americans, Articles of Confederation 1.1b, 1.4a The War of 1812 1.2b • Conflicting perspectives 1.4c
– geography 3.1a, 3.1c Africans, and women 1.3a, 1.4b • Drafting and ratification 5.1a, • Conflict between Britain and • Abolitionists 1.3b
– religion/spirituality 1.1a FOCUS: Case study of a colony 5.1b, 5.2d France 1.2c • Political and social movements
– economics 4.1a (Choose one colony from New • Achievements and limitations • Challenge to national stability 5.1a, 5.1b, 5.2e
England, Middle, or Southern 5.1a, 5.1b, 5.2d 5.1c • Candidates and political parties
– government system 5.1
region) 1777 New York State Constitution • Impressment of sailors 5.1c 5.1a, 5.1b
– traditions 1.1a
– geography 3.1c, 3.2a 2.4a, 5.3d • Second war for independence 5.1a Efforts to Compromise
– culture (arts, music, literature)
1.1a – daily life and social class 1.1a • Parallels to the U.S. Constitution The Monroe Doctrine 1.2b, 1.2d, • Balance of power in Congress
– culture (art, music, literature, 5.2b 2.1b, 2.4a 5.1d, 5.3a
• Interactions among different
indigenous peoples 1.2b, 1.3a, etc.) 1.1a 1787 Constitutional Convention • Limits on European colonization • Missouri Compromise 1.3d, 1.4b,
1.4b, 1.4c, 1.4d – land use and resources 3.1c, • Drafting and compromises 1.1b, 1.2c, 1.2d, 2.1b, 2.4a 2.4a, 3.2d
• Europeans explore and settle in 3.1d, 3.2d 1.4a • U.S. political and economic • Compromise of 1850
North and South America 1.2b, – colonial government 5.1b • Key people 1.3c interest 1.2c, 1.2d, 2.1b, 2.4a 1.3d, 1.4b, 2.4a, 3.2d
1.4b, 1.4c, 1.4d, 3.1a, 3.1c, 3.1d, – key people and events 1.3a • Federalist system of government The Mexican War 1.4d, 3.1d • Kansas Nebraska Act
3.2d – role of Native Americans, 5.1b, 5.1d, 5.2d, 5.3b 1.3d, 1.4b, 2.4a, 3.2d
• U.S. acquisition of territory 3.1d
• Interactions between Native Ameri- Africans, and women 1.3a • Electoral college system 5.1b, Events leading to the Civil War
• Annexation of Texas 3.1d
cans, Africans and Europeans 1.2b, 5.1d, 5.2d, 5.3b
1.3a, 1.4b, 1.4c, 1.4d • Treaty of Guadalupe Hidalgo 1.2c • Dred Scott vs. Sandford 5.1d

p. 25
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 7
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
EARLY ENCOUNTERS: COLONIAL AMERICA AND A NEW NATION A NATION GROWS CIVIL WAR AND
NATIVE AMERICANS THE AMERICAN REVOLUTION RECONSTRUCTION
AND EXPLORERS
September October–November December–January February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
What was the impact of How did the development How did the new nation What were the causes and How do issues of power,
European exploration of the colonies lead to respond to independence? effects of national growth? wealth and morality
on Americas’ land and rebellion? influence war?
people?
• European migration to Americas Growth Of the Colonies Ratification process 5.1b, 5.1d, The Women’s Rights Movement • Fugitive Slave Laws 5.2a, 5.3a
1.3d, 1.4c, 1.4d, 2.2c The French and Indian War 5.2d, 5.3b • Seneca Falls Convention 1.3c, • John Brown’s raid on Harper’s
• Religious and political reasons • International conflict over The U.S. Constitution 5.2a, 5.2e Ferry 1.3c
2,1a, 5.1a, 5.1c colonial territories 1.2c 1.1b, 1.4a, 2.4a • The Declaration of Sentiments • Founding of the Republican Party
• Economic and geographical rea- • Trading relationships with • Separation of powers 5.1b, 5.1d, 5.2a, 5.2c 5.1b
sons 3.1a, 3.1c, 3.1d, 4.1a, 4.1f different Native American 5.2d, 5.3b, 5.4 • Key figures 1.3b • Election of 1860 5.1b
Rivalry peoples 4.1a, 4.1c • Checks and balances 5.1b, 5.1d, • Lincoln-Douglas debates 1.3c
Economic Growth
The development of New England, 5.2d, 5.3b, 5.4
Causes of the American • The Erie Canal 1.2b Causes of the Civil War
New France, New Netherland and
Revolution • National vs. states’ rights 5.1b, • Increase in U.S. trade • Firing on Fort Sumter 1.2b
New Spain
• Proclamation of 1763 5.1d, 5.2d, 5.3b, 5.4 opportunities 4.1a, 4.1c
• Political Objectives 1.2c • Sectionalism 1.4b
1.2b, 1.3c, 2.4c • Popular sovereignty 5.1b, 5.1d, • Effect on New York State 3.1d
• Economic Objectives 3.1c, 3.1d • Secession of southern states 1.4b
• Stamp Act 1.2b, 1.3c, 2.4c 5.2d, 5.3b, 5.4
• Social Considerations 1.3a • The Great Lakes connect to the • States’ rights 1.4b, 1.4c
• Intolerable Acts 1.2b, 1.3c, 2.4c • Protection of individual rights Atlantic Ocean 3.1d
Enslaved Africans and the 5.1b, 5.1d, 5.2d, 5.3b, 5.4 • Slavery 5.1a, 5.3a
• Taxation without representation Andrew Jackson’s Presidency 1.3a, • Economic issues 4.1c
development of the Americas • Amendment process 5.1b, 5.1d,
1.2b, 1.3c, 2.4c 4.1b, 4.1f, 5.1b
1.3d, 4.1c, 4.1f, 4.2c, 4.2d 5.2d, 5.3b, 5.4 • Preservation of the Union 1.1b
European settlement in the • No redress of grievances 1.2b, • Controversy over national growth
1.3c, 2.4c The Bill of Rights 1.1b, 1.4a, 2.4a The Civil War
Americas 1.2b, 1.2c 4.1a, 4.1b, 4.1f
• Interaction among indigenous The Road to Independence • First 10 amendments to the • Key leaders 1.3b, 1.3c
• National debt is repaid 4.1b, 4.1f
cultures 1.3c Different perspectives about Constitution 5.3b, 5.4 • Key battles 1.2b
• Opposition to the National Bank
• European settlers and enslaved British rule 1.2b, 1.4b, 1.4c, 1.4d • Limits to government power • Geographic, economic, and
• Spoils system 5.1b
peoples 1.4b • loyalists 1.4d 5.3b, 5.4 military advantages for North
• Trail of Tears 1.3a and South 1.3d, 3.1b, 3.1d, 3.2b
• Conflicts between indigenous • patriots 1.4d • Protection of individual rights
peoples and European settlers 1.4c 5.3b, 5.4 Land purchased by U.S. 1.4d • Daily life 1.4b
• propaganda 1.4c
Social and cultural contributions The election of 1800 5.4 • 1819 Purchase of Florida 3.2c, 3.2d • The Emancipation Proclamation
• forms of protest 5.1b
• Africans in the Americas 1.3a, 1.3b • Establishing stability and • 1853 Gadsden Purchase from 1.1b
Declaration of Independence 1.1b Mexico 1.2d, 3.2c, 3.2d
precedents 5.3a, 5.3b • Role of border states 3.1c, 3.2d
• Native American influence on
Western culture 1.3a, 1.3b
p. 26
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 7
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
EARLY ENCOUNTERS: COLONIAL AMERICA AND A NEW NATION A NATION GROWS CIVIL WAR AND
NATIVE AMERICANS THE AMERICAN REVOLUTION RECONSTRUCTION
AND EXPLORERS
September October–November December–January February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
What was the impact of How did the development How did the new nation What were the causes and How do issues of power,
European exploration of the colonies lead to respond to independence? effects of national growth? wealth and morality
on Americas’ land and rebellion? influence war?
people?
• A new political system 5.1a, 5.1b, • Development of political parties • 1867 Purchase of Alaska 3.2c, 3.2d • Gettysburg Address 1.1b
5.2b (Federalist, Republican- Economic opportunity in the west • Technology 1.3d
Military campaigns and battles of Democrats) 5.3a, 5.3b 1.4d New York State during the Civil
the American Revolution 1.2b Checks and Balances • Gold Rush 3.2c, 3.2d, 4.1a War 1.2b, 1.3d, 1.4c
• Lexington and Concord Three branches of government • Unsettled territories 3.2c, 3.2d • Military role 1.2b
• Battle of Bunker Hill 5.1d The 1862 Homestead Act 2.4a, • Political role 5.1a
• Battle of Brooklyn • Separate but equal power 5.2d 3.1d, 4.1a, 4.1c • The draft riots 1.3c
• Battle of Trenton George Washington’s presidency • Land distribution Results of the Civil War
• Battle of Saratoga 1.3b, 2.4d The rise of urban cities 2.3c • Preservation of the Union 5.1b
• Battle of Yorktown • Selection of cabinet members • Economic development in • Emancipation of enslaved
• Role of New York State 5.1b various regions 3.1d Africans 5.1a, 5.1b, 5.1d,
British and Colonial military • Selection of Supreme Court Immigration 2.3c, 2.4c, 5.3a 5.2f, 5.3a
advantages and disadvantages nominees 5.1b • Loss of lives 1.1a, 1.3b
• People arrive from Europe and
1.2b, 3.1d • Presidential powers 5.1b Asia 1.3a • Destruction of land 3.2a
Results of the American • Farewell Address 1.3c • Major source of labor 4.1a • Economic issues 4.1a, 4.1c
Revolution 1.3d Alexander Hamilton’s economic • Economic and social challenges Unifying the Nation
• Development of national identity plans 1.3b 1.4b, 4.1e Reconstruction plans 1.2b, 1.3d
1.2b • National banking system 4.1e, The Industrial Revolution 1.2b, • Economic plan 4.1a, 4.1c
• Demographic shifts 3.1c 4.1f, 4.2c 1.3d • Political factions 1.4b
• Foreign relations 1.2c, 1.2d • U.S. protectionism against free • Roots in England 2.2c
trade 4.1e, 4.1f, 4.2c • Lincoln’s plan 1.1b, 1.3b
• Economic trade 3.1c • Cotton gin 1.3d • Johnson’s plan 1.1b, 1.3b
• Political results 5.1b, 5.2c, 5.2e, Supreme Court Decisions • Railroad 1.3d • Freedman’s Bureau 5.1a, 5.2a,
5.3a • Marbury vs. Madison and judicial • Telegraph 1.3d
5.3a
• Effect on Native Americans, review 5.1d
• Technology 1.3d • Congressional Reconstruction
Africans, women, and other
• Economic expansion of the United 1.2b, 1.3d
groups 1.4b
States 4.1a, 4.1b, 4.1c, 4.1e
p. 27
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 7
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
EARLY ENCOUNTERS: COLONIAL AMERICA AND A NEW NATION A NATION GROWS CIVIL WAR AND
NATIVE AMERICANS THE AMERICAN REVOLUTION RECONSTRUCTION
AND EXPLORERS
September October–November December–January February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
What was the impact of How did the development How did the new nation What were the causes and How do issues of power,
European exploration of the colonies lead to respond to independence? effects of national growth? wealth and morality
on Americas’ land and rebellion? influence war?
people?
The 13th, 14th, and 15th
Amendments
• Abolition of slavery 5.1a, 5.1b,
5.1d, 5.2e, 5.2f, 5.3a
• Citizenship rights 5.1a, 5.1b,
5.1d, 5.2e, 5.2f, 5.3a
• Voting rights 5.1a, 5.1b, 5.1d,
5.2e, 5.2f, 5.3a
Successes and Failures of
Reconstruction
• Sharecropping 4.1b, 4.1f, 4.2b,
4.2c
• Migration 3.2c, 4.1b, 4.1f, 4.2b,
4.2c
• Black codes of 1865
5.1a, 5.1d, 5.2a, 5.2f, 5.3a
• Jim Crow laws 5.1a, 5.1d, 5.2a,
5.2f, 5.3a
• Plessy vs. Ferguson 5.1d
• Race relations in the United
States 5.1a, 5.1d, 5.2f, 5.3a
• States’ rights vs. federalism 5.2d

p. 28
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 7
Information Fluency Continuum
– Ask authentic questions – Use both facts and opinions – Use information to create original and
– State and verify what is known about a – Use common organization patterns to draw creative products
problem or question conclusions – Recognize the author’s point of view;
– Form tentative thesis about main idea – Interpret information and ideas by defining, consider alternatives
based on prediction classifying, and inferring – Identify purpose of reading a text
– Refine questions to gather different types – Form opinions and judgments backed up by – Seek information from diverse sources
of information supporting evidence to get balanced view
– Incorporate technology resources to locate – Use writing process to express new – Participate in discussions and listen well
information understandings – Encourage team members to share ideas
– Implement keyword search strategies – Decide presentation form based on audience and opinions
– Select variety of sources for information and purpose – Design, publish, and present products that
– Evaluate and select information based – Cite all sources used effectively communicate
on usefulness and accuracy – Identify themes that connect past and current
events

p. 29
the middle school exit project
It is important for middle school students to have an opportunity to investigate a social studies topic in depth. The Middle School Exit Project will allow
students to experience immersion in a social studies topic of their choosing as well as question, investigate, and present a well-researched project.

Exit Projects should attempt to interpret and analyze a historical event/era/person/idea rather than restate the subject matter. Students should be able to
formulate a question around an area of interest and then conduct extensive research. A quality exit project begins with a good question, includes research
from multiple sources, has a written component, utilizes graphics and visuals, demonstrates critical analysis and interpretation, and is presented orally.

The Exit Project may be completed in cooperative groups, pairs, or individually.

Depending on the topic researched, the Exit Project will require that students engage in the activities and skills below (as well as others):

• Using Essential Questions to identify a topic of interest for research


• Identifying an area of interest
• Developing a research question
• Preparing a plan for research
• Creating a project timeline and carrying out the plan
• Identifying, locating and using a variety of quality resources and materials
• Reading critically
• Note-taking
• Organizing notes and information
• Engaging in writing process to Draft, Revise and Edit
• Creating a bibliography
• Planning for use of graphics and visuals
• Developing an appropriate format (aligned to written component)
• Developing an oral component
• Creating speaking notes/script
• Aligning presentation to written and graphic components
• Understanding and using presentation skills (voice, eye contact, etc.)
• Rehearsing

Exit Project presentations may be made to classmates, other classes, parents, and/or school/community officials.

p. 30
UNITED STATES AND NEW YORK STATE HISTORY
grade 8
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
THE UNITED STATES FROM WORLD WAR II
AN INDUSTRIAL THE PROGRESSIVE THE UNITED STATES THE UNITED STATES
ASSUMES WORLDWIDE TO THE PRESENT: THE
SOCIETY MOVEMENT AS AN EXPANSIONIST BETWEEN WARS CHANGING NATURE OF
NATION RESPONSIBILITIES THE AMERICAN PEOPLE

September–October November December–January January–Mid-February Mid-February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did industrializa- How do people effect How does a nation How does a nation How do competing How has America
tion and immigration change and reform? balance its own needs respond to economic views of power and reacted to the
change the face of with the needs of the changes? morality lead to challenges of the
American life? world? global conflict? modern world?
Industrialization Progressivism U.S. Interaction with the The Decades Between Causes of World War II Competing Superpowers
• Rise of cities 3.1c, 3.1d, The Progressive Era World the Wars • Worldwide depression 4.1g The Cold War
4.1f • Industrialism and • Manifest Destiny 1.2c, 1920’s • Rise of Communism 1.2c, • Communist expansion
• Urbanization 3.1c, 3.1d, immigration 1.1a, 5.1a 1.4c, 3.1a, 3.1d, 3.2 • Prosperity-Prohibition 2.2c, 5.1c 1.2b, 2.3a
4.1f • Key figures (Teddy • Ethnocentrism, racism 1.3a 1.4b, 5.2a, 5.2c • Rise of Fascism 1.2c, 2.2c, • U.S. policy of containment
• New technology 4.1d Roosevelt, Jacob Riis, • Developing technology • Harlem Renaissance 1.2b 5.1c 1.2d, 2.2a
• Comparison of urban and W.E.B. Dubois, John Muir) in transportation and • Jazz Era 1.2b • Propaganda 1.2d, 2.1b • Soviet Bloc 2.3a
agricultural regions of the 1.3a, 1.3c, 2.4c communication 3.1c • Leisure time (automobile • Failure of the League of • Berlin Wall (airlift) 1.2d
United States 2.3c, 3.1d • Muckrakers 1.4d, 2.4a • Increased foreign trade culture, sports, motion Nations 2.4b • Korean War 1.2d
Immigration • NAACP and civil rights 4.1g pictures, literature) 1.2b, • Rise of totalitarianism • McCarthyism and the “Red
Patterns and waves of movements 1.3a, 1.3b, 5.2f • Open Door Policy 3.2, 4.1g 2.4a, 4.1a 2.4d, 5.1c Scare” 1.3c, 2.4c
immigration from 1840 to • Temperance/prohibition • Acquisition of foreign • Social and racial tensions • Development of alliances • Cold War fears 1.1a
1890 and 1890 to 1910 1.2b lands (importance of 1.3a, 5.4a, 5.4b 2.4d • Hungarian uprising 2.3a
1.2a, 1.2b • Settlement houses 1.1a resources and markets) • Rise of middle class 4.1a • Aggression by Axis powers
1.2b, 3.2 • Cuban Missile Crisis 1.2d
• Push-pull factors 2.4d • Regionalism 3.1c • Government protection of 2.4b, 2.4d
U.S. Foreign Policy • Vietnam War 1.2d, 2.4c
• The Great Irish Potato • Growth of the women’s business 4.1c, 4.2 • Imperialism 2.4d
• Isolationism 1.2b, 1.2c, • Superpower rivalry (arms
Famine 4.1b suffrage movement 1.3b, • Tariffs and international • Militarism 2.4d
1.2d race, space race) 1.2d
• Diversity among immi- 1.3c, 5.2a, 5.2e, 5.4a trade 4.1e, 4.2 • Nationalism 2.4d
• The Spanish-American • Detente/arms control
grant groups 2.1a • The 19th Amendment 1.3c, • Consumer economy 4.1d,
War 1.2b, 3.2 U.S. involvement (SALT treaties) 1.2d
• Nativism and ethnic 5.2a, 5.2e 4.1f, 4.2e
• Yellow journalism • Lend-Lease Act 1.2c • 1980s peace talks 2.2c,
clashes 1.4b • Rise of the Socialist • Increase in the use of credit
• Attack on Pearl Harbor 2.4c
• Acculturation and Movement 1.2c 4.1a, 4.1f, 4.2
• End of isolationism 1.2b, • Fall of Berlin Wall 2.2c,
assimilation 1.4b • Agrarian to industrial 4.1d
2.4b 2.4c
• Contributions of • Disparity of wealth; rise of
• Mobilization of resources • End of Cold War 1.2c
immigrants 1.1a poor and unemployed 4.2a
4.2d

p. 31
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 8
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
THE UNITED STATES FROM WORLD WAR II
AN INDUSTRIAL THE PROGRESSIVE THE UNITED STATES THE UNITED STATES
ASSUMES WORLDWIDE TO THE PRESENT: THE
SOCIETY MOVEMENT AS AN EXPANSIONIST BETWEEN WARS CHANGING NATURE OF
NATION RESPONSIBILITIES THE AMERICAN PEOPLE

September–October November December–January January–Mid-February Mid-February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did industrializa- How do people effect How does a nation How does a nation How do competing How has America
tion and immigration change and reform? balance its own needs respond to economic views of power and reacted to the
change the face of with the needs of the changes? morality lead to challenges of the
American life? world? global conflict? modern world?
• Industrial growth of the Legislative reform • Panama Canal 1.2c • New production methods • War on two fronts 1.2c, Internal Division and
nation 4.1e Government Regulation • Roosevelt Corollary to (assembly lines) 4.1a 3.1a, 3.1b, 3.2 Unrest
• Citizenship vs. • Labor reform legislation Monroe Doctrine (Big • Return to isolationism 1.2c The home front during Civil Rights Movement
naturalization 5.3b, 5.3d 1.3c Stick Policy) 1.2c, 1.2d The Great Depression World War II • Key groups (African-
Effects of Industrialization • Minimum wage 1.3c • Neutrality policy in Europe • Stock Market crash 1.4c, 4.2 • Role of women in the Americans, women, Native
and Immigration • Labor unions 1.3c 1.2d workforce 1.3a Americans, individuals
• “Black Tuesday” 1.4d,
Societal impact of World War I • Rationing 1.1a, 2.4a with disabilities) 1.4d,
• Collective bargaining 1.3c 2.4a, 4.1b
industrialization 2.4c, 5.2e, 5.4a, 5.4b, 5.4c
• Workman’s compensation Causes • Government regulation of • Japanese internment 1.1a,
• Rise of factories 2.4a, 4.1f, 2.4a • Key leaders (Martin Luther
1.3c • Rise of nationalism 1.4c, social problems 5.1a, 5.1d
4.2c, 5.1a King, Jr., John F. Kennedy,
• Child labor laws 1.3c 2.2a, 2.2c • Government response to • War bonds 1.1a, 2.4a
Malcolm X, Rosa Parks,
• Unsafe working conditions, • Safety regulations 1.3c • Militarism 1.2b, 5.1c economic crisis 4.1e • Limited progress for Afri- Lyndon Johnson) 1.3b,
poor wages, child labor • Imperialism 1.2b, 2.4b, • Unemployment affects can Americans 1.1a, 2.4a
• Trust busting 1.3c 2.4a, 2.4c
1.4b, 1.4d, 2.4a, 2.4c 3.1a the American people 1.3a,
• Government regulation of End of World War II • Key events and legislation
• Tenement life 1.4b, 1.4d, • Development of alliances 3.1d, 4.1c
railroads 1.2a • Surrender of Axis powers (Civil Rights Act, Brown
2.4a, 2.4c 1.2b, 2.4b, 3.1a, 3.2 • Dust Bowl/migrant work-
• Graduated income tax 4.1e, 1.2d, 2.1b vs. Board of Education,
• Development of • Assassination of Archduke ers 1.3d, 1.4d, 2.4a, 2.4c, ERA, Education of all
4.1f, 4.2d • Yalta Conference 1.2d,
industrial corporations Ferdinand 2.3a 3.2 Handicapped Children Act,
• Federal Reserve Act 2.1b
(railroad, steel) 4.1d • Changes in family structure IDEA, Americans with
1.1b, 4.1e • Annexation of Austria • Nuremberg Trials 2.4b,
• Monopolies and “robber 1.2b, 2.3a 1.4c Disabilities Act) 1.4c, 1.4d,
5.1c
barons” 4.1b • Local charity efforts (soup 5.1a, 5.1d, 5.2a, 5.2e, 5.2f,
• Sinking of the Lusitania • Defeat of Germany 1.2d,
• New methods of produc- kitchens) 1.3d 5.3a, 5.3b
1.2b, 1.2c 2.1b, 2.4c
tion and distribution of • Increased credit problems • Non-violent movement
• Zimmerman Note 1.2b, • Holocaust and human
farming 4.1c, 4.1e, 4.2a, 4.1d 1.3b
1.2c rights 1.2d, 2.1b, 2.4c
4.2d • Supreme Court protecting
• Transportation The Home Front • Use of atomic bomb 1.2d, individuals
developments 1.2b, 3.1c • Isolationism vs. 2.4c
• Unrest due to segregation
intervention 1.2
p. 32
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 8
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
THE UNITED STATES FROM WORLD WAR II
AN INDUSTRIAL THE PROGRESSIVE THE UNITED STATES THE UNITED STATES
ASSUMES WORLDWIDE TO THE PRESENT: THE
SOCIETY MOVEMENT AS AN EXPANSIONIST BETWEEN WARS CHANGING NATURE OF
NATION RESPONSIBILITIES THE AMERICAN PEOPLE

September–October November December–January January–Mid-February Mid-February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did industrializa- How do people effect How does a nation How does a nation How do competing How has America
tion and immigration change and reform? balance its own needs respond to economic views of power and reacted to the
change the face of with the needs of the changes? morality lead to challenges of the
American life? world? global conflict? modern world?
• Communication develop- • War promoted suspicion of • FDR’s New Deal • Reparations for human • Assassination of major
ments 1.2b, 4.1a foreigners 5.2e, 5.4a (government regulation, rights violations leaders 1.2b
• Industrial technology 1.2b • Loyalty issues (Espionage Social Security, The • Human and economic loss • The feminist movement
• Rise of banking and finan- Act of 1917, Sedition Act Wagner Act, Home relief, 4.1 (1970s) 1.2b
cial institutions 4.1e of 1918) 1.1b, 5.3b WPA, TVA) 1.2b, 5.1a,
Postwar Years Political Challenges
5.2a
• Labor force 4.1d Aftermath of World War I • Increased productivity (1960s–present)
• Growth of industrial urban • Woodrow Wilson’s Four- 4.1a, 4.1f • The Vietnam War 2.4c,
centers 4.1e teen Points 2.3b, 2.4a • Improved technology 1.2b 5.1c, 5.4c
• Economic concepts (capi- • Treaty of Versailles 2.1b, • Consumer demand 4.1b • Watergate Scandal 1.2b
talism, mixed economy, 2.3b • Baby boom 3.1c • Nixon’s resignation 1.2b
scarcity) 4.1b, 4.2c • League of Nations 2.1b • Oil crisis/inflation 3.1d,
• Growth of the suburbs and
Government and Business • Russian Revolution 2.2c transportation 2.4c, 3.1d 4.1c
Relationships between • Rise of communism 2.2c, The U.S. as a world power • Iranian Hostage Crisis 1.2c
government and business 5.1c • Persian Gulf War (1991)
• The United Nations 2.2c
• Political parties 5.1b, 5.2e 1.2c
• Truman Doctrine 1.2d
• Laissez faire government • Somalia, Bosnia
• Marshall Plan 1.2d
4.1e (peacekeeping missions)
• NATO/Warsaw Pact 1.2d, 1.2c, 2.4b
• Era of Boss Tweed and
2.3b, 2.4b
Tammany Hall 5.1b • Human rights
• Early attempts to unionize Continuing challenges for
1.1a the U.S.
• Populist movement 5.1b • Environmental issues 3.1d
• Interstate commerce 1.3c, • Terrorism (9/11/2001) 1.2d
1.3d • Civic responsibility 5.1d,
• Consumer protection 5.2a 5.4c
• Rise of civil service 1.1a, 5.2e
p. 33
UNITED STATES AND NEW YORK STATE HISTORY CONTINUED
grade 8
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6
THE UNITED STATES FROM WORLD WAR II
AN INDUSTRIAL THE PROGRESSIVE THE UNITED STATES THE UNITED STATES
ASSUMES WORLDWIDE TO THE PRESENT: THE
SOCIETY MOVEMENT AS AN EXPANSIONIST BETWEEN WARS CHANGING NATURE OF
NATION RESPONSIBILITIES THE AMERICAN PEOPLE

September–October November December–January January–Mid-February Mid-February–March April–June

Essential Question: Essential Question: Essential Question: Essential Question: Essential Question: Essential Question:
How did industrializa- How do people effect How does a nation How does a nation How do competing How has America
tion and immigration change and reform? balance its own needs respond to economic views of power and reacted to the
change the face of with the needs of the changes? morality lead to challenges of the
American life? world? global conflict? modern world?
• Social and economic
justice 5.1d
• Quality of life issues 5.4a
• Increasing social programs
5.4b
• NAFTA 1.2c
• War in Iraq 1.2c, 3.1b
• Contemporary immigration
5.1a, 5.1c, 5.2e, 5.3a, 5.3d

Information Fluency Continuum


– Ask authentic questions – Gather evidence to determine the best-supported point – Read to predict outcomes, to answer
– Revise questions to arrive at a manageable of view questions, and to skim for facts
topic – Draw conclusions based on explicit and implied – Understand literal and implied meanings
– Define the purpose of the inquiry and align information – Participate in discussions and listen well
questions with the purpose – Compare information found to tentative thesis; – Encourage team members to share ideas
– Plan inquiry to test thesis revise thesis as appropriate and opinions
– Use a variety of search engines to do advanced – Use writing process to express new understandings – Design, publish, and present products that
searching – Create products for authentic reasons effectively communicate information
– Seek balanced view by using diverse sources – Use 2 or 3 strategies for revising own work – Demonstrate understanding of intellectual
– Evaluate and select information based on – Cite all sources used using correct bibliographic freedom and intellectual property rights
authority, accuracy, and point of view format – Identify themes that connect past and current
– Recognize the effect of different perspectives – Use information to create original and creative events
on information products

p. 34
NEW YORK STATE SOCIAL STUDIES STANDARDS
elementary school
STANDARD I – HISTORY OF THE UNITED STATES AND NEW YORK
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning
points in the history of the United States and New York.
Key Idea 1.1:
1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the
ways people are unified by many values, practices, and traditions.
Student Performance Indicators:
1.1a: know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds
played a role in creating it
1.1b: understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents
1.1c: explain those values, practices, and traditions that unite all Americans
Key Idea 1.2:
2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people
and events across time and from a variety of perspectives.
Student Performance Indicators:
1.2a: gather and organize information about the traditions transmitted by various groups living in their neighborhood and community
1.2b: recognize how traditions and practices were passed from one generation to the next
1.2c: distinguish between near and distant past and interpret simple timelines

Key Idea 1.3:


3. The study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the
important roles and contributions of individuals and groups.
Student Performance Indicators:
1.3a: gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their
neighborhoods and communities
1.3b: classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
1.3c: identify individuals who have helped to strengthen democracy in the United States and throughout the world
Key Idea 1.4:
4. The skills of historical analysis include the ability to: explain the significance of historical evidence, weigh the importance, reliability, and validity of evidence,
understand the concept of multiple causation, and understand the importance of changing and competing interpretations of different historical developments.
Student Performance Indicators:
1.4a: consider different interpretations of key events and/or issues in history and understand the differences in these accounts
1.4b: explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and state
1.4c: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts
p. 35
NEW YORK STATE SOCIAL STUDIES STANDARDS
elementary school
STANDARD 2 – WORLD HISTORY
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments,
and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Key Idea 2.1:
1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and
traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same
event or issue from a variety of perspectives.
Student Performance Indicators:
2.1a: read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and
weaknesses
2.1b: explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and
perspectives develop
2.1c: study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions

Key Idea 2.2:


2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history
help organize the study of world cultures and civilizations.
Student Performance Indicators:
2.2a: distinguish between past, present, and future time periods
2.2b: develop timelines that display important events and eras from world history
2.2c: measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BCE and CE as reference points
2.2d: compare important events and accomplishments from different time periods in world history

Key Idea 2.3:


3. The study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals
and groups.
Student Performance Indicators:
2.3a: understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities
2.3b: gather and present information about important developments from world history
2.3c: understand how the terms social, political, economic, and cultural can be used to describe human activities or practices

Key Idea 2.4:


4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations
change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
Student Performance Indicators:
2.4a: consider different interpretations of key events and developments in world history and understand the differences in these accounts
2.4b: explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world
2.4c: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts

p. 36
NEW YORK STATE SOCIAL STUDIES STANDARDS
elementary school
STANDARD 3 – GEOGRAPHY
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which
we live — local, national, and global — including the distribution of people, places, and environments over the Earth’s surface.

Key Idea 3.1:


1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and
issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and
society, and the use of geography.

Student Performance Indicators:


3.1a: study about how people live, work, and utilize natural resources
3.1b: draw maps and diagrams that serve as representations of places, physical features, and objects
3.1c: locate places within the local community, state and nation; locate the Earth’s continents in relation to each other and to principal parallels and meridians
3.1d: identify and compare the physical, human, and cultural characteristics of different regions and people
3.13: investigate how people depend on and modify the physical environment

Key Idea 3.2:


2. Geography requires the development and application of the skills of asking and answering geographic questions, analyzing theories of geography, and acquiring
and organizing geographic information.

Student Performance Indicators:


3.2a: ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations
are related to the location of other people and places
3.2b: gather and organize geographic information from a variety of sources and display it in a number of ways
3.2c: analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data

p. 37
NEW YORK STATE SOCIAL STUDIES STANDARDS
elementary school
STANDARD 4 – ECONOMICS
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other
national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

Key Idea 4.1:


1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence
of economies and economic systems throughout the world.

Student Performance Indicators:


4.1a: know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources
4.1b: explain how people’s wants exceed their limited resources and that this condition defines scarcity
4.1c: know that scarcity requires individuals to make choices and that these choices involve costs
4.1d: study how the availability and distribution of resources is important to a nation’s economic growth
4.1e: understand how societies organize their economies to answer fundamental economic questions: What goods and services shall be produced and in what
quantities? How shall goods and services be produced?
4.1f: investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must
deal

Key Idea 4.2:


2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Student Performance Indicators:


4.2a: locate economic information, using card catalogues, computer databases, indices, and library guides
4.2b: collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources
4.2c: make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary
4.2d: present economic information by developing charts, tables, diagrams, and simple graphs

p. 38
NEW YORK STATE SOCIAL STUDIES STANDARDS
elementary school
STANDARD 5 – CIVICS, CITIZENSHIP, AND GOVERNMENT
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the
governmental system of the United States and other nations, the United States Constitution, the basic civic values of American constitution-
al democracy, and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Key Idea 5.1:


1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions
held by people across time and place regarding power, authority, governance, and law.

Student Performance Indicators:


5.1a: know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice
5.1b: explain the probable consequences of the absence of government and rules
5.1c: describe the basic purposes of government and the importance of civic life
5.1d: understand that social and political systems are based upon people’s beliefs
5.1e: discuss how and why the world is divided into nations and what kinds of governments other nations have

Key Idea 5.2:


2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice,
honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and
establish a system of shared and limited government.

Student Performance Indicators:


5.2a: explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States
5.2b: understand the basic civil values that are the foundation of American constitutional democracy
5.2c: know what the United States Constitution is and why it is important
5.2d: understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government
5.2e: understand the structure of New York State and local governments, including executive, legislative and judicial branches
5.2f: identify their legislative and executive representatives at the local, state, and national governments

Continued on next page.

p. 39
Continued from previous page.

Key Idea 5.3:


3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and
responsibilities.

Student Performance Indicators:


5.3a: understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation
5.3b: examine what it means to be a good citizen in the classroom, school, home, and community
5.3c: identify and describe the rules and responsibilities students have at home, in the classroom, and at school
5.3d: examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State
5.3e: understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service
5.3f: identify basic rights that students have and those that they will acquire as they age

Key Idea 5.4:


4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward ques-
tionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Student Performance Indicators:


5.4a: show a willingness to consider other points of view before drawing conclusions or making judgments
5.4b: participate in activities that focus on a classroom, school, or community issue or problem
5.4c: suggest alternative solutions or courses of action to hypothetical or historic problems
5.4d: evaluate the consequences for each alternative solution or course of action
5.4e: prioritize the solutions based on established criteria
5.4f: propose an action plan to address the issue of how to solve the problem

p. 40
NEW YORK STATE SOCIAL STUDIES STANDARDS
middle school
STANDARD 1 – HISTORY OF THE UNITED STATES AND NEW YORK
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning
points in the history of the United State and New York.

Key Idea 1.1:


The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the
ways people are unified by many values, practices, and traditions.

Student Performance Indicators:


1.1a: explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behaviors, and traditions that help define it and unite all Americans
1.1b: interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution, and United States Constitution, Bill of
Rights, and other important historical documents

Key Idea 1.2:


2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people
and events across time and from a variety of perspectives.

Student Performance Indicators:


1.2a: describe the reasons for periodizing history in different ways
1.2b: investigate key turning points in New York State and United States history and explain why these events or developments are significant
1.2c: understand the relationship between the relative importance of United States domestic and foreign policies over time
1.2d: analyze the role played by the United States in international politics, past and present
Key Idea 1.3:
3. The study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the
important roles and contributions of individuals and groups.

Student Performance Indicators:


1.3a: complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups,
including Native American Indians, in New York State and the United States at different times and in different locations
1.3b: gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
1.3c: describe how ordinary people and famous historic figures in the local community, state, and the United States have advanced the fundamental democratic values,
beliefs and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important
historic documents
1.3d: classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

Continued on next page.


p. 41
Continued from previous page.

Key Idea 1.4


4. The skills of historical analysis include the ability to: explain the significance of historical evidence, weigh the importance, reliability, and validity of evidence,
understand the concept of multiple causation, and understand the importance of changing and competing interpretations of different historical developments.

Student Performance Indicators:


1.4a: consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
1.4b: understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different
perspectives
1.4c: compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different ac-
counts
1.4d: describe historic events through the eyes and experiences of those who were there

p. 42
NEW YORK STATE SOCIAL STUDIES STANDARDS
middle school
STANDARD – WORLD HISTORY
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning
points in world history and examine the broad sweep of history from a variety of perspectives.

Key Idea 2.1:


1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs,
and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view
the same event or issue from a variety of perspectives.

Student Performance Indicators:


2.1a: know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices,
gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations
2.1b know some important historic events and developments of past civilizations
2.1c: interpret and analyze documents and artifacts related to significant developments and events in world history

Key Idea 2.2:


2. Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world
history help organize the study of world cultures and civilizations.

Student Performance Indicators:


2.2a: develop timelines by placing important events and developments in world history in their correct chronological order
2.2b: measure time periods by years, decades, centuries, and millennia
2.2c: study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes

Key Idea 2.3:


3. The study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of
individuals and groups.

Student Performance Indicators:


2.3a: investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history
2.3b: interpret and analyze documents and artifacts related to significant developments and events in world history
2.3c: classify historic information according to the type of activity or practices: social/cultural, political, economic, geographic, scientific, technological, and historic

Continued on next page.

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Continued from previous page.

Key Idea 2.4:


4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why
interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Student Performance Indicators:


2.4a: explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events
led up to these developments, and what consequences or outcomes followed
2.4b: analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians
2.4c: view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters,
artifacts, art, music, architectural drawings, and other documents
2.4d: investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion,
hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions

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middle school
NEW YORK STATE SOCIAL STUDIES STANDARDS

STANDARD 3 – GEOGRAPHY
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we
live — local, national, and global — including the distribution of people, places, and environments over the Earth’s surface.

Key Idea 3.1:


1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and
issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and
society, and the use of geography.

Student Performance Indicators:


3.1a: map information about people, places, and environments
3.1b: understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models
3.1c: investigate why people and places are located where they are located and what patterns can be perceived in these locations
3.1d: describe the relationships between people and environments and the connections between people and places

Key Idea 3.2:


2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring,
organizing, and analyzing geographic information.

Student Performance Indicators:


3.2a: formulate geographic questions and define geographic issues and problems
3.2b: use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather
geographical information about issues and problems
3.2c: present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models
3.2d: interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

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NEW YORK STATE SOCIAL STUDIES STANDARDS
middle school
STANDARD 4 – ECONOMICS
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop
economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other
national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Key Idea 4.1:


1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence
of economies and economic systems throughout the world.

Student Performance Indicators:


4.1a: explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources
4.1b: define basic economic concepts such as scarcity, supply and demand, markets, opportunity cost, resources, productivity, economic growth, and systems
4.1c: understand how scarcity requires people and nations to make choices which involve costs and future considerations
4.1d: understand how people in the United States and throughout the world are both producers and consumers of goods and services
4.1e: investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems
4.1f: describe how traditional, command, market, and mixed economies answer the three fundamental economic questions
4.1g: explain how nations throughout the world have joined with one another to promote economic development and growth

Key Idea 4.2:


2. Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Student Performance Indicators:


4.2a: identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and
secondary sources
4.2b: organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting
appropriate labels for data
4.2c: evaluate economic data by differentiating fact from opinion and identifying frames of reference
4.2d: develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions
4.2e: present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions

p. 46
middle school
NEW YORK STATE SOCIAL STUDIES STANDARDS

STANDARD 5 – CIVICS, CITIZENSHIP, AND GOVERNMENT


Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments, the
governmental system of the U.S. and other nations, the U.S. Constitution, the basic civic values of American constitutional democracy, and
the roles, rights, and responsibilities of citizenship, including avenues of participation.

Key Idea 5.1:


1. The study of civics, citizenship, and government involves learning about political systems, the purposes of government and civic life, and the differing assumptions
held by people across time and place regarding power, authority, governance, and law.

Student Performance Indicators:


5.1a: analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs
5.1b: consider the nature and evolution of constitutional democracies
5.1c: explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens
5.1d: analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases

Key Idea 5.2:


2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice,
honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and
establish a system of shared and limited government.

Student Performance Indicators:


5.2a: understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices
5.2b: understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States
Constitution
5.2c: compare and contrast the development and evolution of the constitutions of the United States and New York State
5.2d: define federalism and describe the powers granted the national and state governments by the United States Constitution
5.2e: value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality
5.2f: understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority

Continued on next page.

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Continued from previous page.

Key Idea 5.3:


3. Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and
responsibilities.

Student Performance Indicators:


5.3a: explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of
citizenship has changed in the United States and New York State over time
5.3b: understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain
civic values and fulfill certain civic responsibilities
5.3c: discuss the role of an informed citizen in today’s changing world
5.3d: explain how Americans are citizens of their state and of the United States

Key Idea 5.4


4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward
questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills

Student Performance Indicators:


5.4a: respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint
5.4b: explain the role that civility plays in promoting effective citizenship in preserving democracy
5.4c: participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems

p. 48
acknowledgments
New York City Social Studies Scope and Sequence K-8 was produced under the auspices of Joel I. Klein, Chancellor, and Marcia V. Lyles, Deputy Chancellor for
Teaching and Learning. Grateful acknowledgement is extended to the following people for their valuable contribution to the development of this document:

New York City DOE Office of Social Studies: Anna Commitante, Director; Matthew Corallo, Norah Lovett, Fran Macko, Instructional Specialists.

New York City DOE Office of Library Services: Barbara Stripling, Director

Teacher Curriculum Group: Debra Anello, Taralyn Ciaramello, Daniela DiGiallonardo, Carol Geier, Jenne German, Heather Gottlieb, Debra Griner, Shelley
Hoffman, Pamela Jaworski, Eunji Kim, Sheila Klasovsky, Stacy Klingenstein, Nadine Kornreich, Rachel Montagano, Lindsay Oakes, David Post, Kerry Powers,
Amelia Rishworth, Sonia Rivera, Julie Schultz, Lesley Stern, Christine Sugrue, Martin Toomajian, Patricia Urevith.

Administrator Advisory Group: Cynthia Arndt, Mott Hall; Karen Ford, PS 18K; Emily Macias, PS 124; Giselle Gault, PS 58; Neil McNeill, IS 68;
Frances Michalakes, PS 18K; Odelphia Pierre, PS 129; Leonard Santamaria, Secondary School for Law.

Social Studies Task Force: Will Baker, The IMPACT Coalition; Felicity Beil, Staten Island Historical Society; Dr. Margaret Berci, College of Staten Island;
Dr. Kevin Colleary, Fordham University; Hadiya Daniel-Wilkins, LSO; Andrea DelValle, Brooklyn Historical Society; Stephanie Fins, American Museum of
Natural History; A George, Barnard College; Tina Glover, American Museum of Natural History; Julia Hong, American Museum of Natural History;
Mary Ann Jordan, UFT Teacher Center; Franny Kent, Museum of the City of New York; Rozella Kirchgaessner, ATSS/UFT New York City Council for Social
Studies; Jacqueline Langholtz, Museum of the City of New York; Vanessa Leung, Coalition for Asian American Children and Families; Julie Maurer, The Gotham
Center/ CUNY; Peter Nelson, Facing History and Ourselves; Dr. Sean O’Shea, Office of Special Education Initiatives; Lawrence Paska, NY State Education
Department; Yogi Patel, The Jewish Foundation for the Righteous; Donna Podhayny, El Museo del Barrio; Christine Schmidt, The Jewish Foundation for the
Righteous; Steven Schwartz, Gilder Lehrman Institute of American History; Barbara Stripling, Office of Library Services; Suzanne Wasserman, The Gotham
Center/CUNY; Dorothy Wilner, Women’s City Club of New York; E.Y. Zipris, The Museum of the City of New York.

This manuscript was prepared for publication by the Office of Instructional Publications, Christopher Sgarro, Director. It was formatted by Tobey Hartman and
copyedited by Judy Goldberg.

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