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  • Grade 6 Social Studies Unit 7

    Interactions Across the Eastern Hemisphere

    Unit description: Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases. In this unit, students will study major Afro-Eurasian trade networks connecting the East and the West and how ideas, people, technologies, products, and diseases moved along these routes. Students will explore how the Mongols served as important agents of change and cultural diffusion and fostered connections between the East and the West. In addition, students will investigate how complex societies and civilizations adapted and designed technologies for transportation.

    Download the complete Social Studies Grade 6 Unit 7 framework to customize for your own planning.

    Standards

    Standards: 2, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH, EXCH

    Essential Questions and Big Ideas

    • Big ideas of the unit: Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases.
    • How did location and routes that the Afro-Eurasian trade networks ran upon have an impact?
      • The Silk Roads, the Indian Ocean, and the Trans-Saharan routes formed the major Afro-Eurasian trade networks connecting the East and the West.
      • Ideas, people, technologies, products, and diseases moved along these routes.
    • How did the Mongols serve as important agents of change and cultural diffusion?
      • The Mongol conquests in Eurasia fostered connections between the East and the West, and the Mongols served as important agents of change and cultural diffusion.
    • What impact did the development and adaptation of technologies have on this time in history?
      • Complex societies and civilizations adapted and designed technologies for transportation that allowed them to cross challenging landscapes and move people and goods efficiently.

  • Grade 7 Social Studies Unit 6

    Westward Expansion

    Unit description: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. In this unit, students will study how Native Americans lost land and were forced to move and will also explore the physical westward expansion of the United States and the extensive outcomes, opportunities and negative effects that came from this time period.

    Download the complete Social Studies Grade 7 Unit 6 framework to customize for your own planning.

    Standards

    Standards: 1, 3; Themes: ID, MOV, TCC, GEO

    Essential Questions and Big Ideas

    • Big idea of the unit: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860.
    • What were the driving factors behind the desire for westward expansion in the United States?
      • American values and beliefs, such as Manifest Destiny and the need for resources, increased westward expansion and settlement.
    • What opportunities were offered to some people through Westward Expansion?
      • The Erie Canal as a gateway to westward expansion that resulted in economic growth for New York State, economic opportunities for Irish immigrants working on its construction, and its use by religious groups, such as the Mormons, to move westward.
      • There was growth of suffrage for white men during Andrew Jackson’s administration.
    • What harm was done to Native American people through Westward Expansion?
      • The Seminole Wars and Cherokee judicial efforts were a result of Westward Expansion.
      • Andrew Jackson forced the removal of the Cherokee, known as the Trail of Tears.
      • The policies of New York State toward Native Americans at this time, and its efforts to take tribal lands, particularly those of the Oneidas, and exercise jurisdiction over those communities

  • Grade 6 Social Studies Unit 6

    Mediterranean World

    Feudal Western Europe, The Byzantine Empire, and the Islamic Caliphates

    Unit description: The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands. In this unit, students will study the overexpansion, corruption, invasions, civil wars, and discord that led to the fall of Rome and led to the rise of Feudalism. Students will examine the Byzantine Empire and how Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula. In addition, students will investigate how competition and rivalry over religious, economic, and political control over holy lands led to conflict such as the Crusades.

    Download the complete Social Studies Grade 6 Unit 6 framework to customize for your own planning.

    Standards

    Standards: 2, 3, 4, 5; MOV, TCC, GOV, CIV, EXCH

    Essential Questions and Big Ideas

    • Big idea of the unit: The Mediterranean world was reshaped with the fall of the Roman Empire.
    • What conditions or happenings led to the rise of Feudalism in Western Europe?
      • Overexpansion, corruption, invasions, civil wars, and discord led to the fall of Rome. Feudalism developed in Western Europe in reaction to a need for order and to meet basic needs.
    • What effect did the rise of the Byzantine Empire have on Western Europe?
      • The Byzantine Empire preserved elements of the Roman Empire, controlled lands within the Mediterranean basin, and began to develop Orthodox Christianity.
    • How did the spread of Islam within the Mediterranean region change societies and cultures?
      • Islam spread within the Mediterranean region from southwest Asia to northern Africa and the Iberian Peninsula.
      • The introduction of Islam changed the societies and cultures each conquered, blending with those societies and cultures and creating dynamic new Islamic societies and cultures.
    • What led to conflicts such as the Crusades?
      • Competition and rivalry over religious, economic, and political control over holy lands led to conflict such as the Crusades.

  • Grade 7 Social Studies Unit 5

    Unit Title

    Unit description: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens.The Constitution is considered a living document that can respond to political and social changes. The New York State Constitution also has been changed over time. In this unit, students will study how the Constitution outlined a federalist system of government and also established three branches of government as well as a system of checks and balances. Students will also explore how the New York State Constitution changed over time and the foreign and domestic disputes tested the strength of the Constitution.

    Standards

    Standards: 1, 5; Themes: TCC, GOV, CIV

    Essential Questions and Big Ideas

    • Big idea of the unit: The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens.
    • How does the Constitution outline distribution of governmental power?
      • The Constitution outlined a federalist system of government that shares powers between the federal, state, and local governments.
    • What check and balances system was developed in the Constitution?
      • The Constitution established three branches of government as well as a system of checks and balances that guides the relationship between the branches.
    • How are the individual rights of citizens protected by the Bill of Rights?
      • Individual rights of citizens are addressed in the Bill of Rights.
    • How did New York State’s Constitution change during the 19th century and what is the process for those changes?
      • The New York State Constitution changed over time, with changes in the early 19th century that made it more democratic.
    • What events in the early nation tested the strength of the Constitution?
      • Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights.
      • The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.

    Download the complete Grade 7 Social Studies Unit 5 framework to customize for your own planning.

  • Grade 6 Social Studies Unit 5

    Comparative Classical Civilizations in the Eastern Hemisphere

    Unit description: As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements. In this unit, students will study how geographic factors influence the development of classical civilizations and their political structures. Students will investigate why political structures were developed and established and the character traits indicative of a Golden Age.

    Standards

    Standards: 2, 3, 5; Themes: ID, TCC, GEO, SOC, GOV, CIV

    Essential Questions and Big Ideas

    • Big idea of the unit: As complex societies and civilizations change over time, their political and economic structures evolve.
    • How do geographic factors influence the development of classical civilizations and their political structures?
      • Geographic factors influence the development of classical civilizations and their political structures.
    • Why were political structures created during this time?
      • Political structures were developed to establish order, to create and enforce laws, and to enable decision making.
    • What are the character traits of a Golden Age and where do we see this evidenced?
      • A period of peace, prosperity, and cultural achievements may be indicative of a golden age.

    Download the complete Grade 6 Social Studies Unit 5 framework to customize for your own planning.

  • Grade 1 Social Studies Unit 5

    Economic Systems

    Unit description: In this unit, students will investigate that people have many economic wants and needs, but limited resources with which to obtain them. Students will define scarcity and the effect it has on families and their choices based on their wants and needs. Students will also investigate how tools, technology, and other resources can be used to meet needs and wants. In addition, students will learn the difference between goods and services and consumers and producers and will learn about earning money for wants and needs.

    Standards

    • Standard 4- Economics
    • Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big Idea: Economic needs and wants are fulfilled through goods and services obtained by producers and earnings.

    How does scarcity affect the cost of a product?

      • When there are less supplies the cost of products goes up.

    How does scarcity affect how my wants and needs are met?

      • When there are less supplies, fewer people can get those supplies to those who can afford them typically get them before those who cannot.

    How do goods, services, consumers and producers play a role in my wants and needs?

      • People work to earn money to purchase goods and services.
      • People produce (producers) goods and services and people consume (consumers) or use goods and services.

    How do people obtain goods and services?

      • People can trade goods and services by offering something of similar values.
      • People can purchase goods and services.

    Prerequisite Standards

    “My Family and Other Families, Now and Long Ago” is organized around the same five units of study that organize kindergarten Social Studies—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

    Download the complete Grade 1 Social Studies Unit 5 framework to customize for your own planning.

  • Grade 7 Social Studies Unit 4

    Historical Development of the Constitution

    Unit description: The newly independent states faced political and economic struggles under the Articles of Confederation. These challenges resulted in a Constitutional Convention, a debate over ratification, and the eventual adoption of the Bill of Rights. In this unit, students will study how colonies struggling to address their differing social, political, and economic interests and to establish unity led to the writing of the Articles of Confederation and eventually the Constitution, which established a democratic republic with a strong central government. Students will investigate the people’s division on issues such as states rights, role/limits of federal power, and guarantees of individual freedoms.

    Standards

    Standards: 1, 5; Themes: GOV, CIV

    Essential Questions and Big Ideas

    • Big idea of the unit: The newly independent states faced political and economic struggles under the Articles of Confederation
    • What were some of the issues that led to the writing of the Articles of Confederation?
      • Throughout the American Revolution, the colonies struggled to address their differing social, political, and economic interests and to establish unity.
      • The Articles of Confederation created a form of government that loosely united the states, but allowed states to maintain a large degree of sovereignty.
    • What was the issue with the Articles of Confederation and what solution was devised?
      • The lack of a strong central government under the Articles of Confederation presented numerous challenges. A convention was held to revise the Articles, the result of which was the Constitution. The Constitution established a democratic republic with a stronger central government.
    • What were some of the issues that advocates were divided on for and against a strong central government?
      • Advocates for and against a strong central government were divided on issues of States rights, role/limits of federal power, and guarantees of individual freedoms. Compromises were needed between the states in order to ratify the Constitution.

    Download the complete Grade 7 Social Studies Unit 4 framework to customize for your own planning.

  • Grade 6 ELA Unit 4

    Informative and Expository Texts/Research

    Unit description: In this unit, students will identify and analyze the structure of various non-fiction texts, as well as determine how text features contribute to their development. Students will also utilize an established criteria to evaluate the quality of a text, as well as make connections to other texts, cultural perspectives, eras, etc. Students will write an informational piece to examine a topic, drawing important and relevant evidence to support their assertions.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 6R1 Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 6R6 In informational texts, explain how an author’s geographic location or culture affects his or her perspective.
    • 6R8 Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.
    • 6R9 Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.

    Language

    • 6L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • 6L6 Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Writing

    • 6W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 6W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.
    • 6W5 Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 6 Reading Standards to both literary and informational text, where applicable.
    • 6W6 Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.

    Speaking and Listening

    • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 6SL2 Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    All Standards Addressed in this Unit

    • 6R1, 6R5, 6R6, 6R7, 6R8, 6R9
    • 6L1, 6L2, 6L3, 6L3a, 6L6
    • 6W2, 6W4, 6W5, 6W6, 6W7
    • 6SL1a-d, 6SL2, 6SL3, 6SL4, 6SL5, 6SL6

    Essential Questions and Big Ideas

    • Why is nonfiction important?
      • Nonfiction is an important genre because it provides necessary information to its readers.
      • It’s important to evaluate the legitimacy of nonfiction so that we as readers can make informed decisions based on factual data.
    • How do we evaluate informational texts?
      • The quality and reliability of informational texts varies and can be evaluated by understanding the source.
      • Evaluators use set criteria to look closely at informative texts.
      • Each evaluator brings their own understanding and therefore may have differing impressions of informational texts than others.
    • How do our cultures and identities influence our writing and how we see the world?
      • Everyone comes with a unique set of lived experiences.
      • Our experiences, cultures, and identities influence the way we write and read, as well as the way we interact with others.
    • How do we conduct and share appropriate research?
      • Choosing topics that are important to ourselves and our communities make researching relevant.
      • We must be informed researchers so we are pulling data and facts from appropriate sources.
      • Good researchers have a plan or guide.

    Prerequisite Skills

    • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • Cite explicit and implicit evidence in a text (informational)
    • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
    • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
    • Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject.

    Download the complete Grade 6 ELA Unit 4 framework to customize for your own planning.

  • Grade 8 ELA Unit 4

    Informative and Expository Texts and Research

    Unit description: Students will craft a self-generated research project that includes information from multiple reliable sources. Throughout their project, students apply their knowledge of identifying and evaluating an author’s argument in informational texts, as well as their ability to determine relevant, sufficient evidence. Students will take part in ample group discussion throughout the entire research process, and will present their findings to their peers.

    These learning progressions were developed using Next Generation Learning Standards and were crosswalked with the Common Core Standards.

    Essential Outcomes

    Reading

    • 8R1: Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical inferences.
    • 8R2: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.
    • 8R3: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
    • 8R5: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.
    • 8R8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

    Language

    • n/a

    Writing

    • 8W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • 8W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 8 Reading Standards to both literary and informational text, where applicable.
    • 8W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate. Generate additional related questions that allow for multiple avenues of exploration.
    • 8W7: Gather relevant information from multiple sources; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a standard format for citation.

    Speaking and Listening

    • 8SL2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
    • 8SL3: Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.

    All Standards Addressed in this Unit

    • R1, R2, R3, R5, R7, R8, R9
    • L3, L4, L5, L6
    • W2, W5, W6, W7
    • SL1, SL2, SL3, SL4, SL5, SL6

    Essential Questions and Big Ideas

    Why is nonfiction important?

      • Nonfiction is an important genre because it provides necessary information to its readers.
      • Informative and expository texts are two types of nonfiction that can provide us with necessary information on a topic.
      • Authors make arguments in nonfiction texts to convey their information to the reader. Good readers can identify and track authors’ arguments.
      • It’s important to evaluate the legitimacy of nonfiction so that we as readers can make informed decisions based on factual data.

    How do we ensure reliable research, and make research relevant?

      • Some authors have hidden agendas and utilize untruths written as facts to persuade readers. It’s our duty to determine relaitble v. unreliable sources to create a factual project.
      • We must be informed researchers so we are pulling data and facts from appropriate sources.
      • Choosing topics that are important to ourselves and our communities can have a positive impact and spark change.
      • Good researchers have a plan or guide.

    How do researchers develop and refine critical research questions and use outside sources to build and present an informed understanding?

      • Good researchers consider multiple sources and outcomes of research questions to refine and build on a topic.
      • Good researchers present their findings in informed and effective ways that convey facts while captivating an audience.

  • Grade 1 Social Studies Unit 4

    Time, Continuity, and Change

    Unit description: In this unit students will examine personal and family history as a source of information. Students will investigate how families change over time and how these changes can be recorded or documented. Students will have the opportunity to examine other families and compare them to their own, as well as learn about sequence and chronology when describing family events. In addition, students will be exposed to historical sources and oral histories.

    Download the complete Grade 1 Social Studies – Time, Continuity, and Change framework to customize for your own planning.

    Standard

    Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big Idea: Personal and family history can help us learn a lot about who we are today.

    Why do we learn about family history?

      • Knowing where our families come from can help us understand routines and practices in our homes.
      • Tracking our family through history can help us know more about choices our ancestors made that impacted how and where we live today.
      • People use timelines to track events over a period of year.

    How do we find out more about the past?

      • Various historical sources exist to inform people about life in the past, including artifacts, letters, maps, photographs, and newspapers.

    Prerequisite Skills

    “My Family and Other Families, Now and Long Ago” is organized around the same five units of study that organize kindergarten Social Studies—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.