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  • Alyssa’s test post

    Alyssa’s test post

    A Nation Divided

    Unit description: In this unit, students will study westward expansion and how the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Students will investigate Constitutional conflicts between advocates of states’ rights and supporters of federal power and how this increased tensions in the nation. In addition, students will explore how attempts to compromise ultimately failed to keep the nation together, leading to the Civil War and the outcome and lasting effects of this historic battle.

    Download the complete Grade 7 Social Studies Unit 8 framework to customize for your own planning.

    Standards

    Standards: 1, 3, 4; Themes: TCC, GEO, GOV, ECO

    Essential Questions and Big Ideas

    Big idea of the unit: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism.

    How did regional economic differences and values create tensions between states’ rights advocates and supporters of a strong federal government?

    • Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between states’ rights advocates and supporters of a strong federal government.

    How did the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act affect new territories?

    • As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.

    How did perspectives of the Civil War vary by geographical region?

    • Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

    What issues caused the secession of the southern states and what role did New York play?

    • Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

    How did the Civil War impact the United States?

    • The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.

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  • Kens Latest Gutenberg Test post

    Geometry- Reason with shapes and their attribute

    1.G.1 Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.

    1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Note: Students do not need to learn formal names such as “right rectangular prism.”

    1.G.3 . Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

    How do we identify shapes?

    1. Two and three dimensional shapes have attributes that allow them to be identified.
    2. Some shapes are composed from other shapes. Some shapes can be decomposed into smaller shapes.

    How do we recognize wholes and parts?

    • Composite shapes can be composed and decomposed into parts.
    • Some shapes can be broken into smaller equal parts.
    • Two equal parts of a whole are called halves.
    • Four equal parts of a whole are called quarters or fourths.
    • The more equal parts a whole is broken into, the smaller each part is.

  • Grade 1 Math Unit 5

    Geometry

    Unit description: Students will learn to distinguish attributes of shapes and compose shapes with given attributes. They will identify and divide shapes into halves and fourths/quarters,

    Essential Outcomes of the Unit

    Geometry- Reason with shapes and their attributes

    1.G.1 Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and/or draw shapes to possess defining attributes.

    1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Note: Students do not need to learn formal names such as “right rectangular prism.”

    1.G.3 . Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

    Essential Questions and Big Ideas

    How do we identify shapes?

    • Two and three dimensional shapes have attributes that allow them to be identified.
    • Some shapes are composed from other shapes. Some shapes can be decomposed into smaller shapes.

    How do we recognize wholes and parts?

    • Composite shapes can be composed and decomposed into parts.
    • Some shapes can be broken into smaller equal parts.
    • Two equal parts of a whole are called halves.
    • Four equal parts of a whole are called quarters or fourths.
    • The more equal parts a whole is broken into, the smaller each part is.

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

  • Grade 4 Math Unit 6

    Decimals

    Unit description: Students will extend their understanding of the base-ten number system to place values smaller than one.  Students will consider tenths and hundredths and how they are represented as fractions and in decimal form. Students will compare decimals using strategies based on place value.  

    Essential Outcomes of the Unit

    Number and Operations—Fractions- Understand decimal notation for fractions, and compare decimal fractions.

    Note: Grade 4 expectations are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

    NY-4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. Note: Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.

    NY-4.NF.6 Use decimal notation for fractions with denominators 10 or 100.

    NY-4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

    Essential Questions and Big Ideas

    How are decimals related to fractions?

    Decimals represent fractions with denominators that are powers of ten. 

    Where do decimals fit in the base ten system?

    Decimal places are to the right of whole number places. 

    Decimal places represent quantities that are smaller than whole numbers.  

    How do I compare decimals? 

    Decimals can be compared by comparing greater place values first.  

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

  • Grade 7 Social Studies Unit 8

    A Nation Divided

    Unit description: In this unit, students will study westward expansion and how the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Students will investigate Constitutional conflicts between advocates of states’ rights and supporters of federal power and how this increased tensions in the nation. In addition, students will explore how attempts to compromise ultimately failed to keep the nation together, leading to the Civil War and the outcome and lasting effects of this historic battle. 

    Download the complete Grade 7 Social Studies Unit 8 framework to customize for your own planning.

    Standards 

    Standards: 1, 3, 4; Themes: TCC, GEO, GOV, ECO

    Essential Questions and Big Ideas

    Big idea of the unit: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism.

    How did regional economic differences and values create tensions between states’ rights advocates and supporters of a strong federal government?

    • Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between states’ rights advocates and supporters of a strong federal government.

    How did the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act affect new territories? 

    • As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.

    How did perspectives of the Civil War vary by geographical region?

    • Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

    What issues caused the secession of the southern states and what role did New York play?

    • Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

    How did the Civil War impact the United States?

    • The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.

  • 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 8 Social Studies Unit 8

    Demographic Change

    Unit description:  After World War II, the population of the United States rose sharply as a result of both natural increases and immigration. Population movements have resulted in changes to the American landscape and shifting political power. An aging population is affecting the economy and straining public resources. In this unit students will examine the impact of the war on shifts in the population, demographics and infrastructure of America.

    Download the complete Grade 8 Social Studies Unit 8 framework to customize for your own planning.

    Standards 

    Standards: 1, 3, 4, 5; Themes: ID, GEO, SOC, GOV, ECO

    Essential Questions and Big Ideas

    Big ideas of the unit: After World War II, the population of the United States rose sharply.

    What were the effects of the various shifts in population and demographics following World War II?

    • After World War II, the United States experienced various shifts in population and demographics that resulted in social, political, and economic consequences. 

    How did the immigration and migration trends change after World War II?

    • The postwar United States experienced increasing immigration, debates over immigration policy, and an increase in cultural diversity.

    How has large scale industrialization and other massive changes following the war put added stress on the global environment?

    • Pollution, population growth, the consumption of natural resources, clearing of land for human sustenance, and large-scale industrialization have put added stress on the global environment.

  • Grade 5 Social Studies Unit 7

    Economics

    Unit description: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants. Many of the countries of the Western Hemisphere trade with each other, as well as with other countries around the world. In this unit, students will study how different types of economic systems have developed across time and place within the Western Hemisphere. Students will also explore how peoples of the Western Hemisphere have engaged in a variety of economic activities to meet their needs and wants including trade and how trade lead to interdependence among them. 

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

    Standards 

    Standards: 1, 2, 3, 4; Themes: TCC, GEO, ECO, EXCH

    Essential Questions and Big Ideas

    Big ideas of the unit: The peoples of the Western Hemisphere have developed various ways to meet their needs and wants.

    What are the different types of economic systems that have developed across time and place within the Western Hemisphere?

    • Traditional, market, and command economies have developed across time in the Western Hemisphere.

    What are the characteristics, similarities and differences of traditional, market and command economy?

    • Economic systems, including traditional, market, and command, address the three economic questions: what will be produced, how it will be produced, and who will get what is produced?

    What types of economic activities have people of the Western Hemisphere engaged in to meet their needs and wants? 

    • Natural resources drive how countries meet their wants and needs, including production of products and variety of services.
    • In the Western Hemisphere there are many variations of how countries use their natural resources to meet their wants and needs.

    How does trade with other countries lead to interdependence? 

    • Countries trade with other countries to meet the wants and needs of and needs of their citizens.
    • Products are imported and exported building interdependent relationships between countries.

  • 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 8 Math Unit 6

    Linear Functions

    Unit description: Students will learn to use functions to model relationships between quantities. The students will develop an understanding of congruence and similarity using physical models, transparencies, or geometry software. They will also learn to investigate patterns of association in bivariate data.

    Download the complete Grade 8 Math Unit 6 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Functions

    Use functions to model relationships between quantities.

    8.F.4 . Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

    Geometry

    Understand congruence and similarity using physical models, transparencies, or geometry software.

    8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

    Statistics and Probability

    Investigate patterns of association in bivariate data.

    8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of

    association between two quantities. Describe patterns such as clustering, outliers, positive or

    negative association, linear association, and nonlinear association.

    8.SP.2 Understand that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

    8.SP.3 . Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

    Essential Questions and Big Ideas

    • How can I construct a function to model a linear relationship?  
      • A linear relationship is represented as y = mx+b where m represents the slope and b represents the y-intercept.  

    • What kind of patterns and associations can you see from looking at a scatter plot? 
      • A scatter plot can show a linear, nonlinear, or no association.  
      • A scatter plot can show a positive or negative association.  
      • Outliers and clustering determine if a scatter plot has a weak or strong association.  

    • How can I write a linear function to represent a line of best fit on a scatter plot?
      • A linear function is written in the form y = mx + b where m represents the rate of change and b represents the y-intercept.  

    • How can you use a linear equation to make predictions about bivariate data?
      • The slope of a linear equation represents the rate of change in a set of data.  
      • The y-intercept of a linear equation represents the y value when the x-value is 0.