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  • Grade 5 Social Studies Unit 6

    Government

    Unit description: The political systems of the Western Hemisphere vary in structure and organization across time and place. In this unit, students will study how government structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere. Students will explore legal, political, and historic documents that define the values, beliefs, and principles of constitutional democracy and how across time and place, different groups of people in the Western Hemisphere have struggled and fought for equality and civil rights or sovereignty. In addition, students will investigate Multinational organizations and nongovernmental organizations in the Western Hemisphere who seek to encourage cooperation between nations, protect human rights, support economic development, and provide assistance in challenging situations.

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

    Standards

    Standards: 5; Themes: GOV, CIV

    Essential Questions and Big Ideas

    Big idea of the Unit: The political systems of the Western Hemisphere vary in structure and organization across time and place.

    How do government structures, functions, and founding documents vary from place to place in the countries of the Western Hemisphere?

    • The basic structure of the federal government, including how the leader is chosen, how laws are created and how laws are enforced differ in countries across the world.
    • The United States has a federal government, including the president,Congress, and the courts.

    Which legal, political, and historic documents define the values, beliefs, and principles of constitutional democracy?

    • The Declaration of Independence, the United States Constitution and Bill of Rights, the British North America Act, and the Canadian Bill of Rights highlight key values, beliefs, and principles of each constitutional democracy.

    Across time and place, who are the people in the Western Hemisphere who have struggled and fought for equality and civil rights or sovereignty?

    • Groups such as Native Americans, African Americans, women, or another cultural, ethnic, or racial minority in the Western Hemisphere, who have struggled or are struggling for equality and civil rights or sovereignty.

    What role do multinational organizations and nongovernmental organizations play in promoting cooperation, peace, and cultural understanding? 

    • Multinational organizations and nongovernmental organizations in the Western Hemisphere seek to encourage cooperation between nations, protect human rights, support economic development, and provide assistance in challenging situations.

  • Grade 6 Math Unit 6

    Statistics and Probability

    *if this unit is not covered, it will need to be covered in 7th grade

    Unit description: In this unit students will learn to use statistical questions and methods for gathering data to answer questions. They will calculate measures of center and measures of variability and create different data displays. They will use theoretical and experimental probabilities to make predictions. They will implement the four-step investigative process by stating their statistical questions, explaining the plan they used to collect data, analyzing data numerically and with graphs, and interpreting their results as related to their questions.

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

    Essential Outcomes of the Unit

    Statistics and Probability

    Develop understanding of statistical variability

    6.SP.1a Recognize that a statistical question is one that anticipates variability in the data related to the question and accounts for it in the answers.

    6.SP.2 Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

    6.SP.3 Recognize that a measure of center for a quantitative data set summarizes all of its values with a single number while a measure of variation describes how its values vary with a single number.

    Summarize and describe distributions

    6.SP.4 Display quantitative data in plots on a number line, including dot plots, and histograms

    6.SP.5c Calculate range and measures of center, as well as describe any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

    6.SP.6  Understand that the probability of a chance event is a number between 0 and 1 inclusive, that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

    Other Standards Addressed in the Unit

    Statistics and Probability

    Develop understanding of statistical variability

    6.SP.1b Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.

    6.SP.1c Understand that the method and sample size used to collect data for a particular question is intended to reduce the difference between a population and a sample taken from the population so valid inferences can be drawn about the population. Generate multiple samples (or simulated samples) of the same size to recognize the variation in estimates or predictions.

    Summarize and describe distributions

    6.SP.5 Summarize quantitative data sets in relation to their context.

    6.SP.5a Report the number of observations.

    6.SP.5b Describe the nature of the attribute under investigation, including how it was measured and its units of measurement.

    6.SP.5d Relate the range and the choice of measures of center to the shape of the data distribution and the context in which the data were gathered. 

    Investigate chance processes and develop, use, and evaluate probability models

    6.SP.7 Approximate the probability of a simple event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

    6.SP.8 Develop a probability model and use it to find probabilities of simple events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy

    6.SP.8a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of simple events.

    6.SP.8b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

    Essential Questions and Big Ideas

    • What is a statistical question?  
      • Statistical questions are written to have variability. 
      • When asking statistical questions individuals examined should be representative of the larger population. 
      • The method used and sample size will impact the data collected from a statistical question.  

    • How can the distribution of data be described? 
      • Data can be described by its center, spread, and overall shape.
      • A measure of center for a quantitative data set summarizes all of its values with a single number while a measure of variation describes how its values vary with a single number.
      • Mean, median, and mode represent center.  

      • Range represents the shape of a data set.  

    • How can I represent quantitative data?  

      • Quantitative data can be represented with plots on a number line, including dot plots, and histograms.

    • What is probability?    
      • The probability of a chance event is a number between 0 and 1 inclusive, that expresses the likelihood of the event occurring. 

      • Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 

  • 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 8 Social Studies Unit 7

    Foreign Policy

    Unit description: In this unit, students will study the period after World War II and how it has been characterized by an ideological and political struggle, first between the United States and communism during the Cold War, then between the United States and forces of instability in the Middle East. In addition, students will investigate increased economic interdependence and competition, as well as environmental concerns, as just a few of the challenges faced by the United States. 

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

    Standards 

    Standards: 1, 2, 4, 5; Themes: TCC, GEO, ECO, EXCH

    Essential Questions and Big Ideas

    Big idea of the unit: The period after World War II has been characterized by an ideological and political struggle.

    How did the Cold War shape the reconstruction of national boundaries and political alliances across the globe?

    • The Cold War was an ongoing struggle between the two nuclear superpowers, the United States and the Soviet Union. The Cold War shaped the reconstruction of national boundaries and political alliances across the globe. 

    What were the American military and diplomatic policies during this post war time?

    • The United States based its military and diplomatic policies from 1945 to 1990 on a policy of containment of communism.

    How did the relationships between the United States and foregin countries change following the war? 

    • Following the end of the Cold War, the United States sought to define a new role in global affairs, but the legacies of Cold War actions continue to affect United States foreign policy today.

    How did the United States respond to terrorism?

    • Terrorist groups not representing any nation entered and reshaped global military and political alliances and conflicts. American foreign and domestic policies responded to terrorism in a variety of ways.

    How has economic interdependence affected the United States and New York State economy, including the workforce?

    • Increased globalization has led to increased economic interdependence and competition.

  • 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 4 Social Studies Unit 7

    Immigration and Migration from the Early 1800s to the Present

    Unit description:  Many people have immigrated and migrated to New York State contributing to its cultural growth and development. In this unit students will learn about how and why immigrants came to and through New York and their experiences in their new lives after their arrival. Students will be given the opportunity to investigate how people were processed through Ellis Island, living conditions in the cities, factory conditions, and other conditions of the 1800s.

    Standards

    Standards: 1, 3, 4, 5; Themes: ID, MOV, CIV, ECO, EXCH

    Essential Questions and Big Ideas

    Big idea of the unit: Many people have immigrated and migrated to New York State contributing to its cultural growth and development.

    What role did the Irish Potato Famine play in the large number of people immigrating to New York?

    • Irish immigration to the United States, and the Albany area, was greatly increased due to the potato famine in Ireland and the need for labor in canal building, shipping, and civil construction works. 

    What were factory conditions like for immigrants? 

    • Factory workers, including children, worked long hours and lived in very crowded conditions.
    • Conditions of factory workers lead to the formation of labor unions

    What immigrant groups settled in my community or local city? 

    • Immigrants came to New York State for a variety of reasons. 

    What effect did immigration have on the Harlem Renaissance? 

    •  Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.

    Download the complete Grade 4 Social Studies Unit 7 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 3 Math Unit 6

    Attributes of Polygons

    Unit description: Students will extend their understanding of polygons as they classify them into categories such as triangles, quadrilaterals, pentagons, and hexagons.  Students will break shapes into fractional parts.  

    Download the complete Grade 3  Unit 6 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Geometry- Reason with shapes and their attributes.

    • NY-3.G.1 Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the given subcategories. Note: Include both regular and irregular polygons, however, students need not use formal terms “regular” and “irregular,” e.g., students should be able to classify an irregular pentagon as “a pentagon,” but do not need to classify it as an “irregular pentagon.
    • NY-3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

    Essential Questions and Big Ideas

    How do I identify polygons?

    • Polygons are figures with straight lines that are connected.  
    • The type of polygon can be determined by counting the sides.

    What are common types of polygons?

    • A triangle is a shape with three sides and three angles
    • A quadrilateral is a shape with four sides and four angles. 
    • A pentagon is a shape with five sides and five angles. 
    • A hexagon is a shape with six sides and six angles. 

    How can shapes be partitioned?  

    • A shape can be broken into parts of equal area which represent fractions.  

    Download the complete Grade 3  Unit 6 framework to customize for your own planning.

  • Grade 6 Math Unit 5

    Geometry

    Unit description:  In this unit students will solve for the area and volume of a variety of polygons in real-world problems. The students will learn to create nets to represent three dimensional polygons.

    Essential Outcomes of the Unit

    Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.

    6.G.1 Find area of triangles, trapezoids, and other polygons by composing into rectangles or decomposing into triangles and quadrilaterals. Apply these techniques in the context of solving real-world and mathematical problems.

    6.G.2 Find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

    Other Standards Addressed in the Unit

    Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.

    6.G.3 . Draw polygons in the coordinate plane given coordinates for the vertices. Use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

    6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

    6.G.5 Use area and volume models to explain perfect squares and perfect cubes.

    Essential Questions and Big Ideas

    How can I create and interpret geometric shapes on the coordinate plane?

    • Lengths on a coordinate plane can be measured by counting spaces between points.  
    • When two coordinates have an x or y coordinate in common, their distance is represented by the difference between the unique coordinates.    

    How do I find the areas of geometric shapes using what I know about rectangles?

    • Perfect squares are numbers that can represent the areas of squares, as they represent an amount times itself.  
    • Right triangles can be thought of as halves of rectangles, so the area of a triangle can be found from ½ (l * w) or ½ (b * h).
    • Trapezoids can be decomposed into rectangles and triangles to find area.

    How do I find the volume of rectangular prisms with whole number and fractional edge lengths?  

    • Volumes of rectangular prisms can be found by multiplying l * w * h.  
    • Perfect cubes are numbers that can represent the volume of a cube, as they represent an amount times itself times itself.  
    • Volumes of rectangular prisms with fractional edge lengths can be found in the same way as if they were whole number edge lengths.  

    How do I represent 3-D figures using nets?  

    • A net is a pattern obtained when a three-dimensional figure is laid out flat showing each face of the figure.  
    • 3 – D figures can have more than one net depending on how it is laid out.  
    • Nets can be used to determine surface area.  

    Download the complete Grade 6 Math 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.