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  • Grade 8 Social Studies Unit 6

    World War II

    Unit description:  In this unit, students will study the aggression of the Axis powers that threatened United States security and led to its entry into World War II. Students will explore the nature and consequences of warfare during World War II and how it transformed the United States and the global community. In addition, students will investigate the damage from total warfare and atrocities such as the Holocaust and how they led to a call for international efforts to protect human rights and prevent future wars.

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

    Standards 

    Standards: 1, 2, 3; Themes: TCC, GOV, TECH, EXCH

    Essential Questions and Big Ideas

    Big idea of the unit: The aggression of the Axis powers threatened United States security and led to its entry into World War II.

    What issues contributed to the outbreak of war in Europe and Asia?

    • Worldwide economic depression, militant nationalism, the rise of totalitarian rule, and the unsuccessful efforts of the League of Nations to preserve peace contributed to the outbreak of war in Europe and Asia.

    How did the United States try to maintain neutrality during this time in history? 

    • From 1939 to 1941, the United States government tried to maintain neutrality while providing aid to Britain but was drawn into the war by the Japanese attack on Pearl Harbor. 

    What were the effects of the war on the American economy and day-to-day life?

    • The United States fought a war on multiple fronts. At home, the economy was converted to war production, and essential resources were rationed to ensure adequate supplies for military use.

    What was the role of New Yorkers in World War II?

    • New York contributed in many ways to World War II, such as hosting refugees at Fort Ontario Refugee Center and by building ships and aircraft carriers at the Brooklyn Navy Yard., among others.

    What events during World War II led to a call for an international organization to prevent future wars and the protection of human rights?

    • The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization to prevent future wars and the protection of human rights. 

    • Grade 7 Math Unit 5

      Geometry

      Unit description: Students will solve real-life and mathematical problems involving angle measures, area, circumference, surface area and volume.

      Essential Outcomes of the Unit

      Geometry- Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

      7.G.4 Apply the formulas for the area and circumference of a circle to solve problems

      7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step

      problem to write and solve simple equations for an unknown angle in a figure.

      Other Standards Addressed in the Unit

      Geometry- Draw, construct, and describe geometrical figures and describe the relationships between them.

      7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

      7.G.2 Draw triangles when given measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

      7.G.6 Solve real-world and mathematical problems involving area of two-dimensional objects

      composed of triangles and trapezoids. Solve surface area problems involving right prisms and right pyramids composed of triangles and trapezoids. Find the volume of right triangular prisms, and solve volume problems involving three dimensional objects composed of right rectangular prisms.

      7.G.3 Describe the two-dimensional shapes that result from slicing three-dimensional solids parallel or perpendicular to the base.

      Essential Questions and Big Ideas

      How do I apply my knowledge of angles to find missing measurements?

      • Supplementary angles are angles that make a straight angle or 180 degrees. 
      • Complementary angles are angles that make a right angle or 90 degrees.  
      • Vertical angles are opposite each other when two lines intersect and they are equal.  
      • Adjacent angles share a vertex.  
      • Triangles have three angles that add up to 180 degrees.  

      What makes a circle a circle? What does it mean to talk about the size of a circle?

      • The set of points in a plane that are the same distance from another point define a circle. 
      • The radius, diameter, circumference, and area of a circle are related; you can use them to talk about the size of a circle.

      What are scale drawings and how are they useful? 

      • Scale drawings are drawn proportional to real world measurements.  
      • A scale drawing can be created to represent smaller versions of projects.  

      How do I draw, construct, and describe geometrical figures and describe the relationships between them?

      • The area of a shape can be found by decomposing it into known figures, such as triangles and rectangles. 
      • Areas and volumes of triangular shapes can be related to rectangular shapes. 

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

    • Grade 8 Math Unit 5

      Functions of Geometry

      Unit description: In this unit the students will  learn to define, evaluate, and compare functions. They will solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 

      Download the complete Grade 8 Math Unit 5 framework to customize for your own planning.

      Essential Outcomes of the Unit

      Functions

      Define, evaluate, and compare functions.

      8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

      8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

      Other Standards Addressed in the Unit

      Functions

      Define, evaluate, and compare functions.

      8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Recognize examples of functions that are linear and nonlinear.

      Geometry

      Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

      8.G.9 Given the formulas for the volume of cones, cylinders, and spheres, solve mathematical and real world problems.

      Essential Questions and Big Ideas

      • How do you use functions to model relationships between quantities? 
        • A function is a rule that assigns to each input exactly one output. 
        • The rule for a function determines the relationship.  

      • How can algebra, graphs, tables, and verbal descriptions be used to represent and compare functions?  
        • Functions can be compared based on their rates of change. 
        • Functions can be compared based on their slopes.  
        • Functions can be compared based on their y-intercepts.  

      • Are all linear equations functions? Are all functions linear? How do you know?
        • Functions written in the form y = mx+b are linear functions.  
        • Linear functions have a constant rate of change.  

      • What is the relationship between volume of cones, cylinders, and spheres?
        • The volume of a cylinder can be found by 𝛑r2 h
        • The volume of a cone can be found by 𝛑r2 (h3).
        • The volume of a sphere is 43𝛑r3

      • The volume of a cone is ⅓ of the volume of a cylinder.  
        • When h = 2r, the volume of a cone and a sphere together create a cylinder.  

    • 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 4 Social Studies Unit 6

      Westward Movement and Industrialization

      Unit description: In this unit, students will study the important role New York State played in the growth of the United States. Students will study life during the 1800s and how people traveled west looking for opportunities. In addition, students will have the opportunity to explore how  economic activities in New York State are varied and have changed over time, including improvements in transportation and technology.

      Standards

      Standards: 1, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH

      Essential Questions and Big Ideas

      Big idea of the Unit: New York State played an important role in the growth of the United States.

      How did people moving west affect economic changes over time in New York State? 

      • After the Revolution, New Yorkers began to move and settle farther west, using roads many of which had begun as Native American trails. To connect the Great Lakes with the Atlantic Ocean, the Erie Canal was built.
      • Existing towns expanded and new towns grew along the canal.

      How did developments in transportation and communication technology have an effect on communities, the State, and the world?

      • The invention of the steam engine and telegraph made transportation and communication faster and easier.

      How were the economic sections of farming, mining, lumbering, and finance affected during this post-revolutionary time?

      • Entrepreneurs and inventors associated with New York State have made important contributions to business and technology
      • Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow. 

      What role does Industrialization play in the growth of the United States?

      • As manufacturing moved out of New York State, service industries and high-technology industries have grown.

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

    • Grade 7 Math Unit 4

      Unit description: In this unit the students will learn to gather and analyze data to make informed decisions, interpret variability  and predict future outcomes based on data analysis.

      Essential Outcomes of the Unit

      Statistics and Probability

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

      7.SP.8 Find probabilities of compound events using organized lists, sample space tables, tree diagrams, and simulation.

      7.SP.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

      7.SP.8b Represent sample spaces for compound events using methods such as organized lists, sample space tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space which compose the event.

      7.SP.8c Design and use a simulation to generate frequencies for compound events. 

      Essential Questions and Big Ideas

      How do you measure the probability of an event?

      • You can use words such as unlikely and certain, or a number between 0 and 1 to represent the probability that an event will occur.

      How do you measure the probability of more than one event?

      • A compound event is an event associated with a multi-step action. You can find the number of outcomes of a multi-step process by finding the product of the number of possible outcomes of each step of the process.

      Can you use probability to predict future events?

      • You can perform trials and collect data to find experimental probability. You can reason about all of the possible outcomes of an event and find theoretical probability.

       

      Download the complete Grade 7 Math 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 Social Studies Unit 5

      Great Depression

      Unit description:  In this unit, students will study how economic and environmental disasters in the 1930s created hardships for many Americans. In addition, students will investigate, despite much debate about the appropriate role of government, how President Franklin D. Roosevelt helped to create intensive government interventions in the United States economy and society. 

      Standards 

      Standards: 1, 3, 5; Themes: TCC, SOC, GOV, ECO

      Essential Questions and Big Ideas

      Big idea of the unit: Economic and environmental disasters in the 1930s created hardships for many Americans.

      What economic practices of the 1920s contributed to the coming of the Great Depression?

      • Risky investing, protectionism, and overproduction led to the collapse of the stock market, a wave of bank failures, and a long and severe downturn in the economy called the Great Depression.

      What were the lasting effects of the Great Depression on American families?

      • Lasting effects of the Great Depression on American families were loss of jobs, wealth, and homes, noting varying effects based on class, race, and gender. 
      • Deteriorating conditions in New York City and other communities within New York state during the Great Depression.

      What was the purpose of the New Deal and what were the long lasting effects on society and economic life?

      • President Roosevelt issued the New Deal in an attempt to revive the economy and help Americans deal with the hardships of the Great Depression. 
      • These New Deal reforms had a long-lasting effect on the role of government in American society and its economic life, but did not resolve all of the hardships Americans faced.

      Download the complete Grade 8 Social Studies Unit 5 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.