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  • 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 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 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. 

  • 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 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 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 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.