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September - October
Trimester 1
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Types of Communities- Rural, Suburban, Urban, Cultures, & Traditions
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| (1) |
SS.2.ID.1 |
A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities. |
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SS.2.ID.1.a |
An urban community, or city, is characterized by dense population and land primarily occupied by buildings and structures used for residential and business purposes. |
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SS.2.ID.1.b |
Suburban communities are on the outskirts of cities, where human population is less dense, and buildings and homes are spaced farther apart. |
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SS.2.ID.1.c |
Rural communities are characterized by a large expanse of open land and significantly lower populations than urban or suburban areas. |
| (1) |
SS.2.ID.1.c.1 |
Students will identify the characteristics of urban, suburban, and rural communities and determine in which type of community they live. |
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SS.2.ID.1.c.2 |
By discussing different types of housing (apartment, single-family house, etc.) and the proximity of houses to each other, students will understand the term “population density” and how it applies to different communities. |
| (1) |
SS.2.ID.1.d |
Activities available for people living in urban, suburban, and rural communities are different. The type of community a person grows up in will affect a person’s development and identity. |
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SS.2.ID.1.d.1 |
Students will identify activities that are available in each community type and discuss how those activities affect the people living in that community. |
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SS.2.ID.2 |
People share similarities and differences with others in their own community and with other communities. |
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SS.2.ID.2.a |
People living in urban, suburban, and rural communities embrace traditions and celebrate holidays that reflect both diverse cultures and a common community identity. |
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SS.2.ID.2.a.1 |
Students will examine the ethnic and/or cultural groups represented in their classroom. |
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SS.2.ID.2.a.2 |
Students will explore the cultural diversity of their local community by identifying activities that have been introduced by different culture groups. |
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SS.2.ID.2.a.3 |
Students will identify community events that help promote a common community identity. |
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SS.2.ID.2.b |
A community is strengthened by the diversity of its members with ideas, talents, perspectives, and cultures that can be shared across the community. |
| (1) |
SS.2.ID.2.b.1 |
Students will explore how different ideas, talents, perspectives, and culture are shared across their community. |
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-How would our lives be different if we lived in different communities? -What makes a community? -What are the main differences in the 3 types of communities? -How do Community Helpers support our community?
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Gathering, Interpreting, and Using Evidence
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-Neighborhood -Community -Urban -Rural -Suburban -residential -business -community helper -population -outskirts
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1. Develop questions about the community.
2. Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).
3. Identify and explain creation and/or authorship, purpose, and format of evidence.
4. Identify arguments of others.
5. Recognize arguments and identify evidence.
6. Create an understanding of the past by using primary and secondary sources.
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Urban, Rural, Suburban Communities Interactive NotebookUrban, Rural, Suburban Communities SlidesCommunity Helpers Scholastic NewsTypes of Communities Scholastic News3 Communities Scholastic News
HMH Module1: Be a Super Citizen
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Formative Assessment:
Create a class chart to compare and contrast
characteristics of communities.
Formative Assessment:
Write a paragraph describing three characteristics of the
local community that are similar or different from the comparison community.
Formative Assessment:
Create a class T-chart listing the advantages and disadvantages of each type of community.
Summative Assessment:
How would our lives be different if we lived in a different kind of community? Construct an argument that addresses the question of how peoples’ lives are affected by where they live.
https://docs.google.com/document/d/1fiy36X9avjYss2tg3vAH4k2PR0HK0dZ7Xh73OWnsQw0/edit?usp=sharing
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November
Trimester 1
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American Symbols
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| (1) |
SS06 |
- Citizenship includes an understanding of the significance of the flag of the United States of America, including an understanding about its display and use.
- People living in urban, rural, and suburban communities celebrate various holidays.
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What symbol(s) best represent the United States?
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Symbolic Interprations and Values
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-Symbol -American -Patriotic -Represent -significant -important -freedom
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1. Identify different American symbols.
2. Describe the symbolism of each American symbol.
3. Explain why people use symbols.
4. Interpret and describe what the flag represents.
5. Understand the importance of all symbols.
6. Recognize symbols represented via pictures.
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Symbols Interactive Notebook. Symbols SlidesVeteran's Day Craftivity. Veteran's Scholastic NewsSymbols Scholastic NewsA New American Symbol Scholastic NewsAmerican Landforms Scholastic News
HMH Reading Mod 10: Many Cultures One World
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Formative Assessment: Complete a What I Think / What I Learned / What I Know chart and share findings with a partner.
Formative Assessment: Conduct a survey of how three others feel about a national symbol, and share the results with the class
Formative Assessment: Discuss what the flag represents when it is used in different contexts.
Summative Assessment: What symbol best represents the United States? Construct an argument that addresses the compelling question using specific claims and relevant evidence.
Unit test
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December - January
Trimester1-Trimester 2
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Civic Ideals and Practices -- Rules and Laws
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| (1) |
SS.E.5.1 |
The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. |
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SS.E.5.1A |
Students know the meaning of key terms and concepts related to government including democracy, power, citizenship, nation-state, and justice. |
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SS.E.5.1B |
Students explain the probable consequences of the absence of government and rules. |
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SS.E.5.1C |
Students describe the basic purposes of government and the importance of civic life. |
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SS.E.5.1D |
Students understand that social and political systems are based upon people's beliefs. |
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-Do we have to have rules? -How do rules help us as a society? -Why are laws in place?
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Civic Participation
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-civics -laws -rules -society -enforce -government -citizen -citizenship
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1. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints.
2. Participate in activities that focus on a classroom, school, or local community issue or problem.
3. Identify different political systems.
4. Identify the role of the individual in classroom, school, and local community participation.
5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict.
6. Identify situations in which social actions are required.
7. Identify the governor of New York, the president of the United States, and the school principal and their leadership responsibilities.
8. Identify rights and responsibilities within the classroom, school, and community.
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Civics SlidesCivics Interactive NotebookCitizenship Scholastic NewsRules and Laws Scholastic News
HMH Mod 3: Meet In the Middle
HMH Mod 5: Lead The Way
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Formative Assessment: List examples of values and explain how we show our values Formative Assessment: Categorize values and establish a set of classroom rules Formative
Assessment: Create a 2 sided argument chart with reasons for and against having rules Summative
Assessment: Do we have to have rules? Construct an argument supported with evidence that addresses the question of whether rules are necessary
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February - March
Trimester 2
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Geography, Humans, & Environment (Black History Month/ Women's History Month)
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| (1) |
SS.E.3 |
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. |
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SS.E.3.1 |
Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. |
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SS.E.3.1A |
Students study how people live, work, and utilize natural resources. |
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SS.E.3.1B |
Students draw maps and diagrams that serve as representations of places, physical features, and objects. |
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SS.E.3.1C |
Students locate places within the local community, state, and nation; locate the earth's continents in relation to each other and to principal parallels and meridians. |
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SS.E.3.1D |
Students identify and compare the physical, human, and cultural characteristics of different regions and people. |
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SS.E.3.1E |
Students investigate how people depend on and modify the physical environment. |
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SS.E.3.2 |
Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. |
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SS.E.3.2A |
Students ask geographic questions about where places are located; why they are located where they are, what is important about their locations, and how their locations are related to the location of other people and places. |
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SS.E.3.2B |
Students gather and organize geographic information from a variety of sources and display in a number of ways. |
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SS.E.3.2C |
Students analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. |
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How do humans shape our environment?
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Geographic Reasoning
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-geography -landmark -map -compass rose -environment -legend -location
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1. Ask geographic questions about where places are located and why they are located there, using geographic representations, such as maps and models. Describe where places are in relation to each other and describe connections between places.
2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans).
3. Describe how his/her actions affect the environment of the community; describe how the environment of the community affects human activities.
4. Recognize a process that applies to population and a resulting pattern.
5. Describe how human activities alter places in a community.
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Environment Interactive NotebookEnvironment SlidesWomen's History Writing PromptsBlack History Month Reading CompBlack History Month Influential People Lapbook Differentiated Black History Reading CompMLK Scholastic NewsRuby Bridges Scholastic News
HMH Mod 7: Everyone Has A Story
HMH Mod 11: Genre Study: NonFiction
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Formative Assessment: Complete a graphic organizer demonstrating how people have modified the environment of a location in New York State. Formative Assessment: Create a community map classifying land as residential, industrial, commercial, or recreational. Formative
Assessment: Complete a T-chart demonstrating the pros and cons of building the Tappan Zee Bridge. (STEM connection- build the strongest popsicle bridge) Summative Assessment: How do we shape our environment? Construct an argument supported by evidence that addresses how we shape our environment and/or are shaped by our environment.
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April
Trimester 3
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Community History
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| (1) |
SS.E.1.4 |
The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. |
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SS.E.1.4A |
Students consider different interpretations of key events and/or issues in history and understand the differences in these accounts. |
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SS.E.1.4B |
Students explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and state. |
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SS.E.1.4C |
Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. |
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SS.E.2 |
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
| (1) |
SS.E.2.1 |
The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. |
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SS.E.2.1A |
Students read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses. |
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SS.E.2.1B |
Students explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop. |
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SS.E.2.1C |
Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. |
| (1) |
SS.E.2.2 |
Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. |
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SS.E.2.2A |
Students distinguish between past, present, and future time periods. |
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- Since we live in the present, why should we care about the past? -How do communities change over time?
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Chronological Reasoning and Causation
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-geography -landmark -map -compass rose -environment -legend -location
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1. Retell a community event in sequential order.
2. Understand the concept of time measurements, including minutes, hours, days, weeks, months, and years.
3. Identify causes and effects, using examples from his/her family life or from the community.
4. Identify change over time in his/her community.
5. Identify events of the past, present, and future in his/her community.
6. Recognize and identify patterns of continuity and change in his/her community.
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Community History Interactive Notebook. Community History SlidesWampanog Life Long Ago Scholastic NewsPilgrim Life Long Ago Scholastic NewsSchool Long Ago Scholastic News
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Formative Assessment: Create a T-chart listing causes on the left side and their effects on the right. Formative Assessment: identify and discuss causes and effects of a current situation. Formative Assessment: Write an explanation that answers the supporting question with proof or evidence. Summative Assessment: If we live in the present, why should we care about the past? Construct an argument supported with evidence that answers the compelling question.
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May - June
Trimester 3
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Econominc Interdependence -- Scarcity
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| (1) |
SS.E.4.1 |
The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. |
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SS.E.4.1A |
Students know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources. |
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SS.E.4.1B |
Students explain how people's wants exceed their limited resources and that this condition defines scarcity. |
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SS.E.4.1C |
Students know that scarcity requires individuals to make choices and that those choices involve costs. |
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SS.E.4.1D |
Students study about how the availability and distribution of resources is important to a nation's economic growth. |
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SS.E.4.1E |
Students understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and what quantities? How shall goods and services be produced? For whom shall goods and services be produced? |
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SS.E.4.1F |
Students investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal. |
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SS.E.4.2 |
Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life. |
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SS.E.4.2A |
Students locate economic information, using card catalogs, computer databases, indices, and library guides. |
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SS.E.4.2B |
Students collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources. |
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SS.E.4.2C |
Students make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary. |
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SS.E.4.2D |
Students present economic information by developing charts, tables, diagrams and simple graphs. |
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-What makes me become we? - How can we work together to better our own community? other communities? the world? -What impacts can we have on others?
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Economics and Economic Systems
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-geography -landmark -map -compass rose -environment -legend -location
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1. Explain how scarcity necessitates decision making; identify the benefits and costs of decisions.
2. Describe the resources used to produce goods and provide services in the local community.
3. Describe the role of banks, saving, and borrowing in the economy.
4. Describe the goods and services that are produced in the local community, and those that are produced in other communities.
5. Identify goods and services that government provides and the role of taxes.
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Economic Interdependence Interactive Notebook. Economic Interdependence SlidesA Community Working Together Scholastic News
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End of Unit 6 Assessment
Formative Assessment:
Brainstorm categories of workers,
businesses,and organizations that
meet communities’ needs and wants
and why they are important.
Formative Assessment: Complete
a three part T-Chart describing the
challenges a community may
experience due to scarcity.
Formative Assessment: Write a
claim to answer the
supporting question and
use examples to support it.
Summative Assessment: Students
will write an argument that addresses
the compelling question “What makes
me become we” using specific claims and
evidence from sources that discuss the
relationship between individuals
and groups of people.
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