OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. June 12, SOCIAL STUDIES FULL CURRICULUM

Transcription

1 OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY June 12, SOCIAL STUDIES FULL CURRICULUM PROPOSAL: It is proposed that the Board of Education adopt the 3-5 Social Studies Curriculum for students in the Owego Apalachin Central School District. DISTRICT There are no additional monies required beyond those currently COMMITMENT: budgeted for in the school year. RECOMMENDATION: It is recommended that the Board of Education adopt the 3-5 Social Studies Curriculum for students in the Owego Apalachin Central School District. PREPARED BY: Tracy Bliznik, Owego Elementary School Carrie Luke, Owego Elementary School Ann Elliker, Owego Elementary School Tracy Olevano, Owego Elementary School (Consultant) PROCESSED BY: Bernard C. Dolan, Jr. Associate Superintendent RECOMMENDED BY: Dr. William C. Russell Superintendent of Schools 1

2 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: History #/Placement of Unit: One Duration:3-4 Weeks Established Goals: Stage 1 Desired Results New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. New York State Learning Standard 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. 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. Understandings: Students will understand that Cultures and civilizations differ around the world. Students will know What is a culture? What is a civilization? People in world communities exchange elements of their cultures: use legends, folk tales, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs, and traditions. Essential Questions: How do cultures around the world relate to one another? Students will be able to Understand the terms: culture, civilization, community, and diversity. 2

3 Stage 2 Assessment Evidence Performance Tasks: can include but is not limited to Other Evidence: can include but is not limited to Students could research a person from history and write student notebooks with definitions and other notes a biography on the person. Unit tests and quizzes Students could write their own autobiographies. Students could read different folk tales and legends from different communities and compare and contrast their findings. Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles. Harcourt Horizons Grade Three Text Series: Chapter 1 3

4 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: Communities Around the World #/Placement of Unit: Two Duration: 2 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards, 1994: Geography for Life) 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. (Adapted from: The National Geography Standards, 1994: Geography for Life) Understandings: Students will understand the differences between rural, urban and suburban communities. Students will know What are the differences between rural, urban and suburban communities? People of similar and different culture groups live together in world communities. Families in world communities differ from place to place. Communities change over time. Essential Questions: How do beliefs, traditions and customs affect communities around the world? Students will be able to Understand the terms: beliefs, customs, traditions Identify how these terms affect rural, urban, and suburban communities. Performance Tasks: can include but is not limited to Students could create a poster with detailed pictures Stage 2 Assessment Evidence Other Evidence: can include but is not limited to student notebooks with definitions and other notes 4

5 and captions of a rural, urban and suburban community. completed worksheets and handouts Unit tests and quizzes Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles. Harcourt Horizons Grade Three Text Series: Chapters 1 and 2 5

6 Owego Apalachin Central School District Subject: 3 rd Grade Course Title: Social Studies Unit: Communities and Economics #/Placement of Unit: Three Duration: 2 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms. 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. Understandings: Essential Questions: Students will understand What effects do needs and wants have on goods and How needs and wants affect goods and services in a community. services with in a community? Students will know What are needs and wants of a community? What are goods and services? What are natural resources and how do they help or hurt a community? Human needs and wants differ from place to place. Students will be able to Understand the terms: needs/wants, goods/services, natural resources. Performance Tasks: can include but is not limited to Students could create their own community within a classroom, assign each student a different role to show how needs and want direct effect goods and services in a community. Stage 2 Assessment Evidence Other Evidence: can include but is not limited to student notebooks with definitions and other notes completed worksheets and handouts Unit tests and quizzes 6

7 Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles. Harcourt Horizons Grade Three Text Series: Chapter 1 7

8 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: Communities and Geography 1 #/Placement of Unit: Four Duration: 1 week Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards, 1994: Geography for Life) Understandings: Students will understand The causes and effects of human migration in different world communities. Essential Questions: How does human migration affect different world communities? Students will know Ways that people living in world communities depend on and modify their physical environment. Lifestyles in world communities and development are influenced by environment and geographical factors. Students will be able to Understand the terms: human migration. Stage 2 Assessment Evidence Performance Tasks: can include but is not limited to Other Evidence: can include but is not limited to Investigate how people depend on and modify the physical student notebooks with definitions and other notes environment completed worksheets and handouts Draw maps and diagrams that serve as representations of places, physical features, and objects Unit tests and quizzes 8

9 Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles Harcourt Horizons Grade Three Text Series: Chapter 5 9

10 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: Communities and Geography 2 #/Placement of Unit: Five Duration: 2-3 Weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards, 1994: Geography for Life) Understandings: Students will understand How to read a map Essential Questions: How can reading a map help you in your community? Students will know The differences between a population, agricultural and physical map. Differences between a compass and compass rose and other map symbols Students will be able to Read a population, agricultural and physical map. Use cardinal directions to navigate from place to place on a map. Use a map key and symbols to find information on a map. Stage 2 Assessment Evidence Performance Tasks: can include but is not limited to Other Evidence: can include but is not limited to Students could create their own maps (ex. of their student notebooks with definitions and other notes bedrooms) with all of the map elements. Other students completed worksheets and handouts 10

11 could use their maps to find out information. Reading different maps Unit tests and quizzes Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles Harcourt Horizons Grade Three Text Series: Chapters 2, 5, 6, 8, 10, 11 11

12 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: Communities and Geography 3 #/Placement of Unit: Six Duration: 3-4 Weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards, 1994: Geography for Life) Understandings: Students will understand How to locate different world communities on a world map. Essential Questions: How can reading a map help you learn more about world communities? Students will know Students will be able to The location of the 7 continents and 4 oceans, equator and prime meridian. Know the location of the 7 continents and 4 oceans, equator and prime meridian. Different animals and environments that exist on the different continents. Recognize different animals and where they live around the world. Stage 2 Assessment Evidence Performance Tasks: can include but is not limited to Other Evidence: can include but is not limited to Students could complete an additional map project which student notebooks with definitions and other notes has students create and label a world map. They must completed worksheets and handouts include the 7 continents, 4 oceans, equator and prime Reading and locating points of interest on different maps meridian. Unit tests and quizzes Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles. Harcourt Horizons Grade Three Text Series: Chapters 2, 3, 5, 11 12

13 Owego Apalachin Central School District Subject: Social Studies Course Title: Third Grade Unit: Civics #/Placement of Unit: Seven Duration: 2 Weeks Established Goals: Stage 1 Desired Results New York State Learning Standard 5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 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. (Adapted from The National Standards for Civics and Government, 1994) Understandings: Students will understand How symbols are used in communities around the world. Students will know Different symbols found around the world and in the local community. People in world communities celebrate holidays, festivals and use different monuments and memorials to represent symbols of their nations. Essential Questions: Why are symbols important in a community? Students will be able to Recognize different symbols found around the world. Recognize different American symbols Tell facts about different American symbols and symbols around the world. Stage 2 Assessment Evidence Performance Tasks: can include but is not limited to Other Evidence: can include but is not limited to Students could complete a book that has different student notebooks with definitions and other notes symbols around the world. On each page they could completed worksheets and handouts 13

14 include a detailed picture of the symbol and write facts about the symbols to go with the picture. Unit tests and quizzes Stage 3 Learning Plan Learning Activities: can include but is not limited to Various reading assignments from text books and articles Harcourt Horizons Grade Three Text Series: Chapters 3 and 4 14

15 Owego Apalachin Central School District Subject: Social Studies Course Title: Fourth Grade Unit: Geography #/Placement of Unit: One Duration: 2-3 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards,1994: Geography for Life) Understandings: Students will understand that New York has a wide variety of landforms and geographic features that have affected where people live and what natural resources are available to us. Students will know The major landforms in New York. The major rivers, lakes, and cities in New York. The states neighboring New York. The natural resources available in New York. Essential Questions: How does geography help us learn about New York? What factors affect where people choose to live? How does geography affect natural resources? Students will be able to Identify key geographic features of New York. Identify rural, urban and suburban communities in New York. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Create a map of New York State identifying the key Observation of classroom participation and activities geographic features of New York. (as noted in students will know section) Classroom homework, quizzes and tests 15

16 Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 1 of Harcourt Horizons: New York Studying and discussing physical maps of New York State Create a landform map of New York State Use a population map to identify rural, suburban and urban areas in New York. Use the activity to lead a discussion about what geographic features are near these areas and why people settled there. 16

17 Owego Apalachin Central School District Subject: Social Studies Course Title: 4 th Grade Unit: Native Americans #/Placement of Unit: Two Duration: 3-4 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Understandings: Students will understand that Native American Indians were the first inhabitants of our local region and state. how Native American Indians used the environment to meet their basic needs. Students will know The early people to New York State were nomads that traveled across a land bridge to get to North America. The two major Native American Indian groups in New York State were the Algonquins and the Iroquois. The five nations of the Iroquois were the Senecas, Cayugas, Onondagas, Oneidas, and Mohawks. The sixth nation that later joined the Iroquois was the Tuscaroras. The three sisters were corn, beans, and squash. Iroquois clans were named for animals and birds. The roles and responsibilities in Iroquois life were distinctly different for men and women. Essential Questions: How do the lives of the Native Americans help us learn more about New York s past? Students will be able to Describe the daily life of the Iroquois regarding food, shelter, clothing, recreation, festivals, and education. Compare and contrast the roles and responsibilities of men and women in Iroquois society. Compare the roles and responsibilities of men and women in Iroquois society with those in our present day community. 17

18 The Iroquois men were responsible for hunting, fishing, clearing land, building houses, and making tools and weapons. The Iroquois women were responsible for cooking, planting, caring for children, washing clothing, weaving baskets, and electing the sachem. Iroquois children worked along aside adults to learn their roles and jobs. The purpose of the formation of the Iroquois League of Nations [Iroquois Confederacy] was to help the nations work out their differences peacefully. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Have students write diary entries as an Iroquois child of the Observation of classroom participation and activities 1600s and entries as a modern-day child of Iroquoian Classroom homework, quizzes and tests descent. Document Based Question that relates to content studied Create an Iroquois or Algonquian village scene that includes food, shelter, clothing and daily culture. Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 2 of Harcourt Horizons: New York Read Indian Captive by Lois Lenski to the students (an excerpt may be sufficient). Have students listen for examples that describe the life of the Iroquois. Have students construct Venn diagrams to compare the Iroquois and Algonquians. o How did the Iroquois and Algonquians meet their basic needs and wants? o How did the environment and geography influence the Native American Indian settlements? Describe and compare the contributions of the Native American Indians of New York State? Have students label the six nations of the Iroquois Confederacy and the Algonquians on an outline map of New York State. o Who were the first inhabitants of New York State? Work with students to prepare a Native American Indian feast featuring authentic foods (three sisters: corn, beans, and squash), crafts (beadwork), games (lacrosse or snow snake), music, and dances. During the feast, have student s role-play different figures (e.g., storytellers sharing their favorite legends, bead workers making decorations). 18

19 Owego Apalachin Central School District Subject: Social Studies Course Title: 4 th Grade Unit: European Explorers/Encounter and Colonization #/Placement of Unit: Three Duration: 5 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. 2.2: Establishing time frames, 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. 2.3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. Understandings: Essential Questions: Students will understand that The Dutch, English, and French who explored and settled the area have influenced New York State and its development. Daily life varied for cultural groups by studying social/cultural, political, economic, religious, and environmental factors. Students will know The Europeans were looking for an all-water route to the Indies via the Northwest Passage (which didn t really exist). The major explorers of New York State and where they traveled were: Jacques Cartier, Samuel de Champlain, Henry Hudson, Giovanni Verrazano The three European countries that claimed land in New York State were England, France, and the Netherlands. What was life like in early settlements? Why did people explore and colonize the New World? How were Native American Indians affected by European exploration and settlement of NYS? Students will be able to Using a map, locate the areas in New York State where each major explorer traveled: Jacques Cartier, Samuel de Champlain, Henry Hudson, Giovanni Verrazano Identify areas where the English, Dutch and French settled. Describe the key features of life in the Dutch and English colonies regarding their jobs, roles and ways of life. 19

20 The first settlers came to the New World seeking freedom of their religion or for better economic freedom. The first Dutch colony in the New World was New Netherlands and the two major settlements were New Amsterdam and Fort Orange. Peter Stuyvesant was a tyrant and the first governor of New Netherlands. England took New Netherlands from the Dutch peacefully and renamed it New York. The two countries who fought in the French and Indian War were England and France. France lost its land to England as a result of the French and Indian War. After the French and Indian War, all of New York was an English colony. New York harbor and the Hudson River helped New York to become a center for trade and shipping. The outcome of the French and Indian War was a contributing factor leading up to the Revolutionary War. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Have students prepare a mock interview of the explorers of Observation of classroom participation and activities New York State. Questions about country of origin, area of Classroom homework, quizzes and tests exploration, and dates and significance of the journey should be included. Help students make a class chart of information gathered. Document based question that relates to content studied A class project could include studying a part of Dutch culture and creating a presentation and have a Dutch culture festival. Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 3 and Chapter 4 of Harcourt Horizons: New York. Assign a project such as creating murals depicting ships that were used by explorers and the lands they explored. Have students include flags from the explorers' countries of origin. Have students prepare a mock interview of the explorers of New York State. Questions about country of origin, area of exploration, and dates and significance of the journey should be included. Help students make a class chart of information 20

21 gathered. Ask students to map places or structures in New York State that are named for explorers (e.g., Hudson River, Verrazano Narrows Bridge, Lake Champlain). Have students make a graphic organizer to show where colonists in New York came from and what their reasons were for coming. o What were the social, cultural, economic, religious, and political characteristics of Dutch and English colonies? Have students label and color maps of land claims in New York during the colonial period. Where were the Dutch, English, and French land claims in New York? Have students study the contributions of the Dutch. As a supplementary activity, they might cook some Dutch foods (waffles, coleslaw, and cookies) and play Dutch games such as skittles. 21

22 Owego Apalachin Central School District Subject: Social Studies Course Title: 4 th Grade Unit: American Revolution #/Placement of Unit: Four Duration: 4-5 weeks Established Goals: Stage 1 Desired Results New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. 1.2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Understandings: Essential Questions: Students will understand that Students should understand the events leading up to the Revolutionary War and New York s role in it. What was the cause(s) of the Revolutionary War? Would you have participated in the war? If so, which side would you have supported? How did colonists reactions to British actions affect the War? Students will know The colonists objected to paying taxes to Great Britain because they did not have any representation in Parliament - no taxation without representation. Britain felt it was necessary to tax the colonies in order to pay its debts from the French and Indian War. Two acts that the colonists used a boycott tactic to protest were the Townshend Acts and the Stamp Act. Colonists demonstrated their dislike of these acts through various forms of protest. Students will be able to Explain the meaning and significance of taxation without representation. Identify the acts (laws) that the British imposed on the colonists and the colonial reaction. Locate the major battles of the American Revolution in New York State on a map. Describe the meaning of the Declaration of Independence. 22

23 The Sons of Liberty was an organization that worked to fight unfair British rule in the colonies. The first two battles of the Revolutionary War took place at Lexington and Concord. Thomas Jefferson wrote the Declaration of Independence. The Declaration of Independence was written so that the colonists could tell the world why they were breaking away from Great Britain. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Have students write biographical sketches of important Observation of classroom participation and activities people in the American Revolution. Ask them to write Classroom homework, quizzes and tests interview questions as if they were a reporter. Document based question relating to content studied Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 5 of Harcourt Horizons: New York Have the students create posters protesting the Acts imposed on New York s colony during the pre-revolutionary period. Have students define the phrase taxation without representation. Allow them to create a graphic representation, orally or in writing, as a supplement to their definition, if they wish. o What were the causes of the American Revolution? Have students label a map of New York to show important places and events of the American Revolution. Suggest that they label Burgoyne's three-point plan on a map. Have them show the major battles and color-code the map by victory. o What battles were fought in New York? o What events should be included on a Revolutionary War map? Have students make a Revolutionary War timeline. o What were the effects of the American Revolution? o What was important about New York's role in the American Revolution? 23

24 Owego Apalachin Central School District Subject: Social Studies Course Title: 4 th Grade Unit: Government #/Placement of Unit: Five Duration: 3 weeks Established Goals: Stage 1 Desired Results New York State Learning Standard 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 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. (Adapted from The National Standards for Civics and Government, 1994) 5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994) Understandings: Students will understand that Students should understand the structure and function of the three branches of government at the local, state and federal levels. Students will know The basic purpose of government is to make, carry out, and enforce laws and to manage disputes about them. Rules and laws are created to protect the people in a community. The three branches of state and federal government are the executive, legislative, and judicial. Essential Questions: How are decisions made in out society? What does our government value? How do the responsibilities of citizens help run our government? Students will be able to Identify the three branches of government, the positions held in that branch and the main functions of each branch. Identify the different type of local government and the positions held at those levels. 24

25 The positions that make up each branch of the federal government are: o executive - president and vice president o legislative Congress [made up of Senate and House of Representatives] o judicial - Supreme Court The positions that make up each branch of the state government are: o executive - governor and lieutenant governor o legislative - State Senate and Assembly o judicial - State Court of Appeals Different services are provided by local, state, and federal governments. The process for how a bill becomes a law at the state level includes: o a member of the NYS Assembly or NYS Senate sponsors the bill and introduces it to the full house o the bill is referred to a committee for review and action o if approved, the bill is sent to the full house for action o if approved, the bill is sent to the other house for action o if approved, the bill is forwarded to the governor o the Governor can sign the bill, making it law, or veto the bill o Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Have students create a chart showing the structure and functions of the branches of New York State and local governments. Observation of classroom participation and activities Classroom homework, quizzes and tests Document Based Question related to content studied Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 6 of Harcourt Horizons: New York Help students make a chart listing the reasons why people create governments and why all groups and societies create rules 25

26 and laws. Have students explore the purposes of rules (to maintain order, promote health and safety, protect individual rights, provide services). Suggest that students could make a poster, booklet, or chart about rules that help people get along together in school. Help students set up a classroom government and have students elect leaders by using a secret ballot. Allow students to hold elections frequently so that many students have the chance to hold office and make decisions. Simulate or role-play an activity dealing with the functions of the branches of government. Use School House Rock: America Rock to learn about the preamble and functions of the three branches of government. 26

27 Owego Apalachin Central School District Subject: Social Studies Course Title: 4 th Grade Unit: Industrial Growth and Expansion #/Placement of Unit: Six Duration: 4-5 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups New York State Learning Standard 4: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and Non-market mechanisms. 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. Understandings: Students will understand that Students should understand how the growth and development of New York State was affected by the Erie Canal. Students will know In the late 1700s and early 1800s people shipped goods using dirt roads. It was expensive to ship using this method. The Erie Canal was built in part to meet the needs of farmers in the west who needed a cheaper and faster Essential Questions: How did the Erie Canal affect the growth and development of New York s communities and economy? How did the Erie Canal inspire new ways of travel and communication in New York State? Students will be able to Locate the Erie Canal s path on a map. Locate the two cities and two bodies of water connected by the canal: Buffalo and Albany, Lake Erie and the Hudson River. Identify contributions of immigrants to New York State 27

28 means of transportation to get their products to the east. Explain how the Erie Canal created economic and The Erie Canal was built to make transportation in New population growth throughout New York State. York state faster, cheaper, and easier. Identify major immigrant groups that helped to develop New Building the Erie Canal was a very difficult and dangerous endeavor. York s communities and economy. Two problems faced by workers building the Erie Canal were swamps and mosquitoes. Building the Erie Canal allowed workers to create a stump puller machine. The elevation of the land differed across the canal path so locks were developed to assist travel. As a result of the Erie Canal, NYS experienced improved trade and economics, better transportation methods, and increases in population, especially as a result of immigration. The invention of the steam engine caused the Erie Canal to decrease in importance. Immigration was a key part to industrial growth in factories and helping to create new paths for travel. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Have students make posters to advertise travel on Observation of classroom participation and activities steamboats, railroads, and the Erie Canal. Compare these Classroom homework, quizzes and tests different modes of transportation. Have students make diagrams that explain how the steam engine works, and ask them to add captions. o How did advances in transportation, communication, and technology in the 19th century change the United States? Document Based question relating to the content studied Stage 3 Learning Plan Learning Activities: can include, but is not limited to Assigned readings from Chapter 7 of Harcourt Horizons: New York Have students draw a mural or series of pictures depicting the Erie Canal in the mid-1800s. Include packet boats, line boats, goods shipped, canal-side stores, and bridges. Have students create a poster advertising the opening of the Erie Canal in either Albany or Buffalo. Have them include the date, time, location and a drawing. Have the students study and research their heritage to learn more about how the people they share ethnic heritage with came to 28

29 the United States. Guide them to focus on if they played a part in the Industrial Revolution. Have students draw and label the Erie Canal and cities along its route on a New York State outline map. Then have them draw and label railroad lines of the 1800s and the cities they connected on another outline map. o How did changes in transportation affect industrialization and expansion? 29

30 Owego Apalachin Central School District Subject: Social Studies Course Title: Fifth Grade Unit: North American Geography #/Placement of Unit: One Duration: 6 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 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. 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. (Adapted from The National Geography Standards, 1994: Geography for Life) 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. (Adapted from: The National Geography Standards, 1994: Geography for Life) Understandings: Students will understand Maps and other geographic representations, tools, and technologies such as aerial and other photographs, satellite-produced images, and computer models can be used to gather, process, and report information about the United States, Canada, and Latin America today. Different geological processes shaped the physical environments of the United States, Canada, and Latin America. The nations and regions of the Western Hemisphere can be analyzed in terms of spatial organization, places, regions, physical settings (including natural resources), human systems, and environment and society. A region is an area that is tied together for some identifiable reason, such as physical, political, economic, or cultural features. Essential Questions: How does the geographical location of a people determine, in part, their way of life? How do people live, work, and use natural resources in different regions? How are borders for countries and states decided? How are names for locations decided? What impact does geography have on history? What is the relationship between people and their environment? What reasons can you think of to explain why people migrate from place to place? 30

31 Students will know There are 50 states in the United States. The location of each of the 50 states in the country, using a resource. The location of Canada s 10 providences and 3 territories, using a resource. The location of the countries of Latin America, using a resource. A map grid (such as latitude and longitude) can be used to answer questions about location and place. Students will know how to read different types of maps, Students will be able to Locate and label each of the 50 states in the United States using a resource. Locate and label the providences and territories of Canada and countries of Latin America, using a resource. Locate places on a map grid. Locate and label the major rivers of the United States on a map. Locate and label the major bodies of water in the United States on a map. Locate and label the major mountain ranges in the United States on a map. including political, cultural, elevation, resource, time Given two locations in the United States predict which would have a zone, and physical maps. The major rivers in the North America are the St. Lawrence River, Mississippi River, the Missouri River, warmer climate based on proximity to the equator and elevation. Use a variety of types of maps to gather information on different regions and cultures of North America. the Rio Grande, and the Ohio River. The major bodies of water in the United States are the Great Lakes (Lake Superior, Lake Huron, Lake Erie, Lake Ontario, and Lake Michigan), Gulf of Mexico, Pacific Ocean, Atlantic Ocean and Arctic Ocean. The major mountain ranges in North America are the Rocky Mountains and the Appalachian Mountains. Places located closer to the equator have a warmer climate than those further away. Coastal areas are affected by oceans. Places with a higher evaluation have a colder climate than those with a lower evaluation. Geographical location will determine how people live, work, and utilize natural resources. Stage 2 Assessment Evidence Performance Tasks: can include, but is not limited to Other Evidence: can include, but is not limited to Students can produce a geography project on a US state, including information on the physical, cultural, The creation of different types of maps, including physical and political maps historical, environmental, economic, and political Quizzes and tests aspects of this area. Discussions 31

32 Homework Essays Stage 3 Learning Plan Learning Activities: can include, but is not limited to study about how people live, work, and utilize natural resources draw maps and diagrams that serve as representations of places, physical features, and objects 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 (Adapted from National Geography Standards, 1994) identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) investigate how people depend on and modify the physical environment map information about people, places, and environments understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994) investigate why people and places are located where they are located and what patterns can be perceived in these locations describe the relationships between people and environments and the connections between people and places Assigned reading from Harcourt Horizons textbook series 32

33 Owego Apalachin Central School District Subject: Social Studies Course Title: Fifth Grade Unit: Governments of North America #/Placement of Unit: Two Duration: 6 weeks Stage 1 Desired Results Established Goals: New York State Learning Standard 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 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. (Adapted from The National Standards for Civics and Government, 1994) 5.2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994) 5.3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen s rights and responsibilities. 5.4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Understandings: Students will understand The key terms and concepts related to government, including democracy, power, citizenship, and justice. The probable consequences of the absence of government and rules. The basic purposes of government and the importance of civic life. Social and political systems are based upon people s beliefs. The world is divided into nations and what kinds of governments Essential Questions: What are the basic purposes of government? Why do nations have governments? What is the function of each branch of government? Why does a nation have a constitution? What is democracy? What assumptions have different groups made regarding power, authority, governance, and law across time and place? How is citizenship defined and how do the different countries of North America view the rights and responsibilities of citizenship? 33