Page 1 of 15 Map: SS-Grade 4 Grade Level: 4 District: Island Trees Created: 0 Last Updated: 0 Essential Questions Content Skills Assessments Standards/PIs Resources/Notes Where on Earth do you live? What are the key elements and features of maps? How are maps useful to our everyday lives? What are the physical features of Long Island and New York? How does New York's geographic location and physical features affect our daily lives? Guided Reading: How can I use the skill of map/chart reading to analyze a variety of maps to gain information from, while reading the book Mapping the World? Geography of New York New York's local, regional, and global position on Earth Physical features and climate of New York's regions Natural Resources of New York Renewable vs. Nonrenewable Locate New York's position in relation to surrounding states, hemispheres, oceans, and continents Recall cardinal and intermediate directions on a compass rose Identify key elements of all maps, including map key/legend, map scale, and map locator Differentiate the various kinds of maps, including political, physical, transportation maps, etc. Identify and describe the different landforms found in each New York region the climate and geographic features of New York's regions Identify and locate the major waterways in New York Locate and describe the Atlantic Coastal Plain Region and its unique features (Long Island/New York City) Chapter test - Geography of New York DBQ constructed response assessment Map skills activity/assessment Project ideas: Write a letter/postcard describing geographic features of New York Illustrate and label a map of New York's land features Design a t-shirt titled "I Love New York" that includes symbols of New York State NYS ASSESSMENT QUESTION DATABASE 01-06 GEOGRAPH NYS ASSESSMENT QUESTION DATABASE 01-06 GEOGRAPHY AND NATURAL RESOURCES OF NEW YORK STATE SS1-K3-1B SS1-K4-1B SS2-K2-1A SS2-K3-1A SS2-K3-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K1-1D SS3-K1-1E SS3-K2-1A SS3-K2-1B SS3-K2-1C SS4-K1-1A SS4-K1-1B SS4-K1-1C SS4-K1-1D SS4-K1-1E SS4-K1-1F SS4-K2-1B SS4-K2-1D Teacher Resources/Professional Books: New York State Story - Chapter 1 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs Scott Foresman DBQ Practice Book - Unit 1 The Long Island Story New York State Weekly - Newspaper Scholastic Great Map Games - Activity Packet Scholastic Map Skills and Strategies for the Overhead Time For Kids Map Skills and Activities - Packet Websites: www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com www.brainpop.com Guided Reading: Mapping the World - Map Skills renewable and nonrenewable resources Introduce grade 4 DBQ graphic organizer Vocabulary: ocean continent hemisphere equator cardinal directions

Page 2 of 15 intermediate directions symbol map key/legend scale map locator political map physical map landform map transportation map historical map landform plain geography border plateau valley Ice Age glacier bay borough harbor island lake region river sound strait surveyor transportation source mouth tributary coast natural resources

Page 3 of 15 Who were the first inhabitants of New York State and how did they live? What were some of the accomplishments and contributions of New York's first inhabitants? How did the Native Americans of New York use natural resources to meet their basic needs and survival? What important values did the Native Americans of New York embrace that still impact our daily lives today? Native Americans of New York State Algonquians Geographic location Government Religion Values Daily life of men, women, and children Shelter Iroquois Geographic location - Five Nations Government - Iroquois Confederacy Religion Values Daily life of men, women, and children Shelter Map Skills Review Identify and locate the specific regions of New York inhabited by the Algonquians and Iroquois Explain the structure of government established by the Native Americans of New York Identify the major values and belief systems of both the Algonquians and Iroquois Differentiate between the daily jobs of men, women, and children Create a venn diagram to illustrate the differences between a wigwam and longhouse as well as other means of daily life Review DBQ skills Vocabulary: Algonquians Native American Indian archaeologists artifacts culture customs agriculture natural resources dugout canoe environment moccasins papoose powwow sachem shaman values legend wampum trade Chapter test - Native Americans of New York: Algonquians Chapter test - Native Americans of New York: Iroquois DBQ constructed response assessment Map skills activity/assessment Project ideas: essay - wigwam/longhouse Create a diorama of either Algonquian or Iroquois way of life - include index card with description Library research-based report on either Algonquian or Iroquois way of life Label the Six Nations and Algonquian locations on an outline map of New York State Compile a list of words that evolved from Iroquios and Algonquian languages that continue to have influence on society today Construct written diary entries as either an Iroquois or Algonquian child of the 1600s Design wampum belts that tell a story related to daily Native American life NYS ASSESSMENT QUESTION DATABASE 01-06 EARLY INHABITANTS OF NEW YORK STATE SS1-K1-1A SS1-K1-1C SS1-K2-1B SS1-K2-1C SS1-K2-1D SS1-K3-1A SS1-K3-1B SS1-K3-1C SS1-K4-1A SS1-K4-1B SS1-K4-1C SS2-K1-1A SS2-K2-1A SS2-K3-1A SS2-K3-1C SS2-K4-1A SS2-K4-1B SS2-K4-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K1-1D SS3-K1-1E SS3-K2-1C SS4-K1-1A SS4-K1-1B SS4-K1-1C NYS Assessment Question Database 01- SS4-K1-1F 06 - EARLY CIVILIZATIONS (BASIC) SS5-K3-1A SS5-K3-1B SS5-K3-1C SS5-K4-1A SS5-K4-1B SS5-K4-1C SS5-K4-1D SS5-K4-1F Teacher Resources/Professional Books: New York State Story - Chapters 2 & 3 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs The Long Island Story New York State Weekly - Newspaper Trade Books: Pocahontas - Clyde Bulla Indians of the Northeast Woodlands - Beatrice Siegel Websites: www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com www.brainpop.com www.nysm.nysed.gov/iroquoisvillage www.rom.on.ca/digs/longhouse/index.html wigwam

Page 4 of 15 council spirit dream Iroquois longhouse clan The Five League of Nations Iroquios Confederacy Great Law of Peace Green Corn Festival Haudenosaunee Maple Festival partition sap Three Sisters reservation Who were the European explorers who claimed and settled New York State? Why did the early explorers come to New York State? What were political, geographic, social, and economic effects of exploration? How and why was the slave trade carried out during the early European exploration period? European Encounter: Three Worlds (Europe, the Americas, Africa) Meet in the Americas Early Explorers in New York Giovanni da Verrazano Henry Hudson Samuel de Champlain Map Skills Review physical maps oceans trade routes latitude and longitude lines continents Discuss the reasons why exploration during this time period was so valuable to European countries Recognize the differences of each early explorer to New York Identify and locate the different trade routes of the early explorers to New York Explain the pros and cons of the slave trade during the early exploration period Describe the early fur trade business and its effect on the Native Americans in New York and early explorers Review DBQ skills Vocabulary: continent missionary Chapter test - Early Explorers of New York DBQ constructed response assessment Map skills activity/assessment Project ideas: Create and label a timeline of explorers to New York Pretend to be an explorer - illustrate and describe country traveled from, land claimed, trade route, and flag of country of origin Prepare and hold mock interviews of the explorers of New York State that asks significance of journey - create class chart of information gathered SS1-K1-1A SS1-K2-1D SS1-K3-1A SS1-K3-1B SS1-K4-1C SS2-K1-1A SS2-K1-1B SS2-K1-1C SS2-K2-1A SS2-K2-1B SS2-K2-1D SS2-K3-1A SS2-K3-1B SS2-K3-1C SS2-K4-1A SS2-K4-1B SS2-K4-1C SS3-K1-1A SS3-K1-1B Teacher Resources/Professional Books: New York State Story - Chapter 4 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs The Long Island Story New York State Weekly - Newspaper Websites: www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com www.brainpop.com www.mariner.org/age/navigation.html www.halfmoon.mus.ny.us

Page 5 of 15 peninsula frontier trade route exploration patroon Northwest Passage slavery Dutch West India Company Create journal entries of a New York explorer and illustrate a picture of what land looked like during their discoveries Construct diagrams or models of the early explorers' ships, including navigation instruments Use a scale of miles on the world and New York desk maps to calculate the distances early explorers traveled SS3-K1-1C SS3-K1-1D SS3-K1-1E SS3-K2-1A SS3-K2-1B SS3-K2-1C SS4-K1-1A SS4-K1-1D SS5-K4-1A Map various places and structures on an outline map of New York State that are named for the early explorers (e.g. Hudson River, Verrazano Narrows Bridge, Lake Champlain) Create a cultural diffusion chart showing the crops, diseases, and technologies that were exchanged among the three worlds Perspective writing - write a journal entry from a slave's perspective about life in New York NYS Assessment Question Database 01-06 - EUROPEAN EXPLORATION AND COLONIZATION OF THE AMERICAS & NEW YORK STATE

Page 6 of 15 Essential Questions Content Skills Assessments Standards/PIs Resources/Notes What was life like in New York under the Dutch, the English, and the French? What lasting cultural contributions were made by the Dutch, English, and French still in effect today? How did the early colonists depend on and modify their physical environment? What were the effects of the slave trade and slavery on New York State? Colonial and Revolutionary Periods Dutch Colonists Peter Minuit Founding of five boroughs Slaves vs. Indentured Servants Dutch and Algonquian War Peter Stuyvesant Houses Women's Work Sports, Games, and Holidays English Colonists Dutch surrender to English Economic growth and expansion of New York City and New Netherlands Slavery in New York Algonquian Fate The Zenger Trial and Freedom of Speech Describe life in early Colonial America Identify the reasons Europeans had for establishing a colony in present-day New York Explain how New Netherland was settled Colonial life with that of modern society Name and summarize the accomplishments of New Netherland's early leaders Explain how the five Boroughs of New York were created Describe the significance of both slavery and indentured servants Recognize and differentiate the beliefs that Native Americans had compared to those of the Europeans who settled in New Netherland Review DBQ skills Vocabulary: Chapter test - Dutch Colonists Chapter test - English Colonists DBQ constructed response assessment Map skills activity/assessment Project ideas: Research project - "If You Lived in Colonial Times" Label and color code maps of land claims in New York during the colonial period Label and color a map of the 13 colonies to show colonization on the larger scale Write newspaper articles about important events in the New Netherlands Create a graphic organizer showing where colonists in New York came from and why Create a timeline of major events that took place in the New Netherlands Read and write diary entries as a child during the colonial times SS1-K1-1A SS1-K1-1C SS1-K2-1B SS1-K2-1C SS1-K2-1D SS1-K3-1A SS1-K3-1B SS1-K3-1C SS1-K4-1A SS1-K4-1B SS1-K4-1C SS2-K1-1A SS2-K1-1B SS2-K1-1C SS2-K2-1A SS2-K2-1B SS2-K2-1C SS2-K2-1D SS2-K3-1A SS2-K3-1B SS2-K3-1C SS2-K4-1A SS2-K4-1B SS2-K4-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C Teacher Resources/Professional Books: New York State Story - Chapters 5-7 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs Scott Foresman DBQ Practice Book - Unit 2 The Long Island Story New York State Weekly - Newspaper Cobblestone Magazine Soaring Scores - NYS Test Prep/DBQ Practice Trade Books: A Lion to Guard Us - Clyde Robert Bulla Websites: www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com www.brainpop.com Map Skills Review colony colonist governor indentured servant Design small trunks with various supplies needed to travel as a colonist and describe significance of each item SS3-K1-1D SS3-K1-1E SS3-K2-1A SS3-K2-1B rebels slave tavern tenant tenant farmer Design a model of a colonial village Plan and implement a hands-on colonial activities day (e.g. candle making, weaving, spinning, dying cloth, SS3-K2-1C SS4-K1-1A SS4-K1-1B SS4-K1-1C SS4-K1-1D

Page 7 of 15 bouwerie bowling spinning wheel calligraphy, etc.) Reenact the trial of John Peter Zenger and discuss importance of trial SS4-K1-1E SS4-K1-1F SS4-K2-1B stoop tulip windmill charter jury self-government slave trade surrender New Amsterdam New Netherlands Fort Orange Richard Nicolls Peter Stuyvesant manor immigrant simple machines and tools of colonial times to that of the present Create a venn diagram showing the similarities and differences between slaves and indentured servants Research the contributions of the early colonists, particularly that of the Dutch NYS Assessment Question Database 01-06 - THE COLONIAL PERIOD SS4-K2-1D SS5-K1-1A SS5-K1-1C SS5-K2-1B SS5-K3-1A SS5-K4-1A SS5-K4-1B SS5-K4-1C SS5-K4-1D What were the conflicts and differing viewpoints that led to the Revolutionary War? How did the Revolutionary War impact New York State? How did New York State's location and waterways play a vital role in several key battles? What lasting effects did the Revolutionary War have on New York? Who were the key figures of The American Revolution and what were their The Revolutionary War in New York State Events Leading Up to Revolutionary War Taxation Without Representation The Stamp Act Congress The Townshend Acts Battle of Golden Hill Boston and New York Tea Parties The Declaration of Independence New York State's Role in the Revolutionary Describe how the fight for freedom began Identify the causes and effects of the American Revolution Explain what taxation without representation meant Debate the beliefs of the Patriots and Loyalists Summarize problems that the thirteen colonies encountered at first Examine the significance of the Stamp Act Congress Chapter test - Events Leading to The Revolutionary War Chapter test - New York's Role in The Revolutionary War DBQ constructed response assessment Map skills activity/assessment Project ideas: Perspective Writing - take the position of either the Patriots or Loyalists and debate reasons for fighting in the Revolutionary War Design posters convincing others to join either the Patriots' or Loyalists' cause in the war Write a letter to King George explaining why as a colonist it is important to have self SS1-K1-1A SS1-K1-1B SS1-K1-1C SS1-K2-1D SS1-K3-1C SS1-K4-1A SS1-K4-1C SS2-K1-1A SS2-K1-1B SS2-K1-1C SS2-K2-1A SS2-K2-1B SS2-K2-1C SS2-K2-1D SS2-K3-1A SS2-K3-1B SS2-K3-1C SS2-K4-1A Teacher Resources/Professional Books: New York State Story - Chapters 8 & 9 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs The Long Island Story New York State Weekly - Newspaper Cobblestone Magazine Soaring Scores - NYS Test Prep/DBQ Practice Famous Documents Resource Kit - Library Trade Books: Secret Soldier: The Story of Deborah Sampson - Ann McGovern Paul Revere's Ride - Henry Wadsworth Longfellow Drums at Saratoga - Lisa Benim Sam the Minuteman - Nathaniel Benchley If You Were There in 1776 - Barbara Brenner

Page 8 of 15 contributions? War Loyalists and Patriots in New York State Leaders of the Revolution An Escape from Brooklyn The Battle of Harlem Heights New York Spies the Townsend and Stamp Acts Identify African American heros of the American Revolution Summarize the main ideas set forth in The Declaration of Independence -government and specific freedoms Create a "Road to the Revolution" Timeline Label a map of New York that shows the significant places and events of the American Revolution - color code the map by victories of each side SS2-K4-1B SS2-K4-1C SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K1-1D SS3-K1-1E SS3-K2-1A Daughters of Liberty - Robert Quackenbush Samuel's Choice - Richard Berleth Websites: www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com The Ride of Sybil Ludington The Battle of Saratoga The Betrayal of Benedict Arnold New York's Native Americans African Americans Fight for Freedom General George Washington Map Skills Review Interpret historical illustrations and political cartoons Review DBQ skills Vocabulary: delegate document merchant redcoat revolution spy tax taxation without representation Prepare interview questions for each of the spies in the American Revolution and role play each scenario SS3-K2-1B SS3-K2-1C SS4-K1-1A SS4-K1-1B SS4-K1-1C Research and report on an important figure SS4-K1-1D in the Revolutionary War and write through SS4-K1-1E the use and design of a puppet of the SS4-K1-1F historical person SS4-K2-1A Analyze political cartoons that SS4-K2-1B represent the opposing views SS4-K2-1C regarding British laws SS4-K2-1D SS5-K1-1A www.brainpop.com www.pbs.org/ktca/liberty Parliament commander-in-chief cove NYS Assessment Question Database 01-06 - THE REVOLUTIONARY PERIOD SS5-K1-1B SS5-K1-1C SS5-K1-1D heroine SS5-K2-1B Loyalists SS5-K3-1A occupy SS5-K3-1B Patriots SS5-K3-1D patriotism SS5-K4-1A neutral SS5-K4-1B victory SS5-K4-1C traitor SS5-K4-1D tariff Continental Congress Committees of Correspondence Declaration of Independence

Page 9 of 15 Minutemen freedom independence citizenship Stamp Act Boston Tea Party vote equality Sons of Liberty interpret law local laws enforce justice liberty government goods raw materials services inaugurated confederation reform repeal treaty assembly How was the government of the United States of America formed? Who were the founders and what were the founding documents? What is the structure and function of government at the local and State levels? What were the The New Nation The Constitutional Period Foundations of American Democracy Articles of Confederation Constitution Bill of Rights Inauguration of George Washington Describe the steps that were taken to establish a new government Explain and interpret the U.S. Constitution what life was like before and after the U.S. Constitution was created Summarize the main ideas behind the Bill of Rights List the amendments that were added to the U.S. Constitution Illustrate how our government is set up: Three branches Chapter test - The Constitutional Period Chapter test - Early Industrial Growth and Expansion DBQ constructed response assessment Map skills activity/assessment Project ideas: Create a class chart that identifies each of the major documents and roles in the development of the nation (e.g. Mayflower Compact, Declaration SS1-K1-1A SS1-K1-1B SS1-K1-1C SS1-K2-1B SS1-K2-1C SS1-K2-1D SS1-K3-1A SS1-K3-1B SS1-K3-1C SS1-K4-1A SS1-K4-1B SS1-K4-1C Teacher Resources/Professional Books: New York State Story - Chapters 10 & 11 New York Adventures in Time and Place - Textbook New York State Activity Book - DBQs Primary Source - DBQs Scott Foresman DBQ Practice Book - Units 3-6 The Long Island Story New York State Weekly - Newspaper Soaring Scores - NYS Test Prep/DBQ Practice Websites:

Page 10 of 15 impacts of industrialization and expansion of New York State? What geographic reasons allowed New York State to become a leading manufacturing center? Early Industrial Growth and Expansion New inventions in American travel, communication, and technology The importance of the Erie Canal Map Skills Review Describe the role of each branch of our government Identify and summarize the roles of our country's founding fathers Describe the causes and effects of the Industrial Revolution List new inventions and technologies that helped to shape the Industrial Revolution Analyze how these new inventions and breakthroughs in transportation affected both our nation's economy and the lives of individuals how life was different before and after the Industrial Revolution Describe the impact that the Erie Canal had on industrial growth and transportation in New York Explain and illustrate the concept of supply and demand Create a chart which illustrates the differences between wants and needs Examine and describe how both individuals in society and nations of the world depend on each other for goods and services Analyze the geographic factors that caused New York to become a manufacturing center Explain how the Industrial Revolution significantly changed the way goods were made, and services delivered Analyze why people migrated to the United States in the past List and describe reasons why people migrated to the United States (e.g. hunger, of Independence, Constitution, and The Bill of Rights) List the strengths and weaknesses of the Articles of Confederation and argue for or against the continued use of this document Create a class or school constitution based on the needs of a particular setting Illustrate the rights and responsibilities given in each of the amendments of the Bill of Rights Discuss or journal write how life would be different in America if one or more of the rights from the Bill of Rights were eliminated Research the contributions of the founding fathers of our country and role play a "Meet the Press" session of each founding father Buddy Write about the importance of each patriotic holiday in our country as well as related American symbols that unite all Americans NYS ASSESSMENT QUESTION DATABSE 01-06 THE CONSTITUTIONAL PERIOD AND GOVERNMENT CONCEPTS SS2-K1-1A SS2-K1-1B SS2-K2-1A SS2-K2-1B SS2-K2-1C SS2-K2-1D SS2-K3-1A SS2-K4-1B SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K1-1D SS3-K1-1E SS3-K2-1A SS3-K2-1B SS3-K2-1C SS4-K1-1A SS4-K1-1B SS4-K1-1C SS4-K1-1D SS4-K1-1E SS4-K1-1F SS4-K2-1A SS4-K2-1B SS4-K2-1C SS4-K2-1D SS5-K1-1A SS5-K1-1B SS5-K1-1C SS5-K1-1D SS5-K2-1A SS5-K2-1B SS5-K2-1C SS5-K2-1D SS5-K2-1E SS5-K2-1F SS5-K3-1A www.timeforkids.com www.marcopolo-education.org www.archives.nysed.gov/projects/throughout www.nationalgeographic.com www.brainpop.com www.assembly.state.ny.us www.nara.gov www.archives.gov/exhibit_hall/charters_of_freedom/join_the_signers/join_the_signers.html www.archives.gov/digital_classroom/lessons/analysis_worksheets/worksheets.html

Page 11 of 15 poverty, and/or a lack of freedom in their homeland) Recognize that people still migrate to the United States today for a variety of reasons Research family heritage and ancestory as it may relate to immigration Define and compare imports and exports Review DBQ skills Vocabulary: Constitution SS5-K3-1B SS5-K3-1C SS5-K3-1D SS5-K3-1E SS5-K3-1F SS5-K4-1A SS5-K4-1B SS5-K4-1C SS5-K4-1D SS5-K4-1E SS5-K4-1F state republic democracy amendment capital executive legislative judicial inauguration representative canal lock cargo export freight import industry industrialization Industrial Revolution Transportation Revolution technology needs packet boat steamboat towpath locomotive

Page 12 of 15 Robert Fulton The Clermont DeWitt Clinton boycott employee employer strike AFL-CIO factory manufacture collective bargaining unions child labor exploitation compulsory education immigration diversity urbanization suburban rural

Page 13 of 15 Essential Questions Content Skills Assessments Standards/PIs Resources/Notes Grade 5 New York State Social Studies Assessment Test Preparation NYS ASSESSMENT QUESTION DATABASE 01-06 INDUSTRIAL GROWTH AND EXPANSION The Expansion and Industrial Growth of the United States & New York State NYS ASSESSMENT QUESTION DATABASE 01-06 ECONOMICS Key to Standards used in this Map SS1-K1-1A [5 occurences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it. [Elementary] SS1-K1-1B [2 occurences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents. [Elementary] SS1-K1-1C [4 occurences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1C - explain those values, practices, and traditions that unite all Americans. [Elementary] SS1-K2-1B [3 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - gather and organize information about the traditions transmitted by various groups living in their neighborhood and community. [Elementary] SS1-K2-1C [3 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1C - recognize how traditions and practices were passed from one generation to the next. [Elementary] SS1-K2-1D [5 occurences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - distinguish between near and distant past and interpret simple timelines. [Elementary] SS1-K3-1A [4 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1A - gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities. [Elementary] SS1-K3-1B [5 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1B - classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious. [Elementary] SS1-K3-1C [4 occurences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1C - identify individuals who have helped to strengthen democracy in the United States and throughout the world. [Elementary] SS1-K4-1A [4 occurences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1A - consider different interpretations of key events and/or issues in history and understand the differences in these accounts. [Elementary] SS1-K4-1B [4 occurences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1B - explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State. [Elementary] SS1-K4-1C [5 occurences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1C - view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. [Elementary] SS2-K1-1A [5 occurences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1A - read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses. [Elementary] SS2-K1-1B [4 occurences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1B - 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. [Elementary] SS2-K1-1C [3 occurences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1C - study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. [Elementary] SS2-K2-1A [6 occurences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1A - distinguish between past, present, and future time periods. [Elementary] SS2-K2-1B [4 occurences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1B - develop timelines that display important events and eras from world history. [Elementary] SS2-K2-1C [3 occurences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1C - measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points. [Elementary] SS2-K2-1D [4 occurences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1D - compare important events and accomplishments from different time periods in world history. [Elementary] SS2-K3-1A [6 occurences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1A - understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities. [Elementary] SS2-K3-1B [3 occurences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1B - gather and present information about important developments from world history. [Elementary] SS2-K3-1C [5 occurences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1C - understand how the terms social, political, economic, and cultural can be used to describe human activities or practices. [Elementary] SS2-K4-1A [4 occurences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1A - consider different interpretations of key events and developments in world history and understand the differences in these accounts. [Elementary] SS2-K4-1B [5 occurences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1B - explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world. [Elementary] SS2-K4-1C [4 occurences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1C - view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. [Elementary]

Page 14 of 15 SS3-K1-1A [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1A - study about how people live, work, and utilize natural resources. [Elementary] SS3-K1-1B [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1B - draw maps and diagrams that serve as representations of places, physical features, and objects. [Elementary] SS3-K1-1C [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1C - 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) [Elementary] SS3-K1-1D [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1D - identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) [Elementary] SS3-K1-1E [6 occurences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1E - investigate how people depend on and modify the physical environment. [Elementary] SS3-K2-1A [5 occurences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1A - ask geographic questions about where places are located; why they are located where they are; what is important about their location of other people and places. [Elementary] SS3-K2-1B [5 occurences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1B - gather and organize geographic information from a variety of sources and display in a number of ways. [Elementary] SS3-K2-1C [6 occurences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1C - analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. [Elementary] SS4-K1-1A [6 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1A - know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources. [Elementary] SS4-K1-1B [5 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1B - explain how peoples wants exceed their limited resources and that this condition defines scarcity. [Elementary] SS4-K1-1C [5 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1C - know that scarcity requires individuals to make choices and that these choices involve costs. [Elementary] SS4-K1-1D [5 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1D - study about how the availability and distribution of resources is important to a nations economic growth. [Elementary] SS4-K1-1E [4 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1E - understand how societies organize their economies to answer three fundamental economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?. [Elementary] SS4-K1-1F [5 occurences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1F - investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal. [Elementary] SS4-K2-1A [2 occurences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1A - locate economic information, using card catalogues, computer databases, indices, and library guides. [Elementary] SS4-K2-1B [4 occurences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1B - collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources. [Elementary] SS4-K2-1C [2 occurences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1C - make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary. [Elementary] SS4-K2-1D [4 occurences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1D - present economic information by developing charts, tables, diagrams, and simple graphs. [Elementary] SS5-K1-1A [3 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1A - know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state,and justice. [Elementary] SS5-K1-1B [2 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1B - consider the nature and evolution of constitutional democracies. [Elementary] SS5-K1-1C [3 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1C - explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens. [Elementary] SS5-K1-1D [2 occurences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1D - analyze the sources of a nations values as embodied in its constitution, statutes, and important court cases. [Elementary] SS5-K2-1A [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1A - explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States. [Elementary] SS5-K2-1B [3 occurences] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1B - understand the basic civil values that are the foundation of American constitutional democracy. [Elementary] SS5-K2-1C [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1C - know what the United States Constitution is and why it is important. [Elementary] SS5-K2-1D [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1D - understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government. [Elementary] SS5-K2-1E [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1E - understand the structure of New York State and local governments, including executive, legislative, and judicial branches. [Elementary] SS5-K2-1F [1 occurence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1F - identify their legislative and executive representatives at local, state, and national governments. [Elementary] SS5-K3-1A [4 occurences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1A - understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation. [Elementary] SS5-K3-1B [3 occurences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1B - examine what it means to be a good citizen in the classroom, school, home, and community. [Elementary] SS5-K3-1C [2 occurences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1C - identify and describe the rules and responsibilities students have at home, in the classroom, and at school. [Elementary] SS5-K3-1D [2 occurences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1D - examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State. [Elementary]

Page 15 of 15 SS5-K3-1E [1 occurence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1E - understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service or course of action. [Elementary] SS5-K3-1F [1 occurence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1F - identify basic rights that students have and those that they will acquire as they age. [Elementary] SS5-K4-1A [5 occurences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1A - show a willingness to consider other points of view before drawing conclusions or making judgments. [Elementary] SS5-K4-1B [4 occurences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1B - participate in activities that focus on a classroom, school, or community issue or problem. [Elementary] SS5-K4-1C [4 occurences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1C - suggest alternative solutions or courses of action to hypothetical or historic problems. [Elementary] SS5-K4-1D [4 occurences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1D - evaluate the consequences for each alternative solution or course of action. [Elementary] SS5-K4-1E [1 occurence] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1E - prioritize the solutions based on established criteria. [Elementary] SS5-K4-1F [2 occurences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1F - propose an action plan to address the issue of how to solve the problem. [Elementary]