1 of 7 9/22/2009 10:54 AM Map: Social Studies Type: Projected Grade Level: 4 School Year: 2008-2009 Author: Shirley wippel District/Building: Minisink Valley CSD/Intermediate School Created: 11/04/2008 Last Updated: 06/22/2009 << Refresh Map Content << Printable Version Chapter 1 Where on Earth do you live? What are the key elements and features of maps? How are maps useful to our everyday lives? Geography of New York New York's local, regional, and global position on Earth Physical features and climate of New York's regions ocean continent hemisphere equator cardinal directions intermediate directions symbol map key/legend scale map locator physical map landform map historical map landform plain geography border plateau valley Ice Age glacier bay harbor 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 Written chapter test DBQ constructed response Map skills activity and Letter/journal entry describing geography of visited New York sites Create/label salt dough relief maps of New York NYS brochure SS3-K2-1D Chapter 2 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? Natural Resources of New York Renewable vs. Non-renewable resources region river transportation source mouth tributary coast natural resources renewable non-renewable Compare and contrast the climate and geographic features of New York's regions Identify and locate the major waterways in New York Compare and contrast renewable and non-renewable resources bulletin board checklist crossword puzzle demonstration diary field trip handouts map notebook observation outline picture dictionary worksheet SS3-K2-1D Chapter 3 Who were the first inhabitants of New YOrk State and how did they live? How did the Algonkian and Iroquois live in the land that became NY? What were some of the accomplishments and contributions of New York's first inhabitants? What events led to the forming of the Iroquois confederacy? How did the Native Americans of New York use natural Native Americans of New York State Algonquians and Iroquois: *geographic location *Government *religion *Values *daily lives of men, women, and children *shelter customs natural resources sachem wampum trade wigwam council Identify and locate the specific regions of New York inhabited by the Algonquians and Iroquois Explain the structure of established by the Native Americans of NY 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 biography bulletin board dance dialogue diary drawing handouts map notebook observation picture dictionary play test timeline SS1-K2-1B SS1-K2-1C SS1-K4-1B SS2-K3-1A SS2-K4-1C

2 of 7 9/22/2009 10:54 AM resources to meet their basic needs and survival? What important values did the Native Americans of NY embrace that still impact our daily lives today? *Allow two months for this unit longhouse clan The League of Nations Iroquois Confederacy Haudenosaunee hunter-gatherer heritage archaeologists artifacts ancestor resources Hiawatha Deganawida longhouse as well as other means of daily life Create a traditions project Reader's Theater of a council meeting Chart use of natural resources SS3-K1-1E SS4-K1-1B SS4-K1-1F SS5-K3-1D SS5-K4-1D SS5-K4-1F Chapter 4 Who were the Europeans 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? What was life like in New York under the Dutch? What lasting cultural contributions were made by the Dutch and are still in effect today? How did the colonists depend on and modify their physical environment? European Encounter: Three Worlds (Europe, the Americas, Africa) Meet in the Americas Early Explorers and Leaders in New York Christopher Columbus Giovanni da Verrazano Henry Hudson Samuel de Champlain Jacques Cartier John Peter Zenger 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. Compare and contrast the lives of farm families, landowners, and tenant farmers. Review D.B.Q. skills. Colonial and Revolutionary Periods Chapter Test- Early Explorers of New York DBQ constructed response Map skills activity/ Project ideas: cartoon dialogue interview map newspaper headlines and articles timeline chart Venn diagram model of a colonial village Diary entries SS1-K3-1A SS2-K3-1A SS2-K3-1B SS2-K4-1C SS4-K1-1D Colonial and Revolutionary Periods Describe life in Colonial America Dutch colonists Peter Minuit Identify the reasons Europeans established a colony in present-day New York Peter Stuyvesant Houses English Colonists Dutch surrender to English Economic growth and expansion of NYC and New Netherlands Zenger trial and Freedom of Speech Explain how New Netherland was settled Compare and Contrast Colonial life with modern society Name and summarize accomplishments of New Netherland's early leaders. Recognize and differentiate the beliefs of the Native Americanc to Europeans who settled in New Netherland surrender New Amsterdam New Netherlands Fort Orange manor immigrant jury ally exploration patroon Northwest passage Dutch West India Company colony colonist governor tax indentured servant tenant farmer culture freedom of the press

3 of 7 9/22/2009 10:54 AM ally exploration patroon Northwest Passage Dutch West India Company colony colonist governor tax indentured servant tenant farmer culture freedom of the press Chapter 5 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 contributions? *Allow two months for this unit The Revolutionary War in New York State Events Leading Up to Revolutionary War Taxation without representation The Stamp Act of Congress Boston and New York Tea Parties The Declaration of Independence New York State's Role in the Revolutionary War Loyalists and Patriots in New York State Leaders of the Revolution The Ride of Sybil Ludington The Battle of Saratoga New York's Native Americans General George Washington Map Skills Review Saratoga Fort Niagara Fort Ticonderoga New York City Lexington and Concord delegate document merchant redcoat revolution spy tax taxation without representation French/Indian War Bill of Rights Loyalists Patriots neutral Continental Congress Declaration of Independence minutemen Identify the causes and effects of the American Revolution. 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. Compare and contrast the Townsend and Stamp Acts. Identify African American heroes of the American Revolution. Summarize the main ideas set forth in The Declaration of Independence. Interpret historical illustrations and political cartoons. Review DBQ skills. Chapter test- Events Leading to The Revolutionary War Chapter test- New York's Role in The Revolutionary War DBQ constructed response Map skills activity/ 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 Create a timeline Label a New York State map with places and events of the War Prepare interview questions for a significant War figure Research and report an important figure Design a puppet/give an oral report Analyze political cartoons SS1-K1-1B SS2-K2-1C SS2-K2-1D SS2-K2-1B SS2-K3-1A SS2-K3-1B SS2-K4-1C SS3-K1-1E SS4-K1-1B 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-K2-1B SS5-K3-1D SS5-K4-1D

4 of 7 9/22/2009 10:54 AM freedom independence Stamp Act Boston Tea Party goods treaty Chapter 6 How did New York move from a colony to a state? How was the of the US formed? How was the of New York State formed? Who were the founders and what were the founding documents? What was the structure and function of the at the local and state levels? The New Nation The Constitutional period Foundations of American Democracy Articles of Confederation Constitution Inauguration of George Washington Map Skills Constitution state democracy amendment capital canal lock industry Industrial Revolution steamboat Robert Fulton DeWitt Clinton ratify trade bank entrepreneur Identify fact and opinion Describe the steps that were taken to establish a new Explain and Interpret the US Constitution Compare and contrast what life was like before and after the Constitution List amendments that were added to the Constitution Identify and summarize the roles of our founding fathers DBQ skills Chapter test-the Constitutional Period DBQs Map skills Project ideas: Create a class chart that identifies each of the major documents and the roles in the development of the nation Create a classroom constitution Illustrate the rights and responsibilities given in the Bill of Rights Journal write how life would be different in America if one or more of the rights from the Bill of Rights were eliminated Role play a "Meet the Press" Write about the importance of our Patriotic holidays and relate to American symbols SS1-K1-1B SS1-K2-1B SS1-K2-1C SS1-K3-1A SS1-K4-1B SS2-K2-1B SS2-K2-1C SS4-K1-1B 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-K3-1C SS5-K3-1D stock towpath inauguration representative Chapter 7 How did life for New Yorkers change in the mid-1800s? What was the impact of the Erie Canal? What were the impacts of industrialization and expansion of NYS? What geographic reasons allowed NYS to become a leading manufacturing center? Robert Fulton:Steamboat DeWitt Clinton: Erie Canal James Fenimore Cooper Washington Irving Early Industrial growth and expansion New inventions in American travel, communication, and technology. Importance of Erie Canal Describe the impact that the Erie Canal had on industrial growth and transportation in New York. Compare and contrast how life was before and after the Industrial Revolution Analyze how these new inventions in transportation affected both our nation's economy and the lives of individuals List new inventions and Chapter test-early Industrial Growth and Expansion DBQs diary entries pertaining to how life was rapidly changing during the Industrial Revolution graphs (circle and line) timeline Create a family tree Interview with DeWitt Clinton SS1-K2-1B SS1-K3-1D SS1-K3-1A SS1-K4-1B SS1-K4-1D SS2-K2-1C

5 of 7 9/22/2009 10:54 AM How did immigration impact the growth of NYC and NYS? Map Skills Review : locks canal tolls industry Industrial Revolution factory immigrant famine economy transportation invention technologies that helped shaped the Industrial Revolution Creating and reading graphs Describe the cause and effects of the Industrial Revolution Research family heritage and ancestry as it relates to immigration Examine and describe how both individuals and nations depend on each other for goods and services Write an explanation describing the differences traveling by steamboat, canal, and railroad in the mid 1800s Analyze the geographic factors that caused New York to become a manufacturing center List and describe reasons why people migrated to the US/NY Recognize that people still migrate to the US today Explain how the Industrial Revolution changed the way goods were made, and services delivered Chapter 12 What are the jobs of the three branches of? What is the role of local s? What are the parts of our national? Responsibilities of Communities Cities Counties State Federal Jobs of a governor How a bill becomes a law Jobs of the three branches of Components of National president congress courts Illustrate how our is set up Describe the role of each branch of Create a NY State municipal job chart Mock a drama passing of a bill to a law DBQs Chapter -New York's Government Projects: Create a poster of how the branches of are set up Write an editorial of a newspaper encouraging people to vote in the next election Write a bill that would make our state a better place to live SS5-K1-1A SS5-K1-1B SS5-K1-1C SS5-K2-1A democracy constitution state amendment capital executive legislative judicial inauguration veto budget checks and balances

6 of 7 9/22/2009 10:54 AM Key to Standards used in this Map [1 occurrence] - 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] [4 occurrences] - 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] [4 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1A - explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. SS1-K1-1B [2 occurrences] - SS Standard 1 - Key Idea 1 [History of the United States and New York i] - Performance Indicator 1B - interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. SS1-K2-1B [3 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1B - investigate key turning points in New York State and United States history and explain why these events or developments are significant. SS1-K2-1C [2 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1C - understand the relationship between the relative importance of United States domestic and foreign policies over time. [4 occurrences] - SS Standard 1 - Key Idea 2 [History of the United States and New York ii] - Performance Indicator 1D - analyze the role played by the United States in international politics, past and present. SS1-K3-1A [3 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1A - complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. [4 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1B - gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. [4 occurrences] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1C - describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. SS1-K3-1D [1 occurrence] - SS Standard 1 - Key Idea 3 [History of the United States and New York iii] - Performance Indicator 1D - classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. [4 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1A - consider the sources of historic documents, narratives, or artifacts and evaluate their reliability. SS1-K4-1B [3 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1B - understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. [5 occurrences] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1C - compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts. SS1-K4-1D [1 occurrence] - SS Standard 1 - Key Idea 4 [History of the United States and New York iv] - Performance Indicator 1D - describe historic events through the eyes and experiences of those who were there. [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1A - know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1B - know some important historic events and developments of past civilizations. [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1C - interpret and analyze documents and artifacts related to significant developments and events in world history. SS2-K2-1D [1 occurrence] - 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] [5 occurrences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1A - develop timelines by placing important events and developments in world history in their correct chronological order. SS2-K2-1B [2 occurrences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1B - measure time periods by years, decades, centuries, and millennia. SS2-K2-1C [3 occurrences] - SS Standard 2 - Key Idea 2 [World History ii] - Performance Indicator 1C - study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes. SS2-K3-1A [3 occurrences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1A - investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history. SS2-K3-1B [1 occurrence] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1B - interpret and analyze documents and artifacts related to significant developments and events in world history. [5 occurrences] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1C - classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic. SS2-K3-1B [1 occurrence] - SS Standard 2 - Key Idea 3 [World History iii] - Performance Indicator 1B - explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world. [Commencement] [4 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1A - explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed. [4 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1B - analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians. SS2-K4-1C [3 occurrences] - SS Standard 2 - Key Idea 4 [World History iv] - Performance Indicator 1C - view history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents. SS3-K1-1E [2 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1E - investigate how people depend on and modify the physical environment. [Elementary] [6 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1A - map information about people, places, and environments. [6 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1B - understand the characteristics, functions and applications of maps, globes, aerial and other photographs, satellite-produced images, and models. [7 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1C - investigate why people and places are located where they are located and what patterns can be perceived in these locations. [7 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1D - describe the relationships between people and environments and the connections between people and places. [5 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1A - formulate geographic questions and define geographic issues and problems. [4 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1B - use a number of research skills; (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems. [6 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1C - present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models. SS3-K2-1D [2 occurrences] - SS Standard 3 - Key Idea 2 [Geography ii] - Performance Indicator 1D - interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems. [1 occurrence] - 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 [1 occurrence] - 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] [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1C - know that scarcity requires individuals to make choices and that these

7 of 7 9/22/2009 10:54 AM choices involve costs. [Elementary] SS4-K1-1F [1 occurrence] - 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] [3 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1A - explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. SS4-K1-1B [2 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1B - define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems. [3 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1C - understand how scarcity requires people and nations to make choices which involve costs and future considerations. SS4-K1-1D [3 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1D - understand how people in the United States and throughout the world are both producers and consumers of goods and services. SS4-K1-1E [2 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1E - investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems. SS4-K1-1F [2 occurrences] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1F - describe how traditional, command, market, and mixed economies answer the three fundamental economic questions. SS4-K2-1A [2 occurrences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1A - identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources. SS4-K2-1B [2 occurrences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1B - organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data. SS4-K2-1C [2 occurrences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1C - evaluate economic data by differentiating fact from opinion and identifying frames of reference. SS4-K2-1D [2 occurrences] - SS Standard 4 - Key Idea 2 [Economics ii] - Performance Indicator 1D - develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions. SS5-K1-1A [3 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1A - explain the probable consequences of the absence of and rules. SS5-K1-1B [3 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1B - describe the basic purposes of and the importance of civic life. SS5-K1-1C [3 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1C - understand that social and political systems are based upon peoples beliefs. SS5-K1-1D [2 occurrences] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1D - discuss how and why the world is divided into nations and what kinds of s other nations have. SS5-K2-1A [2 occurrences] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1A - understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices. SS5-K2-1B [2 occurrences] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1B - understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution. SS5-K2-1C [1 occurrence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1C - compare and contrast the development and evolution of the constitutions of the United States and New York State. SS5-K2-1D [1 occurrence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1D - define federalism and describe the powers granted the national and state s by the United States Constitution. SS5-K2-1E [1 occurrence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1E - value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. SS5-K2-1F [1 occurrence] - SS Standard 5 - Key Idea 2 [Civics, Citizenship, and Government ii] - Performance Indicator 1F - understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority. [4 occurrences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1A - explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time. [4 occurrences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1B - understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. SS5-K3-1C [1 occurrence] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1C - discuss the role of an informed citizen in todays changing world problems. SS5-K3-1D [3 occurrences] - SS Standard 5 - Key Idea 3 [Civics, Citizenship, and Government iii] - Performance Indicator 1D - explain how Americans are citizens of their states and of the United States. [1 occurrence] - 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] [1 occurrence] - 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] [1 occurrence] - 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 [2 occurrences] - 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-K4-1F [1 occurrence] - 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] [4 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1A - respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint. [3 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1B - explain the role that civility plays in promoting effective citizenship in preserving democracy. [3 occurrences] - SS Standard 5 - Key Idea 4 [Civics, Citizenship, and Government iv] - Performance Indicator 1C - participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems.