Social Studies Curriculum Calendar Kindergarten Unit
Time Frame
My School and School Community
September – November (8 weeks)
Myself And Others
November – Mid-January (10 weeks)
My Family And Other Families
Mid-January – April (10 weeks)
My Neighborhood
April – June (10 weeks)
Essential Questions • What are the responsibilities of a citizen in a school? • How can members of a school influence the rules that have to be followed in the classroom, in the cafeteria, on the playground, and on the bus? • Why are rules and consequences important? • What are some roles and responsibilities we have at school? • Who makes and follows rules? • Who makes and follows rules? • What makes a school community? • How am I alike and different from other people? • What is the difference between what I need and what I want? • Why do we need other people? • How have I changed? How will I change? • Why do people change? • What is a family? • How are families alike and different? • What are some things families need and want? • Why do families have to make economic decisions and choices? • Why should different family members have different responsibilities? • Do families need rules? • What is a neighborhood? • Why is “where” important? • Can an individual really make a difference? • Why are the symbols of our nation important? • How does a community meet the needs of the people who live there?
Social Studies Curriculum Calendar Grade One Unit
Time Frame
Citizenship
September – Mid-October (6 weeks)
My Family and Other Families
Mid-October – Mid-December (8 weeks)
History of My Family
Mid-December – February (6 weeks)
My Community and Local Region
February – April (7 weeks)
Essential Questions • What should a good citizen do? What should a good citizen never do? What should a good citizen know? • Why are rules and consequences important? • Why do we have rules and laws? • What is fair? • What is the “common good” and who decides? • Should all people have the same rights? • Should all people have the same responsibilities? • What is a family? • Why do people live in families? • What are the roles of the members in a family? • What kinds of shelter do families live in? • Why do families have beliefs, customs, and traditions? • How do families meet their needs and wants? • Why should we study the history of our families? • How can we learn from our family history? • How do we know what really happened in our family history? • How have the needs and wants of families changed over time? • Where do families live and how has this changed over time? • What is a community? • How has my community changed over time? • How is my community different than others? • What makes my community unique? • How does my community help my family survive?
Social Studies Curriculum Calendar Grade One (continued) Places in My Community and Local Region
April – Mid-May (6 weeks)
Economic Decision Making
Mid – May – June (6 weeks)
• How do maps help us understand the world? • How does geography affect the way people live? • Why does “where” matter? • What is a decision? • Why do people work? • How do families decide what to do with the money they earn? • Are everyone’s wants and needs the same? • How do families make sure that they will always have enough money for the things they need?
Social Studies Curriculum Calendar Grade Two Unit
Time Frame
My Community and Region Today
September –October (6 weeks)
People Depending On and Modifying the Physical Environment
November - December (3 weeks)
Economics in My Community and Other Communities
January - April (12 weeks)
Essential Questions • What is a community and how are they similar and different? • Why do different communities exist, such as rural, urban, and suburban? • How will your role in the community change over time? • Comparing communities of the past with communities today, what do you think communities will look like in the future? • How does where we live influence how we live? • How do the environment and geography affect people in a community? • How do environmental and geographical factors influence a community and the people who live and work there? • How do environmental and geographical factors influence the choices you make for your lifestyle? • How does the environment and geography help you make daily choices in your life? • How are needs and wants used to shape a community? • How do different communities meet their needs and wants? • How do families decide which of their wants will be satisfied based on the resources available to them? • How do goods and services meet the needs of people in a community? • Why is it important for producers to meet the needs and wants of the consumers in their community? • How do the needs and resources of a community dictate the type of producers needed? • How do taxes affect how people live? • Why are people taxed?
Social Studies Curriculum Calendar Grade Two (continued) Symbols of Citizenship
September – June (infuse throughout the year)
Citizenship
May - June (6 weeks)
• How does the American flag symbolize citizenship? • Why is it important to know and understand the history behind the national holidays we celebrate? • How do citizens decide which rules and laws to incorporate into their communities? • How are community leaders chosen? • What role does the citizen have in the success of his/her community? • Who makes the decisions in a community? • Why is it important for citizens to be able to participate in decision making, problem solving, and conflict resolution within their community?
Social Studies Curriculum Calendar Grade Three Unit
Time Frame
Location of World Communities
September (3 weeks)
People Depending On and Modifying the Physical Environment
October (4-5 weeks)
Cultures and Civilization
Essential Questions • • • • • • • • • • • • • •
November (3-4 weeks)
• •
• •
Communities Around the World
December – Mid-January (4-5 weeks)
• • •
Economics of World Communities
January - February (6 weeks)
• • • • •
Why is “where” important? What makes places unique and different? How does where influence how we live? How and why do maps and globes change? What story do maps and globes tell? Why is “where” important? What makes places unique and different? How does where we live influence how we live? How does how we live affect the environment that we live in? Can we change our environment? What are the advantages and disadvantages of changing our environment? What makes a community diverse? How do values affect the way we live? What are the advantages and disadvantages of living in a diverse community How do we choose what we eat? How does culture affect communication? (verbal/written language, body language, eye contact, etc.) Is it important to understand other cultures? What special beliefs does this group of people have that are different than ours? What do their celebrations and traditions show us about what they value? How is everyday life influenced by our physical and social environment? Are some cultural strands more important than others? How does and economy work? How does global trade affect a community? How does a country’s natural resources affect its economy? How do economic and resources affect how you live? How does supply and demand affect economy?
Social Studies Curriculum Calendar Grade Three (continued) Governments and Citizenship in World Communities
March – Mid-April (6 weeks)
Physical, Human, and Cultural Characteristics of World Communities
Mid-April - June (8 weeks)
• Why are governments formed? • How does government affect the people of a country? • Does government affect everyone in a country equally? • How are governments around the world similar and different? • How does government change?
•
Social Studies Curriculum Calendar Grade Four Unit
Time Frame
Geography of New York State
September (4 weeks)
Native American Indians of New York State
October – Mid-November (6 weeks)
Exploration and Colonization
Mid-November - December (10 weeks)
The Revolutionary War in New York State and the New Nation
January - March (8 weeks)
Essential Questions • How does the geography of New York State affect the way people live? • How do geographic features vary throughout New York state? • How does the geography of New York State affect the way people earn a living? • What is the significance of New York state’s location and its influence on people and other places? • How has the climate and geography of New York influenced the Native American way of life? • What were the important accomplishments and contributions of New York’s Native American Indians? • Why is it important to investigate people of the past? • Why did the European explorers travel to the new world? • What were the lasting economic, cultural, and social contributions made by the Dutch, English, and French colonists that helped shape our community, local region, and state? • What role did the British play in the development of New York government? • What was the different reasons that various groups (colonists, slaves, and indentured servants) came to New York State? • What were the causes of the American Revolution? • What laws led up to the decision to fight the British and what was the Patriots reaction to these laws? • What were the viewpoints of the Patriots and Loyalists? • What were the effects of the American Revolution? • What was important about New York’s role in the American Revolution?
Social Studies Curriculum Calendar Grade Four (continued)
Industrial Growth, Expansion and Urbanization
April – Mid-May (6 weeks)
Local and State Government
Mid-May- June (6 weeks)
• How did advances in transportation, communication, and technology in the 19th century change the United States? • How did changes in transportation affect industrialization and expansion? • What impact did the immigration of the late 19th century have in New York State? On various cities and towns? • What contributions did immigrants make to New York State? • How did the development of factories and industrialization impact New York State? • What industries grew in New York State? • What were the relationships between geographic factors, industrialization and expansion? • What is democracy? • What are the fundamental rights of Americans? • What are the values and principles expressed in our founding documents and speeches and in patriotic songs and stories? • Who are the people who worked to preserve and extend our freedoms? • Why are they considered heroes? • What are the basic purposes of government? • How are leaders at the state and local levels elected? • What are the duties and responsibilities of effective, informed citizens?
Social Studies Curriculum Calendar Grade Five New York State Test Preparation Unit Review of charts, graphs, timelines and other content organizers
Geography
Time Frame
2 weeks / September
What strategies are used to identify and classify different types of information?
2 weeks / September
How do geography, climate and natural resources affect the people of New York?
History
2 weeks / October
Economics
2 weeks / October
Government
Essential Question
2 weeks / November
What are the major ideas, eras, themes, developments and turning points in the history of New York? How does the economic system of New York affect the lives of the people who live in the state? What are the foundations of the American Government? How are these foundations still evident today?
Social Studies Curriculum Calendar Grade Five Essential Question: How have the geographic and environmental characteristics of nations and regions in the Western Hemisphere affected the history, economies, and cultures of its nations? Time Frame: 4-5 weeks
Geography United States History Alive: Chapter 1 pp. 11-19
Location- Tools of Geography Region- Exploring Regions of the United States (located in binder)
Geography Canada
Geography Latin America
World Studies: Canada Maps: pp. 2-7 Chapter 1 pp. 10-33 (use transparencies) Movement- Settlement patterns and Ways of Life in Canada (located in binder)
World Studies: Latin America Maps: pp. 2-5 Chapter 1 pp. 8-37 (use transparencies) Movement- Spatial Inequality in Mexico City (located in binder) Worksheets (located in binder) Primary Sources and Literature Writing Skills: Drafts Geography of Mexico
World Studies: Canada Regions of U.S. pp. 96-141
World Studies: Canada Regions of Canada pp. 146-187
World Studies: Latin America Regions of L.A. pp. 96-195
* REGIONS RESEARCH PROJECTS WITH PRESENTATIONS * Mapping LabsContact Dr. Morris
Mapping LabsContact Dr. Morris
Social Studies Curriculum Calendar Grade Five (continued) Essential Question: What historical experiences have nations of this hemisphere shared? How have different people and nations viewed these similar or shared experiences? Time Frame: 4-5 weeks
History United States
History Canada World Studies: Canada Chapter 2: pg 34-71 (Use transparencies)
Westward Expansion History Alive: Chapters 16-17: pg 161-183 Civil War History Alive: Chapters 18-19: pg 185-205
History Latin America World Studies: Latin America Chapter 2: pg 38-69 (Use transparencies)
Separatist Movement World Studies: Canada Chapter 5, Sec 1: pg 156-159
Essential Question: How important is it for citizens of the same country to share the same language and culture? Cultural Diffusion-When people of different cultures are exposed to and absorbed into another culture. Revolutionary War History Alive Chapter 13: pg 131-139
Independence Revolution World Studies; Latin America Chapter 2, Sec 4: pg 64
Leaders: George Washington http://www.georgewashington.s i.edu/
Leaders: Simon Bolivar World Studies: Latin America Chapter2, Sec 4: pg 59-61 Worksheets (Located in binder) Guided Reading and Review WebQuest Brazilian Music and Culture
Women’s History Women Win the Vote (Interact Unit) Compare Women’s Rights in the Western Hemisphere Black History Trade Books
Case Study Comparison
Social Studies Curriculum Calendar Grade Five (continued) Essential Question: What are the similarities and differences among governments of the Western Hemisphere, such as governmental structures and functions, civic values and principles, and views of the roles and rights of citizens? Time Frame: 4-5 weeks
Government United States History Alive Chapter 14 & 15: pg 141-160 How Does Government Affect Me? http://www.pbs.org/democracy/ kids/eductors/index.html Taking the High Road Unit 4, pg 61-89 Type: Democracy Role Play (Located in binder)
Government Canada
Government Latin America
World Studies: Canada Chapter 5, Sec 1: pg 60, 153154, 181-182 (Use transparencies)
World Studies: Latin America Chapter 4-5: pg 96-156 (Use transparencies)
Type: Parliamentary Parliamentary System Packet (Located in binder)
Type: Varies Ex: Case Study-Dictator: *Argentina- Peron *Cuba-Castro *Dominican Republic-Trujillo *Venezuela-Chavez
Compare the democratic qualities of the governments Contrast the citizen’s voice in each governmental structure
States
Provinces
Compare similarities and differences
Social Studies Curriculum Calendar Grade Five (continued) Essential Question: Why have some Western Hemisphere nations been more successful than others in meeting their needs and wants? Time Frame: 4-5 weeks
Economics United States World Studies: US Chapter 4, pg 112, 127
Economics Canada World Studies: Canada Chapter 5, pg 162, 171-172, 175 (Use transparencies)
Economic Partners: World Studies: US and Canada Chapter 2, p 68-70/Chapter 3, p 81
Economics Latin America World Studies: Latin America (Pages vary by country) Chapter 1, p 21, 28-30 Chapter 2, p 64-68 Chapter 3, p 91-92 Chapter 4, p 100, 102-104, 122 Chapter 6, p 180, 183-184, 189194 (Use transparencies)
Review NYS Mastering Social Studies Chapter 8, p 131-160 Taking the High Road Unit 8, p 159-174
Explore Topic of Global Interdependence Commerce Plaza (See binder)