Social Studies Scope & Sequence, Schemes and Mind Maps of History

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The New York City Department of Education K–8 Social Studies Scope and Sequence Carmen Fariña, Chancellor

New York City

Social Studies

Scope &

K-8^ Sequence^ 2014-

NYC Department of Education

K-8 Social Studies Scope and Sequence

Carmen Fariña

Chancellor

Phil Weinberg

Deputy Chancellor

Division of Teaching & Learning

Anna Commitante

Senior Executive Director

Curriculum, Instruction & Professional Development

Eric Contreras

Executive Director

Social Studies

52 Chambers Street

New York, NY 10007

Power, Authority, and Governance ■ ■ (^) Purposes, characteristics, and functions of various governance systems as they are practiced ■ ■ (^) Individual rights and responsibilities as protected and challenged within the context of majority rule ■ ■ (^) Fundamental principles and values of constitutional democracy ■ ■ (^) Origins, uses, and abuses of power ■ ■ (^) Conflict, diplomacy, and war Civic Ideals and Practices ■ ■ (^) Basic freedoms and rights and responsibilities of citizens in a democratic republic ■ ■ (^) Role of the citizen in the community and nation and as a member of the global community ■ ■ (^) Civic participation and engagement ■ ■ (^) Respect for diversity ■ ■ (^) Civic ideals and practices in countries other than our democratic republic ■ ■ (^) Struggle for rights, access to citizenship rights, and universal human rights Creation, Expansion, and Interaction of Economic Systems ■ ■ (^) Production, distribution, and consumption ■ ■ (^) Scarcity of resources and the challenges of meeting wants and needs ■ ■ (^) Supply/demand and the coordination of individual choices ■ ■ (^) Economic systems ■ ■ (^) Trade, interdependence, and globalization ■ ■ (^) Role of government in the economy ■ ■ (^) Personal finance Science, Technology, and Innovation ■ ■ (^) Scientific and intellectual theories, findings, discoveries, and philosophies ■ ■ (^) Applications of science and innovations in transportation, communication, military technology, navigation, agriculture, and industrialization ■ ■ (^) Relationship between science, technology, and innovation and social, cultural, and economic change Global Connections and Exchange ■ ■ (^) Past, current, and likely future global connections and interactions ■ ■ (^) Cultural diffusion; the spread of ideas, beliefs, technology, and goods ■ ■ (^) Role of technology ■ ■ (^) Benefits/consequences of global interdependence (social, political, economic) ■ ■ (^) Causes and patterns of migration ■ ■ (^) Tension between national interests and global priorities These ten unifying Social Studies themes represent different lenses that can be applied to the teaching and learning of the Key Ideas and Conceptual Understandings across all grades, K-12. Individual Development and Cultural Identity ■ ■ (^) Role of social, political, and cultural interactions in the development of identity ■ ■ (^) Personal identity as a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences Development, Movement, and Interaction of Cultures ■ ■ (^) Role of diversity within and among cultures ■ ■ (^) Aspects of culture such as belief systems, religious faith, or political ideals as influences on other parts of a culture such as its institutions or literature, music, and art ■ ■ (^) Cultural diffusion and change over time as facilitating different ideas and beliefs Time, Continuity, and Change ■ ■ (^) History as a formal study that applies research methods ■ ■ (^) Reading, reconstructing, and interpreting events ■ ■ (^) Analyzing causes and consequences of events and developments ■ ■ (^) Considering competing interpretations of events Geography, Humans and the Environment ■ ■ (^) Relationship between human populations and the physical world (people, places, and environments) ■ ■ (^) Impact of human activities on the environment ■ ■ (^) Interactions between regions, locations, places, people, and environments ■ ■ (^) Spatial patterns of place and location Development and Transformation of Social Structures ■ ■ (^) Role of social class, systems of stratification, social groups, and institutions ■ ■ (^) Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture ■ ■ (^) Social and political inequalities ■ ■ (^) Expansion and access of rights through concepts of justice and human rights

The Ten Unifying Themes

1 6 2 7 3 8 4 9 5 10 The New York City Department of Education K–8 Social Studies Scope and Sequence | 2

The New York City Department of Education K–8 Social Studies Scope and Sequence It should be the goal of the teacher to foster the development of Social Studies thinking and process skills. The application of these skills allows students to understand and investigate important issues in the world around them. Inquiry-based units of study will include many or most of the following skills. These skills should be incorporated into students’ instruction as developmentally appropriate. Thinking Skills ■■^ comparing and contrasting ■ ■ (^) identifying cause and effect ■ ■ (^) drawing inferences and making conclusions ■ ■ (^) evaluating ■ ■ (^) distinguishing fact vs. opinion ■ ■ (^) finding and solving multi-step problems ■ ■ (^) decision making ■ ■ (^) handling diversity of interpretations Sequencing and Chronology Skills ■ ■ (^) using the vocabulary of time and place ■ ■ (^) placing events in chronological order ■ ■ (^) sequencing events on a timeline ■ ■ (^) creating timelines ■ ■ (^) researching time and chronology ■ ■ (^) understanding concepts of time, continuity, and change ■ ■ (^) using sequence and order to plan tasks ■ ■ (^) setting priorities Research and Writing Skills ■ ■ (^) getting information ■ ■ (^) organizing information ■ ■ (^) looking for patterns ■ ■ (^) interpreting information ■ ■ (^) applying information ■ ■ (^) synthesizing information ■ ■ (^) supporting a position Map and Globe Skills ■ ■ (^) reading maps, legends, symbols, and scales ■ ■ (^) using a compass rose, grids, time zones ■ ■ (^) comparing maps and making inferences ■ ■ (^) interpreting and analyzing different kinds of maps ■ ■ (^) using cartographic tools ■ ■ (^) creating maps Interpersonal and Group Relation Skills ■ ■ (^) defining terms ■ ■ (^) identifying basic assumptions ■ ■ (^) identifying values conflicts ■ ■ (^) recognizing and avoiding stereotypes ■ ■ (^) participating in group planning and discussion ■ ■ (^) cooperating to accomplish goals ■ ■ (^) assuming responsibility to carry out tasks Graph and Image Analysis Skills ■ ■ (^) decoding images (graphs, cartoons, photos) ■ ■ (^) interpreting graphs and other images ■ ■ (^) drawing conclusions ■ ■ (^) making predictions

Thinking & Process Skills

| 3

The New York City Department of Education K–8 Social Studies Scope and Sequence

UNIT 1:

School and School Community:

Citizens Understanding Civic

Ideals and Practices

UNIT 2:

Self and Others:

Individual Development

and Cultural Identity

UNIT 3:

Geography, People

and the Environment

UNIT 4:

Families, Change

and Time

SEPTEMBER – OCTOBER NOVEMBER – DECEMBER JANUARY – MARCH APRIL – JUNE

Essential Question:

What does it mean to be a member

of a school community?

Essential Question:

How are people the same

and different?

Essential Question:

What makes a community?

Essential Question:

How are families the same

and different?

■ ■ (^) Children have classroom responsibilities ■ ■ (^) Considerate classmates are good citizens ■ ■ (^) Children have responsibilities at school and at home ■ ■ (^) People can be citizens of the school, neighborhood, and the United States K.5 Rules affect children and adults, and people make and change rules for many reasons. (Standard 5) Rules and Laws K.5a, K.5b, K.5c ■ ■ (^) Schools and classrooms have rules for all to follow ■ ■ (^) Rules are important ■ ■ (^) Rules and routines keep people safe and healthy ■ ■ (^) Children can help to create classroom rules ■ ■ (^) U.S. residents have rules and laws K.2 Children, families, and communities exhibit cultural similarities and differences. (Standards 1, 2) Developing Identity K.2a, K.2b, K.2c ■ ■ (^) People share common characteristics ■ ■ (^) People exhibit differences ■ ■ (^) People are unique and diverse ■ ■ (^) People share ethnicity, culture and religion (Haitian-American, Jewish, African-American, etc.) ■ ■ (^) People speak a native language (English, Korean, Arabic, Spanish, etc.) K.3 Symbols and traditions help develop a shared culture and identity within the United States. (Standard 1) Citizenship and Shared Culture K.3a, K.3b ■ ■ (^) The United States is comprised of diverse cultural groups ■ ■ (^) Cultural groups share traditions, beliefs, religions, and holidays ■ ■ (^) Important symbols of the U.S. (flag, Liberty Bell, bald eagle, etc.) ■ ■ (^) U.S. residents recite the Pledge of Allegiance ■ ■ (^) The U.S. flag has parts (stars and stripes) ■ ■ (^) Americans share patriotic songs (“The Star Spangled Banner,” “This Land is Your Land,” “America the Beautiful”) cont. Features of Communities K.6b, K.6c ■ ■ (^) Communities have unique features and special purpose buildings (homes, schools, businesses, places of worship, libraries, parks, leaders, police/fire station, museums, hospitals) ■ ■ (^) Communities have rules and routines (garbage collection, street signs, crossing the street) ■ ■ (^) Communities have history ■ ■ (^) Communities change over time ■ ■ (^) Communities have landmarks, monuments, and architecture ■ ■ (^) Communities have forms of transportation ■ ■ (^) Communities have local organizations People and Neighborhoods K. ■ ■ (^) A neighborhood is made up of many different families ■ ■ (^) Neighborhoods reflect the languages and traditions of the people who live there ■ ■ (^) Residents are people who live in neighborhoods ■ ■ (^) Residents pay for goods and services ■ ■ (^) People work in neighborhoods and have different jobs and responsibilities (police, store owners, sanitation workers, firefighters) ■ ■ (^) People in neighborhoods rely on each other for goods, services, and assistance cont. ■ ■ (^) Family members care for and help each other ■ ■ (^) Families have basic needs and wants (safety, economic decisions, etc.) ■ ■ (^) Family members rely on each other ■ ■ (^) Family members make choices to meet their needs and wants ■ ■ (^) Families plan for the future (schooling, finances, etc.) K.8 The past, present and future describe points in time and help us examine and understand events. (Standards 1, 2) Family History K.8a, K.8b ■ ■ (^) All families have a history or past ■ ■ (^) Families recount events using sequence words (first, yesterday, last year, etc.) ■ ■ (^) Families change over time ■ ■ (^) Family history can be shared (names, family trees, letters, old photographs, etc.) ■ ■ (^) Family histories can be recorded ■ ■ (^) Families have a cultural heritage ■ ■ (^) Family histories may have started in other states/countries ■ ■ (^) Family stories are passed down from one generation to another ■ ■ (^) Families share folktales, legends, oral histories, and music ■ ■ (^) Families have traditional foods/recipes that reflect their culture ■ ■ (^) Families share traditions 1 2 3 4 Kindergarten: Self and Others | 5

UNIT 2:

Self and Others:

Individual Development

and Cultural Identity

UNIT 3:

Geography, People

and the Environment

NOVEMBER – DECEMBER JANUARY – MARCH

Essential Question:

How are people the same

and different?

Essential Question:

What makes a community?

■ ■ (^) Communities/organizations identify/ elect leaders ■ ■ (^) The president is the leader of the U.S. ■ ■ (^) Washington D.C. is the capital of the U.S. ■ ■ (^) U.S. residents celebrate national holidays (Independence Day, Labor Day, Memorial Day, Thanksgiving, etc.) ■ ■ (^) People deserve respect and understanding ■ ■ (^) A neighborhood/community is part of a borough K.7 People and communities are affected by and adapt to their physical environment. (Standard 3) ■ ■ (^) Physical environment affects the way people live ■ ■ (^) Physical features of a community can be changed by climate, weather ■ ■ (^) People can change their environment 2 3 Social Studies Practices A. Gathering, Using, and Interpreting Evidence

1. Ask questions.
2. Recognize forms of evidence used to make meaning in social studies.
3. Identify the author or creator of a book or map.
4. Identify opinions expressed by others.
5. Create understanding of the past. B. Chronological Reasoning and Causation 1. Retell an important life event in sequential order. 2. Understand the concept of time measurements including days and weeks. 3. Identify causes and effects using an example from his/her family life. 4. Identify change over time in his/her life. 5. Identify events of the past, present, and future in his/her life. 6. Identify routines and common occurrences in his/her life. C. Comparison and Contextualization 1. Identify similarities and differences between home and school. 2. Identify similarities and differences between him/her and others. 3. Describe an event in his/her life. D. Geographic Reasoning 1. Ask geographic questions about where places are located and why they are located there using location terms and geographic representations such as maps, photographs, satellite images, and models. 2. Identify natural events or physical features such as land, water, air, and wind. 3. Describe how environment affects his/her activities. 4. Identify a pattern. 5. Identify a human activity that changed a place. E. Economics and Economic Systems 1. Identify examples of scarcity and choices made due to scarcity. 2. Identify examples of goods and services. 3. Identify what money is and how it is used in society. F. Civic Participation 1. Demonstrate respect for the rights of others. 2. Participate in activities that focus on a classroom or school issue or problem. 3. Identify the role of the individual in classroom participation. 4. Show respect in issues involving difference and conflict. 5. Identify situations in which social actions are required. 6. Identify the school principal and his/her role within the school. 7. Identify and follow rules in the classroom and school. The New York City Department of Education K–8 Social Studies Scope and Sequence Kindergarten: Self and Others | 6

Family Traditions 1.1b ■ ■ (^) Traditions are an important part of a family’s culture ■ ■ (^) Families pass on knowledge, customs, language, traditions ■ ■ (^) Families influence the language(s) spoken at home ■ ■ (^) Families celebrate in many ways ■ ■ (^) Families live in different kinds of communities 1.2 There are significant individuals, historical events, and symbols that are important to American cultural identity (Standards 1, 5) History and American Culture 1.2a, 1.2b ■ ■ (^) Different events and people shape a community and a country’s history ■ ■ (^) Communities and the United States have key historic figures and leaders ■ ■ (^) A community has historic significance ■ ■ (^) People in communities create monuments to commemorate important people and events (then and now) ■ ■ (^) Historical events are told through stories, folklore ■ ■ (^) National holidays are celebrated (Martin Luther King, Jr. Day, Labor Day, Constitution Day, Columbus Day) ■ ■ (^) People show honor for their community, city, state, and nation by respecting the flag, reciting the Pledge of Allegiance and singing patriotic songs cont. 1.8 Historical sources reveal information about how life in the past differs from the present. (Standards 1, 2) Looking at Change 1.8a ■ ■ (^) Historical sources inform people about life in the past (artifacts, letters, maps, photographs, and newspapers) − types of homes, buildings, architecture − clothing styles − travel and transportation − jobs − food and cooking − play and leisure time − technology − schools − population − role of women and children Family History 1.8a, 1.8b ■ ■ (^) All families have a history (family members, family trees, photographs) ■ ■ (^) The way families record their history changes over time (letters, photographs, videotapes) ■ ■ (^) Families share a cultural heritage (songs, dances, food, costumes, stories, etc.) ■ ■ (^) Family history is told through stories that are passed from generation to generation cont. 1.4 People create governments in order to create peace and establish order. Laws are created to protect the rights and define the responsibilities of individuals and groups. (Standard 5) Local, state, and national rules, laws, and governments 1.4a, 1.4b, 1.4c ■ ■ (^) Rules and laws are created to protect people’s rights and their safety (home, school, community) ■ ■ (^) Rules and laws are different ■ ■ (^) Communities have and respect rules and laws ■ ■ (^) Rules and laws can be changed based on the needs of the community ■ ■ (^) Laws protect rights and freedoms of individuals and groups ■ ■ (^) Local, state and national levels of government exist to create and enforce laws, and help resolve conflicts ■ ■ (^) Governments have varied roles and responsibilities ■ ■ (^) Citizens help to form their government ■ ■ (^) People elect officials to represent them ■ ■ (^) People participate in the democratic process by voting responsibly ■ ■ (^) New York City has various levels of leadership (mayors, borough presidents, city council members) ■ ■ (^) Students can help solve problems, make decisions, and resolve conflicts in their homes, schools, and communities cont. ■ ■ (^) People in communities work to earn money to provide for their needs and wants ■ ■ (^) People make decisions about spending and saving money Community Workers 1.10b, 1.10c (Standards 4, 5) ■ ■ (^) People in the community have different jobs (teachers, truck drivers, doctors, government leaders, etc.) ■ ■ (^) Community workers use tools and resources to provide services in a community ■ ■ (^) Community workers are diverse and work with one another ■ ■ (^) People in the community help their neighbors in emergencies ■ ■ (^) Communities develop new needs and resources, jobs

UNIT 1:

Families and Communities

are Important

UNIT 2:

Families, Now and Long Ago

UNIT 3:

The Community

UNIT 4:

Community Economics

SEPTEMBER – OCTOBER NOVEMBER – DECEMBER JANUARY – MARCH APRIL – JUNE

Essential Question:

Why are families important and how

do they influence who we are?

Essential Question:

How do families grow

and change over time?

Essential Question:

What is a community?

Essential Question:

How do jobs and money

affect communities?

1 2 3 4 The New York City Department of Education K–8 Social Studies Scope and Sequence Grade 1: My Family and Other Families, Now and Long Ago | 8

The New York City Department of Education K–8 Social Studies Scope and Sequence ■ ■ (^) Family members share special folktales/legends, oral histories, biographies and legends from their culture with each other ■ ■ (^) Family values, traditions and beliefs are taught and passed from generation to generation 1.5 The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary. (Standard 3) Maps and Map Skills 1.5a, 1.5b, 1.5c ■ ■ (^) Maps give different types of information ■ ■ (^) Maps and map tools help people to move from one place to another ■ ■ (^) Maps have special features and symbols (compass rose, keys, legend) ■ ■ (^) Maps are used to locate important places (monuments, parks, public buildings) ■ ■ (^) Locations can be described using cardinal directions (north, south, east, west) ■ ■ (^) Cardinal directions can be used to locate places and physical features ■ ■ (^) Symbols represent places and can be used to locate geographic features and physical characteristics ■ ■ (^) People show honor by respecting elders, learning about and celebrating community, state and American history, events, places, people and culture

UNIT 1:

Families and Communities

are Important

UNIT 2:

Families, Now and Long Ago

UNIT 3:

The Community

SEPTEMBER – OCTOBER NOVEMBER – DECEMBER JANUARY – MARCH

Essential Question:

Why are families important and how

do they influence who we are?

Essential Question:

How do families grow

and change over time?

Essential Question:

What is a Community?

1 2 3 1.6 People and communities depend on and modify their physical environments in order to meet basic needs. (Standard 3) Communities Meet People’s Needs 1.6a, 1.6b, 1.6c ■ ■ (^) There are natural and man-made resources in communities ■ ■ (^) People and communities have basic needs to survive ■ ■ (^) People rely on natural resources to meet basic needs (water, food, air) ■ ■ (^) Natural resources are found in the physical environment ■ ■ (^) Communities are influenced by geography ■ ■ (^) Some communities have more natural resources than others ■ ■ (^) Communities modify the environment to meet basic needs ■ ■ (^) Communities create man-made resources to meet needs and wants (dams, bridges, parks, dwellings) ■ ■ (^) People’s actions can affect the environment in negative or positive ways Grade 1: My Family and Other Families, Now and Long Ago | 9

The New York City Department of Education K–8 Social Studies Scope and Sequence

Grade Two: My Community and Other Communities

2.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves. (Standard 3) Geographic Features 2.5a, 2.5d ■ ■ (^) Maps and globes have special features (symbols, map legends) ■ ■ (^) Maps provide information and have special purposes ■ ■ (^) There are many different kinds of maps ■ ■ (^) People who make maps use special tools ■ ■ (^) Locations can be described using cardinal directions (north, south, east, west) ■ ■ (^) Locations can be described using intermediate directions (northeast, southeast, northwest, southeast) ■ ■ (^) A community’s location is relative to other communities ■ ■ (^) Major physical features of New York City, New York State and the U.S. can be located on a map ■ ■ (^) Landforms, bodies of water, hemisphere, continent, country, and states can be located on maps ■ ■ (^) Urban, rural, and suburban communities can be located on a map cont. 2.6 Identifying continuities and changes over time can help understand historical developments. (Standard 1) Changes over time 2.6a, 2.6b ■ ■ (^) Changes over time can be described using dates and timelines ■ ■ (^) Changes over time can be examined by using evidence such as maps, population charts, photographs, paintings, newspapers, biographies, and other historical artifacts ■ ■ (^) New York City has changed over time and will continue to change in the future ■ ■ (^) The architectural landscape of New York City includes old and new features (historic buildings, skyscrapers) 2.7 Cause-and-effect relationships help us recount events and understand historical development. (Standard 1) 2.7a ■ ■ (^) New York City in the 1600’s was inhabited by various Native American peoples ■ ■ (^) Famous explorers arrived in present day New York City (Henry Hudson) ■ ■ (^) The Dutch and English influenced the development of early New Amsterdam, New York City cont. 2.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities. (Standards 1, 3) Kinds of Communities 2.1a, 2.1b, 2.1c, 2.1d ■ ■ (^) Communities can be characterized as urban, rural, or suburban ■ ■ (^) Features of urban, rural, and suburban communities are different ■ ■ (^) Population density and use of the land distinguish types of communities ■ ■ (^) Types of transportation in rural and urban communities may be different ■ ■ (^) Activities in urban, suburban, and rural communities are different ■ ■ (^) Communities affect people’s development and identity ■ ■ (^) Urban, rural, and suburban communities have special events, people, traditions, practices, and ideas ■ ■ (^) There are advantages and disadvantages to living in urban, suburban, and rural communities cont. 2.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities. (Standard 5) Principles of Democracy 2.3a, 2.3b ■ ■ (^) The United States was founded on democratic principles (dignity for all, equality, fairness, respect for authority and rules) ■ ■ (^) Government is established to protect the rights of citizens, promote fairness, and keep people safe Election Process 2.3c, 2.4a, 2.4b ■ ■ (^) Holding elections and voting are examples of democracy ■ ■ (^) Local leaders are elected (mayor, city council, comptroller, borough president) ■ ■ (^) State and national leaders are elected (governor, senators, president) ■ ■ (^) There is a process for elections and voting (schools, communities, New York State, nation) National Symbols 2.3d ■ ■ (^) Community members are united by symbols of citizenship (the U.S. flag and its display and use, the Pledge of Allegiance, and national holidays) cont. 2

UNIT 1:

Our Community’s Geography

UNIT 2:

New York City Over Time

UNIT 3:

Urban, Suburban,

and Rural Communities

UNIT 4:

Rights, Rules and

Responsibilities

SEPTEMBER – OCTOBER NOVEMBER – DECEMBER JANUARY – MARCH APRIL – JUNE

Essential Question:

How does geography influence

where people live and why?

Essential Question:

How and why do communities

change over time?

Essential Question:

How are communities

the same and different?

Essential Question:

What is government and

why do people need laws?

1 2 3 4 | 11

■■ (^) Geographic characteristics of communities can be described using symbols and map legends Influence of physical features on the development of different communities 2.5b ■ ■ (^) Communities use human and natural resources in different ways ■ ■ (^) Geographic features influence how and where communities develop ■ ■ (^) Physical features and natural resources may affect how people provide for their needs ■ ■ (^) Places have geographic and political boundaries Humans modify their environments 2.5c ■ ■ (^) People adapt and make changes to the environment in positive and negative ways (housing, transportation systems, schools, marketplaces, and recreation areas) ■ ■ (^) Environmental factors influence the life- styles of community residents (schools, buildings, sports and recreation facilities, extreme weather preparation) Geography of New York City 2.5a, 2.5b, 2.5c ■ ■ (^) People can read maps to learn about New York City ■ ■ (^) New York City has many geographical features (canals, rivers, hills) ■ ■ (^) New York City residents are influenced by geography (travel, jobs, architecture, etc.) ■ ■ (^) New York City has both a physical and cultural landscape cont. ■ ■ (^) New York City changed and grew during the 1700’s, 1800’s, 1900’s − Physical environment − Population/immigration/migration − Size, shape, homes and buildings − Use of natural resources − Methods of transportation − Jobs and industry − Technological advances − Evolution of communities and neighborhoods ■ ■ (^) Migration patterns exist in all communities (urban to suburban, suburban to rural, etc.) 2.2 People share similarities and differences with others in their own community and with other communities. 2.2a, 2.2b (Standards 1, 2, 3) ■ ■ (^) Communities are diverse ■ ■ (^) Urban, suburban, and rural communities embrace traditions and celebrate holidays ■ ■ (^) Community events may reflect the community’s cultural diversity ■ ■ (^) Community events promote a common community identify ■ ■ (^) A community is strengthened by the diversity of its members FOCUS: Comparative case study of urban, suburban, and rural communities 2.1a, 2.1b, 2.1c Rural Communities ■ ■ (^) Rural communities have large areas of open land and smaller populations than suburban or urban communities ■ ■ (^) Rural communities are often far from each other, big towns or cities ■ ■ (^) People in rural areas may work where they live ■ ■ (^) Agriculture is an industry in rural communities ■ ■ (^) Vegetation and wildlife may be more abundant in rural areas cont. ■ ■ (^) There are symbols of American democracy (bald eagle, Statue of Liberty, White House, and Mount Rushmore) 2.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service. (Standard 5) Communities and Government 2.4a, 2.4b, 2.4c ■ ■ (^) Communities need rules and laws to solve problems and resolve conflicts ■ ■ (^) Community leaders make, enforce, and interpret fair rules and laws ■ ■ (^) Community leaders represent the needs of the community to the neighborhood, borough, city, state, etc. ■ ■ (^) People need rules for the use of community resources ■ ■ (^) Rules and laws have changed over time to meet the needs of community members ■ ■ (^) Citizens provide service to their community in a variety of ways FOCUS: Case study of local New York City government 2.4a, 2.4b ■ ■ (^) The three branches of government in New York City ■ ■ (^) Local leaders ■ ■ (^) City government departments (Department of Education, Transportation, Health, etc.) cont.

UNIT 1:

Our Community’s Geography

UNIT 2:

New York City Over Time

UNIT 3:

Urban, Suburban,

and Rural Communities

UNIT 4:

Rights, Rules and

Responsibilities

SEPTEMBER – OCTOBER NOVEMBER – DECEMBER JANUARY – MARCH APRIL – JUNE

Essential Question:

How does geography influence

where people live and why?

Essential Question:

How and why do communities

change over time?

Essential Question:

How are communities

the same and different?

Essential Question:

What is government and

why do people need laws?

1 2 3 4 The New York City Department of Education K–8 Social Studies Scope and Sequence Grade 2: My Community and Other Communities | 12

UNIT 3:

Urban, Suburban,

and Rural Communities

UNIT 4:

Rights, Rules and

Responsibilities

JANUARY – MARCH APRIL – JUNE

Essential Question:

How are communities

the same and different?

Essential Question:

What is government and

why do people need laws?

3 4 ■ ■ (^) There are many different types of industry in New York City (tourism, manufacturing, financial, etc.) ■ ■ (^) People all over the world visit New York City ■ ■ (^) New York City remains connected to its historical heritage (street and place names, old buildings, parades, museums, historical re-enactments, etc.) ■ ■ (^) New York City is made up of neighborhoods that reflect diversity (Flushing’s Chinatown, Harlem, Brownsville, Woodlawn, El Barrio, Bronx’s Little Italy, etc.) ■ ■ (^) New York City has many cultural institutions (museums, historical societies, libraries, schools) ■ ■ (^) New York City has many parks and recreational areas 2.9 A community requires the interdependence of many people performing a variety of jobs and services to provide basic needs and wants. (Standards 4, 5) Goods and Services 2.9a, 2.9b, 2.9c ■ ■ (^) There are differences between goods and services ■ ■ (^) There are goods and services specific to New York City ■ ■ (^) Community resources provide communities with services (library, hospital, playground, etc.) ■ ■ (^) Members of a community specialize in different types of jobs that provide services to the community (fire fighters, police officers, sanitation workers, teachers, etc.) ■ ■ (^) Communities share services and resources with other communities The New York City Department of Education K–8 Social Studies Scope and Sequence Grade 2: My Community and Other Communities | 14

The New York City Department of Education K–8 Social Studies Scope and Sequence Social Studies Practices A. Gathering, Using, and Interpreting Evidence

1. Develop questions about the community.
2. Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).
3. Identify and explain creation and/or authorship, purpose, and format for evidence.
4. Identify arguments of others.
5. Recognize arguments and identify evidence.
6. Create an understanding of the past by using primary and secondary sources. B. Chronological Reasoning and Causation 1. Retell a community event in sequential order. 2. Understand the concept of time measurements including minutes, hours, days, weeks, months, years. 3. Identify causes and effects using examples from his/her family life or from the community. 4. Identify change over time in his/her community. 5. Identify events of the past, present, and future in his/her community. 6. Recognize and identify patterns of continuity and change in his/her community. C. Comparison and Contextualization 1. Identify similarities and differences between communities. 2. Identify similarities and differences between his/ her community and other communities. 3. Describe an event in his/her community. 4. Recognize the relationships between geography, economics, and history in his/her community. 5. Describe a historical development in his/her community with specific details including time and place. D. Geographic Reasoning 1. Ask geographic questions about where places are located and why they are located there using geographic representations such as maps and models. Describe where places are in relation to each other and describe connections among places. 2. Distinguish human activities and human-made features from “environments” (natural events or physical features— land, air, and water—that are not directly made by humans). 3. Describe how his/her actions affect the environment of the community; describe how the environment of the community affects human activities. 4. Recognize a process that applies to population and a resulting pattern. 5. Describe how human activities alter places in a community. E. Economics and Economic Systems 1. Explain how scarcity necessitates decision making; identify the benefits and costs of decisions. 2. Describe the resources used to produce goods and provide services in the local community. 3. Describe the role of banks, saving, and borrowing in the economy. 4. Describe the goods and services that people in the local community produce and those that are produced in other communities. 5. Identify goods and services that government provides; explore the concept of taxes. F. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom debates regardless of whether one agrees with the other viewpoint. 2. Participate in activities that focus on a classroom, school, or community issue or problem. 3. Identify different political systems. 4. Identify the role of the individual in classroom, school, and community participation. 5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict. 6. Identify situations in which social actions are required. 7. Identify the governor of New York, the president of the United States, and the school principal and their leadership responsibilities. 8. Identify rights and responsibilities within the classroom, school, and community. Grade 2: My Community and Other Communities | 15

3.2 The location of world communities can be described using geographic tools and vocabulary. (Standard 3) ■ ■ (^) World communities can be located on globes and maps ■ ■ (^) Places be located relative to the Equator and Prime Meridian (latitude, and longitude) 3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs. (Standard 3) The Environment 3.3a, 3.3b ■ ■ (^) Physical features and climate affect settlement and population growth ■ ■ (^) Geographic factors influence lifestyle ■ ■ (^) People adapt to the environment ■ ■ (^) Communities use human and natural resources to meet needs in different ways ■ ■ (^) Science, technology, and industry ■ ■ (^) Results of technology and advancements ■ ■ (^) Environmental protection cont. Sample Case Study A Community: Nigeria Culture 3.4a, 3.4b, 3.5a, 3.5b ■ ■ (^) Settlements and population growth ■ ■ (^) National symbols (flag, national anthem) ■ ■ (^) Legacy of traditional culture − Arts (bronze castings, woodcarvings, terra-cotta sculptures) − Music (Juju) ■ ■ (^) Sports ■ ■ (^) Cultural groups (Fulani, Ijaw, Kanuri, Ibibio, Tiv, Edo, Ibo) ■ ■ (^) Food, clothing, and homes ■ ■ (^) Gender roles ■ ■ (^) Schools (mission schools) ■ ■ (^) Languages (English, Hausa, Igbo, Yoruba, Fulani, and hundreds of tribal languages) ■ ■ (^) Religious beliefs (Islam, Christianity), customs, traditions and practices ■ ■ (^) National and religious holidays, festivals ■ ■ (^) Myths and legends ■ ■ (^) National Parks (Yankari and Cross River) cont. Sample Case Study B Community: Egypt Culture and Civilization 3.4a, 3.4b, 3.5a, 3.5b ■ ■ (^) Settlements and population growth ■ ■ (^) National symbols (flag, national anthem) ■ ■ (^) Legacy of traditional culture (art, architecture, music) ■ ■ (^) Sports ■ ■ (^) Diverse cultural and religious groups ■ ■ (^) Food, clothing, and homes ■ ■ (^) Gender roles ■ ■ (^) Schools ■ ■ (^) Languages (Arabic) ■ ■ (^) Religious beliefs (Sunni Islam, Sufi & Shia Islam, and Coptic Orthodox Christianity), customs, traditions and practices ■ ■ (^) National and religious holidays (Ramadan, Coptic Spring Festival, holy days of Sufi and Coptic Saints) ■ ■ (^) Myths and legends ■ ■ (^) Key events and people in history − Egyptian civilization − Pyramids, hieroglyphs, mummification − Views of the afterlife cont. Sample Case Study C Community: People’s Republic of China ■ ■ (^) Impact of climate on settlement patterns (current and ancient) ■ ■ (^) Vegetation zones ■ ■ (^) Ancient (Grand Canal, The Great Wall, Silk Roads) ■ ■ (^) Environmental challenges (urbanization, overpopulation, over-mining, air pollution) Culture and Civilization 3.4a, 3.4b, 3.5a, 3.5b ■ ■ (^) Settlements and population growth ■ ■ (^) Leaders past and present ■ ■ (^) National symbols (flag, national anthem) ■ ■ (^) Legacy of traditional culture − Arts (jade ornaments, pottery, porcelain, paper cutting, calligraphy, folding screens, woodblock prints, landscape paintings) − Music (Chinese (Beijing) opera, traditional Chinese instruments, folk songs) ■ ■ (^) Sports ■ ■ (^) Cultural groups (Han, many ethnicities) ■ ■ (^) Food, clothing, and homes ■ ■ (^) Gender roles cont. Sample Case Study D Community: Peru Culture and Civilization 3.4a, 3.4b, 3.5a, 3.5b ■ ■ (^) National symbols (flag, national anthem, vicuña) ■ ■ (^) Legacy of traditional culture − Arts (Chavín vases and sculptures, Moche ceramics, Incas’ quipus) − Music (Andean Blues, Folklórico, Criollo, Afro- Peruvian) ■ ■ (^) Sports ■ ■ (^) Cultural groups (Amerindian, Mestizo) ■ ■ (^) Food, clothing, and homes ■ ■ (^) Gender roles ■ ■ (^) Schools; few schools in the Amazon ■ ■ (^) Languages (Spanish, Quechua, Ayamara) ■ ■ (^) Religious beliefs (Christianity), customs, traditions and practices ■ ■ (^) National holidays and festivals (Independence Day - July 28, 1821, Festival of the Sun) ■ ■ (^) Myths and legends ■ ■ (^) National Parks (Huascarán) cont.

UNIT 1:

Introduction to World

Geography and World

Communities

UNIT 2–7:

Case Studies of a Community in Africa, Asia, South America,

The Caribbean, Middle East, Europe, Southeast Asia, Oceania or Australia

Teacher Should Select 3-6 World Communities to Study That Reflect Diverse Regions of the World

SEPTEMBER – OCTOBER NOVEMBER – JUNE

Essential Question:

Why does geography matter?

Essential Question:

How do culture, geography and history shape a community? How are world communities the same? How are they different?

1 2- The New York City Department of Education K–8 Social Studies Scope and Sequence Grade 3: Communities around the World | 17

3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays. (Standard 2) 3.5 Communities share cultural similarities and differences across the world. (Standard 2) Culture 3.4a, 3.4b, 3.5a, 3.5b ■ ■ (^) All countries and civilizations have culture ■ ■ (^) Culture encompasses all that people do, create, value, and believe ■ ■ (^) Cultures and civilizations develop and change over time ■ ■ (^) Countries and civilizations have cultural landscapes (pyramids, silos, windmills, skyscrapers) that include old and new features ■ ■ (^) Changes can be observed in a person’s way of life, (transportation, homes, economy, form of government) ■ ■ (^) All peoples have rich cultural traditions that are passed down from generation to generation in a variety of ways ■ ■ (^) All peoples have beliefs, religion, traditions ■ ■ (^) All peoples provide for their needs in a variety of ways (foods, clothing, shelter) cont. Sample Case Study A Community: Nigeria ■ ■ (^) Key events and people in history − Nok culture − Muslim Fulani empire − British control − Independence from Britain − Leaders past and present 3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices. (Standard 2) Cultural exchange 3.6a ■ ■ (^) Contributions to Nigeria − machinery, transportation equipment, manufactured goods ■ ■ (^) Contributions from Nigeria − leading producer of petroleum, iron, magnesium − adire (cloth dyeing), cloth weaving, tailors − farming, grazing − mahogany, ebony − transportation cont. Sample Case Study B Community: Egypt − Rosetta Stone − British in Egypt − Independence − Leaders past and present 3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices. (Standard 2) Cultural exchange 3.6a ■ ■ (^) Contributions to Egypt − Greeks and Romans culture, art, science, Library of Alexandria − Islamic science, architecture, literature, technology, archaeology ■ ■ (^) Contributions from Egypt − architecture − irrigation − medicine − centralized government − media cont. Sample Case Study C Community: People’s Republic of China ■ ■ (^) Schools (state run public education) ■ ■ (^) Languages (Cantonese, Mandarin) ■ ■ (^) Religious beliefs (Buddhism, Neo- Confucianism, Taoism), customs, traditions and practices ■ ■ (^) National and religious holidays, festivals (Lunar New Year) ■ ■ (^) Myths and legends ■ ■ (^) National Parks (Jiuzhai Valley- Huanglong, Guilin-Lijiang River, Huangshan Mountains) ■ ■ (^) Key events and people in history − Confucius develops Confucianism − Kublai Khan restored the Silk Roads − Zheng He commands large fleet of junks − Leaders past and present cont. Sample Case Study D Community: Peru ■ ■ (^) Key events and people in history − Early people (the Inca, the Chavín, the Moche, Chimú and the Nazca) − Independence from Spain, 1821 − War of the Pacific 1883 − Peace treaty signed with Ecuador, 1988 − Leaders past and present 3.6 Communities from around the world interact with other people and communities and exchange cultural ideas and practices. (Standard 2) Cultural exchange 3.6a ■ ■ (^) Contributions to Peru − Andean, Spanish and African music and instruments ■ ■ (^) Contributions from Peru − silver work − pottery − tapestries and textiles cont.

UNIT 1:

Introduction to World

Geography and World

Communities

UNIT 2–7:

Case Studies of a Community in Africa, Asia, South America,

The Caribbean, Middle East, Europe, Southeast Asia, Oceania or Australia

Teacher Should Select 3-6 World Communities to Study That Reflect Diverse Regions of the World

SEPTEMBER – OCTOBER NOVEMBER – JUNE

Essential Question:

Why does geography matter?

Essential Question:

How do culture, geography and history shape a community? How are world communities the same? How are they different?

1 2- The New York City Department of Education K–8 Social Studies Scope and Sequence Grade 3: Communities around the World | 18