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Ddih syllabus final10 _11

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finalized syllabus 2011-2012

finalized syllabus 2011-2012

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  • 1. New York City Department of Education Office of Educational Technology Madeline Taub-Chan, Community Superintendent CSD 24 (Acting)Beverly Ffolkes-Bryant, Community Superintendent, CSD 28 Winnie Bracco, Technology Innovation Manager http://www.oitqueens.com http://oitqblogs.com 1
  • 2. ACKNOWLEDGMENTS Office of Educational Technology - Queens Team Winnie Bracco, Technology Innovation Manager Kelly Gallagher, Instructional Technology Specialist Richard Gross, Instructional Technology Specialist Kin Fung Leung, Supervising Instructional Technology Technician Frances Newsom-Lang, Instructional Technology Specialist Frances O’Neill, Instructional Technology Specialist Ellen Phillips, Instructional Technology Specialist Robert Sweeney, Instructional Technology Specialist Michael Swirsky, Instructional Technology Specialist This syllabus was created by the OET Queens Team under the direction of Winnie Bracco, Technology Innovation Manager and made possible by Title IID funds. Contact Information Winnie Bracco – wbracco@schools.nyc.gov Frances O’Neill – foneill@schools.nyc.gov Frances Newsom-Lang - fnewsom-lang@schools.nyc.gov 2
  • 3. Table of Contents Topic Page I. Grant Schools & Workshop Schedule 4 II. Course Goals and Focus 5 III. Course Texts 6 IV. Course Requirements 6 V. Attendance Policies 6 VI. Session Description, Objectives and 7 - 21 Expectations VII. Standards Addressed 22 VIII. New York City Social Studies Units and 23 - 25 Essential Questions: Grades 3-8 IX. Global History and Geography 26 - 30 3
  • 4. Digital Destinations in History S Y L L A B US Winnie Bracco Office of Educational Technology Technology Innovation Manager WBracco@schools.nyc.gov Instructional Technology Frances O’Neill foneill@schools.nyc.gov Specialists: Frances Newsom-Lang fnewsomlang@schools.nyc.gov Public Schools (Dist 24) IS 5, PS 12, PS 14, PS 19, IS 61, IS 73, IS 77, IS 89, PS 91, IS 93, IS 125, PS 153, Grover Cleveland High School, Newtown High School, Queens Vocational High School Public Schools (Dist 28) PS 30, PS 54, IS 72, IS 144, IS 157, IS 217, Queens Academy High School, Forest Hills High School, Jamaica High School Non-Public Schools St. Raphael School, Resurrection Ascension School, Sacred Heart School, Razi School, St. John Lutheran School, Redeemer Lutheran School, Martin Luther High School, Al-Manoor School, St. Adalbert School, and St Nicholas of Tolentine School. Location: All face-to-face workshops are held at 82-01 Rockaway Blvd, Room 201C. All face-to-face workshops are mandatory. All webinars are highly recommended but optional. All webinars take place online via Skype. All holiday institutes are highly recommended but optional. Workshop Venue Date HoursOrientation - TerraClue, Wetoku & Skype F2F Sat. 10/15/11 9:00 - 1:00 pmEnhancing SS Instruction for ELLs with Livescribe - Day 1 F2F Tues. 11/19/11 8:30 - 1:00 pmWebinar 1 - Advanced Blogging - “Bling Your Blog” Online Wed. 11/16/11 6:00 - 7:00 pmEnhancing SS Instruction for ELLs with Livescribe - Day 2 F2F Sat. 12/3/11 9:00 - 1:00 pmWebinar 2 - Stimulating Writing through Graphic Novels Online Wed. 12/14/11 6:00 - 7:00 pmSS Instruction through Livescribe with Google Maps - Day 3 F2F Sat. 1/7/12 9:00 - 1:00 pmProject-Based Learning - Planning Day F2F Sat. 1/28/12 9:00 - 1:00 pmWebinar 3 - Creating Tutorials Online with Screenjelly Online Wed. 2/8/12 6:00 - 7:00 pmMid-Winter Break - iPad Institute for Teachers F2F 2/20-22/12 9:00 - 1:00 pmMid-Winter Break - PBL 101 Institute F2f 2/23-24/12 9:00 - 1:00 pmWebinar 4 - Q&A Day Online Wed. 3/14/12 6:00 - 7:00 pmSpring Break - Advanced PBL Institute F2F 4/12 - 13/12 9:00 - 1:00 pmMini Share-Out F2F 4/21/12 9:00 - 1:00 pmTech Fair F2F Sat. 6/9/12 9:00 - 1:00 pm 4
  • 5. COURE DESCRIPTIONThe Title IID “Digital Destinations in History” (DDIH) grant is an intensive professional developmentprogram that focuses on improving student achievement in ELA by integrating technology into theSocial Studies curriculum. DDIH serves the goals of the Enhancing Education Through Technologytheme, "Technology Infusion into Instruction through Professional Development", byempowering educators to engage students in interdisciplinary projects that develop writing, criticalthinking and problem-solving skills and to train teachers to use technology as both an instructional toolfor the Social Studies curriculum and to reinforce fundamental ELA skills.FIELD EXPERIENCEEach participant is required to (1) create products that are specifically designed to meet the diverseneeds of students in their classrooms, (2) use those products with their students, (3) assess studentunderstanding of content, (4) record evidence of student learning through photographs and video, (5)bring that evidence back to the learning community, (6) share both the evidence and their experiencewith the colleagues in the course, (7) reflect and record their findings in a blog, (8) turnkey their skillswith teachers in their school communities.PREREQUISITEParticipants from specific grant schools must be selected by their principals to attend this course.CONCEPTUAL FRAMEWORKDiversity: The Office of Educational Technology (Queens) OETQ is dedicated to reaching a diversityof learners through a wide variety of delivery methods, offering modality options and expandingaccess by reducing geographic and time barriers. By using a wide variety of content material, formats,and instructional strategies, participants learn to create and customize instructional experiences to meetthe specific needs of their students.Technology: Technology provides one of the most efficient means of engaging students, empoweringteachers and providing content in the 21st century.Field Relations: The OETQ Instructional Technology Specialists are highly qualified New York Citypublic school K-12 teachers that can bring practical classroom management techniques, instructionaltechnology methodologies and curriculum integration to make a difference in our classrooms.COURSE GOALSThis course explores the use of technology to enhance English Language Arts instruction in SocialStudies. The program aims to train teachers to use technology as both an instructional tool for theSocial Studies curriculum and as a way to reinforce ELA skills.COURSE FOCUSThe content and activities of this course provide the learner with the opportunity: * Develop an appreciation for technology as a tool to teach and learn. * Develop an understanding of and a commitment to serving diverse populations * Develop an understanding of the power of technology to differentiate instruction through students learning modalities. * Develop an image of oneself as a learner, teacher and leader. 5
  • 6. COURSE TEXTS THAT WILL BE SUPPLIED AND DISCUSSEDSession Title Author Pub. Date.Project Based PBL 101 Workbook Buck Institute 2011Learning for Education Other texts will be purchased based on teacher requests throughout the year. COURSE REQUIREMENTS 1 Participants must be active SS/ELA classroom teachers or Collaborative Team Teaching teachers in grant-specific public and non-public schools. 2 Participants must have principal approval to attend this course as a representative of the grant school. 3 Participants must attend sessions and complete all projects by the end of the course. 4 Participants must turnkey their training to their school community and inquiry team upon request. 5 If possible, participants should bring a school laptop to each session. Specific software will be provided.CLASS ATTENDANCE and POLICIESThis course is cumulative, building on each skill as its foundation is created. Therefore, 100%attendance at all face-to-face sessions is mandatory. 1. KEYSTONE ASSIGNMENTS Each participant will develop the technology teaching skills using the following: Project Based Learning- BIE Buck Institute for Education Blogging Livescribes & Pencasting Google Maps and TerraClues Graphic Novels Skype WetokuACADEMIC INTEGRITY AND PLAGIARISMStudents are responsible for the honest completion and representation of their work, for appropriatecitations of sources, and respect for others’ academic endeavors. 6
  • 7. SESSION DESCRIPTION, OBJECTIVES AND EXPECTATIONS Sessions Topics Lead Teachers will: Follow-Up due Next Session Session 1 o Grant Year 3 Goals Understand the goals With Students (1) Orientation o Responsibilities of the grant in Year 3. Administer the student o Dates pre-evaluation survey o “I have Read Statement” Understand the Lead online or on paper with Saturday o Student pre & post- Teacher’s role in one class. Submit online 10/15/11 evaluations Year 3. or bring hard copies to o Student Photo Consent next session. form Review syllabus for 9:00 - 1:00 pm o Teacher Pre-Assessment dates & expectations. With Students (2) o Teacher RFP Collect signed photo Sign the “I have Read consent forms for each8201 Rockaway Project-Based Learning It” Statement. student. Bring all to nextBlvd, room 201C REVIEW session. Components & Calendar Complete the teacher pre-evaluation survey Teacher Only (1)Face - to - Face New Tools online. Create one TerraClue o TerraClues based on a Google map o Go to Meeting Webinars Complete the teacher created last year, or onAttendance at this RFP for equipment new research. session is wish list and submit. mandatory. With Students (3) Review of PBL Administer one Terra Components and Clue with students. Planning Calendar Bring feedback to next session. Learn how to use three new tools to Teacher Only (2) enhance classroom Bring your teacher- SS instruction. created Wetoku interview embedded on your class Locate resources for blog for discussion & tutorials on new feedback. tools. Teacher Only (3) Create a Skype Create a Skype account account in class. and invite other teachers in your school to participate. 7
  • 8. Sessions Topics Lead Teachers will: Follow-Up due Next Session Review all PBL With Students (1) Session 2 Project-Based Learning components, focusing on Continue usingEnhancing Social REVIEW creating exciting entry Terra Clues and Studies “Creating Exemplary Entry events that stimulate Wetoku with your Instruction for Events” students to choose a topic students. ELLs and SpEd and begin research.with Livescribe Review Tools With Students (2) o TerraClue Provide feedback on Be sure to embed Day One o Wetoku implementation of their TerraClue &Out-of-the-Box o Skype TerraClues, Wetoku and Wetoku products on Skype in your classroom. your class blog. Tuesday Explore New Tool 11/8/11 o Livescribe Learn Livescribe Basics With Students (3) * Configuring Use your SS 8:30 - 1:00 pm Content & Standards * Orienting Livescribe with o SS Scope & Sequence * Setting time/date your students. Be8201 Rockaway o Common Core *Paper Replay Basics sure to take note ofBlvd, room 201C Standards * Recording Voice any classroom *Lecture Notes management issuesFace - to - Face Target Specific Populations *Meeting Notes that arise. o ELL & SpEd *DrawingsAttendance at this *NavPlus Basics Teacher Only (1) session is Out of the box training Embed pencasts on Mandatory Discuss Best Practices your class blog. Administrative/Instructi onal Use Installing Livescribe Create a SS lesson using Teacher Only (2) Desktop Livescribe. Bring feedback to Parts of Smartpen next session. Paper Discuss & develop Create a recording based strategies for reaching With School Team on social studies ELLs and SpEd students Identify at least two curriculum. through pencasts. teachers you would like to mentor this Assignment: Bring 10 Discuss strategies to year. Bring specific words that correlate with turnkey training to information on your SS topic. Type and specific teachers in your these teachers to print the words out using school. next session. the template. 8
  • 9. Sessions Topics Lead Teachers Follow-Up due will: Next Session o Writing for Blogs Review blogging Teacher Only (1)Webinar #1 o Blogging basics basics “Jazz Up” your blog o Exemplary blogs with RSS feeds and Advanced o RSS Feeds Examine other “bling” Blogging o Cluster maps exemplary blogs “Bling Your o Babble Fish With Students (1) Blog” o Other applications in Education Explore RSS feeds Show your new o Using Blogs with ELLs and blog to your Wednesday SpEd students Embed an RSS students and solicit 11/16/11 o Using Blogs to Collaborate feed on the class comments. with Other Teachers blog 6:00 - 7:00 pm With Students (2) Discuss RSS feeds Review how to Online application with write on a blog. ELLs & SpEd Attendance is students. Teacher Only (2) highly Bring feedback forrecommended but Discuss how to next session. Optional. effectively use blogs with other faculty members. 9
  • 10. Sessions Topics Lead Teachers will: Follow-Up due Next Session Project-Based Learning Review PBL basics Teacher Only (1) Session 3 Become comfortable “Authentic Experts” focusing on identifying and using your Livescribe. Enhancing Social Feedback on Teacher recruiting an Record interviews. Studies Instruction Practice with Livescribe authentic expert forfor ELLs and SpEds student research and With Students (1) with Working with groups using presentations. Introduce Livescribes to Livescribe multiple pens. your students. Review using Skype Day Two for interviews with With Students (2)Livescribe & Your Pencasting authentic experts. Complete your PBL Students lesson using Livescribe Uploading to Develop classroom and use with your Livescribe Saturday strategies in forming students. Embedding pencast 12/3/11 groups using onto your blog Creating a pencast Livescribe pens. 9:00 - 1:00 pm Uploading to Livescribe Design one PBL 8201 Rockaway project, matched to Blvd, room 201C Embedding to personal blog Scope & Sequence that uses Livescribe Face - to - Face Livescribe as a tool for student Applications work. Social Studies Attendance at this Interactive Word session is Wall mandatory. Creating Google Map to use with Livescribe pen 10
  • 11. Sessions Topics Lead Teachers Follow-Up due Next will: Session o Non-fiction writing Review Comic Life With Students (1) Webinar #2 for graphic novels basics. Introduce Comic Life “Stimulating features to your newWriting for Social o Comic Life Review story- students.Studies Instruction boarding for non-for ELLS & SpEd o Organizing writing fiction writing. With Students (2) through using Storyboarding Review storyboarding Graphic Novels Examine exemplary techniques. o Writing for Blogs blogs for best Wednesday practices using Teacher Only (1) 12/14/11 o Youblisher.com Graphic Novels. Model how to create a graphic novel with your 6:00 - 7:00 pm Review using students. Youblisher.com to Online embed graphic With Students (3) novels on your class Have your students Highly blog. create their ownRecommended but graphic novels using Optional Comic Life. Teacher Only (2) Embed at least one new student-created graphic novel on your blog using youblisher.com. 11
  • 12. Sessions Topics Lead Teachers will: Follow-Up due Next Session Session 4 Project-Based Review PBL basics With Students Enhancing SS Learning Create a Google map andInstruction for ELLs add Livescribe points and SpEd with Feedback on Discuss experiences with narratives. Livescribe Classroom use of using Skype with Skype their students. Teacher Only (1) Day Three Continue practicing with Advanced Livescribe Review Livescribe your Livescribe.Livescribe Projects Creating a Google basics Map and audio Teacher Only (2) Saturday book Learn how to create a Bring feedback to next 1/7/11 Google map and session. Turning historical audio book fiction writing 9:00 - 1:00 pm Learn how to take into an audio book their students’ writing and turn into an audio 8201 Rockaway book Digitizing your Blvd, room 201C book to embed onto the blog Embedding student work on the class Face - 2 - Face blog. Attendance in this session is mandatory. 12
  • 13. Sessions Topics Lead Teachers will: Follow-Up due Next Session Session 5 “What’s Working in My Review PBL Teachers Only (1) Project-Based Classroom?” Post your calendars and Create projects based project walls in your Learning Designing PBL Projects on the SS Scope & classroom. Planning Day to Implement this Spring Sequence. Teachers Only (2) Creating Our Best Work Design on topics for Embed Glogster et al on Saturday for the Tech Fair the Tech Fair your class blog. 1/28/11 Receive support from 9:00 - 1:00 pm colleagues and staff developers8201 Rockaway ProvideBlvd, room 201C encouragement to colleagues Face - 2 - FaceAttendance in this session is mandatory. 13
  • 14. Sessions Topics Lead Teachers will: Follow-Up due Next SessionWebinar #3 Screenjelly Create a Screenjelly Teacher Only (1) account Practice, practice,“Creating Online practice. Don’t worry Tutorials with Create a first tutorial about how your voice Screenjelly” using Screenjelly. sounds. Wednesday Embed on a blog. With Students (1) 2/8/11 Use your Screenjelly Post feedback with your students. 6:00 - 7:00 pm With Students (2) Online Embed a Screenjelly on your blog. HighlyRecommended but Teacher Only (2) Optional Bring feedback to next session. 14
  • 15. Sessions Topics Lead Teachers will: Follow-Up due Next Session Session #8 Day One Receive an iPad 2 Teacher Only (1) Mid-Winter Out of the Box ------------------------- Practice using your iPad, Break 1 iPad Training Learn the functions of creating email accounts an iPad: and setting up WiFi for * Home & Sleep button the workshop and your“iPad Institute for *Microphone Teachers” *Headphone jack school. (3 days) *Mute & Volume * Speakers With Students (1) * Doc input settings Use one of the apptivities ----------------- *WiFi set-up Monday to with your students and *Password Protect Wednesday *Email Account Set-up embed on the class blog. 2/20 – 22/2012 * Calendar ------------------- * Native Apps Teacher Only (2) *Notes Add apps to the DDIH *Safari wikispace. 9:00 – 1:00 pm *Creating folders ------------------- *Orientation 8201 Rockaway *Multitasking Teacher Only (3) Blvd, Rm 201C *Closing an App Upload your apptivity to Queens, NY -------------------------- the DDIH wikispace. Day Two Using an App to Write: ------------------ Using an App to *Personal Narratives Teacher Only (4) Face-to-Face *Digital Letters ------------------- Teach Literacy Bring feedback to the *Haiku Highly *Poems next session.Recommended but *Nursery Rhymes Optional *Digital Essays Teacher Only (5) ------------------------- Share your experience Day Three Explore Specific with your fellow faculty Exploring Apps for Apps and administration. Note: This Ells & SpEd ------------------------- Write a SS Lesson workshop is Designing a Social using an App, aligned limited to 15 Studies Lesson using to Common Core teachers. an App Standards 15
  • 16. Sessions Topics Lead Teachers will: Follow-Up due Next SessionSession #7 Essential PBL Learn new PBL Teachers Only (1) Elements protocol Review your PBL projectMid-Winter created in this workshop. Break 2 Project Design Design a PBL project * Essential Checklist based on their student With Students (1)PBL 101 Institute * Design Checklist population and Social Use your PBL project Studies topic. with your students.Thursday & Friday Culminating 2/23 - 24/2012 Product Develop resources to Teachers Only (2) assist implementation Bring feedback to the 9:00 - 1:00 pm Tools Showcase in the classroom. next session. 8201 Rockaway Project WallBlvd, Room 201C Queens, NY Project Calendar Face-to-Face Exemplary Entry Events HighlyRecommended but Authentic Experts Optional 16
  • 17. Sessions Topics Lead Teachers will: Follow-Up due Next Session Webinar #4 Specific Topics could Suggest areas they To be Determined by Question & include: wish to review. participants Answer Day Wetoku Provide support to Wednesday Livescribes group. 3/14/12 Skype Comic Life 6:00 - 7:00 pm Screenjelly PBL Online HighlyRecommended but Optional 17
  • 18. Sessions Topics Lead Teachers will: Follow-Up due Next Session Session #8 Review all basics of Teacher Only (1) Spring Break Essential Elements of PBL PBL Reflect on project created in workshop Project Planning Develop advanced Advanced PBL project planning With Students (1) Institute techniques. Implement project with students.Thursday & Friday Project Design Self- Examine project 4/12 - 13/2012 Assessment design in-depth With Students (2) Embed products of 9:00 - 1:00 pm Project Essentials Create a PBL project projects onto the class Checklist with checklist blog. 8201 RockawayBlvd, Room 201C Project Design Check List Queens, NY Review colleagues’ Face-to-Face Gallery Walk work and build collaborative Highly resourcesRecommended but Optional Reflection Becoming a reflective learner. 18
  • 19. Sessions Topics Lead Teachers will: Follow-Up due Next Session Session #9 PBL Project Review Bring examples of Teachers Only (1)Mini-Share-Out the best PBL projects Review all student Presentations of “Best of created by their projects Saturday the Best” of Student- students to this 4/21/2012 Created PBL Projects workshop. With Students (1) Working with students 9:00 - 1:00 pm Collaborative Present these projects chosen to have the best Exploration to the DDIH PBL project in their 8201 Rockaway community for class, teachers will assignBlvd, Room 201C feedback. roles, set times to Queens, NY present, obtain all Select one PBL parental slips, andAttendance at this project to present at complete any final session is the Tech Fair with preparation for the Tech Mandatory students. Fair. Review all resources needed for the Tech Fair. Complete all final touches. 19
  • 20. Sessions Topics Lead Teachers will: Follow-UpSession #10 “The Best of Our Bring a group of Turnkey training next TECH FAIR Best” PBL Projects” students who have year completed a PBL Saturday project. 6/9/2012 Provide support as 9:00 - 1:00 pm these students present. 8201 RockawayBlvd, Room 201C Queens, NY Face-to-FaceAttendance at the TECH Fair is Mandatory 20
  • 21. STANDARDS ADDRESSEDCommon Core Standards in LiteracyPre-K-2 Written response to informational texts through group activities and with prompting and support (Reading Informational Text Standards 1 and 10; Writing Standard 2)3-8 Written analysis of informational texts (Reading Informational Texts Standards 1 and 10) or Written opinion or argument based on a an analysis of Informational texts (Reading Informational Texts Standards 1 and 10; Writing Standard 1)9-12 Written opinion or argument based on an analysis of Informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)NYS Social Studies StandardsNYS SS Standard 1 History of the US and NY – use a variety of intellectual skills to demonstrate understanding of major ideas, eras, themes, development and turning points in the history of the United States and New York.NYS SS Standard 2 World History – use a variety of intellectual skills to demonstrate understanding of major ideas, eras, themes, development and turning points in world history and examine the board sweep of history from a variety of perspectives.NYS SS Standard 3 Geography – use a variety of intellectual skills to demonstrate understanding to include distribution of people, places and environments over the Earth’s surface.NYS SS Standard 5 Civics – use a variety of intellectual skills to demonstrate understanding of governments, US systems and other nations, the US Constitution and basic civic values of American constitutional democracy and the roles, rights and responsibilities of citizenship.Teacher Effectiveness Domains 1e Designing coherent Instruction 2b Establishing a Culture for Learning 3b Questioning and Discussion 3c Engaging Students in Learning 3d Using Assessment in InstructionISTENETS for Students NETS for Teachers Demonstrate creativity and innovation Facilitate and Inspire Student Learning Communicate and collaborate and Creativity Conduct research and use information Design and develop digital age learning Think critically, solve problems, and make experiences and assessments decisions Model digital age work and learning Use technology effectively and Engage in professional growth and productively leadership 21
  • 22. New York City Social Studies Scope and Sequence Grades 3-8 and Global History and Geography New York City Social Studies Scope and Sequence Grade Month(s) Unit Essential Question Introduction to World September – Geography and World What are the important features of3 October Communities communities throughout the world? Case Studies of a Community in Africa, Asia, South America, The Caribbean, Middle East, How do culture, history, geography, Europe, Southeast Asia, or people, and government shape the3 November - June Australia development of a community? Grade Month(s) Unit Essential Question Native Americans: First September – Inhabitants of New York How did Native Americans influence4 Mid-October State the development of New York? Mid-October – How did three diverse cultures4 November Three Worlds Meet interact and affect each other? December – Colonial and Revolutionary How did the American Revolution4 January Periods affect lives in New York? February –4 Mid-March The New Nation What does it mean to be free? What was the effect of industrial Mid-March – growth and increased immigration on4 April Growth and Expansion New York? Local and State What is the relationship between4 May – June Government governments and individuals? 22
  • 23. New York City Social Studies Scope and SequenceGrade Month(s) Unit Essential Question 5 September – October Geography and Early How did geography Peoples of the influence the Western Hemisphere development of the Western Hemisphere? 5 November The United States How do geography, economics, people, and key events connect to shape a nation? 5 December – Mid- Latin America How do geography, February economics, people, and key events connect to shape a region? 5 Mid-February – April Canada How do geography, economics, people, and key events connect to shape a nation? 5 May – June Western Hemisphere How do nations meet the Today challenges of modern living? New York City Social Studies Scope and SequenceGrade Month(s) Unit Essential Question 6 September – October Geography and Early How did geography Peoples of the influence the Eastern Hemisphere development of the Eastern Hemisphere? 6 November – December Middle East How do geography, economics, people, and key events connect to shape a continent? 6 January – February Africa How do geography, economics, people, and key events connect to shape a continent? 6 March - April Asia How do geography, economics, people, and key events connect to shape a continent? 6 May – June Europe How do geography, economics, people, and key events connect to shape a region? 23
  • 24. New York City Social Studies Scope and SequenceGrade Month(s) Unit Essential Question What was the impact of European exploration on Early Encounters: Native the Americas’ land and 7 September Americans and Explorers people? How did the Colonial America and development of the The American colonies lead to 7 October – November Revolution rebellion? How did the new nation respond to 7 December – January A New Nation independence? What were the causes and effects of national 7 February – March A Nation Grows growth? How do issues of Civil War and power, wealth and 7 April – June Reconstruction morality influence war? New York City Social Studies Scope and SequenceGrade Month(s) Unit Essential Question How did industrialization and immigration change the face of American 8 September – October An Industrial Society life? The Progressive How do people effect 8 November Movement change and reform? How does a nation balance its own needs The United States as an with the needs of the 8 December – January Expansionist Nation world? How does a nation The United States respond to economic 8 January – Mid-February Between Wars changes? The United States Assumes Worldwide How do competing 8 Mid-February – March Responsibilities views of power and morality lead to global 24
  • 25. conflict? From World War II to the How has America Present: The Changing reacted to the Nature of the American challenges of the8 April – June People modern world? Global History and GeographyUnit Essential QuestionsUnit 1: Ancient World: How do the movements of people and ideas (culturalCivilizations and Religions diffusion) affect world history?(4000 BC – 500 AD) How does technological change affect people, places andEarly Peoples regions? What defines a turning point?Neolithic Revolution and EarlyRiver Civilizations. To what extent is life a constant struggle between continuity and change?Classical Civilizations Why do civilizations rise and fall? After it falls, what impact does a civilization have onThe Rise and Fall of Great history?Empires How do physical and human geography affect people, places and regions?The Emergence and Spread ofBelief Systems. Are conflicts between nations and/or people inevitable? Do belief systems unite or divide people? How do movements of people and ideas affect people, places and regions? 25
  • 26. Unit 2: Expanding Zones of Why do civilization rise and fall?Exchange and Encounter (500 –1200) After it falls, what impact does a civilization have on history?Gupta Empire (320-550 AD) Do belief systems unite or divide people?Tang and Song Dynasty (618- How do physical and human geography affect people,1126 AD) places and regions? What impact do regional and global trade networks haveByzantine Empire (330-1453 AD) on world cultures? To what extent is life a struggle between continuity andEarly Russia change? How do movements of people and ideas affect people,The Spread of Islam to Europe, places and regions?Asia and AfricaMedieval Europe (500-1400) How are the concepts of time and place vital to the understanding of history?Crusade How are economic systems structured to meet the needs and wants of different societies? What assumptions do different groups hold about power, authority, governance and law? How does the individual influence world events? Are conflicts between nations and/or people inevitable?Unit 3: Global Interactions How do physical and human geography affect people,(1200 – 1650) places and regions?Early Japanese History and How do movements of people and ideas affect people,Feudalism places and regions? To what extent is life a struggle between continuity andThe Rise and Fall of the Mongols change?and Their Impact on Eurasia. Why do civilization rise and fall?Global Trade and Interaction After it falls, what impact does a civilization have on history?Rise and Fall of African How does the individual influence world events?Civilizations: Ghana, Mali, Axum,and Songhai empires What impact do regional and global trade networks have on world cultures? 26
  • 27. Social, Economic and Political How are economic systems structured to meet the needsImpacts of the Plague on Eurasia and wants of different societies?and Africa How do the movements of people and ideas (cultural diffusion) affect world history?Renaissance and CounterReformation. To what extent do the concepts of justice and human rights differ across time and place?The Rise and Impact of European How does technological change affect people, places andNation-States and the Decline of regions?Feudalism Are conflicts between nations and/or people inevitable? Do belief systems unite or divide people? What assumptions do different groups hold about power, authority, governance and law?Unit 4: The First Global Age How do physical and human geography affect people,(1450-1770) places and regions?The Ming Dynasty (1368-1644) What impact do regional and global trade networks have on world cultures?The Impact of the OttomanEmpire on the Middle East and How does the individual influence world events?Europe What defines a turning point?Spain and Portugal on the eve ofthe encounter Why do civilization rise and fall?The Rise of Mesoamerican Are conflicts between nations and/or people inevitable?Empires: Aztecs and IncanEmpires Before 1500 What assumptions do different groups hold about power, authority, governance and law?The Encounter betweenEuropeans and the Peoples of How does technological change affect people, places andAfrica, the Americas, and Asia regions?Political Ideologies: Global After it falls, what impact does a civilization have onAbsolutism history?The Response to Absolutism: The How do the movements of people and ideas (culturalRise of Parliamentary Democracy diffusion) affect world history?in England How are economic systems structured to meet the needs and wants of different societies? To what extent do the concepts of justice and human rights differ across time and place? 27
  • 28. Unit 5: An Age of Revolution What defines a turning point?(1750-1914) How does technological change affect people, places andThe Scientific Revolution regions?The Enlightenment in Europe What assumptions do different groups hold about power, authority, governance and law?Political Revolutions How does the individual influence world events?The Reaction AgainstRevolutionary Ideas Does on-going scholarship change our worldview?Latin America: The Failure of To what extent is life a struggle between continuity andDemocracy and the Search for change?Stability How do physical and human geography affect people,Global Nationalism places and regions?Economic and Social Revolutions To what extent do the concepts of justice and humanImperialism rights differ across time and place? Are conflicts between nations and/or people inevitable? Do belief systems unite or divide people? Why do civilization rise and fall? How are economic systems structured to meet the needs and wants of different societies? What impact do regional and global trade networks have on world cultures?Unit 6: A Half Century of Crisis How do physical and human geography affect people,and Achievement (100- 1945) places and regions?World War I Are conflicts between nations and/or people inevitable?Revolution and Change in Russia What defines a turning point?– Causes and Impacts How does technological change affect people, places andBetween the Wars regions?World War II – Causes and What assumptions do different groups hold about power,Impact authority, governance and law? How does the individual influence world events? How do physical and human geography affect people, places and regions? 28
  • 29. How are economic systems structured to meet the needs and wants of different societies? To what extent do the concepts of justice and human rights differ across time and place?Unit 7: the 20th Century Since How does technological change affect people, places and1945 regions?Cold War Balance of Power What assumptions do different groups hold about power, authority, governance and law?Role of the United Nations How do physical and human geography affect people,Economic Issues in the Cold War places and regions?and Post –Cold War era To what extent do the concepts of justice and humanChinese Communist Revolution rights differ across time and place?Collapse of European imperialism Are conflicts between nations and/or people inevitable?Conflicts and Change in theMiddle East How are economic systems structured to meet the needs and wants of different societies?Collapse of Communism and theBreakup of the Soviet Union What impact do regional and global trade networks have on world cultures?Political and Economic Change inLatin America What defines a turning point? How does the individual influence world events? Do belief systems unite or divide people? After it falls, what impact does a civilization have on history? To what extent is life a struggle between continuity and change? How are economic systems structured to meet the needs and wants of different societies? How do the movements of people and ideas (cultural diffusion) affect world history?Unit 8: Global Connections and How do physical and human geography affect people,Interactions places and regions?Social and Political Patterns and How do the movements of people and ideas (culturalChange diffusion) affect world history? To what extent is life a struggle between continuity and 29
  • 30. Economic Issues change?The Environment and How does technological change affect people, places andSustainability regions?Science and Technology How are economic systems structured to meet the needs and wants of different societies? What impact do regional and global trade networks have on world cultures? 30