Cumulative/Summative Assessment (does not need to be a test!)
http://www.engageny.org/sites/default/files/resource/attachments/ss-framework-k-12-intro.pdf
Grade 4 Local History and Local Government
I want to further elaborate that I am attending to teach grade 4 in this Unit according to New York State Standards grade four focuses on Local History and Local Government.
http://www.p12.nysed.gov/ciai/socst/socstand/home.html
C&I New York State Standards
Standard 1Key Idea 1 - 2 - 3 - 4
Alternate Assessment for Students with Severe Disabilities
History of the United States and New Yorkuse a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 1, Key Idea 1Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Performance Indicators--Students will:
Elementary
Standard 1, Key Idea 2Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Performance Indicators--Students will:
Elementary
Teacher Expectations Page 39 in NCSS Standards
Teachers of geography at all school levels should provide developmentally appropriate
experiences as they guide learners in their study. They should
*guide learners in exploring the characteristics, distribution, and migration of
human populations on Earth’s surface;
*enable learners to use mental maps to organize information about people, places,
and environments in a spatial context;
• assist learners to analyze the spatial information about people, places, and
environments on Earth’s surface;
• help learners to understand the physical and human characteristics of places;
* have learners explore the patterns and networks of economic interdependence on
Earth’s surface;
*enable learners to describe the processes, patterns, and functions of human settlement;
Standard 1, Key Idea 3Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Performance Indicators--Students will:
Elementary
Standard 1, Key Idea 4Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Performance Indicators--Students will:
Elementary
School Applications Page 40 NCSS Standards
In focusing on the discipline of geography, teachers at various school levels should
build upon learners’ knowledge, experience, and developmental capabilities.
- Teachers of the early grades can provide learners with experiences that give
them an understanding of the characteristics and purposes of geographic
representations, such as maps, globes, and satellite-produced images. Learners
can be helped to understand their local community and nearby communities.
They can be taught the location of major physical and human features in the
United States and on Earth and how these physical and human processes
together shape places and ways of living. They can be given opportunities to
understand how people depend upon and modify the physical environment, and
how the physical environment can both accommodate and be endangered by
human activities. They can be helped to understand how places, and people’s
perceptions of places, change over time. Learners in the early grades can be
introduced to the spatial dimensions of social and environmental problems.
http://www.socialstudies.org/standards/strands
3. PEOPLE, PLACES, AND ENVIRONMENTSSocial studies programs should include experiences that provide for the study of people, places, and environments.
The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships.
During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations.
Today’s social, cultural, economic and civic issues demand that students apply knowledge, skills, and understandings as they address questions such as: Why do people decide to live where they do or move to other places? Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?
In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. During the middle grades, students explore people, places, and environments in this country and in different regions of the world. They learn to evaluate issues such as population growth and its impact, “push and pull” factors related to migration, and the causes and implications of national and global environmental change. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies.
http://www.engageny.org/sites/default/files/resource/attachments/ss-framework-k-12-intro.pdf
Grade 4 Local History and Local Government
I want to further elaborate that I am attending to teach grade 4 in this Unit according to New York State Standards grade four focuses on Local History and Local Government.
http://www.p12.nysed.gov/ciai/socst/socstand/home.html
C&I New York State Standards
Standard 1Key Idea 1 - 2 - 3 - 4
Alternate Assessment for Students with Severe Disabilities
History of the United States and New Yorkuse a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 1, Key Idea 1Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Performance Indicators--Students will:
Elementary
- know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it
- understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents
- explain those values, practices, and traditions that unite all Americans
Standard 1, Key Idea 2Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Performance Indicators--Students will:
Elementary
- gather and organize information about the traditions transmitted by various groups living in their neighborhood and community
- recognize how traditions and practices were passed from one generation to the next
- distinguish between near and distant past and interpret simple timelines
Teacher Expectations Page 39 in NCSS Standards
Teachers of geography at all school levels should provide developmentally appropriate
experiences as they guide learners in their study. They should
*guide learners in exploring the characteristics, distribution, and migration of
human populations on Earth’s surface;
*enable learners to use mental maps to organize information about people, places,
and environments in a spatial context;
• assist learners to analyze the spatial information about people, places, and
environments on Earth’s surface;
• help learners to understand the physical and human characteristics of places;
* have learners explore the patterns and networks of economic interdependence on
Earth’s surface;
*enable learners to describe the processes, patterns, and functions of human settlement;
Standard 1, Key Idea 3Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Performance Indicators--Students will:
Elementary
- gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
- classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
- identify individuals who have helped to strengthen democracy in the United States and throughout the world
Standard 1, Key Idea 4Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Performance Indicators--Students will:
Elementary
- consider different interpretations of key events and/or issues in history and understand the differences in these accounts
- explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
- view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
School Applications Page 40 NCSS Standards
In focusing on the discipline of geography, teachers at various school levels should
build upon learners’ knowledge, experience, and developmental capabilities.
- Teachers of the early grades can provide learners with experiences that give
them an understanding of the characteristics and purposes of geographic
representations, such as maps, globes, and satellite-produced images. Learners
can be helped to understand their local community and nearby communities.
They can be taught the location of major physical and human features in the
United States and on Earth and how these physical and human processes
together shape places and ways of living. They can be given opportunities to
understand how people depend upon and modify the physical environment, and
how the physical environment can both accommodate and be endangered by
human activities. They can be helped to understand how places, and people’s
perceptions of places, change over time. Learners in the early grades can be
introduced to the spatial dimensions of social and environmental problems.
http://www.socialstudies.org/standards/strands
3. PEOPLE, PLACES, AND ENVIRONMENTSSocial studies programs should include experiences that provide for the study of people, places, and environments.
The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships.
During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations.
Today’s social, cultural, economic and civic issues demand that students apply knowledge, skills, and understandings as they address questions such as: Why do people decide to live where they do or move to other places? Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?
In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. During the middle grades, students explore people, places, and environments in this country and in different regions of the world. They learn to evaluate issues such as population growth and its impact, “push and pull” factors related to migration, and the causes and implications of national and global environmental change. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies.