Unit Overview/Summary - FOCUS:  Every family, classroom, school, and town in Connecticut has diverse members. Each member plays an important role in making their community a better place. In this unit, Kindergarteners will learn how families, leaders, schoolmates, and everyday citizens aim to act responsibly and respectfully to uphold rules and laws. Kindergarten students will learn about collaborative efforts that create a harmonious and thriving community.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:   Communities in Connecticut aim to engage in and advance democratic principles. In this unit, first graders will seek to understand the role of democratic principles in local, national, and many global communities. Students will explore their role in classroom procedures as well as examine the rules and roles of the communities that they are engaged in.  Students will also create and analyze compelling questions about communities, identify facts to answer compelling questions, and determine the sources needed to answer the questions. Unit Duration:20 days Two 30-minute sessions per week x 10 weeks  

Unit Overview/Summary - FOCUS:   Communities in Connecticut aim to engage in and advance democratic principles. In this unit, first graders will seek to understand the role of democratic principles in local, national, and many global communities. Students will explore their role in classroom procedures as well as examine the rules and roles of the communities that they are engaged in.  Students will also create and analyze compelling questions about communities, identify facts to answer compelling questions, and determine the sources needed to answer the questions. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks  

Unit Overview/Summary - FOCUS: Various communities exist throughout the world.  In this unit, first graders will explore local, state, national, and global communities. Additionally, students will acknowledge the role that they play as individuals in the global community, examine how disasters (natural or human) can change the physical aspect of a place, inquire about how people within communities change their interaction with the community, and examine trading systems within and between communities. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: Various communities exist throughout the world.  In this unit, first graders will explore local, state, national, and global communities. Additionally, students will acknowledge the role that they play as individuals in the global community, examine how disasters (natural or human) can change the physical aspect of a place, inquire about how people within communities change their interaction with the community, and examine trading systems within and between communities. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: Learning about the history of influential individuals/ groups in local, state, national, and global communities provide a way for citizens to show respect and honor to significant events in the past and the present. In this unit, first graders will evaluate the contributions of diverse individuals/ groups over time and examine different types of sources that depict their community’s history such as artifacts, historical markers, monuments, and symbols.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/SummaryLearning about the history of influential individuals/ groups in local, state, national, and global communities provide a way for citizens to show respect and honor to significant events in the past and the present. In this unit, first graders will evaluate the contributions of diverse individuals/ groups over time and examine different types of sources that depict their community’s history such as artifacts, historical markers, monuments, and symbols.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: Communities within the United States have diverse wants and needs. Determining these wants and needs differ from town to town, city to city, and state to state. Throughout history, individuals living in communities have advocated to create more opportunities for economic improvement. In this unit, second graders will learn how the decisions are made in their community that relates to its wants and needs. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Communities within the United States are made up of diverse individuals who have made significant contributions to the growth of their city, town, or state. Sources can be used to learn about past or present national, state, and local leaders. In this unit, second graders will learn how to develop questions about these diverse individuals. Students will also investigate why national and state observances are important. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Communities within the United States are made up of diverse individuals who have made significant contributions to the growth of their city, town, or state. Sources can be used to learn about past or present national, state, and local leaders. In this unit, second graders will learn how to develop questions about these diverse individuals. Students will also investigate why national and state observances are important. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every town and city in Connecticut has its own story. The characters in each story are the people, past and present, who have contributed to the town’s/city’s history. Families, organizations, and political groups all contribute to how each Connecticut town has evolved. In this unit, second graders will learn and share about their experiences in the town/ city they reside in by looking at their family, and then at all the people and groups in their town/city and how they work together. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every town and city in Connecticut has its own story. The characters in each story are the people, past and present, who have contributed to the town’s/city’s history. Families, organizations, and political groups all contribute to how each Connecticut town has evolved. In this unit, second graders will learn and share about their experiences in the town/ city they reside in by looking at their family, and then at all the people and groups in their town/city and how they work together. Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  The state of Connecticut has a rich tapestry of cultures that have shaped its history.  In this unit, third grade students will investigate and explore the cultural and environmental characteristics of the state of Connecticut. This unit aims to help students understand the diverse cultural groups that have made Connecticut their home, why various groups have chosen to settle here over time, and how these communities have influenced the state's development. Unit Duration: 20 Days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  There is a distinct relationship between the standard of living and the geographical and economic structure of every town within each state.  In this unit, grade three students will explore the diverse geographical and economic landscape of Connecticut. Through the lens of geography, students will use maps to examine the relationship between locations and environmental characteristics, including access to natural resources, major educational institutions, historical industries, population distribution, and transportation modes. Students will delve into economic concepts that will enable them to understand the production and distribution of resources in Connecticut, the role of financial institutions, and how industries boost productivity through investments in education and technology while connecting history with innovation. Unit Duration:20 Days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  There is a distinct relationship between the standard of living and the geographical and economic structure of every town within each state.  In this unit, grade three students will explore the diverse geographical and economic landscape of Connecticut. Through the lens of geography, students will use maps to examine the relationship between locations and environmental characteristics, including access to natural resources, major educational institutions, historical industries, population distribution, and transportation modes. Students will delve into economic concepts that will enable them to understand the production and distribution of resources in Connecticut, the role of financial institutions, and how industries boost productivity through investments in education and technology while connecting history with innovation. Unit Duration: 20 Days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every state within the United States of America has its own Constitution. In this unit, third grade students will examine Connecticut’s Constitution and investigate the responsibilities and powers of government. Additionally, students will compare the ways that cities, towns, and tribal communities are governed in Connecticut.  Students will build an understanding of fundamental social studies concepts such as civic participation, tribal sovereignty, separation of powers, taxation, and how a bill becomes a law.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Every state within the United States of America has its own Constitution. In this unit, third grade students will examine Connecticut’s Constitution and investigate the responsibilities and powers of government. Additionally, students will compare the ways that cities, towns, and tribal communities are governed in Connecticut.  Students will build an understanding of fundamental social studies concepts such as civic participation, tribal sovereignty, separation of powers, taxation, and how a bill becomes a law.  Unit Duration: 20 days Two 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: Cultural and environmental characteristics of regions change over time and shape the movement of people, goods, and ideas. In this unit, fourth graders will explore how human settlement and movement relates to availability of natural resources and investigate the economic, social, and political factors that influence migration and population distribution throughout the United States. Students will evaluate how push and pull factors influence the development of cultural enclaves and analyze different sources to evaluate the settlement and resettlement of individuals and groups.  Ultimately, students will examine how cultural characteristics of communities in a particular place are sustained and evolve over time. Unit Duration: 30 days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: Cultural and environmental characteristics of regions change over time and shape the movement of people, goods, and ideas. In this unit, fourth graders will explore how human settlement and movement relates to availability of natural resources and investigate the economic, social, and political factors that influence migration and population distribution throughout the United States. Students will evaluate how push and pull factors influence the development of cultural enclaves and analyze different sources to evaluate the settlement and resettlement of individuals and groups.  Ultimately, students will examine how cultural characteristics of communities in a particular place are sustained and evolve over time. Unit Duration: 30 days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:  Global economic events and issues lead to change and migration in regions throughout the United States. In this unit, fourth graders will explore how historical and contemporary individuals and groups have initiated change in regions of the United States. Students will evaluate how neighborhood gentrification in the United States has had benefits and costs, examine how business investments in worker training and diversity contribute to increased productivity, and analyze how profits influence sellers in markets throughout regions of the United States. Students will investigate how people throughout United States regions benefit from and are challenged by working through government and voluntary organizations to address issues and explore how people have worked and continue to work to change laws related to communities, inclusive of religion, ethnicity, and gender, within and across United States regions.  Unit Duration: 30 days Three 30-minute sessions per week x 10 weeks