CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. The kindergarten year is unique as it is the formal beginning of NGSS learning pedagogy. However, CSDE has aligned our Pre-K learning standards to follow similar hands-on, student-centered methodology when developing Pre-K units of study. Therefore, students will begin to form deeper connections between concepts previously learned in Pre-K, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade K, students should have a deeper understanding of: A review of what happens to objects as they are pulled or pushed.A basic understanding of what plants and animals need to survive.Explain how the weather today different than it was yesterday.Aligned Core Resources: Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information:  NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information: There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning.   ELA/Math Transferable Skills Addressed in the Course:  The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 1, students will begin to form deeper connections between concepts previously learned in grades PK-K, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 1, students should have a deeper understanding of: A review of how parents and their children are similar or different.A basic understanding of what are the objects in the sky and how do they seem to move.How plants and animals meet their needs to survive.What happens when things vibrate.Aligned Core Resources: Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information:  NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information: There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning.   ELA/Math Transferable Skills Addressed in the Course:  The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​

CSDE Model Curricula Quick Start Guide Equitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 2, students will begin to form deeper connections between concepts previously learned in grades K–1, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 2, students should have a deeper understanding of: A basic understanding of how land changes and what are the things that cause it to change.What are the different kinds of land and bodies of water.How are materials similar and different from one another, and how do the properties of the materials relate to their use.What do plants need to grow.How many types of living things live in a place.Aligned Core Resources: Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information:  NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information: There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning.   ELA/Math Transferable Skills Addressed in the Course:  The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​

CSDE Model Curricula Quick Start Guide Equitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 3, students will begin to form deeper connections between concepts previously learned in grades K–2, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 3, students should have a deeper understanding of: A review of the Interdependent Relationships in Ecosystems.A basic understanding of Weather and Climate, which builds on prior learning.How Forces and Interactions exist in nature.Inheritance and Variation of Traits that make us all unique.How to optimize design solutions.Aligned Core Resources: Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information:  NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information: There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning.   ELA/Math Transferable Skills Addressed in the Course:  The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 4, students will begin to form deeper connections between concepts previously learned in grades K–3, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 4, students should have a deeper understanding of: Awareness of Structure, Function, and Information Processing Recognition of the Earth's Systems: Processes That Shape the Earth Understanding of Energy Recognition of Waves: Waves and Information Optimize design solutions. Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information: NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information:There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning. ELA/Math Transferable Skills Addressed in the Course: The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner.  ​

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students. Course Description: Three-Dimensional Learning shifts the focus of the science classroom to environments where students use disciplinary core ideas, crosscutting concepts with scientific practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-dimensional learning helps students build their research, communication, and analytical thinking skills.More informational regarding Three-Dimensional learning can be accessed at the following address:What exactly IS three-dimensional learning? | Teaching ChannelEach year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 5, students will begin to form deeper connections between concepts previously learned in grades K–4, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 5, students should have a deeper understanding of: Understanding of Matter and Energy in Organisms and Ecosystems Identification of Earth's Systems Familiarization of Structure and Properties of Matter Realization of Space Systems: Stars and the Solar System Optimize design solutions. Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. Alignment of all content materials across the grades and vertically in the grade band must be communicated to all staff. Additional Course Information: NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based.  Nextgenscience  Assessment Information:There are many ways to assess student learning. Besides annual statewide summative testing, the Connecticut State Department of Education has developed NGSS Interim Assessment blocks specific to the grade 3 – 5 grade band. These can be accessed through the CSDE Website in the Performance Office tab. Many websites also offer assessment materials aligned to the NGSS, specifically through the NSTA, and Defined Learning. ELA/Math Transferable Skills Addressed in the Course: The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner.  ​

​ OpenSciEd Demo Video ​OpenSciEd Scope & Sequence VideoCSDE Model Curricula Quick Start Guide Equitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Using 3-Dimesional design pedagogy, Connecticut’s NGSS employ: Science/Engineering Practices, Disciplinary Core Ideas (DCI’s) and Crosscutting Concepts that are used to make up Student Expectations: ​Each year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 6, students will begin to form deeper connections between concepts previously learned in grades K–5, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 6, students should have a deeper understanding of: • Physical and chemical interactions that affect the world around us;• Factors that affect organism survival and reproduction; • Factors that influence the Earth and our solar system including important concepts regarding climate and changes in climate/weather; and • How to optimize design solutions.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified OpenSciEd as a highly aligned core resource after a rigorous review process. Additional Course Information: NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based. Nextgenscience Assessment Information:To support teachers with being able to use the OpenSciEd instructional materials, a set of professional learning resources has been developed that accompany each unit. All of the resources can be accessed by adding them to your Google Drive or by downloading into Microsoft Office documents from the Google Drive folder using the links below. To access the student and teacher versions of these units, visit the Instructional Materials Page.Additionally, the Connecticut State Department of Education has developed NGSS interim Assessment blocks specific to the grade 6-8 grade band. These can be accessed through the CSDE Website in the Performance Office tab.ELA/Math Transferable Skills Addressed in the Course: The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​ 

OpenSciEd Demo VideoOpenSciEd Scope & Sequence VideoCSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Using 3-Dimesional design pedagogy, Connecticut’s NGSS employ: Science/Engineering Practices, Disciplinary Core Ideas (DCI’s) and Crosscutting Concepts that are used to make up Student Expectations:Each year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 7, students will begin to form deeper connections between concepts previously learned in grades K–6, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 7, students should have a deeper understanding of: • Physical, chemical and metabolic reactions; • Factors that affect the cycling of matter and photosynthesis; • Human impact on natural resources, and; • The dynamics of our ecosystem.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified OpenSciEd as a highly aligned core resource after a rigorous review process. Additional Course Information: NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based. Nextgenscience Assessment Information:To support teachers with being able to use the OpenSciEd instructional materials, a set of professional learning resources has been developed that accompany each unit. All of the resources can be accessed by adding them to your Google Drive or by downloading into Microsoft Office documents from the Google Drive folder using the links below. To access the student and teacher versions of these units, visit the Instructional Materials Page.Additionally, the Connecticut State Department of Education has developed NGSS interim Assessment blocks specific to the grade 6-8 grade band. These can be accessed through the CSDE Website in the Performance Office tab.ELA/Math Transferable Skills Addressed in the Course: The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​​ 

OpenSciEd Demo VideoOpenSciEd Scope & Sequence VideoCSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: Using 3-Dimesional design pedagogy, Connecticut’s NGSS employ: Science/Engineering Practices, Disciplinary Core Ideas (DCI’s) and Crosscutting Concepts that are used to make up Student Expectations:Each year, students in Connecticut should be able to demonstrate greater capacity for connecting knowledge across, and between, the physical sciences, life sciences, earth and space sciences, and engineering design. During Grade 8, students will begin to form deeper connections between concepts previously learned in grades K–7, such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Upon completion of Grade 8, students should have a deeper understanding of: • Physical and theoretical forces and contact;• The Earth and its place in space;• Natural selection and evolution, and; • Concepts of genetics and heredity.Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success. The CSDE has identified OpenSciEd as a highly aligned core resource after a rigorous review process. Additional Course Information: NGSS has unique features. To better understand the make-up of NGSS visit the following website for a more detailed break-down of the CT Science standards from which this curriculum was based. Nextgenscience Assessment Information:To support teachers with being able to use the OpenSciEd instructional materials, a set of professional learning resources has been developed that accompany each unit. All of the resources can be accessed by adding them to your Google Drive or by downloading into Microsoft Office documents from the Google Drive folder using the links below. To access the student and teacher versions of these units, visit the Instructional Materials Page.Additionally, the Connecticut State Department of Education has developed NGSS interim Assessment blocks specific to the grade 6-8 grade band. These can be accessed through the CSDE Website in the Performance Office tab.ELA/Math Transferable Skills Addressed in the Course: The following Practices Venn Diagram illustrates the connections and commonalities in the major content areas. This diagram attempts to cluster practices and capacities that have similar tenets and/or significant overlaps in the student expectations. Likewise, we have placed practices and capacities within the disciplinary domains if there was not a significant overlap or relationship to another discipline. One could argue certain practices/capacities could be placed in other positions within the Venn diagram. These placements are not definitive and the intention of the standards documents may not have conceptualized the three disciplinary areas In this manner. ​​

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core Standards Equitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state. Course Description:  In Kindergarten, students learn about roles and responsibilities in a community.  Students explore communities in the past and present, familiar places, and the roles of individuals and groups using disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communication of knowledge and ideas about a community.Questions that should be answered in the course include:What makes a community?How do we learn about community?Aligned Core Resources:The selection of core resources is a local decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. However, there are compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.   Additional Course Information:  Big ideas addressed in the course:Roles and Responsibilities Familiar Places and CommunitiesCommunities Past and presentHabits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect).The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following students should:Develop questions relevant to self, family, and school community. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information to answer a question relevant to self, family, and school community. Use listening and consensus-building and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. This course will support the following Areas of Development and aim to incorporate learning experiences that will enhance the opportunity for students to: Develop a positive self-concept.  Self-Awareness  Sense of Self as Competent and capable Develop a positive attitude towards learning Sense of self as a learner  Curiosity and initiative  Cooperation during learning experiences  Identify and understand emotions of self and others  Identifying and understanding emotions  Empathy  Develop positive interpersonal relationships Social awareness and interpersonal skills Responsible decision making and problem solving Conflict resolution   Develop executive functioning skills Working memory and metacognition Cognitive flexibility  Manage attention and behavior  Develop logic and reasoning Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 1, students explore democratic principles and values to understand their role in local, national, and global communities while recognizing the contributions of individuals and groups over time. Students use disciplinary tools and resources that support planning and  developing inquiries, gathering relevant information, and communication of knowledge and ideas about the roles and responsibilities of people in communities. Questions that should be answered in a course description include: How do individuals and groups contribute to their communities? How have people shaped their societies over time? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Contributing in a Democratic Society Honoring Past and Present Global Communities Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, students should: Explain why a compelling question about community members is important to the student. Identify facts and concepts related to compelling and supporting questions. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information from one or two sources to answer a question about the roles and responsibilities of individuals and groups within and among communities. Evaluate a source by distinguishing between fact and opinion. Construct arguments with reasons. Construct explanations using correct sequence and relevant information. Ask and answer questions about arguments and explanations. Present a summary of an argument using print, oral, or digital technologies. Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems. Use listening, consensus-building, and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 2, students explore how people contribute to society. Students investigate democratic principles, leadership in the past and present, and how decisions are made within local, national, and global communities. Students investigate how people work together and make decisions using disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communication of knowledge and ideas about people’s contributions to society. Questions that should be answered in a course description include: How do people in communities work together? How do leaders make decisions? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Working Together as a Community Leadership Past and Present Decision-Making in our World Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, students should: Explain why a compelling question about a significant person, event, or issue in a community is important to the student. Identify facts and concepts related to compelling and supporting questions. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather relevant information from one or two sources about a significant person, event, or issue in a community while using origin and structure to guide the selection. Evaluate a source by distinguishing between fact and opinion. Construct arguments with reasons. Construct explanations using correct sequence and relevant information.  Ask and answer questions about arguments and explanations. Present a summary of an argument using print, oral, or digital technologies. Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems.   Use listening, consensus-building, and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details.

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 3, students examine how Connecticut’s history has shaped its identity. Students will investigate Connecticut’s cultural diversity, state constitution and government, and economic growth over time using disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communicating knowledge and ideas about Connecticut history. Questions that should be answered in a course description include: How has Connecticut’s history shaped the state’s identity? What was the significance of Connecticut’s contribution to United States history? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: State Constitution and Government Cultural Communities in Connecticut Past and Present Innovation, Industry, and Economic Growth Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing how students learn about history, geography, civics, and economics. The Inquiry Standards of Practice describes the thinking processes, habits of mind, and dispositions students need to develop a vital, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames how students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc, and all four major disciplines should be represented within social studies courses. Therefore, students should: Explain why compelling questions about Connecticut and local History are important to others (e.g., peers, adults). Explain how supporting questions help answer compelling questions in an inquiry about Connecticut history.  Determine the kinds of sources that will help answer compelling and supporting questions, considering the different opinions people have about how to answer the question.  Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather relevant information about Connecticut history.  Identify evidence from multiple sources in response to a compelling question about Connecticut history. Use evidence to develop claims in response to a compelling question about a significant person or event in Connecticut history. Construct arguments using claims and evidence from multiple sources about Connecticut history.  Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.  Critique arguments and explanations.  Present a summary of arguments and explanations to others using print, oral, and digital technologies.  Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in Connecticut history. Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.  It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. For more details, please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 4, students study the human-environment interaction and movement of people and ideas with a focus on United States geography, culture, and environment. Students investigate how people depend on and shape environments. They use disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communication of knowledge and ideas about United States geography. Questions that should be answered in a course description include: How do people depend on and shape their environment? What influences the movement of people, goods, and ideas in the United States? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Understanding Regions Location, Place, and Movement Regional Interdependence Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following should be addressed throughout the course: Explain why compelling questions about a United States region are important to others (e.g., peers, adults).  Explain how supporting questions help answer compelling questions in an inquiry about a United States region.  Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the question.  Apply disciplinary knowledge and practices to demonstrate an understanding of United States geography content. Gather relevant information from multiple sources about an event or issue in a United States region.  Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources. Use evidence to develop claims in response to a compelling question by using evidence related to the geography of a United States region. Construct arguments using claims and evidence from multiple sources about a United States region. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.  Critique arguments and explanations.  Present a summary of arguments and explanations with relevant information about a person, event, or issue in a United States region using print, oral, and digital technologies (e.g., reasoning, correct sequence, examples, data, details).  Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in a United States region.  Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state.Course Description:  In Grade 5, students study early United States history and foundations of the United States government. Students investigate cultural diversity, an emerging national identity, and American democracy. Students investigate the economic, political, and social forces that shaped national identity using disciplinary tools and resources that support planning and developing inquiries, gathering relevant information, and communication of knowledge and ideas about the nation’s history. Questions that should be answered in a course description include: What were the economic, political, and social impacts of colonization in the Americas? How did the American Revolution shape the national identity of the United States? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Migration and Settlement The Colonial Era The American Revolution The United States Constitution and Civic Participation Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect). The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing how students learn about history, geography, civics, and economics. The Inquiry Standards of Practice describes the thinking processes, habits of mind, and dispositions students need to develop a vital, critical, and courageous enduring understanding of Social Studies. Central to the C3 Framework is the Inquiry Arc, which frames how students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc, and all four major disciplines should be represented within social studies courses. Therefore, students should: Identify concepts, ideas, and interpretations associated with compelling and supporting questions about early United States History. Explain how supporting questions help answer compelling questions in an inquiry about United States history. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions. Apply disciplinary knowledge and practices to demonstrate an understanding of United States history content. Gather relevant evidence from multiple sources about a person, event, or issue in United States History while using the origin, structure, and context to guide selection. Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources. Use evidence to develop claims in response to a compelling question by using evidence related to early United States history. Construct arguments using claims and evidence from multiple sources about United States history.  Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data. Critique arguments and explanations. Present a summary of arguments and explanations about early United States History using print, oral, and digital technologies in classrooms, schools, and out-of-school contexts. Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in United States history. Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state. Course Description:  In Grade 6, students study the culture and geography of world regions. Students investigate human-environment interactions including issues of climate, population density, access to natural resources, and land use using disciplinary tools and resources that support planning and developing inquiries, evaluating historical sources, and communication of knowledge and ideas about world. Questions that should be answered in a course description include:  How does where we live affect how we live?  How does access to resources shape culture, governance, and decision-making within a region? Aligned Core Resources:  The selection of core resources is a local decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. However, there are compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.    Additional Course Information:  Big ideas addressed in the course: World Geographic Regions Systems of Governance Economic Decision-Making and Exchanges Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect).The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies.Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following students should:Develop questions relevant to self, family, and school community. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information to answer a question relevant to self, family, and school community. Use listening and consensus-building and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. This course will support the following Areas of Development and aim to incorporate learning experiences that will enhance the opportunity for students to: Develop a positive self-concept.  Self-Awareness  Sense of Self as Competent and capable Develop a positive attitude towards learning Sense of self as a learner  Curiosity and initiative  Cooperation during learning experiences  Identify and understand emotions of self and others  Identifying and understanding emotions  Empathy  Develop positive interpersonal relationships Social awareness and interpersonal skills Responsible decision making and problem solving Conflict resolution   Develop executive functioning skills Working memory and metacognition Cognitive flexibility  Manage attention and behavior  Develop logic and reasoning Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state. Course Description:  Students study how government and economic systems shape societies within world regions. Students explore cultural diffusion and migration, governance, and the economics of global markets. Students investigate how ideas spread, economic decision making, globalization and human rights using disciplinary tools and resources that support planning and developing inquiries, evaluating historical sources, and communication of knowledge and ideas about world geography.  Questions that should be answered in a course description include: How has movement and cultural diffusion shaped societies?  How do political and economic decisions affect the lives of individuals, communities, regions, and the global community?  Aligned Core Resources:   The selection of core resources is a local decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. However, there are compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Movement and Cultural Diffusion Governance and Human Rights Regional and Global Economics Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect).The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies.Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following students should:Develop questions relevant to self, family, and school community. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information to answer a question relevant to self, family, and school community. Use listening and consensus-building and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. This course will support the following Areas of Development and aim to incorporate learning experiences that will enhance the opportunity for students to: Develop a positive self-concept.  Self-Awareness  Sense of Self as Competent and capable Develop a positive attitude towards learning Sense of self as a learner  Curiosity and initiative  Cooperation during learning experiences  Identify and understand emotions of self and others  Identifying and understanding emotions  Empathy  Develop positive interpersonal relationships Social awareness and interpersonal skills Responsible decision making and problem solving Conflict resolution   Develop executive functioning skills Working memory and metacognition Cognitive flexibility  Manage attention and behavior  Develop logic and reasoning Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

CSDE Model Curricula Quick Start GuideThe Organization and Alignment of Grade-specific CT Core StandardsEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Standards-based Social Studies Instruction Standards-based social studies instruction at the kindergarten (K) through Grade12 levels can provide students with the critical content and skills they need to comprehend and impact the challenging and complex world they live in. High quality social studies instruction also allows students to appreciate and understand the cultures of all individuals and groups that reside in our state. Course Description:  In grade 8, students study United States history from the American Revolution through Reconstruction. Students investigate conflict and compromise in a growing nation, the emergence of American identity, and the struggle for freedom, equality, and justice over time using disciplinary tools and resources that support planning and developing inquiries, evaluating historical sources, and communication of knowledge and ideas about the nation's history. Questions that should be answered in a course description include:   How are democratic ideals reflected in the history of the nation?   In what ways has the national identity of the United States been shaped over time? Aligned Core Resources:   Core resources are a local control decision. It is imperative that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for holistic success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.  Additional Course Information:  Big ideas addressed in the course: Origins of United States Democracy and National Identity Expansion, Influence, and Economic Growth Civil Unrest, Civil War, and Reconstruction Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The skills you want students to master in their journey to success in college, career, and civic life (e.g., initiative, responsibility, perseverance, collaboration, empathy, respect).The Standards for Social Studies practice are aligned with the C3 Framework and follow the four dimensions of inquiry. The inquiry process is critical for framing the way students learn about history, geography, civics, and economics. The Inquiry Standards of practice describe the thinking processes, habits of mind, and dispositions that students need to develop a strong, critical, and courageous enduring understanding of Social Studies.Central to the C3 Framework is the Inquiry Arc, which frames the ways students learn social studies content. The Inquiry Arc established four dimensions of inquiry: (1) developing questions and planning inquiry, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking informed action. The C3 Framework also established four major disciplines in social studies—civics, economics, geography, and history—that form the basis of the second dimension of the Inquiry Arc and that all four major disciplines should be represented within social studies courses. Therefore, the following students should:Develop questions relevant to self, family, and school community. Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content. Gather information to answer a question relevant to self, family, and school community. Use listening and consensus-building and voting procedures to take action in the classroom. It is important to note that the Social Studies curriculum units integrate social, emotional, and intellectual habits. This course will support the following Areas of Development and aim to incorporate learning experiences that will enhance the opportunity for students to: Develop a positive self-concept.  Self-Awareness  Sense of Self as Competent and capable Develop a positive attitude towards learning Sense of self as a learner  Curiosity and initiative  Cooperation during learning experiences  Identify and understand emotions of self and others  Identifying and understanding emotions  Empathy  Develop positive interpersonal relationships Social awareness and interpersonal skills Responsible decision making and problem solving Conflict resolution   Develop executive functioning skills Working memory and metacognition Cognitive flexibility  Manage attention and behavior  Develop logic and reasoning Please review the Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 12 for more details. 

In this course the conquest and colonization of the Americas is considered, with special attention to the struggles of native peoples in Guatemala, Canada, Brazil, Panama, and colonial New England. In two segments of the course-one devoted to the Jesuit missionization of the Huron in the 1630s, the other to struggles between the government of Panama and the Kuna between 1900 and 1925-students examine primary documents such as letters, reports, and court records, to draw their own conclusions. Attention focuses on how we know about and represent past eras and other peoples, as well as on the history of struggles between native Americans and Europeans.

This course provides a solid understanding of consumer decision-making and how new products and services are developed, especially given the rapid pace of innovation and regulatory change, to help students succeed in consumer finance today. Specific examples will be drawn from retirement saving products, credit cards, peer to peer lending, cryptocurrencies, and financial advising.