Updating search results...

Search Resources

459 Results

View
Selected filters:
  • CSDE - Public
Connecticut Model Social Studies for Grade 7, Government and Human Rights
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:  The development of the powers and responsibilities of people through governmental systems often impact the human rights policies in a region. In this unit, grade seven students will investigate the theme of the innovative and complex role of governmental systems. Students will evaluate different systems of government and assess how governmental systems have developed differently throughout regions of the world. Students will identify how people influence the development of laws and governments and analyze the overall impact people have on creating effective means for addressing regional and global problems. Students will be able to evaluate and analyze governments and policies and use them to gain a deeper understanding of the impact they have had on both the past and present.  *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 7, Government and Human Rights, Unit 2 Overview: Government and Human Rights
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:  The development of the powers and responsibilities of people through governmental systems often impact the human rights policies in a region. In this unit, grade seven students will investigate the theme of the innovative and complex role of governmental systems. Students will evaluate different systems of government and assess how governmental systems have developed differently throughout regions of the world. Students will identify how people influence the development of laws and governments and analyze the overall impact people have on creating effective means for addressing regional and global problems. Students will be able to evaluate and analyze governments and policies and use them to gain a deeper understanding of the impact they have had on both the past and present.  *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/21/2024
Connecticut Model Social Studies for Grade 7, Movement and Cultural Diffusion
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The spread of cultural trends across locations is an important aspect of human development.  In this unit, grade seven students will investigate the theme of the development of regional cultures and evolving interactions of culture among regions. Students will analyze the blended elements of cultural diffusion and evaluate th have to changes in transportation, communication technology, migration, language, religion, trade and more. Students will examine how environmental and cultural characteristics vary among regions and evaluate how human-environment interactions influence movement and settlement. *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 7, Movement and Cultural Diffusion, Unit 1 Overview: Movement and Cultural Diffusion
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The spread of cultural trends across locations is an important aspect of human development.  In this unit, grade seven students will investigate the theme of the development of regional cultures and evolving interactions of culture among regions. Students will analyze the blended elements of cultural diffusion and evaluate th have to changes in transportation, communication technology, migration, language, religion, trade and more. Students will examine how environmental and cultural characteristics vary among regions and evaluate how human-environment interactions influence movement and settlement. *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/21/2024
Connecticut Model Social Studies for Grade 7, Regional & Global Economics
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:There are different types of economic structures throughout local communities and regions of the world. In this unit, grade seven students will investigate the theme of the diversity of economic systems in various regions. Students will analyze the advantages and disadvantages of a global economic community.  Students will examine the roots of various economic systems to analyze the role that individuals, organizations, and governments play in managing the acquisition, trade, and use of resources around the world. Students will evaluate and assess the different economic systems by country and region to process and describe the ways in which economic exchanges impact people, groups, and international relations in both positive and negative ways.  *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 7, Regional & Global Economics, Unit 3 Overview: Regional & Global Economics
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:There are different types of economic structures throughout local communities and regions of the world. In this unit, grade seven students will investigate the theme of the diversity of economic systems in various regions. Students will analyze the advantages and disadvantages of a global economic community.  Students will examine the roots of various economic systems to analyze the role that individuals, organizations, and governments play in managing the acquisition, trade, and use of resources around the world. Students will evaluate and assess the different economic systems by country and region to process and describe the ways in which economic exchanges impact people, groups, and international relations in both positive and negative ways.  *Please note that: An exciting and innovative approach to teaching World Regional Studies involves exploring themes. These thematic units allow students to delve into cross-cutting concepts applicable to all world regions. While individual regions remain integral to the learning process, the themes covered in these units serve as the foundation for teaching and learning. Unit Duration:60 Days. Five 45-minute sessions per week x 10 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/21/2024
Connecticut Model Social Studies for Grade 8
Read the Fine Print
Educational Use
Rating
0.0 stars

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. 

Subject:
History
Material Type:
Full Course
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Date Added:
10/16/2023
Connecticut Model Social Studies for Grade 8, Civil War and Reconstruction
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:  There were political, social, and military aspects of the Civil War. In this unit, grade eight students will analyze ways that various groups, including immigrants, free blacks, enslaved blacks, and Indigenous Peoples, participated in the Civil War.  Students will evaluate Connecticut’s contributions to the Civil War, using primary sources and other media from the time period. Students will investigate the different perspectives in Connecticut regarding the Civil War and Abraham Lincoln. Students will analyze how immigration continued during the Civil War era and how this immigration altered the economic and social structure of the United States.  Students will evaluate the purpose, the actions and the results of the Reconstruction era in the American South and compare both the successes and the failures of the Reconstruction era.    Unit Duration:30 Days. Five 50-minute sessions per week x 4 weeks  

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, Civil War and Reconstruction, Unit 6 Overview: Civil War and Reconstruction
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:  There were political, social, and military aspects of the Civil War. In this unit, grade eight students will analyze ways that various groups, including immigrants, free blacks, enslaved blacks, and Indigenous Peoples, participated in the Civil War.  Students will evaluate Connecticut’s contributions to the Civil War, using primary sources and other media from the time period. Students will investigate the different perspectives in Connecticut regarding the Civil War and Abraham Lincoln. Students will analyze how immigration continued during the Civil War era and how this immigration altered the economic and social structure of the United States.  Students will evaluate the purpose, the actions and the results of the Reconstruction era in the American South and compare both the successes and the failures of the Reconstruction era.    Unit Duration:30 Days. Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024
Connecticut Model Social Studies for Grade 8, From Colony to Nation: The Origins of the United States
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: Every nation has an origin story. In this unit, grade eight students will review the reasons for colonization in North America.  Students will analyze the reasons for increasing conflict between the colonies and Great Britain. Students will evaluate the perspectives of various groups, including revolutionaries, women, free Blacks, enslaved Blacks, Indigenous Peoples, and loyalists toward the American Revolution. Students will investigate how the colonies won and examine the perspectives concerning the national identity of this new nation.   Unit Duration: 30 days. Five 50-minute sessions per week x 5 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, From Colony to Nation: The Origins of the United States, Unit 1 Overview: From Colony to Nation: The Origins of the United States
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:Every nation has an origin story. In this unit, grade eight students will review the reasons for colonization in North America.  Students will analyze the reasons for increasing conflict between the colonies and Great Britain. Students will evaluate the perspectives of various groups, including revolutionaries, women, free Blacks, enslaved Blacks, Indigenous Peoples, and loyalists toward the American Revolution. Students will investigate how the colonies won and examine the perspectives concerning the national identity of this new nation.   Unit Duration:30 days. Five 50-minute sessions per week x 5 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024
Connecticut Model Social Studies for Grade 8, Origins of United State Democracy and National Identity
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: One component of an organized community is a representative democracy at which political power and influence is shared and valued.  In this unit, grade eight students will examine the foundations of government in the newly formed United States.  Students will carefully evaluate the origins, purpose, and impact of the Declaration of Independence and the Constitution.  Students will analyze how and why the Constitution created a sharing of power between the states and the national governments and how and why a sharing of power between different branches of the federal government was instituted. Students will carefully evaluate the powers given to citizens as a result of the Bill of Rights.  Students will also analyze the extent to which “liberty for all” was a guiding principle of our founding documents.  Students will evaluate and assess what was stated in the founding documents related to Enslaved People and Indigenous Peoples. Unit Duration: 30 days. Five 50-minute sessions per week x 4 weeks   

Subject:
History
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, Origins of United State Democracy and National Identity, Unit 2 Overview: Origins of United State Democracy and National Identity
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: One component of an organized community is a representative democracy at which political power and influence is shared and valued.  In this unit, grade eight students will examine the foundations of government in the newly formed United States.  Students will carefully evaluate the origins, purpose, and impact of the Declaration of Independence and the Constitution.  Students will analyze how and why the Constitution created a sharing of power between the states and the national governments and how and why a sharing of power between different branches of the federal government was instituted. Students will carefully evaluate the powers given to citizens as a result of the Bill of Rights.  Students will also analyze the extent to which “liberty for all” was a guiding principle of our founding documents.  Students will evaluate and assess what was stated in the founding documents related to Enslaved People and Indigenous Peoples. Unit Duration: 30 days. Five 50-minute sessions per week x 4 weeks   

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024
Connecticut Model Social Studies for Grade 8, Sectionalism / Causes of the Civil War
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:The differences in economic, political and social attitudes between the North and the South increased in the years leading up to the Civil War. In this unit, grade eight students will evaluate specific causes for the Civil War. Students will investigate the state’s rights and nullification, the issue of slavery and its impact, the increase of industrialization in the north, and the impact of the Haitian Revolution. Students will assess the role of western expansion and analyze and evaluate the increasing tensions between the North and the South.  Unit Duration: 30 Days. Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, Sectionalism / Causes of the Civil War, Unit 5 Overview: Sectionalism / Causes of the Civil War
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS:The differences in economic, political and social attitudes between the North and the South increased in the years leading up to the Civil War. In this unit, grade eight students will evaluate specific causes for the Civil War. Students will investigate the state’s rights and nullification, the issue of slavery and its impact, the increase of industrialization in the north, and the impact of the Haitian Revolution. Students will assess the role of western expansion and analyze and evaluate the increasing tensions between the North and the South.  Unit Duration: 30 Days. Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024
Connecticut Model Social Studies for Grade 8, The Early American Republic
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The Early American Republic exposed many vulnerabilities and challenges in the newly formed Unites States. In this unit, grade eight students will evaluate how individuals, political, religious, and social groups, as well as state and national governmental institutions both promoted and hindered the struggle for freedom, equality, and social justice during this era. Students will analyze and investigate specific legislation from this era related to Indigenous Peoples, the institution of slavery, and newly arrived immigrants. Students will analyze and evaluate primary source perspectives from Indigenous Peoples, free and enslaved blacks, and the immigrant population written during this era.  Students will evaluate the conflicts between federal and state power that took place in this era; they will also examine critical Supreme Course cases of the period.  Unit Duration: 30 Days.Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, The Early American Republic, Unit 3 Overview: The Early American Republic
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The Early American Republic exposed many vulnerabilities and challenges in the newly formed Unites States. In this unit, grade eight students will evaluate how individuals, political, religious, and social groups, as well as state and national governmental institutions both promoted and hindered the struggle for freedom, equality, and social justice during this era. Students will analyze and investigate specific legislation from this era related to Indigenous Peoples, the institution of slavery, and newly arrived immigrants. Students will analyze and evaluate primary source perspectives from Indigenous Peoples, free and enslaved blacks, and the immigrant population written during this era.  Students will evaluate the conflicts between federal and state power that took place in this era; they will also examine critical Supreme Course cases of the period.  Unit Duration: 30 Days.Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024
Connecticut Model Social Studies for Grade 8, Westward Expansion and First U.S. Industrial Revolution
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The American western expansion had a significant impact on American policy and economic growth. In this unit, grade eight students will analyze why settlers traveled west and evaluate the impact that the Westward expansion had on indigenous people and on other racial and ethnic groups. Students will evaluate how the role of women changed on the frontier. Students will compare and contrast the views of those promoting social change in this era with those who were opposed to increased freedom for various ethnic groups. Students will analyze the impact of the industrial revolution on the American economy, and outline ways that the industrial revolution changed the character of America. Unit Duration:30 Days. Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Provider:
CT State Department of Education
Provider Set:
CSDE - Public
Connecticut Model Social Studies for Grade 8, Westward Expansion and First U.S. Industrial Revolution, Unit 4 Overview: Westward Expansion and First U.S. Industrial Revolution
Read the Fine Print
Educational Use
Rating
0.0 stars

Unit Overview/Summary - FOCUS: The American western expansion had a significant impact on American policy and economic growth. In this unit, grade eight students will analyze why settlers traveled west and evaluate the impact that the Westward expansion had on indigenous people and on other racial and ethnic groups. Students will evaluate how the role of women changed on the frontier. Students will compare and contrast the views of those promoting social change in this era with those who were opposed to increased freedom for various ethnic groups. Students will analyze the impact of the industrial revolution on the American economy, and outline ways that the industrial revolution changed the character of America. Unit Duration:30 Days. Five 50-minute sessions per week x 4 weeks 

Subject:
History
Material Type:
Unit of Study
Author:
Connecticut Department of Education
Date Added:
04/29/2024