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

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

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

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

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. 

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

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

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

Unit Overview/Summary - FOCUS: There are many factors that impact why people live in a particular area. In this unit fourth graders will examine specific regions of the United States, investigate the unique characteristics of each region, and evaluate how characteristics impact the lives of the people who live there. Additionally, students will analyze the political boundaries of each region, examine how natural resources affect human settlement, and investigate how environmental characteristics of a region change over time. Students will evaluate how cultural and environmental characteristics vary among regions and assess how catastrophic environmental and economic events cause migration.  Unit Duration: 30 days Three 30-minute sessions per week x 10 weeks 

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. 

Unit Overview/Summary - FOCUS: There are intersecting causes and effects of migration patterns of Indigenous people and the exploration of Europeans in North America. In this unit, fifth grade students will think like a geographer to show their understanding of why groups migrated, explored, and settled where they did. Students will be able to describe the causes and effects of European exploration and settlement on native lands. Additionally, students will understand that the emergence of the transatlantic slave trade was a direct consequence of European exploration in the Americas. This unit places a particular emphasis on how African and indigenous cultures contributed to agricultural and technological knowledge within European settlements. Through the study of the effects of cultural diffusion students will learn how different cultures have different gender roles and expectations. Students will engage with primary and secondary sources, consider historical context, and develop analytical skills to draw connections between important topics of pre-colonial history.  Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: There are intersecting causes and effects of migration patterns of Indigenous people and the exploration of Europeans in North America. In this unit, fifth grade students will think like a geographer to show their understanding of why groups migrated, explored, and settled where they did. Students will be able to describe the causes and effects of European exploration and settlement on native lands. Additionally, students will understand that the emergence of the transatlantic slave trade was a direct consequence of European exploration in the Americas. This unit places a particular emphasis on how African and indigenous cultures contributed to agricultural and technological knowledge within European settlements. Through the study of the effects of cultural diffusion students will learn how different cultures have different gender roles and expectations. Students will engage with primary and secondary sources, consider historical context, and develop analytical skills to draw connections between important topics of pre-colonial history.  Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: There were pivotal events that led to the American Revolution. In this unit, grade five students will evaluate the advantages and drawbacks of decisions leading to the Revolution, investigate how political and economic beliefs shaped the perspectives of the British, Patriots, and Loyalists, and explore divergent opinions within Northeastern Woodland Native American tribes and Black communities. Students will use their historical thinking skills and analyze a variety of primary and secondary sources to unpack multiple perspectives and build claims for points of inquiry. Students will deepen their understanding of Connecticut's role in events related to the American Revolution, identify key individuals associated with important events, examine economic connections among colonies, and evaluate the broader consequences of significant events during the American Revolution. Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: There were pivotal events that led to the American Revolution. In this unit, grade five students will evaluate the advantages and drawbacks of decisions leading to the Revolution, investigate how political and economic beliefs shaped the perspectives of the British, Patriots, and Loyalists, and explore divergent opinions within Northeastern Woodland Native American tribes and Black communities. Students will use their historical thinking skills and analyze a variety of primary and secondary sources to unpack multiple perspectives and build claims for points of inquiry. Students will deepen their understanding of Connecticut's role in events related to the American Revolution, identify key individuals associated with important events, examine economic connections among colonies, and evaluate the broader consequences of significant events during the American Revolution. Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:   The development of economic, political, and social diversity of America during the Colonial Era created the groundwork for increasing tensions between the colonies and Great Britain.  In this unit, fifth grade students will be able to investigate and analyze the economic factors, globally and domestically, that led to different areas of specialization of trade in the colonies. Students will analyze and describe why the colonies were interdependent, to varying degrees, on the Transatlantic slave trade for their economic growth and development. Students will evaluate the impact of the transatlantic slave trade on the American colonies and analyze the colonies’ distinct characteristics to understand the emergence of resistance movements within the colonies.  Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS:   The development of economic, political, and social diversity of America during the Colonial Era created the groundwork for increasing tensions between the colonies and Great Britain.  In this unit, fifth grade students will be able to investigate and analyze the economic factors, globally and domestically, that led to different areas of specialization of trade in the colonies. Students will analyze and describe why the colonies were interdependent, to varying degrees, on the Transatlantic slave trade for their economic growth and development. Students will evaluate the impact of the transatlantic slave trade on the American colonies and analyze the colonies’ distinct characteristics to understand the emergence of resistance movements within the colonies.  Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: The American Revolution impacted the United States in various ways. In this unit, grade five students will investigate the civic practices within the newly created United States, evaluate the creation of the Constitution of the United States, and examine the ways that individuals in the past and today can affect change through civic participation. Students will closely analyze the Preamble to the Constitution and the Bill of Rights, identify civic principles embedded in these documents and explain key portions of the Constitution, including the system of checks and balances and separation of powers. Students will use their historical thinking skills to closely analyze sections of the Constitution, contextualize the historical reasoning of the writers of the Constitution, and consider diverse perspectives regarding government participation and other civic issues. Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

Unit Overview/Summary - FOCUS: The American Revolution impacted the United States in various ways. In this unit, grade five students will investigate the civic practices within the newly created United States, evaluate the creation of the Constitution of the United States, and examine the ways that individuals in the past and today can affect change through civic participation. Students will closely analyze the Preamble to the Constitution and the Bill of Rights, identify civic principles embedded in these documents and explain key portions of the Constitution, including the system of checks and balances and separation of powers. Students will use their historical thinking skills to closely analyze sections of the Constitution, contextualize the historical reasoning of the writers of the Constitution, and consider diverse perspectives regarding government participation and other civic issues. Unit Duration: 30 Days Three 30-minute sessions per week x 10 weeks 

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. 

Unit Overview/Summary - FOCUS: There are many drivers and factors that influence economic decisions that ultimately impact life and human interactions with the environment across the world. In this unit, grade six students will investigate the theme of authority, power, and resources within the economic decision-making process in economic decision making among regions. Students will analyze how economic decisions are made and how they affect the environment and the well-being of individuals, businesses, and societies.  Students will examine how human beings trade, exchange goods, migrate, produce food and energy, communicate, collaborate between individuals and organizations, and engage in competition. Students will analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes. *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:45 Days. Five 45-minute sessions per week x 10 weeks