With the help of simple, teacher-led demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection, and radiation. Students then apply these concepts as they work in teams to solve two problems. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same thirty-minute time interval. Students design their solutions using only common, everyday materials. They record the water temperatures in their two soda cans every five minutes, and prepare line graphs in order to visually compare their results to the temperature of an unaltered control can of water.

Students make a simple conductivity tester using a battery and light bulb. They learn the difference between conductors and insulators of electrical energy as they test a variety of materials for their ability to conduct electricity.

CSDE Model Curricula Quick Start GuideThe African American/Black and Puerto Rican/Latino Course of Studies is a one credit, year-long elective in which students will consider the scope of African American/Black and Puerto Rican/ Latino contributions to U.S. history, society, economy, and culture. It utilizes Connecticut’s Social Studies Framework themes and inquiry-based approach already familiar to social studies teachers to deliver a content rich and personalized learning experience.The course is an opportunity for students to explore accomplishments, struggles, intersections, perspectives, and collaborations of African American/Black and Puerto Rican/Latino people in the U.S. Students will examine how historical movements, legislation, and wars affected the citizenship rights of these groups and how they, both separately and together, worked to build U.S. cultural and economic wealth and create more just societies in local, national, and international contexts.Coursework will provide students with tools to identify historic and contemporary tensions around race and difference; map economic and racial disparities over time; strengthen their own identity development; and address bias in their communities. This course will contribute to the critical consciousness and civic-mindedness competencies of a twenty-first century graduate, and ultimately facilitate students’ interest in pursuing further ethnic, anthropology, or human rights studies in the future.

Developed By:  Dan Broyld and Paquita Jarman-Smith The journey to abolish slavery in the United States was a battle that progressed gradually over time. The unit explores: the individuals, groups, and schools of thought that contributed to the movement. The subsections of the unit will move through the topics of Black survival and resistance to enslavement and emancipation using the Gradualist, Militant, Early and Late Political Periods, and the Civil War. Students will also examine “Free” Black communities, Slave Narratives, Negro Spirituals, folklores, newspapers, pamphlets, and speeches that Blacks and abolitionists employed to precipitate change. Themes of resistance and agency will be examined.In this unit, students will:• Examine how Africans and African descendants worked individually and collectively to spark revolutionary change to their existence; and• Explore various perspectives of enslavement from free and enslaved Africans.Compelling Questions:  When is resistance and/or revolution justified/glorified/condemned?  How effective were the actions of abolitionists and the slave rebellions of this period?  Are individual contributions or collective efforts more effective in actualizing social change?   

Developed By: Meghan Geary, Dr. Stacey Close, and Paquita Jarman-SmithThis unit will focus on Black Americans’ movements for equality, both geographical and societal. It will begin with the ideology of Nadir, which triggered the Great Migration of approximately a half million African Americans from Southern to Northern states between 1916 and 1918, and will then explore the fight for equal rights and the enormous contributions of Black people in America during the early 20th century. The unit should help students understand how the events of the period helped shape present-day systems. Topics include: the impact of Jim Crow laws on Black communities and their resistance; The Harlem Renaissance and African American arts; Black Wall Street and the Tulsa Massacre; African American participation in WWI and WWII; the “Red Summer” of 1919; how FDR’s New Deal Fair Housing Act exacerbated segregation and led to current wealth/wage/opportunity gaps; the establishment of important organizations including the National Association for the Advancement of Colored People (NAACP), The Universal Negro Improvement Association (UNIA), the National Urban League, The Southern Christian Leadership Conference (SCLC), The National Council of Negro Women, The Nation of Islam (NOI), The Congress of Racial Equity (CORE), The Student Nonviolent Coordinating Committee (SNCC); landmark Supreme Court decisions such as Brown v. BOE; major Civil Rights legislation such as CRA of 1957 and 1964, and the VRA of 1965; Black women’s role in the ongoing revolution; and the contributions of W.E.B. Du Bois, August Wilson, Mary Townsend Seymour, John Lewis, Dr. Mary McLeod Bethune, Constance Baker Motley, Mamie Till and others as detailed in the lessons. In this unit, students will: • Identify tactics, mission, and accomplishments of major groups involved in the movement for equality. • Investigate the causes, consequences, and historical context of key events in this time period. • Evaluate how individuals, groups, and institutions in the United States have both promoted and hindered people’s struggle for freedom, equality, and social justice. • Analyze the role of the federal government in supporting and inhibiting various 20th century civil rights movements. • Analyze the role of women of color in the women’s rights movement.Compelling Question: How successful have Black Americans’ movements for equality been in transforming the dreams, status, and rights of Black Americans in the United States?

Developed By: Dennis Culliton and Paquita Jarman-Smith Soon after the settlement of New England, slavery, first Indigenous and then African, became a way to support the export driven economy of the region. This unit will focus on slavery in Connecticut, the U.S., sources of that history, and how we can use analytical lenses to interpret the evidence and tell the story of local slavery and the individuals held in captivity. Themes of resistance and agency will be explored. In this unit students will: • Analyze how Africans, African Americans, and their descendants have struggled to gain freedom, equality, and social justice. • Explore the ways in which slavery was embedded in culture and legislation. • Investigate how multiple racial and cultural perspectives influence the interpretation of slavery. Compelling Question: How were some Africans from the global diaspora able to assert their agency to resist slavery; why were other Africans unable to do this?

Developed By: Dr. Stacey Close and Paquita Jarman-Smith This unit focuses on the period of Reconstruction (1865-77), Black Settlement, Towns, and Settlers in the West (1865-1915), and the struggle against the Jim Crow System. This unit will also go into detail on the political contributions of African American politicians to the passage of the Reconstruction era: acts and laws that brought the right to citizenship, the right to vote, and public education. In addition, this course will focus on the African past as it relates to the development of the African American culture in the western hemisphere. In this unit, students will:• Examine how Africans and African descendants worked individually and collectively to spark revolutionary change to their existence.• Explore the Reconstruction politics through literature and other accounts from primary documents and impact on Whites and Blacks.Compelling Question:  How was the Reconstruction a success or failure? 

Developed By: David Canton and Paquita Jarman-Smith This unit examines African American history from the political, economic, and cultural impact of Black Power to Black Lives Matter. During this era, African Americans used the vote to demand reform, created organizations such as the Black Panther Party to address police brutality, and created independent social programs. Since 1965, African Americans have made major progress, such as an increase of college graduates and decrease in poverty rate; however, institutional racism continues to undermine the progress of African Americans and African and Black Caribbean immigrants as well as an expanding Black middle class. In this unit, students will:● Examine how the Black community is shaped by a variety of identities, communities, and perspectives.● Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.● Reimagine new possibilities and more just futures for our country and our world drawn from the legacy of African American, Black experiences, intellectual thought, and culture.Compelling Questions: What are the greatest issues facing Blacks and African Americans in the U.S. today? What does radically reimagining new possibilities and more just futures look and sound like now?

Developed By:  Dr. Benjamin Foster, Jr. and Paquita Jarman-Smith Introduction of the basis of course, overview of scope and sequence of content, and orientation of students to expected dialogue and community for learning will be the opening for this unit. The content of this unit will focus on African Origins of humanity and contributions made by peoples of our greatest civilizations on the continent such as Kemet, Ghana, Songhai. The legacy of African Empires Kings and Queens will provide students information that will accurately paint a picture of the vast contributions to world civilizations.  It is through the history of African Origins and the exploration of African Civilizations and religions that we engage students in knowledge construction about the majestic breadth of great people in government, academic and technological innovation, and the arts, from whom African Americans and peoples from the Diaspora descended.  This exploration will allow students to evaluate and analyze false narratives of inferiority and inhumanity of Africans and Black people which are deeply ingrained in modern society worldwide.  As students begin the semester on African American history, they will have opportunities to embark on an exploration of a people who were made captives and brought to distant shores—and their long history of affirmation, resistance, reform, and radicalism. In this unit, students will:  Examine the impact of various aspects of African culture on world civilizations; Analyze the factors that have contributed to racialized global conflict and change in the modern world; and Develop a positive and accurate identity, including an awareness of and comfort with one’s membership in multiple groups in society.  Compelling Questions:  What impact did the people of Ancient Africa have on early and modern civilizations, and why has this impact been largely ignored through much of history?  How has the concept of race been socially constructed over time? Introduction of course projects:  Throughout the lessons in the course, students will have opportunities to build their own portfolio of artifacts to demonstrate new learning.  Responses, poems, video reflections, visual displays, infographics, and other forms of expression created by students should reflect the course objectives and essential questions. With EQ6 in mind, students will participate in developing a class project entitled Radical Imagination Through the Arts, in which students create a representation of learning depicting their own ideas about reimagining new possibilities and justice, based on African American/Black and Puerto Rican/Latino history. Teachers and students will co-create criteria for the project starting in Semester 1. Engage in reflection and collaborative planning with other departments of the school: history, teachers, art, media, music, English Language Arts and others in the school or community. Students add artifacts to their portfolios throughout the school year which may include a social justice action, idea or plan; artistic representation; or other inspired by the student’s creative process. Class will organize and curate the project pieces for the project. Culminate the year with a showcase Semester 2 for the school community. Optional Be the Change Project (see Semester 1 Unit 5 and 6 and 2 Unit 5):  This project requires consistent dedicated class time.  See link for resources and materials for implementing Be the Change... | Learning for Justice 

Developed By: Adrian Solis, Gladys Labas, Agnes Quinones, Vanessa Sosa, and Nitza Diaz This unit dives deeply into the ancient civilizations of Latinos, which extend back thousands of years prior to the Columbian exploration. After reviewing the achievements and accomplishments of the Native Americans found in Central America, South America, and the Caribbean in the previous unit, this unit begins with the first European encounter with the Indigenous people and Columbus in 1492. It explores the mistreatment of the Indigenous by Europeans, and then the second part of the unit focuses on the treatment of Latinos throughout American History. In this unit, students will:● Explore different perspectives on how the Natives were treated by the Europeans and the voices like Bartolomeo de las Casas, who left a single perspective of this historical encounter behind.● Explore various forms of anti-Latino treatment such as scientific experiments in Puerto Rico and Guatemala, and language suppression.● Become more aware of the contributions of Latino people to American history in spite of oppression.Compelling Question: How has the persisting narrative of the voyages of Columbus held long and short-term consequences for the formation and evolution of the identity of Puerto Ricans and Latinos? 

Developed By: Carlos Torre, Stephen Armstrong, Nitza M. DiazNOTE: At the beginning of Semester 2, there should be a general review of the major themes of Semester 1.  Students should also be informed that during Semester 1 their instructor took a largely chronological approach to the subject matter, while Semester 2 will be more thematic and will spiral back to prior learning.  Review of expectations for dialogue, safe spaces, and community of learners should occur.  Students should be reminded that there will be many “difficult discussions” throughout the semester, and that it is important that all student voices be heard.  Before beginning with the actual subject matter of Semester 2, students will take part in a project in which they attempt to find what they can about their own personal and family identity. Memories, interviews with family members, family letters, photographs, etc. can all be used to inform and complete an I Am From Poem. Sensitivity and assistance for students who may not have access to this information given their family situation should be provided up front.  Even before the United States became a republic, Latinos have contributed to the culture and history and life of the U.S. Yet, Latinos have been perceived as the “other.” Despite histories of migration, labor recruitment, wars, invasion, and occupations, millions of Latinos have persevered and demonstrated the beauty of their contributions. This unit will examine the early beginning and origins of what we know as Latin America. In this unit students will:● Explore Puerto Rican and Latino identity and culture.● Examine the individual and collective identities of Puerto Ricans and Latinos and demonstrate understanding of how this influences the perception and realities of Puerto Rican and Latino people.● Explore Latinos’ understanding of race.● Understand how Latinos show up in Black-White binary.● Examine Puerto Rican Migration.● Learn about the strengths and contributions of African diaspora in Latin America and in the Caribbean.Compelling Questions: How has Puerto Rican and Latino identity evolved over time? Is there a single “Latino identity”? Is there a Latino race?

Developed By: Adrian Solis, Vanessa Sosa, Agnes Quinones, Gladys Labas, Nitza Diaz Coming from a place of frustration, discord, and suppression, Latinos, time and time again, have resisted the power and control of a group of people, governments, or institutions. Their resistance has always been part of their existence; however, this unit will focus on major times of resistance. Finally, we will look at other forms of resistance focusing on the arts and on the development/existence of underground economies within specific Latin American countries. In this unit, students will:● Explore the Latinos’ fight for independence against Spain.● Explore the nationalist movements against dictatorial/non-democratic leaders in the 20th century.● Analyze the power structures within the United States that influence oppressing the people and voices of the Latino world.● Examine how the arts serve as a form of resistance, strength and community building.Compelling Question: With the diaspora in mind, how has the theme of resilience been illustrated in the past and present history of Latinos’ battle for equity?

Developed By: Daniel Bonet Ojeda, Heriberto Cajigas, Nitza DiazIn this unit, we walk through the sands of time to remember the blood, beauty, and sweat that contributed to the further development of the Puerto Rican and Latino social and economic structures. These cultures have demonstrated endurance and resilience during countless trials. Even through difficult times, they have nurtured their roots with their ancestors' culture. Perseverance, optimism, and fortitude are the hallmarks of Latinos’ striving for equity. The permanent emotional connection with their culture and identity keep them reimagining their independence, economic growth, and prosperity. In this unit, we will examine how the complex relationship between politics and economic policies helps us explain the current level and range of economic development in the region. Students will:• Explore how colonialism impacted the development of Latin America societies during a period of social, economic “transformation.”• Examine and interpret how Latin Americans and Puerto Ricans constructed and interpreted racial, ethnic, class, and gender identities as a result of historic and economic experiences of enslaved Africans in Latin America and in Puerto Rico.• Investigate the ways in which United States relations with Puerto Rico and Latin America help or hinder social and economic growth.• Examine specific role of Indigenous, Spaniards, and Africans in the formation of the Puerto Rican Nation.• Evaluate how severe economic policies impact the economic growth of Puerto Rico and Latin America currently.Compelling Question: How did power and hierarchy come together to create the social and economic structures of Puerto Rico and Latin America?

Developed By: Carlos Torre, Steve Armstrong, Nitza Diaz Between the years of 1820 and 2020, more than 80 million people migrated to the U.S. The history of immigration and migration is bigger than just the narrative that teaches about European immigration. Puerto Ricans and Latinos have migrated to the U.S. since the 1800s, and some Latino groups were already here before Europeans. This unit offers students an opportunity to learn and explore the contributions of Puerto Ricans and Latinos to the U.S. and the state of Connecticut. In this unit, students will:• Analyze reasons that individuals from Puerto Rico and other Latin Americans migrated to Connecticut.• Explore the accomplishments and contributions of these individuals and their descendants to Connecticut history and culture.• Understand and examine the misconceptions and negative beliefs that have been normalized and excluded the contributions of Puerto Rican and Latino people.Compelling Question: What impact have Puerto Ricans and Latinos had on Connecticut, and what additional impact might they have in the future?

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:  Grade K Computer ScienceStudents will develop a common foundation to understand computer science concepts. They will develop the understanding of these concepts through “play” and experimentation. In Kindergarten, students will learn to program using commands like loops and events. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Events Aligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. This course also teaches students to meaningfully collaborate with others, investigate different problem-solving techniques, and persist in the face of challenges. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade K Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade K Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Kindergarten can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.ELA Connections                Spelling with Bee Code.orgCCSS.ELA-LITERACY.RF.K.1.B- Recognize that spoken words are represented in written language by specific sequences of letters.CCSS.ELA-LITERACY.RF.K.1.D- Recognize and name all upper- and lowercase letters of the alphabet.                Patterns and Rhyming Tennessee Department of Education and Tennessee   STEM Innovation Network (TSIN)             CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.Math Connections                Counting with Laurel Code.orgK.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

This unit focuses on privacy and security and basic computer functions.  Learning in this unit will enable students to:Practice staying safe online;Understand clicking, dragging and dropping; andBe introduced to basic hardware terminology

This unit focuses on events which are widely used in programming. Learning in this unit will allow students to:Distinguish events from actions. Use events to make movements, noises and background changes Create an animated, interactive story using sequence and event-handlers.

This unit focuses on increasing coding efficiency through loops. Learning in this unit will allow students to:Simplify their code by grouping commands that need to be repeated;Develop critical thinking skills by noticing repetition; andReflect on the inefficiency of programming without loops.

This unit focuses on sequencing, programming and debugging. Learning in this unit will allow students to:Understand the difference between planning out a sequence and encoding that sequence;Sequence commands in a logical order;Identify and address bugs or errors in sequenced instructions; andBuild a computer program from a set of written instruction.

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:   Grade 1 Computer ScienceStudents will build upon their foundational understanding of computer science concepts through more sophisticated activities. In Grade 1, students will learn the basics of programming, critical thinking skills, and internet safety. Upon completion of this course students will have an understanding of: Digital Citizenship Sequencing Loops Impacts of ComputingEvents Aligned Core Resources: The selection of core resources is a local decision.  Ensuring alignment of resources to the standards is critical for success.  The CSDE has identified Code.org as a highly aligned core resource after a rigorous review process. Additional Course Information:  This course is best implemented through a combination of “plugged” and “unplugged” activities. This course also teaches students to meaningfully collaborate with others, investigate different problem-solving techniques, and persist in the face of challenges. Habits of Mind/SEIH/Transferable Skills Addressed in the Course: This course is built around a core set of student practices. These practices are high-level skills and dispositions that students should develop. Therefore, the following should be addressed throughout the course: Problem Solving Persistence Creativity Collaboration Communication                   Figure 5.2: K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.orgVocabulary:Vocabulary is a way to provide opportunities for students to use academic and content language to communicate about how they solved a problem, describe their reasoning, and demonstrate understanding. Vocabulary is inclusive of key words and phrases. Vocabulary work in computer science should include words that are traditionally used and regularly appear in academic language as well as words that are specific to the discipline.Grade 1 Computer Science VocabularyAssessment:Various types of assessment guide teaching and learning. The goal of assessment is to understand student progress and identify learning evidence relative to the content standards. While the Grade 1 Computer Science Course includes an end of course project, formative assessment practices should be utilized throughout each unit. Interdisciplinary Connections:Computer Science (CS) in Grade 1 can be integrated within the curriculum of other content areas or offered as a ‘standalone’ course, depending on the school’s program. This flexible implementation allows schools the choice to determine how they will ensure that all students will have the opportunity to learn CS. The followings tasks provide connections between learning computer science and other subjects enabling computer science to be taught through an integrated approach. For a 'standalone' course approach see the units below.ELA ConnectionsAlgorithms in the Design Process  Tennessee Department of Education and Tennessee STEM Innovation Network (TSIN)CCSS.ELA-LITERACY.RI.1.9 With prompting and support, read informational texts appropriately complex for grade 1.CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Math ConnectionsMoney Machines  Education Development Center (EDC)1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Science and ELA ConnectionsLight and Shadows  Education Development Center (EDC)1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.1-PS4-4 Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.K-2-ETS1-2 Engineering Design. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.CCSS.ELA-LITERACY.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.