The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

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?

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 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 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.

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.

This unit focuses on understanding digital footprint and identity. Learning in this unit will allow students to:Explore what information is OK to be shared online.Learn that the information they share online leaves a digital footprint or "trail".

This unit focuses on understanding digital footprint and identity. Learning in this unit will allow students to:Explore what information is OK to be shared online.Learn that the information they share online leaves a digital footprint or "trail".

This unit focuses on events. Learning in this unit will allow students to:Identify actions that correlate to input events.Distinguish events from actions.Recognize events in programming.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on events. Learning in this unit will allow students to:Identify actions that correlate to input events.Distinguish events from actions.Recognize events in programming.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on empathy to identify solutions. Learning in this unit will allow students to:Apply empathy and creativity to design technology for others.Recommend technology to others based on their unique needs.

This unit focuses on empathy to identify solutions. Learning in this unit will allow students to:Apply empathy and creativity to design technology for others.Recommend technology to others based on their unique needs. 

This unit focuses on loops as a way to be more efficient. Learning in this unit will allow students to:Convert a series of multiple actions into a single loop.Break down a long sequence of instructions into the smallest repeatable sequence possible.Create a program for a given task which loops a sequence of commands.Identify the benefits of using a loop structure instead of manual repetition.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on loops as a way to be more efficient. Learning in this unit will allow students to:Convert a series of multiple actions into a single loop.Break down a long sequence of instructions into the smallest repeatable sequence possible.Create a program for a given task which loops a sequence of commands.Identify the benefits of using a loop structure instead of manual repetition.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on programming and debugging skills. Learning in this unit will allow students to:Identify and fix errors in the execution of an algorithm.Build a computer program from a set of written instructions.Construct a program by reorganizing sequential movements.Identify and locate bugs in a program.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on programming and debugging skills. Learning in this unit will allow students to:Identify and fix errors in the execution of an algorithm.Build a computer program from a set of written instructions.Construct a program by reorganizing sequential movements.Identify and locate bugs in a program.The content of this unit can be taught by implementing the standalone unit resources and reinforced by embedding the cross curricular activity.

This unit focuses on collecting, visualizing, and analyzing a simple set of data. Learning in this unit will allow students to:Decode binary back to letters.Encode letters into binary.Collect and record data about quantities of real objects, or characters on a screen.Create a bar graph and pie chart to represent simple data.