• Know that the Native Americans were the first inhabitants of our local region and State

• Know that the Iroquois (Haudenosaunee- People of the Longhouse) and the Algonquian were the early inhabitants of our State

• Know the important accomplishments and contributions of Native American Indians who lived in our community and State

• Understand that immigration and migration (e.g., Ellis Island; the mass starvation in Ireland, 1845-50) forced relocation of Native American Indians in New York State- World History

      Encounters with People from Europe, Africa, and the Americas

• Understand the slave trade and slavery in the colonies

• Understand the Dutch, English, and French influences in New York State

• Distinguish the lifestyles in the colonies- make comparisons of lifestyles in the colonies during different time periods

• Know the major explorers of New York State

• Know the social /cultural, economic, political, and geographic impacts of exploration

• Know the groups of people who migrated to our local region and into our State

• Know the important contributions of immigrants to New York State

Colonial and Revolutionary Period in NY

• Know the important accomplishments of individuals and groups living in our community and region

• Cite different types of daily activities during the colonial and revolutionary periods, including social/cultural, political, economic, scientific/technological, or religious

• Distinguish between cultural similarities and differences, including folklore, ideas, and other cultural contributions that helped shape our community, local region, and State

The Revolutionary War in New York State

• Understand how Native American Indians in New York State influenced the War

• Distinguish between the Loyalists and Patriots in New York State during the Revolutionary War

• Know the leaders of the Revolution in NYS

• Know the social, political and economic causes for the revolution

• Understand the war strategy: in NYS (e.g. Saratoga and other local battles)

• Know the effects of the Revolutionary War in NYS

 American Democracy in the New Nation

• Understand the roots of American culture, how it developed from many different traditions, and the ways many people from a variety of groups and background played a role in creating it

• Understand the values, practices, and traditions that unite all Americans

• Understand that ways of learning and public education in our community and state have economic, political and social impacts

• Know the individuals and groups who helped to strengthen democracy in the United States

• Use timelines to display important events and eras of the near and distant past -World History

• Use the terms social, political, economic and cultural to describe various human activities or practices (e.g. Building of Erie Canal-economic; barn raising-social, voting and campaigning-political)-World History

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Location

• Understand the significance of New York State's locations of other people and places during the Revolutionary War

New York State Geographic Features/Influences

• Understand rural to urban to suburban migration

• Know the uses of the environment and how Native American Indian settlements were influenced by environmental and geographic factors

• Know ways that people depended on and modified their physical environments

• Know ways in that colonists depended on and modified their physical environments

• Know the geographic features of NYS that influenced the Revolutionary War

• Demonstrate understanding of geographic influences of industrialization and expansion (e.g., natural resources, location) ; the interactions between economic and geographic factors

Geographic Tools

• Use various types of maps to locate New York State

• Use maps, charts, tables, graphs and other visual displays to communicate spatial relationships, locations and other geographic information

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     Economic Concepts

• Understand that meeting basic needs includes food, clothing, and shelter

• Know that colonial societies were organized to answer three fundamental economic questions; What goods and services do we produce? How do we produce them? For whom do we product them?

• Know ways of making a living in our local region and State

Industrial growth and expansion

• Understand how transportation, inventions, communication, and technology affected industrial growth and expansion (e.g., 1800s-Erie Canal, railroads, steamboats, turnpikes, telegraph, cable; 1900's cars, subways, air travel, seaways, phones, tv, computer, radios

• Understand the concepts of immigration and migration (e.g., Ellis Island, the mass starvation in Ireland, 1845-50; forced relocation of Native American Indians in New York State)

Urbanization: economic, political, and social impacts

• Demonstrate understanding of economic interdependence (e.g., resource use; from farm to market)

• Demonstrate an understanding of the labor movement and child labor on urbanization

      Economic Information

• Use media resources to locate economic information about local region and State

• Select economic information from primary and secondary resources about local region and State

• Analyze local or state economic information and date to make, test, and refine hypotheses about economic issues and problems

• Use charts, tables, diagrams and simple graphs to show economic information about local region and State

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Civics and Citizenship

• Understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation, including the flag of the United States of America, its proper display, and use

• Understand citizenship and the rules and responsibilities of citizenship in the classroom, school, home, and local community

• Know that citizens can participate in political decision making and problem solving at the local, State, and national levels

• Know that effective, informed citizenship involved duties such as voting, jury service, and other service to the local community

Local and State Government

• Know the meaning of key terms and concepts related to government, including democracy, power, and citizenship

• Demonstrate understanding of the possible consequences of the absence of government

• Understand the fundamental values of American democracy (individual right to life, liberty, property, and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; and patriotism

• Understand that the fundamental values and principles of American democracy are expressed in the Declaration of Independence, Preamble to the United States Constitution, Bill of Right, Pledge or Allegiance, speeches, songs, and stories

• Know that the basic purposes of government in the Unites States are to protect the rights of individuals and to promote the common good (Taken from: National Standards for Civics and Government)

• Know what the United States Constitution is and explain why it is important

• Understand the structure and function of colonial government

• Understand the importance of the Bill of Rights

• Understand basic democratic values (Taken from: National Standards for Civics and Government)

• Understand that the United States Constitution and the Constitution of the State of New York and their respective Bills of Right were developed as written plans for organizing the functions of government and safeguarding individual liberties

• Understand the foundations for a new government and the ideals of American democracy as expressed in the Mayflower Compact, the Declaration of Independence, and the Constitutions of the State of New York and the United States of America

• Know the structure and function of the branches of government of New York State and local governments, including executive, legislative, and judicial branches

• Understand how representatives in the legislative, executive, and judicial branches at the local, State, and national levels of government are elected or appointed to office

• Know that people elect and/or appoint leaders who make, enforce, and interpret laws

Problem Solving

• Formulate alternative solutions/courses of actions to hypothetical or historic problems in NYS (e.g. transportation across the state such as the Erie Canal)

• Evaluate the consequences for each alternative solution to each hypothetical or historic problem in NYS

• Analyze and prioritize solutions to hypothetical or historic problems in NYS

• Formulate plan of action to solutions to solve the hypothetical or historic problem in NYS

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