Students will extend their understanding of equations to represent real world contexts to consider linear equations. Students will leave this unit able to solve linear equations and recognize the number of solutions to a linear equation.
Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. In this unit, students will have the opportunity to explore belief systems and religions developed by complex civilizations and societies that have similar, as well as different, characteristics. Students will also learn about how belief systems and religions are based on sets of mutually held values and how they are often used to unify groups of people, and may affect social order and gender roles.
UPDATED FOR 2021-22: Students will learn to recognize that variables are used to represent specific but unknown numbers and are used to make statements that are true for all numbers or a set of numbers. They will learn to read, write and evaluate expressions. The students will identify and generate equivalent expressions.
Students will begin to learn about the coordinate system. Students will be able to graph an ordered pair in the first quadrant and consider what that ordered pair might represent. Students will extend their understanding of patterns to interpret two connected numerical patterns with two rules.
In this unit students will examine personal and family history as a source of information. Students will investigate how families change over time and how these changes can be recorded or documented. Students will have the opportunity to examine other families and compare them to their own, as well as learn about sequence and chronology when describing family events. In addition, students will be exposed to historical sources and oral histories.
Students will craft a self-generated research project that includes information from multiple reliable sources. Throughout their project, students apply their knowledge of identifying and evaluating an author’s argument in informational texts, as well as their ability to determine relevant, sufficient evidence. Students will take part in ample group discussion throughout the entire research process, and will present their findings to their peers.
Students will study how economic and environmental disasters in the 1930s created hardships for many Americans. In addition, students will investigate, despite much debate about the appropriate role of government, how President Franklin D. Roosevelt helped to create intensive government interventions in the United States economy and society.
In this unit, students will identify and analyze the structure of various non-fiction texts, as well as determine how text features contribute to their development. Students will also utilize an established criteria to evaluate the quality of a text, as well as make connections to other texts, cultural perspectives, eras, etc. Students will write an informational piece to examine a topic, drawing important and relevant evidence to support their assertions.
UPDATED FOR 2021-22: Students will learn to gather and analyze data to make informed decisions, interpret variability and predict future outcomes based on data analysis.
Students will study the important role New York State played in the growth of the United States. Students will study life during the 1800s and how people traveled west looking for opportunities. In addition, students will have the opportunity to explore how economic activities in New York State are varied and have changed over time, including improvements in transportation and technology.
