Academics
The Academics Department is a teaching and learning community composed of professional teams who create curriculum, work with school communities to develop and coordinate programs, and provide vital services to students in need of additional academic supports.
Conversation: A Three-Minute Video on Common Core State Standards from CGCS Video Maker on Vimeo.
NORWICH PUBLIC SCHOOLS CORE CURRICULUM
English Language Arts (ELA) | Math | Science | Social Studies
ENGLISH LANGUAGE ARTS (ELA)
The Connecticut Core Standards provide the foundation for the work within Reading/English language arts. Reading high-quality literature and informational text, building reading foundational skills, writing, speaking and listening, and developing language skills are all areas addressed through these standards.
GRADE K
Module 1:
Shared Reading Unit: The World Around Us
ELA Units: Listening to Stories, Learning New Information, Coping with Problems
Goals of the Module:
Students will learn story element vocabulary, familiar and unfamiliar settings, and how the setting influences characters and events. The teacher will model how to construct a retelling that includes a beginning, middle, and end.
Module 2:
Shared Reading Units: Insects, Meeting New Friends, Sounds in Our World
ELA Units: Our Changing Environment, Learning about America, Funny Animal Characters, Being Brave
Goals of the Module:
Students will learn about how pictures contribute to a text and the differences between the informative and fantasy genre. Students will discuss how authors sometimes use pictures to demonstrate information in nonfiction texts. Students will learn that authors write for different purposes—to inform or entertain. Students will learn about characters, and they will describe how characters look and behave. Finally, students will learn how authors use sensory details in a story.
Module 3:
Shared Reading Units: Fantasy Characters, Author Study: Ezra Jack Keats, Life Cycles
ELA Units: Learning Together, Learning about Our Past, Our Families, Life Cycles
Goals of the Module:
Students will learn about fantasy characters and examine the attributes of the fantasy characters in each unit book. Students will complete an author study on Ezra Jack Keats and write an opinion piece about their favorite Keats book. Students will learn about animal and plant life cycles and write an informative piece.
Module 4:
Shared Reading Units: Making a Difference, Animal Sidekicks
ELA Units: Describing Our World, Wonderful You
Goals of the Module:
Students will read biographies and realistic fiction to learn how people can make a positive change in the world. Students will learn that authors often write about people who make a difference in the world. Finally, students will learn that a sidekick is a character who assists the main character in completing the action in the story.
GRADE 1
Module 1:
Shared Reading Units: Playing Games, Animal Characters, New Experiences
ELA Units: Becoming a Writer, Learning and Growing, Learning about Fall
Goals of the Module:
Students will learn about the structure of fiction and demonstrate that multiple texts
can express the same theme. Students will read fictional texts about animal characters to learn how characters cope with new experiences that can be both scary and exciting. Students will write an informative piece about fall.
Module 2:
Shared Reading Unit: Imaginary Friends
ELA Units: Stories from Our Past, Making Good Decisions
Goals of the Module:
Students will examine the characteristics of imaginary characters, compare them with other characters (real and imaginary), and discuss how the characters’ actions make the story more engaging or humorous. Students will write an opinion piece after reading books in an author study.
Module 3:
Shared Reading Units: Telling Stories, Learning Our History
ELA Units: Telling Our Stories, United States Symbols, Telling Stories, Wonderful You
Goals of the Module:
Students will learn how to identify narrative elements in fantasy stories. Students will also read multiple biographies about famous Americans. Students will compose a narrative piece.
Module 4:
Shared Reading Units: Solving Mysteries, Coping with Challenges
ELA Units: Exploring Our World, Summing It Up
Goals of the Module:
Students will learn the elements of realistic fiction and the mystery genre. Students will explain how authors use realistic fiction to help us learn to cope with everyday problems. Students will compose an opinion piece about their favorite book from the year.
GRADE 2
Module 1:
Shared Reading Units: New Beginnings, Friendship, Life Cycles
ELA Units: Telling Our Stories, Ways Our World Works, Animals in the Wild
Goals of the Module:
Students will read fictional texts to learn about how characters react to various events in stories. Students will also read nonfiction texts about the different ways living things grow and change from egg to adult. Students will complete a research report about frogs.
Module 2:
Shared Reading Units: Native Americans, Actions and Consequences
ELA Units: Weather, Native American Legends, Our Money Our Choices: Earning, Saving, Spending, My Story, Your Story
Goals of the Module:
Students will learn about nonfiction text structures and text features. They will also discuss the organization of nonfiction texts as they read about the history, culture, and modern lives of four different Native American tribes in the United States. Students will reinforce their knowledge of narrative text structure and use narrative story elements to retell a story. Students will complete a book review.
Module 3:
Shared Reading Units: Making a Difference In Our World, Changing the Game, Mysterious Mummies
ELA Units: Breaking Barriers, My Story, My Feelings, Making History, Making a Difference in Your World
Goals of the Module:
Students will use narrative structure to support comprehension and explore character development through analysis of character actions and dialogue. Students will learn about biography content and purpose. Students will reinforce their knowledge of narrative mystery text structure and nonfiction text structure.
Module 4:
Shared Reading Units: Books and Culture, Myths and Culture
ELA Units: For Love of Country, A Cinderella Story, Earth and Space: Moving, Growing, Changing, Look How Far I’ve Come
Goals of the Module:
Students will use text features to gain meaning from nonfiction texts about the history and culture of both China and Greece. Students will reinforce their knowledge of narrative text structure by reading multiple versions of Cinderella. Students will express their opinions in writing by completing a book advertisement.
GRADE 3
Module 1:
Shared Reading Units: Life’s Lessons, Government for the People
ELA Units: Purposeful Writing, Becoming a Writer
Goals of the Module:
Students will read about characters learning important life lessons. Students will learn about nonfiction text structure and organization by reading texts about the United States government. Students will write opinion pieces about character traits.
Module 2:
Shared Reading Units: Geology, Powerful Connections
ELA Units: Patterns in Our World, Family Connections, Timeless Tales
Goals of the Module:
Students will read nonfiction texts about geology. Students will also explore powerful connections between characters when reading fictional texts.
Module 3:
Shared Reading Units: Fight for What’s Right, Reaching Our Goals
ELA Units: Fearless American Females, Astonishing Accomplishments, Exposing Injustice
Goals of the Module:
Students will read nonfiction texts about famous individuals who have played important roles in our nation’s history. They will also complete a biography research report.
Module 4:
Shared Reading Units: A Journey of Self Discovery, A Journey to the Past
ELA Units:Actions and Consequences, Readers are Writers, Look How Far I’ve Come
Goals of the Module:
Students will read about characters who embark on incredible journeys. Students will read informational texts about different time periods in history. They will also compose a book advertisement.
GRADE 4
Module 1:
Shared Reading Unit: Our Changing Relationships
ELA Units: Writing for a Purpose, Natural Disasters, Mysterious Exploration
Goals of the Module:
In this unit, students will use narrative text structure to support comprehension, explore character growth and change over time, and consider how the author’s craft influences our understanding of text content. Students will write a narrative nonfiction news article.
Module 2:
Shared Reading Unit: Change and Conflict
ELA Units: The Mysteries of Friendship, Tracking Relationships
Goals of the Module:
Students will use narrative text structure and primary source nonfiction text elements to support comprehension, explore character growth and change over time, and consider how the author’s craft influences our understanding of text content. Students will write a compare and contrast piece and a persuasive letter.
Module 3:
Shared Reading Units: Looking Beneath the Surface
ELA Units: Finding Courage
Goals of the Module:
Students will use narrative structure to support comprehension, explore character development through self- reflection and interactions with other characters, and analyze how author’s craft shapes and influences our understanding of text content. Students will write a survival story.
Module 4:
Shared Reading Units: Understanding Each Other, Making a Difference
ELA Units: The Power of Words, The Power of Actions, Understanding Our World, My Journey in Literacy this Year
Goals of the Module:
The lessons in this unit work together to reinforce students’ understanding of both narrative and nonfiction text structure. They also help students think deeply about how self-reflection influences personal growth. Students will write an opinion piece about personal decisions and doing what’s right.
GRADE 5
Module 1:
Shared Reading Units: Self Discovery, Life Science
ELA Units: Writing with a Purpose, Powerful Words, Compare and Contrast
Goals of the Module:
Students will use narrative text structure to support comprehension and explore character growth and change over time. Students will read two nonfiction texts about cells and life processes. Students will use nonfiction text features to navigate the texts with opportunities to juxtapose information presented in both texts.
Module 2:
Shared Reading Units: Earth Science, Unlikely Alliances
ELA Units: History of Science, History of Civil Rights
Goals of the Module:
Students will process information from multiple informative texts with varying structures. Students will recognize that the same theme can be expressed across multiple texts
with different topics. Students will read a book with a complex mystery structure to analyze the growth and development of multiple complex characters. Students will complete a civil rights research paper.
Module 3:
Shared Reading Units: Hope and Perseverance, Physics
ELA Units: Themes in Poetry, The Underground Railroad, Doing What’s Right
Goals of the Module:
Students will understand the structure and purpose of historical fiction, allowing them to focus on both the historical information included in the text as well as the author’s craft. Students will read nonfiction texts to reinforce informative text structure and demonstrate that the same theme can be expressed across multiple texts with different topics. Students will write an informative piece and an opinion piece.
Module 4:
Shared Reading Units: Demonstrating Courage
ELA Units: Trail of Tears, The Importance of Story, Look How Far I’ve Come
Goals of the Module:
The lessons in this unit work together to reinforce students’ understanding of the structure and purpose of both historical and realistic fiction. They also demonstrate that the same theme can be expressed across multiple texts with different topics, allowing students to investigate how the theme is emphasized in both texts. Students will complete a research project about the Trail of Tears.
GRADE 6
UNIT 1: Growing Up
Essential Question: What are some of the challenges and triumphs of growing up?
Performance Based Assessment: Personal Narrative
Unit Goals
Students will be able to:
- read selections that illustrate the challenges and triumphs people experience while growing up.
- understand and use academic vocabulary words related to personal narratives.
- recognize elements of different genres, especially realistic fiction and memoirs.
- read a selection independently and make connections to other texts.
- write a focused, well-organized personal narrative.
- prepare and present a retelling.
UNIT 2: Natural Allies
Essential Question: How do animals and people interact?
Performance Based Assessment: Informational Essay
Unit Goals
Students will be able to:
- Read texts that illustrate the different ways animals and people interact and compare it to personal experiences.
- Understand and use academic vocabulary words related to informational texts.
- Recognize elements of different genres, including autobiography, poetry, and informational texts.
- Read a selection independently and make meaningful connections to other texts.
- Write a focused, well- organized informational essay.
- Prepare and deliver an informational presentation.
UNIT 3: Living with Technology
Essential Question: Is technology helpful or harmful in our lives?
Performance Based Assessment: Argumentative Essay
Unit Goals
Students will be able to:
- Read selections that express different points of view about living with technology and develop their own perspective.
- Understand and use academic vocabulary words related to arguments.
- Recognize elements of different genres, especially science fiction, articles, and arguments.
- Read or view a selection independently and make meaningful connections to other texts.
- Write a focused, well- organized argumentative essay
- Participate effectively in a debate.
UNIT 4: Extraordinary People
Essential Question: What makes people extraordinary?
Performance Based Assessment: Research Based Essay
Unit Goals
Students will be able to:
- Read and watch selections that express different points of view about what makes a person extraordinary and develop their own point of view.
- Understand and use academic vocabulary words related to research.
- Recognize elements of different genres, especially informational texts, short stories, and historical fiction.
- Read a selection of my choice independently and make connections to other texts.
- Write a focused, well- organized research paper.
- Prepare and deliver a research presentation.
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GRADE 7
UNIT 1: Crossing Generations
Essential Question: What can one generation learn from another?
Performance Based Assessment: Personal Narrative
Unit Goals
Students will be able to:
- Read selections that express various points of view about different generations and develop their own perspective.
- Understand and use academic vocabulary words related to personal narratives.
- Recognize elements of different genres, especially realistic fiction, informational texts, and poetry.
- Read a selection independently and make connections to other texts.
- Write a focused, well- organized personal narrative.
- Complete Timed Writing tasks with confidence.
- Prepare and present a personal narrative.
UNIT 2: Living Among the Stars
Essential Question: Should we make a home in space?
Performance Based Assessment: Argumentative essay
Unit Goals
Students will be able to:
- Read selections that express different points of view about living in space and develop their own perspective.
- Understand and use academic vocabulary words related to argument.
- Recognize elements of different genres, especially arguments, informational texts, and science fiction.
- Read a selection independently and make connections to other texts.
- Write a focused, well- organized argumentative essay.
- Prepare an argument for one side of an issue and participate in a debate.
UNIT 3: Transformations
Essential Question: Can people really change?
Performance Based Assessment: Literary Essay
Unit Goals
Students will be able to:
- Read selections that express different points of view about transformations and develop their own perspective.
- Understand and use academic vocabulary words related to fiction.
- Recognize elements of different genres, especially drama, fiction, and poetry.
- Read a selection independently and make meaningful connections to other texts.
- Write a literary essay exploring story elements.
- Complete Timed Writing tasks with confidence.
UNIT 4: Facing Adversity
Essential Question: Are there any challenges that are too big to overcome?
Performance Based Assessment: Informational Essay
Unit Goals
Students will be able to:
- Read selections that reflect the experience of facing adversity and develop their perspective.
- Understand and use academic vocabulary words related to informational texts.
- Recognize elements of different genres, especially historical nonfiction and fiction, informational texts, and poetry.
- Read a selection independently and make connections to other texts.
- Write a focused, well- organized informational essay.
- Complete Timed Writing tasks with confidence.
- Prepare and deliver an informational presentation.
GRADE 8
UNIT 1: Rites of Passage
Essential Question: What are some milestones on the path to growing up?
Performance Based Assessment: Nonfiction Narrative
Unit Goals
Students will be able to:
- Read selections that express different points of view about milestones on the path to growing up and develop their own perspective.
- Understand and use academic vocabulary words related to narrative nonfiction.
- Recognize elements of different genres, especially short stories, realistic fiction, poetry, and informational articles.
- Read a selection independently and make meaningful connections to other texts.
- Write a focused, well- organized personal narrative.
- Prepare and present a nonfiction narrative.
UNIT 2: Resilience
Essential Question: What do stories of resilience teach us about the human spirit?
Performance Based Assessment: Informational Essay
Unit Goals
Students will be able to:
- Read selections that offer multiple perspectives on resilience and develop a point of view.
- Understand and use academic vocabulary words related to informational texts.
- Recognize elements of different genres, especially dramas, speeches, essays, and feature articles.
- Read a selection independently and make connections to other texts.
- Write a thoughtful, fact- based informational essay.
- Complete Timed Writing tasks with confidence.
- Prepare and deliver an oral report.
UNIT 3: Taking a Stand
Essential Question: How do we decide what matters to us?
Performance Based Assessment: Argumentative Essay
Unit Goals
Students will be able to:
- Read selections that express different points of view about taking a stand and develop their own perspective.
- Understand and use academic vocabulary words related to argument.
- Recognize elements of different genres, especially arguments, fantasy, and short stories.
- Read a selection independently and make meaningful connections to other texts.
- Write a focused, well- organized editorial.
- Prepare and deliver an oral argument.
UNIT 4: Human Intelligence
Essential Question: In what ways can people be intelligent?
Performance Based Assessment: Research Paper
Unit Goals
Students will be able to:
- Read selections that give perspectives on human intelligence.
- Understand and use academic vocabulary words related to research.
- Recognize elements of different genres, especially science fiction, science features, and video.
- Read a text independently and make meaningful connections to other texts.
- Write a well-documented and focused research paper.
- Conduct a research-based discussion.
MATH
The Connecticut Core Standards provide the foundation for the Norwich mathematics curriculum. While the mathematical content and skills in each grade level are essential for student success, a good portion of the emphasis in math is related to the eight mathematical practices described in the standards.
GRADE K
Unit 1: Numbers to 10
Goals of the unit:
Students will know the number names and the count sequence.
Students will count to tell the number of objects.
Students will understand addition as counting together and adding to, and understand subtraction as taking apart and taking from.
Students will classify objects and count the number of objects in each category
Unit 2: Two-Dimensional and Three-Dimensional Shapes
Goals of the unit:
Students will classify objects and count the number of objects in each category.
Students will identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Students will analyze, compare, create, and compose shapes
Unit 3: Comparison of Length, Weight, Capacity, and Numbers to 10
Goals of the unit:
Goals of the unit:
Students will compare numbers.
Students will describe and compare measurable attribute
Unit 4: Number Pairs, Addition and Subtraction to 10
Goals of the unit:
Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
Unit 5: Numbers 10–20 and Counting to 100
Goals of the unit:
Students will know number names and the count sequence.
Students will count to tell the number of objects.
Students will work with numbers 11–19 to gain foundations for place value
Unit 6: Analyzing, Comparing, and Composing Shapes
Goals of the unit:
Students will count to tell the number of objects.
Students will analyze, compare, create, and compose shapes
GRADE 1
Unit 1: Sums and Differences to 10
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will understand and apply properties of operations and the relationship between addition and subtraction.
Students will add and subtract within 20.
Students will work with addition and subtraction equations
Unit 2: Introduction to Place Value Through Addition and Subtraction Within 20
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will understand and apply properties of operations and the relationship between addition and subtraction.
Students will add and subtract within 20.
Students will understand place value
Unit 3: Ordering and Comparing Length Measurements as Numbers
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will measure lengths indirectly and by iterating length units.
Students will represent and interpret data.
Unit 4: Place Value, Comparison, Addition and Subtraction to 40
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will extend the counting sequence.
Students will understand place value.
Students will use place value understanding and properties of operations to add and subtract
Unit 5: Identifying, Composing, and Partitioning Shapes
Goals of the unit:
Goals of the unit:
Students will tell and write time and money.
Students will reason with shapes and their attributes.
Unit 6: Place Value, Comparison, Addition and Subtraction to 100
Goals of the unit:
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will extend the counting sequence.
Students will understand place value.
Students will use place value understanding and properties of operations to add and subtract.
Students will tell and write time and money
GRADE 2
Unit 1: Sums and Differences to 100
Goals of the unit:
Students will represent and solve problems involving addition and subtraction
Students will add and subtract within 20.
Students will use place value understanding and properties of operations to add and subtract.
Unit 2: Addition and Subtraction of Length Units
Goals of the unit:
Students will measure and estimate lengths in standard units.
Students will relate addition and subtraction to length.
Unit 3: Place Value, Counting, and Comparison of Numbers to 1,000
Goals of the unit:
Students will understand place value.
Unit 4: Addition and Subtraction Within 200 with Word Problems to 100
Goals of the unit:
Students will represent and solve problems involving addition and subtraction.
Students will use place value understanding and properties of operations to add and subtract
Unit 5: Addition and Subtraction Within 1,000 with Word Problems to 100
Goals of the unit:
Students will use place value understanding and properties of operations to add and subtract.
Unit 6: Foundations of Multiplication and Division
Goals of the unit:
Students will work with equal groups of objects to gain foundations for multiplication.
Students will reason with shapes and their attributes.
Unit 7: Problem Solving with Length, Money, and Data
Goals of the unit:
Students will use place value understanding and properties of operations to add and subtract.
Students will measure and estimate lengths in standard units.
Students will relate addition and subtraction to length.
Students will work with time and money.
Students will represent and interpret data.
Unit 8: Time, Shapes, and Fractions as Equal Parts of Shapes
Goals of the unit:
Students will work with time and money.
Students will reason with shapes and their attributes
GRADE 3
Unit 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10
Goals of the unit:
Students will represent and solve problems involving multiplication and division.
Students will understand properties of multiplication and the relationship between multiplication and division.
Students will multiply and divide within 100.
Students will solve problems involving the four operations, and identify and explain patterns in arithmetic
Unit 2: Place Value and Problem Solving with Units of Measure
Goals of the unit:
Students will use place value understanding and properties of operations to perform multi-digit arithmetic.
Students will solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
Unit 3: Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10
Goals of the unit:
Students will represent and solve problems involving multiplication and division.
Students will understand properties of multiplication and the relationship between multiplication and division.
Students will multiply and divide within 100.
Students will solve problems involving the four operations, and identify and explain patterns in arithmetic.
Students will use place value understanding and properties of operations to perform multi-digit
arithmetic. (A range of algorithms may be used.
Unit 4: Multiplication and Area
Goals of the unit:
Students will understand concepts of area and relate area to multiplication and to addition.
Unit 5: Fractions as Numbers on the Number Line
Goals of the unit:
Students will develop understanding of fractions as numbers. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.)
Students will reason with shapes and their attributes
Unit 6: Collecting and Displaying Data
Goals of the unit:
Students will represent and interpret data.
Unit 7: Geometry and Measurement Word Problems
Goals of the unit:
Students will solve problems involving the four operations, and identify and explain patterns in
arithmetic.
Students will represent and interpret data.
Students will recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Students will reason with shapes and their attributes
GRADE 4
Unit 1: Place Value, Rounding, and Algorithms for Addition and Subtraction
Goals of the unit:
Students will use the four operations with whole numbers to solve problems.
Students will generalize place value understanding for multi-digit whole numbers. (Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.)
Students will use place value understanding and properties of operations to perform multi-digit arithmetic.
Unit 2: Unit Conversions and Problem Solving with Metric Measurement
Goals of the unit:
Students will solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Unit 3: Multi Digit Multiplication and Division
Goals of the unit:
Students will use the four operations with whole numbers to solve problems.
Students will gain familiarity with factors and multiples.
Students will use place value understanding and properties of operations to perform multi-digit arithmetic.
Students will solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Unit 4: Angle Measure and Plane Figures
Goals of the unit:
Students will understand concepts of angle and measure angles.
Students will draw and identify lines and angles, and classify shapes by properties of their lines and angles
Unit 5: Fraction Equivalence, Ordering, and Operations
Goals of the unit:
Students will generate and analyze patterns.
Students will extend understanding of fraction equivalence and ordering.
Students will build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Students will represent and interpret data
Unit 6: Decimal Fractions
Goals of the unit:
Students will understand decimal notation for fractions, and compare decimal fractions.
Students will solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Unit 7: Exploring Measurement with Multiplication
Goals of the unit:
Students will use the four operations with whole numbers to solve problems.
Students will solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
GRADE 5
Unit 1: Place Value and Decimal Fractions
Goals of the unit:
Students will understand the place value system.
Students will perform operations with multi-digit whole numbers and with decimals to hundredths.
Students will convert like measurement units within a given measurement system.
Unit 2: Multi-Digit Whole Number and Decimal Fraction Operations
Goals of the unit:
Students will write and interpret numerical expressions.
Students will understand the place value system.
Students will perform operations with multi-digit whole numbers and with decimals to hundredths.
Students will perform operations with multi-digit whole numbers and with decimals to hundredths.
Unit 3: Addition and Subtraction of Fractions
Goals of the unit:
Students will use equivalent fractions as a strategy to add and subtract fractions.
Unit 4: Multiplication and Division of Fractions and Decimal Fractions
Goals of the unit:
Students will write and interpret numerical expressions.
Students will perform operations with multi-digit whole numbers and with decimals to hundredths.
Students will apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Students will convert like measurement units within a given measurement system.
Students will represent and interpret data.
Unit 5: Addition and Multiplication with Volume and Area
Goals of the unit:
Students will apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Students will understand concepts of volume and relate volume to multiplication and to addition.
Students will classify two-dimensional figures into categories based on their properties.
Unit 6: Problem Solving with the Coordinate Plane
Goals of the unit:
Students will write and interpret numerical expressions.
Students will analyze patterns and relationships.
Students will graph points on the coordinate plane to solve real-world and mathematical problems
GRADE 6
Module 1: Geometry & Arithmetic Operations
Goals of the unit:
Students will find the area of shapes like triangles and rectangles. They'll also learn how to solve real-world problems involving surface area and volume.
Students will add, subtract, multiply, and divide decimals.
Module 2: Division of Fractions
Goals of the unit:
Students will divide fractions and use this skill to solve real-world problems, like finding out how many ¾-cup servings are in 3 cups of flour.
Module 3: Introduction to Ratios
Goals of the unit:
Students will use relationships between numbers to solve real world ratio problems. They'll create tables to show these relationships and graph them on coordinate planes.
Module 4: Unit Rates and Percentages
Goals of the unit:
Students will work with everyday math like finding the better buy at a store using unit rates, understanding speed, and working with percentages.
Module 5: Expressions and Equations
Goals of the unit:
Students will work with variables to write and solve one-step math equations.
Module 6: Rational Numbers
Goals of the unit:
Students will understand positive and negative numbers (like temperatures above and below zero) and learn to plot points on a grid (similar to reading a map with coordinates).
Module 7: Statistics
Goals of the unit:
Students will learn to make sense of data by finding averages and typical values.
GRADE 7
Unit 1: The Number System (Rational Numbers)
Goals of the unit:
Students will develop computational fluency with positive and negative rational numbers.
Students will apply properties of operations to solve problems in real-world contexts
Unit 2: Scale Drawings & Proportional Relationships
Goals of the unit:
Students will develop proportional reasoning through scale drawings and maps.
Students will solve problems involving scale factors and actual measurements.
Students will identify and represent proportional relationships using tables, graphs, equations, and verbal descriptions.
Unit 3: Percentages
Goals of the unit:
Students will extend their understanding of ratios and proportional relationships to solve multi-step percentage problems including finding tax, tip, and commission.
Students will find the whole given a part and the percent
Unit 4: Expressions, Equations & Inequalities
Goals of the unit:
Students will construct and solve linear equations and inequalities.
Students will rewrite expressions in equivalent forms
Unit 5: Angles, Triangles, and Prisms
Goals of the unit:
Students will analyze geometric relationships and solve problems involving angle measure, area, surface area, and volume
Unit 6: Probability & Sampling
Goals of the unit:
Students will investigate the relationship between a circle's circumference and diameter to understand pi.
Students will develop and apply formulas for circumference and area of circles, connecting these concepts to real-world applications and problem-solving
Unit 7: Measuring Circles
Goals of the unit:
Students will investigate the relationship between a circle's circumference and diameter to understand pi.
Students will develop and apply formulas for circumference and area of circles, connecting these concepts to real-world applications and problem-solving.
GRADE 8
Unit 1: Congruence and Similarity
Goals of the unit:
Students will analyze and perform transformations on geometric figures.
Students will understand congruence and similarity in terms of transformations.
Students will solve problems involving transformations.
Students will analyze the relationships between angles formed when parallel lines are intersected by a transversal.
Unit 2: Linear Relationships
Goals of the unit:
Students will formalize their understanding of slope as a rate of change.
Students will analyze and represent linear relationships using graphs, tables, and equations.
Students will interpret the relationship between proportional and linear functions, including identifying and interpreting slope and y-intercept.
Unit 3: Linear Equations and Linear Systems
Goals of the unit:
Students will develop strategies for solving linear equations in one variable, including equations with variables on both sides.
Students will analyze and solve pairs of simultaneous linear equations using algebraic and graphical methods, interpreting solutions in context.
Unit 4: Functions
Goals of the unit:
Students will define, evaluate, and compare functions using multiple representations.
Students will understand the connections between proportional relationships, lines, and linear functions.
Unit 5: Pythagorean Theorem & Irrational Numbers
Goals of the unit:
Students will apply the Pythagorean Theorem to solve mathematical and real-world problems.
Students will use rational approximations of irrational numbers to compare their relative sizes and locate them on a number line.
Unit 6: Exponents & Scientific Notation
Goals of the unit:
Students will discover exponent rules and use them to generate equivalent numerical expressions.
Students will use scientific notation to represent very large and very small numbers.
Unit 7: Associations in Data
Goals of the unit:
Students will analyze patterns of association in bivariate data using scatter plots and two-way tables.
Students will construct and interpret linear models, assessing the fit of a linear model by analyzing residuals and identifying outliers.
ALGEBRA 1
Unit 1: Linear Equations and Inequalities
Goals of the unit:
Students will interpret expressions that represent a quantity in terms of its context.
Students will create equations and inequalities in one variable and use them to solve problems.
Students will explain each step in solving an equation and construct a viable argument to justify a solution method.
Unit 2: Functions
Goals of the unit:
Students will create equations in two or more variables to represent relationships between quantities and graph equations on coordinate axes with labels and scales.
Students will use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Students will interpret key features of graphs and tables in terms of the quantities and sketch graphs showing key features given a verbal description of the relationship.
Unit 4: Linear Functions
Goals of the unit:
Students will distinguish between situations that can be modeled with linear functions [and with exponential functions].
Students will construct linear functions, including arithmetic sequences, given a graph, a description of a relationship, or two input-output pairs.
Students will interpret the parameters in a linear function in terms of a context.
Unit 5: Scatter Plots & Trend Lines
Goals of the unit:
Students will use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Students will interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of outliers.
Students will represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
Students will interpret the slope and the intercept of a linear model in the context of the data.
Unit 6: Systems of Equations
Goals of the unit:
Students will distinguish between situations that can be modeled with linear functions [and with exponential functions].
Students will construct linear functions, including arithmetic sequences, given a graph, a description of a relationship, or two input-output pairs (including reading these from a table).
Students will interpret the parameters in a linear function in terms of a context.
Unit 6.5: Grade 8 Geometry
Goals of the unit:
Students will understand congruence and similarity using physical models, transparencies, or geometry software.
Students will understand and apply the Pythagorean Theorem.
Students will solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
Unit 7: Introduction to Exponential Functions
Goals of the unit:
Students will rewrite expressions involving radicals and rational exponents using the properties of exponents.
Students will write geometric sequences and use them to model situations, and translate between the two forms.
Students will construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs.
Students will interpret the parameters in an exponential function in terms of a context.
Unit 8: Quadratic Functions and Equations
Goals of the unit:
Students will factor a quadratic expression to reveal the zeros of the function it defines.
Students will understand that polynomials form a system analogous to the integers.
Students will interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
Students will complete the square in a quadratic function and interpret these in terms of a context.
Students will identify the effect on the graph of replacing k values and will find the value of k given the graphs.
SCIENCE
The Next Generation Science Standards (NGSS) are the anchor for the Science Curriculum. The curriculum relative to these standards is still evolving. Embedding science practices (the behaviors of scientists), crosscutting concepts (those ideas that link all domains of science), and disciplinary core ideas (the science content) is the work that has and will continue to happen relative to the written curriculum.
GRADE K
Unit 1: Weather and Climate
Essential Questions:
How can we predict or describe the weather?
Why is it important to predict the weather?
What effect does the sun have on the earth’s surface?
Big Ideas:
Sunlight causes temperature changes.
Different seasons have different weather.
Weather comes in different predictable patterns (seasons).
People forecast the weather in order to prepare and adapt as necessary.
People can build or use structures in order to reduce the effects of the sun.
Unit 2: Pushes & Pulls
Essential Questions:
How do objects move?
How can you make an object move?
What can impact the motion of an object?
Big Ideas:
Pushing or pulling will move objects.
People and things can change or affect the motion of an object.
Tools and structures can be used to affect the motion of an object.
Unit 3:
Essential Questions:
What do plants and animals need to survive?
How do plants and animals change the environment in order to meet their needs?
How can humans influence their environment?
Big Ideas:
Interaction of plants, animals and the environment.
Humans can positively and negatively affect plants, animals, and the environment.
GRADE 1
Unit 1: Space Systems: Patterns and Cycles
Essential Questions:
What are objects in the sky?
What is a pattern? How can we use patterns in the sky to make predictions?
How does your shadow change during the day?
Why are some objects only seen at night or day?
Big Ideas:
The sun, moon, and stars all have certain patterns. However, the patterns are different.
Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
Unit 2: Structure, Function & Information Processing
Essential Questions:
How are young plants and animals like their parents?
How are young plants and animals different from their parents?
What physical features help plants and animals survive?
What behaviors do plants and animals engage in to help them survive?
Big Ideas:
Young animals are very much, but not exactly like their parents.
Plants also are very much, but not exactly like their parents.
Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
Adult plants and animals can have young. In many kinds of animals parents and the offspring themselves engage in behaviors that help the offspring to survive.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
The shape and stability of structures of natural and designed objects are related to their functions.
Unit 3: Waves: Light and Sound and Engineering Design
Essential Questions:
What happens when materials vibrate?
How can we use sound to communicate over long distances?
How can we communicate with light?
Big Ideas:
Understand the relationship between sound and vibrating materials
Understand the relationship between the availability of light and ability to see objects
Understand that light travels from place to place
Determine the effect of placing objects made from different materials in the path of a beam of light
GRADE 2
Unit 1: Structure & Properties of Matter
Essential Questions:
How are materials similar and different from one another?
How do the properties of the materials relate to their use?
What properties in matter contribute to irreversible changes?
Big Ideas:
Materials have observable properties which can be analyzed and classified.
Materials have properties that can be best used for certain purposes.
Changes to matter can be caused by heating or cooling which may or may not be reversible.
Unit 2: Earth’s Systems
Essential Questions:
What are the landforms and bodies of water that make up Earth?
Which natural occurrences change landforms quickly and/or slowly?
How does wind and water change or modify landforms?
How can we slow or prevent landform changes?
Big Ideas:
The Earth is made up of many types of landforms and bodies of water.
Landforms can be changed quickly or slowly based on natural occurrences.
Wind and water can shape and change existing landforms.
We can slow or stop landform changes.
Unit 3: Interdependent Relationships in the Ecosystem
Essential Questions:
What happens to plants that lack sunlight and water?
How do animals help plants disperse seeds?
How are plants and animals different in various habitats?
Big Ideas:
Plants need sunlight and water to grow
Animals have an important role in dispersing seeds and pollinating plants
Plants and animals live in various habitats
GRADE 3
Unit 1: Weather & Climate
Essential Questions:
How can weather patterns help you predict the weather?
How do climates differ around the world?
How can I reduce the impact of a weather-related hazard?
Big Ideas:
Weather patterns, such as season and climate, can help you predict the weather of a particular region.
Climate is the pattern of weather over a long period of time (at least 30 years). Different geographic locations have varied climates.
Weather means temperature, atmospheric pressure, precipitation (or lack thereof), and wind strength in a particular time and place.
Climate means a pattern of weather in a region over an extended period of time (at least 30 years)
Understanding weather related hazards such as floods, hurricanes, droughts, lightning, wind, tornados, etc. to help me make a claim on a solution that will reduce their impact (ex. lightning rods, wind resistant roofs, sea walls, houses on stilts, etc.).
SOCIAL STUDIES
The C3 Social Studies framework (College, Career, and Civic Life) provides the anchor for the Social Studies curriculum. The framework is relatively new, and the curriculum in Social Studies is evolving.
GRADE K
Unit 1: Rights and Responsibilities Within Our Classroom & School
Essential Questions:
Why do we need rules in our classroom and school?
Who should be involved in creating the rules of our classroom and school?
How can you solve a problem positively?
Why should each member of our classroom community contribute to daily tasks?
Goals of the unit:
Students will contribute to making and maintaining a community.
Students will participate in conflict resolution with or without facilitation.
Students will demonstrate positive citizenship skills.
Students will work positively in both cooperative and independent learning settings.
Students will participate in classroom rule creation.
Unit 2: Cultures around the World
Essential Questions:
How are traditions similar in all cultures?
Who am I?
How is my family life the same or different from the family lives of others?
Goals of the unit:
Students will understand the various components of traditions for different cultures.
Students will present about themselves and share their interests with their peers.
Students will develop an understanding and respect for other families structures.
Students will research the different cultures represented in the classroom.
Unit 3: Community Involvement and Outreach
Essential Questions:
Who are the people that are essential to a school community? City community?
Why are school communities important?
How can I contribute to my communities?
Goals of the unit:
Students will discuss the people in important roles who help students.
Students will identify the people who contribute to the communities and why they’re important.
Students will identify why community figures are necessary.
GRADE 1
Unit 1: Rules and School Leaders: Roles and Responsibilities
Essential Questions:
How do rules make us more respectful?
What makes a community successful?
Why is it important to be an active participant in the communities to which I belong?
How do the rules help the community be a better place to live?
How do needs and wants affect how we live?
How do goods and services benefit a community?
What are my roles and responsibilities in my community?
Goals of the unit:
Students will read and discuss the topic of why rules are important.
Students will create classroom rules to make sure everyone is respected.
Students will vote on the final set of rules through a shared discussion.
Students will discuss ways to resolve conflicts.
Students will identify school leaders.
Students will explain the roles of each school job.
Students will work in groups to apply knowledge of school rules and reasons for rules.
Students will present information learned to the school community.
Students will identify goods and services as either needs or wants.
Unit 2: History: Past and Present
Essential Questions:
How do past actions of people in our community still influence our community today?
Why does what people believe change over time?
Goals of the Unit:
Students will compare elements of the past in family, school, and community to the elements of the present.
Students will create a timeline of their life.
Students will evaluate if information is fact or opinion.
Students will identify facts about important historical figures.
Unit 3: Geography
Essential Questions:
What features do you include when creating a map of a community you belong to?
What types of landforms are included on maps?
How do we use maps to locate various places in our community?
Goals of the Unit:
Students will identify the elements of a map.
Students will distinguish the difference between a map and a globe.
Students will explain the features and functions of a map.
Students will identify and compare different types of landforms.
Students will construct and label landforms.
Students will explore the school.
Students will create a map and identify locations within a school.
Students will use the compass rose to give and receive directions.
Students will compare and contrast school layouts.
GRADE 2
Unit 1: Rules and Government in our Community
Essential Questions:
What is government and what does it do?
Who makes decisions in our town/city and what types of things do they decide?
How do people in our town/city work together?
What does it mean to be a good citizen in my school and in my community?
Goals of the Unit:
Students will create rules for the classroom community.
Students will identify rules in the local community.
Students will define government and tell its purpose.
Students will identify leadership roles in the community.
Students will define leadership roles in the community.
Students will explain the process of how people are selected for leadership roles.
Students will define citizen.
Students will tell characteristics of what makes a good citizen.
Students will identify and tell ways people in a town/city work together.
Unit 2: Maps and Types of Communities
Essential Questions:
How do maps help us understand our community?
What are the characteristics of a rural, urban and suburban communities?
How are the different communities similar and different?
What are the advantages and disadvantages of living in an urban, suburban or rural community?
Goals of the Unit:
Students will explain how and why we use maps.
Students will locate important places in the community on a map.
Students will represent important places in the community on a map.
Students will identify and list the characteristics of the three types of communities.
Students will compare and contrast the types of communities.
Students will recognize how living in each of the communities influences a person's way of life.
Unit 3: Important Contributions of People, Past and Present
Essential Questions:
How is the way people made a positive difference in the past different from and similar to how people make a positive difference today?
How do the positive actions of people in the past influence us today?
What does it mean to make a positive difference in society?
Goals of the Unit:
Students will create a timeline to make a chronological sequence of multiple events.
Students will interpret a timeline of another person’s life.
Students will determine and discuss ways to make a positive difference in a community
Students will identify people both past and present who have made a positive difference in the world.
GRADE 3
Unit 1: Local Governments and State Governments both need Good Citizens
Essential Questions:
Why do governments make laws?
What do laws do?
Who makes important decisions for Connecticut?
How can citizens take part in government?
Goals of the Unit:
Students will identify and use evidence from a source to develop a claim
Students will explain how laws change society.
Students will explain how people create laws.
Students will create a rule or law for their classroom following a democratic procedure.
Students will identify the role of each of the three branches of state government.
Students will role-play each branch of government and act on the creation of a law as that branch.
Students will explain another person’s point of view.
Students will identify how personal values affect civic responsibility.
Students will create and participate in the goals of the current Kid Governor.
Unit 2: How is Connecticut’s Story part of America’s Story?
Essential Questions:
How have historical Connecticut/Norwich residents impacted Connecticut and national history?
How have Connecticut/Norwich industries contributed to national history over time?
How did inventions and technology contribute to Connecticut and national history?
Goals of the Unit:
Students will explain probable causes and effects of America’s historical events and developments based on Connecticut/Norwich’s story
Students will create and use a chronological sequence of related events to compare developments that happened at the same time
Students will compare Connecticut/Norwich’s life in specific historical time periods to life today
Students will identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used in Connecticut/Norwich.
Students will generate questions about individuals from Connecticut/Norwich who have shaped significant historical changes and continuities.
Unit 3: Why do we live in Norwich, Connecticut?
Essential Questions:
Why do we live in Connecticut?
How has geography affected the growth and development of your town and of Connecticut in general?
Why is your city and state shaped the way it is?
What economic or geographic features have caused people to move into (or out of) your town/state?
What cultural features cause people to move into your town/state?
How does the past influence the present and future of our communities?
How does where you live influence your life?
Goals of the Unit:
Students will identify reasons why people would want to live in Connecticut.
Students will describe where Connecticut is located.
Students will describe physical features of Connecticut...various rivers, lakes, Long Island Sound, highlands, lowlands, and various elevations.
Students will describe how environmental and cultural characteristics influence population distribution in Connecticut.
Students will explain how human settlements and movements relate to the locations and use of various natural resources.
Students will make a claim and support it with evidence.
GRADE 4
Unit 1: Maps and Regions
Essential Questions:
How do geography, climate and natural resources affect the way people live?
How can a United States map be used to analyze its history?
What factors determine if a region is a good or a bad place to live?
Goals of the Unit:
Students will brainstorm the relationship between humans and the physical environment of the Northeast region.
Students will investigate through multiple resources- the challenges and opportunities of the physical environment during Native American settlement in Connecticut.
Students will explain how cultural and environmental characteristics affect the movement of people, goods, and ideas.
Students will gather research through multiple resources.
Students will identify ways that a study of geography is important while studying a country or region.
Students will analyze how the study of various regions of a country helps an overall understanding of that country.
Students will examine and describe the properties of a variety of maps and globes (scale, symbols, legend, title, cardinal and intermediate directions) and purposes.
Students will identify the maps or types of maps most appropriate for specific purposes.
Students will examine why proximity to water was so important for settlement in the region, think about seasons, climate, and weather as well.
Students will analyze the impact of rivers and waterways.
Students will evaluate why people have moved to and from the region.
Students will compare and contrast the history, landscape, environmental resources, economy, industry, cultures, and the advantages of settling in a location with the Northeast and another region of choice.
Unit 2: Kids as Leaders
Essential Questions:
What makes a good citizen?
How can you influence others in a positive way?
How and why do places change overtime?
What characteristics make groups of people unique?
What can we do to change an issue in our society?
Goals of the Unit:
Students will create a solution to an issue within our community.
Unit 3: Native American Storytelling
Essential Questions:
What do I think about when I read with new lenses?
How do readers interpret complex texts?
How do writers respond to a text with a reasoned, well-crafted piece of writing?
How do students use text evidence to back up their opinions?
How do writers provide reasons that are supported by facts and details?
How is a culture shaped by its historical events?
How are Native American cultures still thriving today?
What is the purpose of oral tradition in Native American communities?
What characteristics make groups of people unique?
Goals of the Unit:
Students will interpret complex ideas in a text.
Students will analyze similarities and differences in a text.
Students will utilize a repertoire of strategies to interpret and analyze complex text.
Students will understand and use figurative language.
Students will determine whose perspective the story is being told from.
Students will develop a claim about the past using evidence to better understand a person, place, or time period.
GRADE 5
Unit 1: Map Skills and Geography
Essential Questions:
What stories do maps and globes tell?
What makes places unique and different?
How do maps and globes reflect history, politics, and economics?
How do historians use maps/atlases to add to their understanding of events, people and changes over time?
Goals of the Unit:
Students will use a map, globe, satellite image to learn about a region or area and that new information with peers.
Students will determine the difference between various maps and can select the map that will help me answer my questions.
Students will use longitude and latitude in order to locate specific area and climates on a map.
Students will compare and contrast map projections (see e. under Map Centers).
Unit 2: The Age of Exploration 1400-1600s
Essential Questions:
Why did certain groups of people choose to explore the world beyond Europe?
Who were the important figures in European exploration of the New World?
How did the voyages of European explorers influence the formation of the colonies?
How have maps and atlases been influenced by individuals and events in the Age of Exploration?
What resources are available to scholars studying the Age of Exploration?
Goals of the Unit:
Students will create and use a chronological sequence of related events and compare them.
Students will analyze the ways, and for whom, the New World was an economic land of opportunity for explorers.
Students will use evidence to make claims and draw conclusions about the past.
Students will analyze primary resource maps and gather evidence.
Unit 3: Colonial America
Essential Questions:
How did the geography of the different colonies affect the way they grew and developed over time?
In what ways, and for whom, was America an economic land of opportunity during the colonial period?
How did the experiences of colonists in Colonial America influence the development of the democratic principles that provided the foundation for our country and still influence us today?
Goals of the Unit:
Students will compare and contrast the colonies of Jamestown and Plymouth.
Students will analyze how geographic features of Jamestown affect the early settlement and development of the colony.
Students will explain why the interactions with the native peoples of New England were important to the survival of the Plymouth Colony.
Students will examine the ways the indigenous people’s views and acceptance of the colonists changed over time.
Students will analyze how the geography affected the site for the first settlement of Jamestown recognizing the advantages and disadvantages associated with selecting the site for the first permanent settlement.
Students will analyze the economic differences between the southern and northern colonies.
Students will compile evidence to show how the geographic characteristics of the two regions affected the economic conditions in the colonies located in these regions?
Students will identify and differentiate the governmental structures in the colonies and discuss why some colonies were governed differently.
Students will describe the resources that were available in the different colonies and how were those resources were used.
Students will connect how the lives of children during colonial times were similar to the lives of children today.
Students will identify the major reasons for the French and Indian War, as seen through both the British and the French and explain how the war set the stage for the Revolution.
Students will analyze the impact of colonization on the way of life of the indigenous people.
Unit 4: American Revolution and Connecticut History
Essential Questions:
How did the actions of colonists in Colonial America influence the development of the democratic principles that provided the foundation for our country and still influence us today?
How did the Revolutionary War contribute to an American identity?
Was the Revolutionary War avoidable?
What was the role of Connecticut and its citizens during the Revolution?
What was the role of Norwich and its citizens during the Revolution?
Who were the key important figures during the Revolution and what roles did they serve?
Goals of the Unit:
Students will analyze the major events that led up to the Revolutionary War.
Students will utilize primary source documents and establish roles by key figures in developing the Declaration of Independence.
Students will describe the role of Connecticut in the Revolution, as well as the citizens of Norwich.
Students will demonstrate knowledge of important Revolutionary figures and the Founding Fathers.
Students will describe key roles women played in the establishment of America and how these roles shaped our newly found country.
GRADE 6
Unit 1: Southern Asia Geography
Essential Questions:
How do maps of Southern Asia reflect its history, politics, and economics?
What environmental and cultural factors make Southern Asia and Northeastern United States different from one another?
How does the growth in population of a region such as South Asia affect its environment over time?
What are the major pull factors for countries of Southern Asia to draw people to living there?
Goals of the Unit:
Students will explain the five themes of geography.
Students will construct a map of Southern Asia and their community.|
Students will identify and define geographical landforms and water systems.
Students will use latitude and longitude to find the absolute location of a place.
Students will explain what makes something a region.
Students will understand and provide examples of Human Environment Interaction.
Students will identify the push and pull factors that lead to human movement.
Students will locate geographic features in their community of Southern Connecticut.
Students will create a cohesive argument.
Unit 2: Civilization of Early Americas
Essential Questions:
What are the features of a civilization?
What aspects of the Maya, Inca, and Aztecs made them advanced civilization?
Was conquest by the Spaniards of the Americas exploration or exploitation?
Goals of the Unit:
Students will identify the characteristics of a civilization.
Students will locate on a map the area that made up the Maya, Inca, and Aztec civilizations.
Students will know characteristics of their civilizations that made the Maya, Inca, and Aztec unique and advanced.
Students will argue which of the three civilizations was the most advanced.
Students will evaluate the arrival of the Spanish in the Americas impact on the region.
Students will explain the differences between colonization and conquest.
Students will explain what exploitation of a people means.
Unit 3: Human Migration
Essential Questions:
What local and global issues cause people to migrate?
What is the impact of migration on people and places around the world?
How does population density affect the availability of resources?
Why are certain places more populated than others?
How does where you live affect how you live?
Goals of the Unit:
Students will know the push and pull factors that lead to migration and immigration.
Students will know the impact that people moving from one region to another has on the people, land, and resources on both the places they move to, as well as the places they move away from.
Students will know the expansion and redistribution of the human population affects patterns of settlement, environmental changes, and resource use.
Students will know that political, economic, and technological changes sometimes have dramatic effects on population size, composition, and distribution. Students will know that past, present, and future conditions on Earth’s surface cannot be fully understood without asking and answering questions about the spatial patterns of human population.
Unit 4: Environmental Changes
Essential Questions:
What is the impact of environmental change?
What innovations change the way humans impact the environment?
Goals of the Unit:
Students will know that environmental and weather changes in one part of the world can impact other parts of the world.
GRADE 7
Unit 1: Using Water to Survive and Thrive
Essential Questions:
How did the development of river valley civilizations alter both human life and the environment where they lived?
How do people throughout the world use water?
What are the relationships between water and agriculture?
What solutions exist in the world to improving the use of water throughout the world?
Goals of the Unit:
Students will know that civilization depends on having ready access to water.
Students will know how humans deal with getting water has been essential to determining whether communities will thrive.
Students will know economic decisions about the use of water affects the well-being of societies.
Students will know human interaction with the environment impacts people as well as geography.
Students will know clean water supply is a current and growing concern for humans to not only survive, but thrive.
Unit 2: Defining Regions
Essential Questions:
How did early civilizations organize themselves?
What role do written laws/government play in providing rights and equality to people?
How are Western societal, political, and economic structures today a product of Western Europe’s past?
How do borders (natural or created) impact the civilization and citizens within them?
Goals of the Unit:
Students will create graphic representation of various physical, cultural, social, political, and economic regions.
Students will evaluate cultural, social, political, and economic characteristics that may define a region.
Students will analyze and summarize from primary and secondary sources.
Students will evaluate and judge conflicting solutions to world issues.
Students will create arguments and defend them using appropriate sources.
Students will cite evidence using MLA format.
Students will debate and evaluate arguments for creating a more sustainable society.
Unit 3: Accessing Education
Essential Questions:
What is the purpose of education?
How does education help people thrive in the world?
How do historians recognize past problems and apply their understanding to present issues?
What barriers exist today limiting access to education around the world?
What can be done to lessen the inequalities in the access and quality of education throughout the world?
Goals of the Unit:
Students will create graphic representation of various physical, cultural, social, political, and economic regions.
Students will compare and contrast different ideas about the purpose of education.
Students will assess how the availability of resources impacts educational opportunities.
Students will assess how crises impact the education of children.
Students will analyze the economic and cultural reasons for discrimination in education.
Students will evaluate how the history of an area impacts the educational opportunities available to children.
Students will analyze educational opportunities between “developed” and “developing” nations.
Students will analyze and summarize primary and secondary sources.
Students will create and defend arguments using appropriate sources.
Students will analyze the education students are receiving in Norwich Public Schools and identify an area of possible improvement.
Unit 4: Holocaust and Genocide
Essential Questions:
What classifies a tragedy as a genocide?
What is the world’s responsibility to the victims, punishing those responsible, and preventing from happening again?
Goals of the Unit:
Students will define a tragedy and genocide.
Students will argue the world's responsibility to the victims.
GRADE 8
Unit 1: Revolution and the New Nation
Essential Questions:
Was the American Revolution inevitable?
How did the early American experience and the founding documents shape and define American values and the American Dream?
How did the colonial economy and the relationship with Great Britain evolve and change over time?
What was Connecticut’s role in the American Revolution and the early Republic?
Goals of the Unit:
Students will analyze the causes of the American Revolution and the ideas and interests involved in forging the revolutionary movement.
Students will analyze the reasons for the American victory in the Revolutionary War.
Students will evaluate the impact of the American Revolution on politics, economics, and society.
Students will analyze the institutions and practices of government created during the Revolutionary era and how they were revised between 1787-1824 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.
Students will identify interpretations of the Constitution and explain how they influenced attitudes toward how the government should operate.
Students will identify the basic plan for the structure of the United States government as set forth in the Constitution.
Unit 2: Expansion and Reform: 1792 - 1861
Essential Questions:
How was the United States able to expand from the Atlantic Ocean to the Pacific Ocean and from the Canadian border to the Mexican border?
Was territorial and economic expansion justified by Americans and what impact did it have on various groups?
How did Westward Expansion reinforce, and contradict, the American identity of the United States as a land of opportunity?
How did Westward Expansion affect the American identity?
How was democracy both expanded and restricted in the United States during this era?
How did the institution of slavery evolve, and in what ways was it challenged?
During the early 1800’s how and why was democracy expanded for some and limited for others?
How did entrepreneurship, new technologies, and innovation affect people’s standard of living in the United States during the early 1800s.
How did technology and innovation affect people’s lives in the early 1800’s?
Goals of the Unit:
Students will analyze United States territorial expansion between 1792 and 1861, and how it affected relations with external powers and Native Americans.
Students will examine how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.
Students will assess the competing forces of expansionism, nationalism, and sectionalism.
Students will access the extension, restriction, and reorganization of political democracy after 1800.
Students will evaluate the cultural and social reform movements in the antebellum period.
Students will describe two ways the United States acquired land after the Revolutionary War (Louisiana Purchase, Gadsden Purchase, Adams-Onis Treaty, Mexican American War, Texas Annexation, Guadalupe-Hidalgo).
Students will describe one way the U.S. acquired land from indigenous nations. (Trail of Tears, Indian Removal Act, Manifest Destiny).
Unit 3: A Nation Divided
Essential Questions:
How can we use evidence to understand how the Civil War affected freedom and equality for Americans?
What caused the American Civil War?
In what ways did the abolition of slavery indicate progress, or decline, for the life for African Americans?
What were the major effects of the American Civil War?
How did American conceptions of freedom and equality change during and just after the Civil War period?
How were American perceptions of freedom and equality changed during the Civil War period?
Was the Reconstruction a success or failure?
What were the benefits and problems of the Reconstruction?
Goals of the Unit:
Students will describe the different economies and cultures of the North and South in the early 19th century.|
Students will evaluate various long-term and short-term reasons for conflict between the North and the South.
Students will identify on a map Union and Confederate States at the outbreak of the war.
Students will analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events.
Students will provide examples of the various effects of the Civil War.
Students will evaluate the ways that African American life in the South changed during the Reconstruction era and ways that it stayed the same.
Students will analyze reasons that the Reconstruction era could be seen as a success and reasons that the Reconstruction era could be seen as a failure.
Unit 4: Social Movements of the 1960s and 1970s
Essential Questions:
What is a social movement?
Did the civil rights movement of the 1960s cause a change in the government’s role in promoting freedom and equality for Americans.
Have social movements from the 1960s and 1970s positively affected people’s political participation in America?
When and how should people protest government policies?
Goals of the Unit:
Students will analyze the causes and methods of the civil rights movement of the 1950s and 1960s.
Students will analyze the role of the federal government in supporting and inhibiting various 20th century civil rights movements.
Students will evaluate the effectiveness of the civil rights movement in improving political, economic, and social conditions for African Americans in the United States.
Students will investigate the occurrence of racial and religious conflict in different regions of the United States.
Students will analyze other social reform movements from the 1960s and 1970s such as opportunities for women, other ethnic minorities, the LGBTQ community, and other underrepresented groups, as well as movements related to peace and the environment.
Professional Learning & Evaluation
Professional Development and Evaluation
All Norwich Public Schools educators and leaders have the opportunity for continuous learning and feedback, to develop and grow, both individually and collectively, through the educator and leader evaluation and support system so that all Connecticut students experience growth and success.
The Norwich Public Schools Professional Development and Evaluation Committee (PDEC) is comprised of several certified teachers and administrators that meet to collaboratively define a shared vision and establish collective responsibility for the development, evaluation and updating of a local comprehensive professional learning plan and participation in the development or adoption of the district educator evaluation and support program. The PDEC designs and regularly updates a comprehensive plan that clearly describes how professional learning is developed, implemented, monitored and evaluated within a district.
2024-2025 Norwich Public Schools Leader and Teacher Evaluation Plan
Social Emotional Learning
- What is Social and Emotional Learning?
- 5 Casel Standards of SEL
- How does SEL improve overall well-being?
- How can parents incorporate SEL lessons at home?
- How can adults incorporate SEL into their self-care routine?
What is Social and Emotional Learning?
Social and Emotional Learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
5 Casel Standards of SEL
5 Casel Standards of SEL
Norwich Public Schools abides by the national standards of CASEL, a framework of social and emotional learning standards. CASEL is built upon evidence-based social and emotional learning, which is rapidly becoming an integral part of education from preschool through high school across the United States.
Self-Awareness- The ability to recognize one’s own emotions, thoughts and values and how they influence behavior, understanding strengths and challenges and developing confidence and self worth.
Self-Management- The ability to successfully regulate one’s emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself.
Social Awareness- The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and recognize family, school and community resources and supports.
Relationship Skills- The ability to successfully regulate one’s emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself.
Responsible Decision Making- The ability to successfully regulate one’s emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself.
How does SEL improve overall well-being?
How can parents incorporate SEL lessons at home?
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Encourage children to use belly breaths when they need to calm their body.
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Ask your child to rate feelings on a scale of 1-5. How does their body feel when they are experiencing that emotion- frustrated, sad or disappointed? Etc.
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Ask your child to help make their favorite dish by following your directions, one at a time. Make sure to say “please” and “thank you” and acknowledge all of their efforts. This will not only help them learn about the art of listening, but teach them about the importance of being polite to others, especially while working on group projects.
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Encourage your child to think about other people’s perspectives. How might another person feel in this situation?
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Use social stories for teachable moments and encourage kids to talk about what decisions your kids should make if they were the character.
How can adults incorporate SEL into their self-care routine?
- Self-care involves recognizing our own strengths and vulnerabilities and using wellness strategies that work for us. Self care can be integrated into our daily routine, helping us balance our jobs and our lives outside of work. Some examples include:
- Adequate rest or sleep
- Exercise
- Healthy eating habits
- Hobbies