Sorting by NYSLS SS & Grade Level 7
 

Title
Synopsis
  Student-made Web Pages...Show Off Their Work! Designed to teach students how to create a web page using Netscape Communicator's Composer and can be used by students in grades 3-12 to present their projects or research on their school's web page. Designed to be taught in a lab setting and will be used by the technology teacher in coordination with the classroom teacher.
  The World Beyond My Back Yard To broaden the student's general global knowledge to the fact that a whole world exists outside their door -- not just their immediate community or country.
  Native Americans The unit provides students with the opportunity to explore another race of people, their culture, and important contributions they have made to society. This unit was designed to meet NYS Learning Standards at the fourth grade level content in the Social Studies curriculum in which students learn about the two major Indian tribes of New York State and how their distinct cultures greatly influenced the history of the area of New York State. This unit ties into the Fourth grade core curriculum when students demonstrate an understanding of how Native American Indians in New York used the environment to meet basic needs and wants. Its The goal was to present this material in a fun and interesting way, so the student could make a clear real-world connection. Learning was to be enhanced through the use of technology. The students will work in cooperative pairs to research a Native American tribe of New York.
  FRENCH AND INDIAN WAR The French and Indian War has proven to be a turning point in American History. Although often overlooked and even ignored by teachers, the French and Indian War produced the historical changes that led to the American Revolution. This two-week unit explores the causes, military course and impact of the French and Indian War on American History.
  Declaration of Independence What is an American? What does an American want? What do Americans believe in? All Americans need to explore these questions. This unit on the Declaration of Independence helps 7th graders understand that much of what Americans are and believe in comes from the ideas expressed in the Declaration of Independence. This unit can be easily adapted to elementary and Senior High levels also.
  The Social Sciences This learning unit will provide students with a working knowledge and deeper understanding of the social sciences and how they relate to everyday life.
  So You Think You Got A Problem Students engaging in problem-solving process.
  New York Earns Title: Empire State Review geography, travel routes, Erie Canal, and early inventions like Fulton's steamboat, and the Tom Thumb railroad engine to determine NYS prominence during the early 1800's which led to it's title of Empire State.
  Inventions: Natural & Man-made What is evolution? How did Native Americans use legends to explain natural discoveries/adaptations? How did inventions/inventors in Industrial Age impact on the growth/development of the US? Are processes/procedures that can contribute to creation of an invention? What is the Information Age? What invention(s) have been critical to arrival of the Information Age? How do you imagine it will impact on the growth and development of the US? Can the computer assist with inventive processes?
  A Country Is Born - The American Revolutionary War Essential Questions: Identify and explain the specific reasons the Revolutionary War was fought? What would your life be like today if our country did not win the Revolutionary War? Why did the British "look down" on the colonists?
  Coming to America Immigration research.
  Slavery to Sergregation The purpose of this unit is to give students an understanding of the turning point in history that involved the transition of African Americans from the institution of slavery to the institution of segregation.
  Radical Power Point Presentation Students will take what they have learned from Civil Rights Movement and create a Power Point Presentation.
  We Shall Overcome The purpose of the unit is to create meaningful lesson plans for the teacher of American History who sometimes neglects this period of time due to calendar restraints. There are many events of interest to the student during these time periods. Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive. Formal and informal assessments will be made throughout the entire unit. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about two weeks in a semester program or four weeks in a traditional program to complete. The unit could also be supplemented in art or music classes. Certainly, teachers are free to choose the activities that best suit the needs of their students. It is hoped that this will be beneficial for both the teacher and the learner.
  Johnny Tremain for the 21st Century The purpose of the unit is to create meaningful lesson plans for teachers of 7th Grade American History who wish to involve students in the interest of the American Revolution through integrating the novel, Johnny Tremain by Esther Forbes into the social studies classroom. The students are required to do reading assignments from the novel. These activities supplement the reading. Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive. Formal and informal assessments will be made throughout the entire unit. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about four weeks in a semestered program or six to eight weeks in a traditional program to complete.
  Historical Fashions - Interdisciplinary Experience The study of history requires an analysis of the development of American culture, Its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions across time and from a variety of perspectives
  The Bill of Rights This lesson fits in context with other learning in many areas. This lesson fits in the continuum of American history and is thus in context with New York State standards for Social Studies. The content of these lessons fits into the Grade 5 - Content Understandings in the scope and sequence; however, the format of this lesson is easily adaptable to many content areas.
  Campaign Speech and Poster A pair of students work together to plan and conduct research, organize their data, create an original speech and poster, and present their work to their classmates. The purpose of this experience is to review previously taught information, deepen the student's understanding of political issues from U.S. history, and to give them experience with both propaganda and persuasive writing.
  Yoko and the Sushi Party Students will read Yoko by Rosemary Wells. The story is about a Japanese cat. The story will be used to initiate a discussion of Japanese culture, customs, and foods. The experience can be done in conjunction with a social studies unit on Japan, Culture, or Foods of the World.
  Letters to the Government-Powerpoint The students become active participants in their government.
  Letters to the Government Students become active participants in their local, state, or federal government.
  Library Media Center Research Learning Unit for Provide 6th grade students with Research experience in Library Media Center class as follows: Focus on Research Process (not subject matter) as a learning experience of value; calls for commitment, responsibility, independent effort and a variety of skills and prior knowledge; provide a transitional experience with Research Process in 6th grade, to ensure readiness for similar requirements in Middle School; to use prior knowledge of note taking, collecting data, documentation, summarization, making generalizations; discovering relationships from oral, written and electronic resources; provide an opportunity for each student to utilize available technology for research integrate acquired information into written format; provide an opportunity for students to use written language, in Part A, transmit information and discover concepts, in Part B, show understanding of diverse social and historical events from another person's point of view and, in Part C, interpret and analyze information gathered during research process.
  American Music History This learning unit uses many experiences that tie together to help the students see the relationship between them. It combines historical events in American history with Music and includes information how history influenced music. It works well with classes of any size in social studies and music courses.
  Native American Living Museum Students will create a Native American Living Museum to present to younger students.
  Reform Movements Students will participate in a mock reform rally.
  Economic Systems and the Stock Market Introduce students to different economic principles using the stock market as a hook. Connect math and social studies through the numbers of the stock market.
  You Ain't Whistling Dixie Essential Questions: In what way would life be different if the South won the Civil War? What events changed the outcome of the war the most? What were the differences between the North and the South before and during the Civil War?
  The Tread of the Iron Horse Exposes 4th graders to issues, conditions adn events in their community during the mid-19th century.
  French Bridges Assessment: Students use a rubric that states the necessity to accomplish certain aspects of the lesson with the highest quality; are given two checklists-one to maintain awareness of their progress towards the goal, and a second duplicate checklist to use in discussion with the teacher during debriefing to see if they did accomplish their goals. Assessment is achieved by observing the Internet research and group interaction, correcting crossword puzzles, evaluating presentations, summaries and bridge drawings according to the rubric
  Francophone Countries Essential Questions: What is the importance of understanding the culture of other countries? How do countries with the same language differ in the life style? Does lifestyle fluctuate according to the wealth of the country? If so, how much? How are daily activities, education etc. affected by the overall wealth of the country?
  First Americans Essential Question: What is the effect of culture in American history and in our present day society?





Content Copyright MADISON ONEIDA BOCES 1998,1999,2000,2001,2002,2003