Investigation Title

Rationale

MA STE Standards Addressed

Investigating Our Backyard: Schoolyard Science (Plants and Animals)

Noticing how living things, both plants and animals, survive, grow, and change over time creates curiosity about the foundational life science understanding of organisms and their needs. These core ideas will continue to be developed in grades 1, 2, 3, and 5. The goal of this investigation is for students to notice and wonder about the living things that are readily observable in the classroom, in the schoolyard, and on local nature walks: especially insects (ladybugs, ants), birds, and plants.

K-LS1-1

K-LS1-2(MA)

K-ESS2-2

Investigating Our Backyard: Wonderful Weather

Noticing the daily weather and patterns of precipitation, sunlight, and temperature over time forms the foundation for understanding Earth’s Systems and Earth and Human Activity. It also helps children develop an understanding that people regularly predict and respond to the local weather.  These core ideas continue to be developed in grades 1, 3, 4, and 6.  The core idea of solving problems through the Engineering Design process is continued in every grade.

K-ESS2-1

 K-ESS3-2

K-PS3-1

K-PS3-2 

Investigating Solids, Liquids, and Temperature

This investigation creates the foundation of several core ideas of Physical Science:

1. Energy (in the form of heat, here) causes changes
2. Matter can exist in different states: solid and liquid (and gas, but gas behaves very differently, so this study is limited to solid and liquid)

These core ideas will continue to be developed in grades 2, 3, 4, 5, and 6.

K-PS1-1(MA)

K-PS3-1

Reduce, Reuse, Recycle

The idea of conserving natural resources is foundational to understanding that humans impact the planet. Earth and Human Activity continues as a core Earth Science idea in grades 3, 4, 5, and 6. By focusing on inquiry through hands­ on activities, interactive read ­alouds, and introductory experiences to technology, Kindergarten students will begin to develop an understanding of the 3 R’s: Reduce, Reuse, and Recycle, as solutions to waste less of Earth’s natural resources.

K-ESS3-3

Investigation Title

Rationale

MA STE Standards Addressed

Investigating Living Things

This investigation creates the foundation of several core ideas of Life Science:

1. Plants’ and animals’ parts (structures) help them survive.
2. Individuals of the same kind (species) of plant or animal share many similarities (which are inherited) but can also have differences (variation).
3. The goal of all organisms is survival and reproduction; animal parents and offspring demonstrate behavior to meet their needs and help the offspring survive.

These core ideas are further developed in grades 2, 3, and 5.

1-LS1-1

1-LS1-2

1-LS3-1

Investigating Seasonal Patterns

Observing the apparent motion of objects in the sky (sun, moon, stars) and noticing patterns of seasonal changes, both in the sky and on the Earth, creates curiosity and provides the foundation for understanding the core idea of Earth’s Place in the Universe. It also helps children begin to understand the passage of time. This Earth Science core idea is further developed in grades 5 and 7.

1-ESS1-1

1-ESS1-2

Investigating Force and Motion with Balls and Ramps

Noticing that forces, such as pushes, pulls and friction, cause changes in the motion of an object is the foundation to understanding the Physical Science core idea of Motion and Stability. This core idea is further developed in grades 2, 3, 4, and 5. The focus in Grade 1 is on how a single force can move an object. Grade 2 expands on the understanding of multiple forces changing the motion of an object. Grade 3 builds to the understanding of non-contact forces such as magnetism. Grade 4 investigates the energy transfers that occur with collisions, and Grade 5 builds to apply these ideas on a particle level.

The core idea of solving problems through the Engineering Design process is continued in every grade.

K-PS2-1

2-PS3-1(MA)

1.K-2-ETS1-1 

1.K-2-ETS1-2 

Investigation Title

Rationale

MA STE Standards Addressed

Investigating Habitats

This investigation introduces the ecology concept that plants and animals depend upon each other and the environment for survival. It also builds upon the Life Science core idea of plant and animal parts (structures) that was introduced in grades K and 1, placing more emphasis on plant structures (animal structures receive more emphasis in grade 3). These core ideas are further developed in grades 3 and 5.

2-LS2-3(MA)

2-LS4-1

4-LS1-1 

[Note: 4-LS1-1 is introduced in grade 2 by studying plant structures and revisited in later grades.] 

Investigating How Wind and Water Shape the Land

By learning about the power of water and wind to shape the land, students are exposed to ideas about the importance of the limited natural resources of water and soil which are critical to all life on Earth. This investigation also looks at the interactions and connections among Earth’s Systems: Earth (geosphere), Air (atmosphere) and Water (hydrosphere). These Earth Science core ideas are introduced in kindergarten and further developed in grades 4, 5 and 6.

2-ESS2-2.

2-ESS2-3. 

2-ESS2-4(MA).

 2-ESS2-1.

Investigating Sound and Light

This investigation introduces the Physical Science core idea that waves of energy (in the forms of sound and light) can be used to transfer information. This forms the foundation for understanding communication and technology. These core ideas are further developed in grades 4 and 6. The core idea of solving problems through the Engineering Design process is continued in every grade.

1-PS4-1.

1-PS4-3.

1-PS4-4.

Investigating Forces and Motion with Toys

Noticing that the interaction of multiple forces, such as pushes, pulls, gravity, and friction, causes changes in the motion of an object is the foundation to understanding the Physical Science core idea of Motion and Stability. The focus in Grade 2 in on understanding that unbalanced forces change the motion of an object while balanced forces cause no change in motion. This core idea is introduced in grade 1 by investigating how a single force moves an object with balls and ramps. Grade 3 builds to the understanding of non-contact forces such as magnetism. Grade 4 investigates the energy transfers that occur with collisions, and Grade 5 builds to apply these ideas on a particle level.

The core idea of solving problems through the Engineering Design process is continued in every grade.

2-PS3-1(MA)

3-PS2-1. 

2.K-2-ETS1-3. 

Investigation Title

Rationale

MA STE Standards Addressed

Massachusetts’ Weather

This investigation builds upon the Earth Science core idea of Earth’s Systems, introduced in kindergarten. Students revisit the idea that weather is made up of temperature, precipitation, wind speed and wind direction. Children also develop an understanding that  Massachusetts’ weather changes day-to-day and season-to-season, and that people regularly predict and respond to the local weather. This core idea continues to be developed in grades 4 and 6.

3-ESS2-1

Investigating Things in My World: Observing and Measuring Materials and Objects

The main focus of this investigation is building students’ experience with the Science Practices. It is about teaching students how to be scientists and what scientists do, especially focusing on argument from evidence: a skill that is central to all of science.

The Physical Science core idea of matter, and the idea that all matter has weight and volume, forms the base for future understanding of basic chemistry and physics. This core ideas is introduced in Kindergarten and is further developed each year in grades 4, 5, 8 and high school. The Science Practice of arguing from evidence is developed and refined each year, K-12.

2-PS1-1

2-PS1-2

2-PS1-3

2-PS1-4

Builds towards 5-PS1-3

Energy & Force: Electricity and Magnetism

As a society, we rely very heavily on energy, and electricity is one of the most concrete examples of energy that our students experience every day. Students have been introduced to sound and light (forms of energy) in Grade 2. The aim of this investigation is to have students develop a deeper understanding of electricity as another form of energy. Students will then build on this base when they study different forms and transformations of energy in Grades 4 & 6.

Magnetism is an example of a force that can produce motion without contact between the objects, building upon the Physical Science core idea of Motion and Stability: Forces and Interactions that was introduced in grades 1 and 2 where students explored contact forces as pushes, pulls, and friction. This core idea is further developed in grades 4 and 6. The core idea of solving problems through the Engineering Design process is continued in every grade.

3-PS2-3

3.3-5-ETS1-1

3.3-5-ETS1-2

3.3-5-ETS1-4

Builds towards:

4-PS3-2 and 5-PS1-3.

Life Cycles, Traits, and Survival Over Time 

This investigation introduces the life science core ideas of Heredity and Biological Evolution. These core ideas contribute to students developing an understanding of biodiversity. They are introduced in grades 1 and 2 and further developed in grade 5, junior high, and high school. The examples that students learn about also provide wonderful examples of the nature of science and connections to Grade 3 Social Studies. Scientists construct an argument, provide evidence, and analyze and interpret their own and each other’s data as they research questions. These are the Science Practices in action.

3-LS1-1

3-LS3-1 

3-LS3-2

3-LS4-2 

3-LS4-3 

3-LS4-4

3-LS4-5(MA)

3-LS4-1

  3-LS4-4

  4-LS1-1 [focus on animal structures]

Investigation Title

Rationale

MA STE Standards Addressed

Earth’s Changing Landscape

1. Climate and Natural Resources
2. Earth Materials 
3. Changes and Interactions of Earth Materials 

The Earth Science and Physical Science core ideas of these three investigations form the base for future understanding of basic chemistry, physics, geology, and climate science. These core ideas are introduced in grades K, 2, and 3 and further developed each year in grades 5-12. By creating a scientific community in the classroom, these investigations also focus on developing students’ experience with the Science Practices. The Science Practices, especially that of arguing from evidence, are developed and refined each year, K-12.

4-ESS1-1

4-ESS2-1

4-ESS2-2

4-ESS3-1

4-ESS3-2

3-ESS2-2 

3-LS4-1

3-LS4-4

5-PS1-3 (builds towards)

Energy, Waves, and Information Transfer

1. What Can We Observe about Energy? 
2. Focus on Energy 
3. Waves, Energy, and Information 
4. Information Transfer: Light and Eyes

This investigation focuses on the Physical Science core idea of Energy, pulling together and building upon students’ introductory experiences with energy in each of the primary grades. The components of this investigation aim to give students the experiences and vocabulary to be able to begin to explain how and why phenomena happen in the physical world around them. This core idea is further developed each year in grades 5-12.

4-PS3-2

4-PS3-3

4-PS3-4

4-PS4-1

4-PS4-2

4-PS4-3

4-ESS3-1

4.3-5-ETS1-3

4.3-5-ETS1-5(MA)

Investigation Title

Rationale

MA STE Standards Addressed

System Interactions and Ecosystems

This large investigation is focused on Life Science, and it also pulls together big ideas from Earth and Physical Science by looking at interactions and the flow of matter and energy between Earth’s Systems: Air (atmosphere), Water (hydrosphere), Earth (geosphere), and Life (biosphere). These core ideas are introduced in grades K-4 and built upon in grades 6-12.

  5-LS1-1

5-LS2-1

5-LS2-2(MA)

  4-LS1-1

5-ESS2-1

5-ESS2-2

5-ESS3-1

  5-PS3-1

  5.3-5-ETS3-1(MA).

Investigating Water Transformations: Keeping Track of Matter

In this investigation, students build an understanding of the water cycle in conjunction with the particulate model of matter. The Physical Science core idea of Matter and its Interactions forms the base for future understanding of chemistry, physics, and biology. This core idea is introduced in grades K, 3 and 4 and further developed each year in grades 6-12. The Science Practice of arguing from evidence is developed and refined each year, K-12.

5-PS1-1.

5-PS1-2. 

5-ESS2-1.

5-ESS2-2.

Investigating Substances

Everything in our world is made of substances, also known as chemicals. This investigation uses everyday substances to introduce students to chemical reactions and mixtures. The concepts introduced here are built upon in middle and high school chemistry.

5-PS1-2. 

5-PS1-3. 

5-PS1-4.

Engineering Water Filters

Students engage in environmental engineering as they investigate “How can we design and improve a water filter that cleans contaminated ‘Mystery Water’?” The core idea of solving problems through the Engineering Design process is continued in every grade.

5-ESS3-2(MA).

5.3-5-ETS3-1(MA).

5.3-5-ETS3-2(MA).

Investigating Earth, Sun, and Moon Systems

This investigation develops the Earth Science core idea of Earth’s Place in the Universe, introduced in grade 1, and further developed in middle and high school.

5-ESS1-1.

5-ESS1-2.

5-PS2-1.

Investigation Title

Rationale

MA STE Standards Addressed

Energy and Engineering for the Future

This Physical Science and Engineering investigation looks at the core ideas of Energy and Waves and Their Applications in Technologies for Information Transfer. These core ideas are introduced in grades K, 2, 3, and 4 and built upon in Junior High and High School Physics and Engineering classes. The core idea of solving problems through the Engineering Design process is continued in every grade.

6.MS-PS4-1.

6.MS-PS4-2. 

6.MS-PS4-3.

7.MS-PS3-3.

7.MS-PS3-4.

7.MS-PS3-5.

7.MS-PS3-6(MA). (Also in Gr. 7 for AB)

7.MS-PS3-7(MA). (Also in Gr. 8 for AB)

7.MS-ESS3-4.

6.MS-ETS1-1.

6.MS-ETS1-5(MA)

6.MS-ETS1-6(MA).

7.MS-ETS1-7(MA).

7.MS-ETS3-4(MA). 

7.MS-ETS3-5(MA).

Oceans, Atmosphere, and Meteorology

This Earth Science investigation looks at the core idea of Earth’s Systems: how the hydrosphere, the atmosphere, and the energy from the sun interact to drive weather on Earth. These ideas are introduced in grades K, 3, and 5, and they are built upon in high school Earth Science.

7.MS-ESS2-4.

8.MS-ESS2-5.

8.MS-ESS2-6.

6.MS-ETS1-1.

6.MS-ETS1-6(MA).

7.MS-ETS1-7(MA).

Climate and Global Climate Change

This Earth Science investigation looks at the core idea of Earth and Human Activity, while connecting to the core ideas of Earth’s Systems and Energy which are the focus of the other two Grade 6 science investigations. This investigation also intentionally incorporates ELA, math, and social studies standards. Ideas about climate have been introduced in grade 4 and are built upon in high school Earth and Environmental Science courses.

8.MS-ESS3-1. (also in grade 7 for AB)

7.MS-ESS3-4.

8.MS-ESS3-5.

6.MS-ETS1-1.

6.MS-ETS1-6(MA).

7.MS-ETS1-7(MA).

Rationale 

Students learn about classroom democracy, local geography, traditions of the United States and community, and economics in the context of work and money. They study these topics by exploring the guiding question, “Why is it important to be fair to other people?” Additional supporting questions appear under each topic. The questions are not meant to be restrictive or limiting but rather to serve as possible avenues for learning through discussion and play.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Civics: Classroom Citizenship

What does it mean to be responsible? 

K.T1.1: Rule following 

K.T1.2: Responsibility & respect 

K.T1.3 Characters who show good citizenship 

K.T1.4 National Symbols 

Topic 2. Geography: Connections Among Places

How do maps, globes, and photographs show different things about a place?

K.T2.1: Describe locations (near, far, left, in front of...)

K.T2.2: Comparison of Maps & Globes)

K.T2.3: home, streets, town, country, nation 

K.T2.4: Street map - find home & school

K.T2.5: Use maps to locate important places 

K.T2.6: Construct maps, drawings, and models of places 

Topic 3: History: Shared Traditions 

How do we commemorate our shared history as a nation and community?

K.T3.1: Civic holidays & their histories

K.T3.2: Diverse cultural celebrations & traditions of local community

K.T3.3: Events in temporal order (long ago, yesterday, tomorrow, etc.)

Topic 4. Economics: work and commerce 

(shared with prekindergarten) 

What kinds of work do adults and children do?

K.T4.1: Services provided by community workers

K.T4.2: Buying, selling, or traditing (needs & wants)

K.T4.3: Goods purchased with money earned

Rationale 

Students learn about leadership on many levels, the meaning of citizenship, and interpreting and making a range of map types. They explore how the concepts of unity and diversity shape life in the United States, and how people make choices about purchasing goods and services. They study these topics by exploring guiding questions such as “What makes a good community member?” and “How do we contribute to our community?” Additional supporting questions appear under each topic. The questions included are not meant to be restrictive but rather to serve as possible avenues for discussion and research.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Civics: Communities, Elections, and Leadership 

What does it mean to belong to or lead a group?

1.T1.1 Groups: Rules, limits, & responsibilities

1.T1.2 Group roles to achieve common goals

1.T1.3 Leader is inspirational member of group

1.T1.4 Qualities of a group leader

1.T1.5 Members of a group and decision-making

1.T1.6 Selecting leaders through election

1.T1.7 Explain roles of selected leaders

1.T1.8 Citizens and the Rights and Responsibilities

1.T1.9 Qualities of a good citizen

Topic 2. Geography: Places to Explore 

How can maps help locate places and help learn about them?

1.T2.1 Maps identify locations and features

1.T2.2 Cardinal directions

1.T2.3 Capital is center of government for state

1.T2.4 Physical features on maps

1.T2.5 Different ways of living in various part of the world

Topic 3: History: Unity and Diversity in the United States  

What does the motto, “Out of Many, One” mean and why is it a good motto of the United States?

1.T3.1 Provide evidence to explain the ways in which the people of the United States are unified and diverse

1.T3.2 Demonstrate understanding of the ways people show pride in belonging to the United States 

1.T3.3 Recognize and document sequential patterns in seasonal events or personal experiences

Topic 4: Economics: Resources and Choices

How do the resources of an area affect its industries and jobs?

Shared with Grade 2

1.T4.1  Relationship between natural resources and industries and jobs 

1.T4.2 Distinguish a renewable resource from a non-renewable resource

1.T4.3  Explain that people are resources

1.T4.4  Explain what it means to be employed

1.T4.5 Give examples of products (goods) 

1.T4.6 Give examples of services 

1.T4.7 and 8 Give examples of choices people have to make and analyze choices about buying goods and services

1.T4.9  Why do people save some of their money?

Rationale 

Students build on their learning by concentrating on global geography, looking at reasons why people move or settle in particular places, how they keep cultural traditions alive, and how they use resources. They study these topics by exploring questions such as “What can people and cultures of other parts of the world teach us?” and “What do people do with the money they earn?” Additional supporting questions appear under each topic. The questions included are not meant to be restrictive but rather to serve as possible avenues for discussion and research.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Reading and making maps

What do maps show?

2.T1.1 Explain the kinds of information provided on a map

2.T1.2 Compare different kinds of maps

2.T1.3 Construct a map of a familiar location

Topic 2. Geography and its effects on people

How do people adapt to or change their environment?

2.T2.1  Locate all the continents and some major physical characteristics

2.T2.2 Locate the oceans of the world, and explain the importance of oceans and how they make the world habitable 

2.T2.3 Explain how the location of landforms and bodies of water helps determine conditions,

2.T2.4 Describe human interaction with the physical world (the environment).

Topic 3. History: migrations and cultures

What are the different reasons people choose to settle in a community?

2.T3.1 Investigate reasons why people migrate (move) to different places around the world

2.T3.2  Give examples of why the United States is called “a nation of immigrants”

2.T3.3 Conduct interviews to discover where families came from

2.T3.4 Identify what individuals and families bring with them when they move, and identify the significant impacts of migration; identify elements that define the culture of a society (e.g., language, literature, arts, religion, traditions, customs); explain how the community is enriched by contributions from all the people who form it today

Topic 4. Civics in the context of geography: countries and governments 

Why are continents divided into countries?

2.T4.1 Recognize the difference between physical geography and political geography

2.T4.2 Explain the characteristics of a country.

2.T4.3 . Locate and analyze information and present a short research report on the physical features, Massachusetts Curriculum Framework for History and Social Science 48 resources, and people of a country outside the United States. 

Topic 5. Economics: resources and choices (shared with grade 1)

How do the resources of an area affect its industries and jobs?

Shared with Grade 1

2.T5.1  Relationship between natural resources and industries and jobs 

2.T5.2 Distinguish a renewable resource from a non-renewable resource

2.T5.3 Explain that people are resources

2.T5.4 Explain what it means to be employed

2.T5.5  Give examples of products (goods) 

2.T5.6 Give examples of services 

2.T5.7 and 8 Give examples of choices people have to make and analyze choices about buying goods and services

2.T5.9 Why do people save some of their money?

Rationale 

Students study Massachusetts and New England: the culture of Native Peoples and their interactions with European explorers and settlers; ideas about self government in the colony of Massachusetts that led to rebellion against Great Britain, the causes and consequences of the American Revolution for Massachusetts, and the development of students’ own cities and towns. They study these topics by exploring guiding questions such as “What is the purpose of government?” and “What is a revolution?” Additional supporting questions appear under each topic. The questions included are not meant to be restrictive but rather to serve as avenues for discussion and research.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Massachusetts Cities and Towns Today and in History 

How can people get involved in government?

3.T1 - Locate Acton & Boxborough on a map, geographic features

3.T1.3( a- f ) Local government, contributions to community  

Topic 2. The Geography and Native Peoples of Massachusetts 

How did Native Peoples live in New England before Europeans arrived? 

3.T2.1 Physical map of North America 

3.T2.2 Political map 

3.T2.3 (a-d): Diversity of Native Peoples of MA 

Topic 3. Native Peoples’ Contacts with European Explorers 

How did European explorers describe the Northeast and its Native Peoples? 

3.T3.1 Locate North America, the Atlantic Ocean, and Europe on a map, explain how Native Peoples first came into contact with Europeans, and explain why Europeans in the 16th–17th centuries sailed westward across the Atlantic (e.g., to find new trade routes to Asia and new supplies of natural resources such as metals, timber, and fish). 

3.T3.2. Trace on a map the voyages of European explorers of the Northeast coast of North America (e.g, Giovanni Caboto [John Cabot], Bartholomew Gosnold, Giovanni de Verrazano, John Smith, Samuel de Champlain). 

3.T3.3. Explain how any one of the explorers described the Native Peoples and the new lands, and compare an early 17th century map of New England with a current one.

Topic 4. The Pilgrims, the Plymouth Colony, and Native Peoples 

What were the challenges for women and men in the early years in Plymouth?

3.T4.1 (a-c) Explain Pilgrim peoples, early years in Plymouth Colony, challenges, contact with Native Peoples

Topic 5. The Puritans, the Massachusetts Bay Colony, Native Peoples, and Africans

How did the interactions of Native Peoples, Europeans, and enslaved and free Africans shape the development of Massachusetts? 

3.T5.1 Compare and contrast roles of early English leaders and Native Peoples

3.T5.2 Explain why Puritan men and women migrated to MA in 17th century and moved west of Atlantic coast, consequences to Native Peoples of region

3.T5.3 Analyze details of daily life, housing, education, and work of the Puritan men, women, and children

3.T5.4 Explain enslavement in the colonies in the 17th and 18th century

3.T5.5 5. Explain the importance of maritime commerce and the practice of bartering 

Topic 6. Massachusetts in the 18th Century Through the American Revolution

Why is Massachusetts important to the nation’s history? How did different views about the fairness of taxes and government lead to the American Revolution?

3.T6.1 Using a historical map, explain the extent of the Province of Massachusetts in the 17th and 18th centuries 

3.T6.2 Analyze events, locations, individuals in MA in connection to American Revolution

3.T6.3 Analyze how the colonists’ sense of justice denied led to declaring independence, and what the words of the Declaration of Independence say about what its writers believed.

3.T6.4 Explain how, after the Revolution, the leaders of the new United States had written  a plan for how to govern the nation, and that this plan is called the Constitution.

3.T6.5 Explain that states as well as nations have plans of government.

Rationale 

Students learn about North America (Canada, Mexico, and the United States) and its peoples from a geographic perspective, expanding map reading, mapmaking, and geographic reasoning skills. They explore guiding questions such as “How have the geographic features of North America shaped its history?” and “What contributions have the various groups that have settled in North America made to the culture of each region?” Each topic has a related supporting question. These questions are included as generative examples to help teachers and students develop their own questions suited to grade-level appropriate texts and experiences.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. North America: Geography and Map Skills 

What are the physical features and nations of North America?

4.T1.1 Physical map features 

4.T1.2 On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states

4.T1.3: Research Canada or Mexico 

Topic 2. Ancient Civilizations of North America 

How do archaeologists develop theories about ancient migrations?

4.T2.1 Early populations in North America. Land bridge migration.

4.T2.2 Using maps, looking at Native Peoples' cultures

Topic 3: Early European Exploration of North America

What were the reasons for European voyages across the Atlantic Ocean?

4.T.3.2 Viking and early encounters with Native Peoples

4.T.3.3 Trace European explorations of North America and Caribbean Islands 

Topic 4. The Expansion of the United States over Time and its Regions Today: The Northeast The Southeast The Midwest The Southwest The West

How has the environment shaped the development of each region?

4.T4a The Northeast

4.T4b The Southeast

4.T4c The Midwest

4.T4d The Southwest

4.T4e The West

Rationale 

Building on their knowledge of North American geography and peoples, students learn about the history of the colonies, the early Republic, the expansion of the United States, the growing sectional conflicts of the 19th century, and the Civil Rights Movement of the mid-20th century. They study these topics by exploring guiding questions such as, “What is the meaning of the statement, ‘All men are created equal’?” and “Is a person ever justified in disobeying a law?” Additional supporting questions appear under each topic. The questions included are meant to serve as possible avenues for discussion and research.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Early colonization and growth of colonies

To what extent was North America a land of opportunity, and for whom?

5.T1.1: Early relationships of English Settlers to Native Peoples 1600s-1700s 

5.T1.2: Compare different reasons colonies were established 

5.T1.3: Reasons why English colonists had the strongest influence on language, political institutions and principles 

5.T1.4: Map of 13 colonies and regional differences

5.T1.5: Origins of slavery 

5.T1.6: Triangular Trade

5.T1.7(a-d): Enslaved Africans in the colonies

Topic 2. Reasons for revolution, the Revolutionary War, and the formation of government

Why did most Native Peoples side with the French against the British in the French and Indian Wars? Were the colonists justified in rebelling against Great Britain in the American Revolution?

5.T2.1 (a-d)- French and Indian War & Key British Policies that led to Revolution 

5.T2.2- Historical Map of Boston 1770s & Significant Massachusetts Events and People

5.T2.3- How the development of colonial governments contributed to the Revolution 

5.T2.4- Declaration of Independence 

5.T2.5- Revolutionary Battles

5.T2.6- Loyalists & how Native Peoples & Slaves fought on both sides

5.T2.7- Important Leaders during the Revolution 

5.T2.8- Articles of Confederation

5.T2.9- Shay's Rebellion

Topic 3. Principles of United States government 

How did the Constitution attempt to balance competing interests, the question of power, and ideas about slavery? 

5.T3.1 Preamble to the Constitution

5.T3.2 Shared powers among the 3 branches and the system of checks and balances 

5.T3.3 Federal, state, local government responsibilities 

5.T3.4 Issues debated during Constitutional Convention (3/5ths compromise) 

5.T3.5 Voting rights and property rights not extend to women 

5.T3.6 Bill of Rights 

Topic 4. Growth of the Republic 

How did events of the early Republic test the newly-founded United States?

5.T4.1 First three presidents, summarize key developments during their time.

5.T4.2 Louisiana Purchase (Lewis and Clark, Sacagawea, 1803-1806)

5.T4.3 Causes of the War of 1812

5.T4.4 Roles in the development of the textile and machinery industries 

5.T4.5 19th Century conflicts between Native Peoples and national, state, and local government

Topic 5. Slavery, the legacy of the Civil War and the struggle for civil rights for all

What ideas and events of the 19th century led to the expansion of civil rights in the 20th and 21st centuries?

5.T5.1-5 Trace the state-by-state abolition of slavery in the Northern states in the 18th and 19th centuries and the expansion of slavery into western states; reasons for the Civil War; explain the ideas and roles of some of the people of the pre-Civil War era; identify the major military leaders and battles of the Civil War; describe the role of Abraham Lincoln and his actions. 

5.T5.6  Explain the consequences of the Emancipation Proclamation and the 13th, 14th, and 15th Amendments for the rights of African Americans.

5.T5.7 Describe living conditions for African Americans following the Civil War and describe the role African American churches, civic organizations, and newspapers played in supporting and unifying African American communities.

5.T5.8 Research and analyze one of the people, organizations, events, or legislative acts from the 20th century that contributed to expanding civil rights of African Americans, women, and others in the United States.

5.T5.9 Explain how the 20th century African American Civil Rights movement served as a model for other movements for civil rights

Rationale 

Students study regions of the world by examining physical geography, nations in the region today, and selected ancient and classical societies before 1000 CE. Regions for grade 6 are: Western Asia, North Africa, and the Middle East; Sub-Saharan Africa; and Central America, the Caribbean, and South America. Students investigate guiding questions such as “How does geography affect how societies develop and interact?” and “How have human societies differed from one another across time and regions?” Additional supporting questions appear under each topic. The questions are included to stimulate teachers’ and students’ own questions for discussion and research.

Unit Title

Supporting Questions

MA HSS Framework Addressed

Topic 1. Studying Complex Societies Past and Present

What do the social sciences contribute to our understanding of the world? 

6.T1.1 Explain how different academic fields in the social sciences concentrate on different means of studying societies in the past and present.

6.T1.2 Give examples of ways in which a current historical interpretation might build on, extend, or reject an interpretation of the past.

6.T1.3 Give examples of how archaeologists, historians, geographers, economists, and political scientists work as teams 

Topic 2. Human Origins, the Neolithic and Paleolithic Eras

How did life on Earth begin and why did humans form complex societies? 

6.T2.1 Describe the great climatic and environmental changes that shaped the earth 

6.T2.2 Identify sites where archaeologists have found evidence of the origins of modern human beings and explain current theories of how human groups moved 

6.T2.3 Explain that the term Paleolithic Era refers to the period of earliest human history,

6.T2.4 Explain that the term Neolithic Era refers to the period beginning about 10,000 years ago to c. 4500 or c. 2000 BCE in different parts of the world, 

6.T2.5 Explain how complex societies that practice agriculture may differ,

6.T2.6 Explain that scholars have attempted to define the characteristics of a complex society (sometimes called “civilization”) since the early 20th century

6.T2.7 Explain the ways in which complex societies interact and spread from one region to another 

6.T2.8 Construct and interpret a timeline that shows some of the key periods in the development of human societies in the Paleolithic and Neolithic Eras

Topic 3. The Middle East and North Africa 

What are the best explanations for why writing developed in Mesopotamia?

How did Ancient Egypt’s rigid class structure affect its social and cultural development?

Why were traders and merchants important in ancient societies?

What were the consequences of the unification of tribes for ancient Israel?

Why is the belief in one God significant to Islam, Judaism, and Christianity? 

How did ideas spread across ancient societies in this region?

6T3a: Physical and political geography of modern Western Asia, the Middle East, and North Africa 

6.T3b Western Asia, the Middle East and North Africa: Mesopotamia, c. 3500–1200 BCE

6.T3c Ancient Egypt, c. 3000–1200 BCE

6.T3d Ancient Phoenicia, c. 1000–300 BCE 

6.T3e Ancient Israel, Palestine, c. 2000 BCE–70 CE 

Topic 4. Sub-Saharan Africa 

How did long-distance trade influence the development of early subSaharan African states and societies?

6.T4.a: Physical and political geography of Sub-Saharan Africa 

6.T4b: Selected Sub-Saharan African states and societies, c. 100– 1000 CE

Topic 5. Central America, the Caribbean, and South America

What are the most important contributions of ancient societies in the Americas to the modern world?

6.T5a: Physical and political geography and indigenous populations of Central America and the Caribbean Islands

6.T5b: Physical and political geography of South America

6.T5c: Major ancient societies in Central America and South America, c. 1400 BCE–1600 CE