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[quote=Anonymous]More examples of New York State choosing a curriculum for its state that went above and beyond the requirement of Common Core

Again this is second grade.  Each Domain includes pretty much the same language arts standards as I posted above for Domain 9, so I am including only the social studies/science standards they came up with.   Here are just a few of the Domains and their requirements.   It actually sounds like a very interesting, and challenging, second grade year, but I can see why teachers and kids in New York state are having a rough time with the curriculum that New York State ambitiously came up with, that went above and beyond anything which was required by Common Core.

Domain 5:  War of 1812  (New York State Second Grade Curriculum)

Explain that America fought Great Britain for independence;
Explain that the Founding Fathers wrote the Constitution;
Explain that Thomas Jefferson purchased the Louisiana Territory from the French;
Explain that Great Britain became involved in a series of wars against France;
Explain that due to a shortage of sailors, Britain began to impress, or capture, American sailors;
Explain that some members of the U.S. government began to call for war;
Identify that the British controlled land in the northern Great Lakes region, the northwestern territories, and Canada;
Explain that James Madison was the president during the War of 1812;
Identify James Madison, a Founding Father, as the main author of the Constitution;
Identify Dolley Payne Todd as James Madison’s wife;
Identify James Madison as the fourth president of the United States;
Explain that in 1812 the United States had a small army and a small navy;
Explain that President Madison persuaded farmers to become soldiers;
Explain the USS Constitution became known as “Old Ironsides” because British cannonballs could not damage it;
Explain how the President’s House was a house especially built for the president and his family; today it is called the White House;
Explain that in 1814 the British attacked the capital, Washington, D.C.;
Explain that Dolley Madison had to escape from the President’s House;
Explain that Dolley Madison saved important papers, letters, and a portrait of George Washington;
Explain that the British Army set fire to the President’s House;
Describe how the British attacked the city of Baltimore and Fort McHenry;
Explain that the U.S. commander of Fort McHenry asked for a large flag to be made to fly over Fort McHenry;
Explain that the British failed to capture Baltimore or Fort McHenry;
Explain how Francis Scott Key watched the battle of Fort McHenry and wrote a poem that later became the national anthem;
Demonstrate familiarity with the song, “The Star-Spangled Banner”;
Explain that General Andrew Jackson’s army was made up of militiamen, soldiers, farmers, Native Americans, African Americans, and pirates;
Explain that the Battle of New Orleans actually took place two weeks after the War of 1812 was over;
Describe how the War of 1812 was considered a second war for independence;

Domain 6: Cycles on Nature (New York State CUrriculum Grade 2)

Explain that a cycle is a sequence of events that repeats itself again and again;
Recognize that the rotation of the earth causes daytime and nighttime;
Explain that it takes twenty-four hours for the earth to rotate once on its axis;
Recognize that living things have a life cycle;
Demonstrate familiarity with the poem “Bed in Summer”;
Recognize that Earth orbits the sun;
Explain that it takes one year for Earth to orbit the sun;
Describe the seasonal cycle: spring, summer, autumn, winter;
Identify that the tilt of Earth’s axis in relation to the sun causes the seasons;
Explain effects of seasonal changes on plants and animals;
Demonstrate familiarity with the poem “Bee! I’m expecting you”;
Describe animal processes in spring, summer, autumn, winter;
Define the term life cycle;
Identify the stages of the life cycle of a flowering plant (seed to seed);
Identify the stages of the life cycle of a tree (seed to seed);
Identify the stages of the life cycle of a chicken (egg to egg);
Identify the stages of the life cycle of a frog (egg to egg);
Explain metamorphosis;
Identify the stages of the life cycle of a butterfly (egg to egg);
Define the term water cycle;
Explain that there is a limited amount of water on Earth;
Describe evaporation and condensation;
Identify forms and importance of precipitation;
Describe the formation of clouds;
Identify three types of clouds: cirrus, cumulus, and stratus;

Domain 7 Westward expansion (New York State Curriculum, Grade 2)

Describe a pioneer family’s journey westward;
Describe family life on the frontier;
Explain the significance of the steamboat;
Identify Robert Fulton as the developer of the steamboat;
Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
Describe the importance of canals;
Identify the Erie Canal as the most famous canal built during the Canal Era;
Demonstrate familiarity with the song “The Erie Canal”;
Explain the significance of Sequoyah’s invention of the Cherokee writing system;
Explain why writing was important to Sequoyah and the Cherokee;
Describe the Cherokee writing system in basic terms;
Explain that the U.S. government forced Native Americans from their lands;
Identify the Trail of Tears as a forced march of the Cherokee;
Identify the Oregon Trail as a difficult trail traveled by wagon trains;
Identify the Pony Express as a horseback mail delivery system;
Identify steamboats, canals, and trains as new means of travel that increased the movement of people west;
Identify the transcontinental railroad as a link between the East and the West;
Identify “iron horse” as the nickname given to the first trains in America;
Explain the advantages of rail travel;
Demonstrate familiarity with the song “I’ve Been Working on the Railroad”;
Explain that westward expansion meant displacement of Native Americans;
Explain that the development of the railroad ushered in a new era of mass exodus of the Native Americans from their land;
Describe the effect of diminishing buffalo on the life of Plains Native Americans;

Domain 8: Insects (New York State Curriculum, Grade 2)

Explain that insects are the largest group of animals on Earth;
Explain that there are many different types of insects;
Explain that most insects live solitary lives, but some, such as honeybees, paper wasps, ants, and termites, are social;
Explain that insects live in virtually every habitat on Earth, with the exception of the oceans;
Classify and identify particular insects as small, six-legged animals with three main body parts;
Identify and describe the three main body parts of insects: head, thorax, and abdomen;
Identify the placement and/or purpose of an insects body parts;
Describe an insect’s exoskeleton;
Explain why spiders are not insects;
Describe insect life cycles and the processes of complete and incomplete metamorphosis;
Describe how some insects look like miniature versions of adults when they are born from eggs;
Explain why some insects molt;
Describe how some insects go through four distinct stages of development, including egg, larva, pupa, and adult;
Distinguish between social and solitary insects;
Describe how all members of a social insect colony come from one queen;
Describe the roles of honeybee workers, drones, and queens;
Describe how honeybees communicate with one another through “dances”;
Describe the social behavior of ants and ant colonies;
Describe the roles of worker ants, males, and queens;
Compare and contrast grasshoppers and crickets;
Identify ways in which insects can be helpful to people;
Identify ways in which insects can be harmful to people;

Domain 11 Immigration (New York State Curriculum, Grade 2)

Explain the term immigrant;
Describe reasons immigrants leave their home countries to make a new home in the United States (e.g., push and pull factors);
Explain why the United States was and is called the “land of opportunity”;
Identify the meaning of e pluribus unum;
Explain the significance of Ellis Island and the Statue of Liberty;
Describe how immigration has brought millions of newcomers to the United States;
Describe why large populations of immigrants settled in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco;
Describe why some immigrants settled in the Midwest;
Describe how their ancestors may have been immigrants who helped make America the country that it is today;
Demonstrate familiarity with the song “The Land Is Your Land”;
Explain what it means to be a citizen of a country;
Identify ways that a person becomes an American citizen;
Identify that the government of the United States is based on the Constitution, the highest law of our land;
Identify James Madison as the “Father of the Constitution”;
Explain that the United States is founded on the principle of consent of the governed, American citizens: “We the People”;
Explain the basic functions of government (making and enforcing laws; settling disputes; protecting rights and liberties; etc.) by making analogies to familiar settings such as the family, the school, and the community;
Identify the Bill of Rights as a document amending the Constitution;
Describe the rights and responsibilities of an American citizen;
Demonstrate familiarity with the song “The Star-Spangled Banner”;
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