OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY. January 8, 2009 SOCIAL STUDIES 7 CURRICULUM

Transcription

1 OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY January 8, 2009 SOCIAL STUDIES 7 CURRICULUM PROPOSAL: It is proposed that the Board of Education adopt the Social Studies 7 Curriculum for students in the Owego Apalachin Central School District. DISTRICT COMMITMENT: There are no additional monies required beyond those currently budgeted for in the school year. RECOMMENDATION: It is recommended that the Board of Education adopt the Social Studies 7 Curriculum for students in the Owego Apalachin Central School District. PREPARED BY: Christina Bangel, Owego Apalachin Middle School Stephen McGovern, Owego Apalachin Middle School Thomas Birosak, Owego Apalachin Middle School (Consultant) PROCESSED BY: Bernard C. Dolan, Jr. Associate Superintendent RECOMMENDED BY: Dr. William C. Russell Superintendent of Schools

2 OWEGO APALACHIN CENTRAL SCHOOL DISTRICT CURRICULUM COVER PAGE Project: ** Curriculum: Review and Revision: Full year * * Full year Scope and Sequence Half year Half year Modifications Quarter Subject: Social Studies Course: American History: Pre-History to Civil War Grade Level(s): 7 Duration: ** full year course half year course quarter other Written by: Christina Bangel and Stephen McGovern Special Education Consultant Tom Birosak Additional Readers Sixth Grade Social Studies Teachers Date Submitted: August 1, 2008 Approval Date:

3 Owego Apalachin Central School District Subject: Grade 7 Social Studies Course Title: American History: Pre-History to Civil War Unit: Global Heritage of the American people #/Placement of Unit: 1 Duration: 7 weeks Established Goals: Stage 1 Desired Results Identify and understand the Social Sciences Distinguish between and give examples of primary and secondary sources Define culture Identify early human migration routes and explain why humans came to the Americas Identify aspects of early Native American cultures that developed in North and South America Know the social and economic characteristics of the Native American groups of New York Identify the contributions of the Native American groups of New York to New York, United States and world history New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

4 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. 2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. 2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. 3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. 3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. 5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the

5 necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) Understandings: Students will understand that The first Americans came from Asia Primary and secondary sources are examples of historical evidence Different cultures developed in the Americas thousands of years ago Geography and climate had an impact on the unique characteristics of different cultures in the Americas Iroquois and Algonquian cultures existed in New York State and influenced New York and United States government and society Different people view the same event or issues from a variety of perspectives Essential Questions: How do social sciences help historians research the past and predict the future? How did geographic factors affect political, social and economic aspects of the Aztec, Incan and Mayan civilizations? How did the political, social and economic characteristics of early Native American cultures impact the history of North and South America? How did geography influence the development of early Native American cultures? Students will know Students will be able to The six social sciences and their roles in the study of history The difference between and examples of primary and secondary sources Formulate social science questions and define social science issues and problems Compare and contrast the Aztec, Incan and Mayan cultures

6 What factors define a culture Theories of early human migration The cultural components and contributions of each of the major Native American groups of North and South America Names and locations in New York State of the six tribes of the Iroquois Nation How Native American groups adapted to their environments The role of women in Iroquois society How the Iroquois form of government impacted the formation of the United States government The social and economic characteristics such as customs, traditions, child-rearing practices, gender roles, foods and religious and spiritual beliefs that distinguish different cultures and civilization Explain the unique cultural contributions of the Aztec, Incan and Mayan civilizations Interpret and analyze primary sources for content Locate North and South America on a world map Locate and map early human migration patterns Describe the geographic factors of New York State that affected settlement patterns Compare and contrast the Iroquois and Algonquian cultures Make a direct correlation between the Iroquois form of government and the impact that had on the writing of the United States Constitution Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Interpretation (mini projects i.e. individual and groups) Class discussions Reading and note taking activities using outlines and graphic organizers Completion of required unit resource guide Create political cartoons Venn diagrams Student created poster comparing and contrasting Iroquois and Algonquian cultures Journal entries Tests (short answer, multiple choice, document interpretation, constructed response) Quizzes (fill in, matching, multiple choice, primary and secondary sources) Power Point presentations Critical thinking questions Document based questions Present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions Informal observation of participation

7 Learning Activities: Stage 3 Learning Plan Student generated notes Atlas Activity Readings on North and South American native cultures Creation Myth skit Video presentations Analysis of the flag of Iroquois Confederacy Memorize and sing the Iroquois song Play Iroquois games Iroquois sign language Iroquois glyph writing Vocabulary graphic organizers Artistic representation of an Iroquois village Creation of student generated study guide for unit test Vocabulary exercises (i.e. flashcards, vocabulary lists, application) Current events pertaining to the topic Sources: American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001) Atlas of American History (NYSTROM) Library and internet sources

8 Owego Apalachin Central School District Subject: Grade 7 Social Studies Course Title: American History: Pre-History to Civil War Unit: European Exploration & #/Placement of Unit: 2 Duration: 10 weeks Colonization of America Established Goals: Stage 1 Desired Results Determine how Europeans lived during the Middle Ages and the Renaissance Understand the causes of European exploration and the impact of European exploration and settlement on Native Americans and Europeans Examine the factors that influenced where Europeans established colonies in the Americas Identify advances in technology that led to increased European exploration Explain the roles and contributions of key individuals and groups of people in the development of social, political, cultural, and religious practices during the colonial period Analyze how European colonial communities satisfied their basic needs and wants through the use of limited resources Identify early governments that developed in the American colonies New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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

9 traditions. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. 3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. 3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) 3.2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United

10 States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. 5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) Understandings: Students will understand that Many factors led to the exploration and colonization of North and South America Different geographic factors had an effect on European exploration and colonization Many European countries established colonies in the Americas European colonization had a drastic impact on the people and environment in the Americas The first European colonies established in the United States were founded for specific reasons New York State was first settled by the Dutch and English Different geographic factors in the New England, Essential Questions: What were the motivating factors for European exploration and how did these factors impact colonization of the Americas? How did European exploration affect both Europeans and Native Americans? Who were some of the key players in European exploration and what technological advances did they use to accomplish their goals? How did geography play a role in the settlement patterns of the Americas? How did political, social and economic structures develop in the European colonies in the United States?

11 Middle and Southern colonies led to different political and economic systems Students will know Students will be able to What life was like in Europe during the Middle Ages and the Renaissance The reasons for European exploration How geographic factors influenced European exploration What European countries established colonies in the Americas The effects of European colonization on Native American groups and the landscape of the Americas The overall significance of major European explorers The reasons for the first European settlements in the United States The political, social and economic systems developed in the United States The differences between the New England, New France, New Spain and New Netherland settlements. The similarities and differences between New England, Middle and Southern English colonies Describe what life was like in Europe during the Middle Ages and the Renaissance. Explain the various reasons for the exploration of the Americas. Discuss how geographic factors influenced European exploration Identify key explorers and their contributions to European exploration Map the routes of major explorers Debate the pros and cons of European exploration on the Americas Explain the reasons for the first European settlements in the United States Create a map of the Triangle Trade routes Performance Tasks: Journal entries Interpretation (mini projects i.e. individual and groups) Class discussions Stage 2 Assessment Evidence Other Evidence: Tests (short answer, multiple choice, document interpretation, constructed response) Quizzes (fill in, matching, multiple choice, primary and secondary sources)

12 Critical thinking questions Reading and note taking activities using outlines and graphic organizers Completion of required unit resource guide Create political cartoons Web quest of life in the 13 English Colonies Web quest of New York State Venn Diagram compare/contrast Jamestown and Plymouth colonies Creation of explorer baseball cards Student writing obituary of European Explorer Document based questions Present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions Power Point presentations Informal observation of participation Learning Activities: Stage 3 Learning Plan Analysis of political cartoons Student generated notes Creating a map of early European claims in America Atlas activities Readings on European Explorers and exploration Readings on early New York State Reading and discussion of the Mayflower Compact Student created map of the 13 English colonies Memorize and sing a song about Magellan Video presentations Vocabulary graphic organizers Creation of student generated study guide for unit test Vocabulary exercises (i.e. flashcards, vocabulary lists, application) Current events pertaining to the topic

13 Sources: American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001) Atlas of American History (NYSTROM) Library and internet sources

14 Owego Apalachin Central School District Subject: Social Studies Seventh Grade Course Title: American History: Pre-History to Civil War Unit: A Nation is Created #/Placement of Unit: 3 Duration: 5 weeks Established Goals: Stage 1 Desired Results Recognize that economic, political and cultural conflict between the colonies and Great Britain led to a desire for colonial independence Development of the unique colonial culture led to a need for independence The course of a revolution can be affected by internal and external forces A revolution can have a profound effect on the economic, political, and social fabric of a nation New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

15 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. 3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. 3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

16 5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) 5.2 The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994) Understandings: Students will understand that The American colonies won their independence from Great Britain The values of a nation affect the guarantee of human rights and make provisions for human needs The first governments of the United States were formed during the Revolutionary War period Different experiences, beliefs, values, traditions and motives cause individuals and groups to interpret historic events from different perspectives Societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural and human resources Important historical figures played major roles throughout the course of the American Revolution Major battles of the Revolutionary War occurred in Essential Questions: Were the colonists justified in declaring their independence? Was the Revolutionary War inevitable? What role did leadership, commitment and luck play in the American victory over the British? How did political, economic and social issues bring people together against the British? Was the American Revolution a revolution for all of the participants? Why or why not? What were the results of the American Revolution?

17 New York Students will know Students will be able to That colonists united against British control The basic military strategies used in the Revolution The major documents of the independence movement and how were they produced How a revolution effects the economic, political and social fabric of a nation That the battle at Saratoga was the turning point of the revolution The impact of allies, military strategies and fighting for a cause That women and African Americans played a role in the war effort The terms of the Treaty of Paris The strengths and weaknesses of the colonists and the British The contributions made by key players in the American Revolutionary War Identify causes and effects of events prior to and during the American Revolution Explain why the Second Continental Congress is considered to be the first government of the new nation Discuss the values and ideals incorporated in the Declaration of Independence Analyze artwork from the Revolutionary era Explain how France helped to end the war Discuss the events on a timeline in the move toward independence Describe the roles of key revolutionary leaders such as Washington, Adams, Jefferson, Franklin, Paine, Cornwallis, Sons of Liberty etc. Explain key arguments made by Patriots for independence and by Loyalists against independence Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Interpretation (mini projects i.e. individual and groups) Journal entries Class discussions Document based questions Critical thinking questions Tests (short answer, multiple choice, document interpretation, constructed response) Quizzes (fill in, matching, multiple choice, primary and secondary sources) Present information by using media and other appropriate visuals such as tables, charts, and

18 Reading and note taking activities using outlines and graphic organizers Completion of required unit resource guide Create political cartoons Student created book based on the causes of the American Revolution Step by step battle maps of the Revolution Write an obituary of a key player in the American Revolution Learning Activities: Stage 3 Learning Plan graphs to communicate ideas and conclusions Informal observation of participation Power Point presentations Analyzing political cartoons Revolutionary War thermometer graphic display of Revolutionary timeline events Student generated notes Readings on the Revolutionary War Video presentations Vocabulary graphic organizers Creation of student generated study guide for unit test Vocabulary exercises (i.e. flashcards, vocabulary lists, application) Current events pertaining to the topic Atlas activities Classroom debate - Patriot vs. Loyalist Sources: American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001) Atlas of American History (NYSTROM) Library and internet sources

19 Declaration of Independence

20 Owego Apalachin Central School District Subject: Social Studies Seventh Grade Course Title: American History: Pre-History to Civil War Unit: Experiments in Government #/Placement of Unit: 4 Duration: 4 weeks Established Goals: Stage 1 Desired Results The Constitution was written to create a more effective government for the United States The Constitution is considered a living document because it can be amended The Bill of Rights protects the rights and liberties of Americans Understand the political and legal principles of the Bill of Rights and Constitution Understand how the United States developed a new identity under the Constitution New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the

21 importance of changing and competing interpretations of different historical developments. 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. 5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) 5.2 The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

22 Understandings: Students will understand that The Articles of Confederation was the first written form of government for the United States The Constitution was written to create a more effective government for the United States The Constitution endures because it balances power, fosters compromise and provides for change The Bill of Rights protects the rights and liberties of Americans from the abuses of government The New York State Constitution served as a model for the United States Constitution Students will know The role of key people to include: James Madison, Benjamin Franklin, George Washington, Thomas Jefferson, Alexander Hamilton The weaknesses of the Articles of Confederation, The impact of Shays Rebellion on the newly formed government Why the Constitutional Conventions were convened How compromise played a role in the creation of the United States Constitution The importance of judicial review How ideas of the Albany Plan of Union were incorporated into the United States Constitution The Bill of Rights needed to be added before the Essential Questions: What is a government and how does a government affect society? How did the first United States government operate? What is a constitution and how does it guide a nation? What problems existed in the United States under the Articles of Confederation? Why does the Constitution still work today? How are the liberties of Americans protected? How did the New York State Constitution reflect the principles embodied in the Declaration of Independence? Students will be able to Debate the pros and cons of the Articles of Confederation Analyze powers of the state and national governments under the Articles Explain the major compromises of the Constitutional Convention Identify the three branches of government and their responsibilities Identify, describe and give examples of the first ten amendments (Bill of Rights) Describe and give examples of the system of checks and balances Discuss the importance of one or more key people in

23 Constitution could be ratified the new government Recognize their duties and responsibilities as citizens Performance Tasks: Journal entries Document Based Questions Interpretation (mini projects i.e. individual and groups) Class discussions Critical thinking questions Reading and note taking activities using outlines and graphic organizers. Web quests Write a journal entry on an assigned topic dealing with the creation of the new government Stage 2 Assessment Evidence Other Evidence: Informal observation of participation Present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate their ideas and conclusions Tests (short answer, multiple choice, document interpretation, constructed response) Quizzes (fill in, matching, multiple choice, primary and secondary sources) Stage 3 Learning Plan Learning Activities: Create a political cartoon Atlas activity Readings on Constitution Mock Constitutional Convention Video presentations Vocabulary exercises (i.e. flashcards, vocabulary lists, application)

24 Completion of required unit resource guide Creation of student generated study guide for unit test Analyze and interpret primary sources for content Define and discuss the duties and responsibilities of an American citizen Venn diagram compare and contrast the powers of state and national governments Current events pertaining to the topic Sources: American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001) Library and internet sources Articles of Confederation Constitution

25 Owego Apalachin Central School District Subject: Grade 7 Social Studies Course Title: American History: Pre-History to Civil War Unit: Life in the New Nation #/Placement of Unit: 5 Duration: 4 weeks Established Goals: Stage 1 Desired Results Analyze how the growth of the United States led to the development of political parties Evaluate how United States domestic and foreign policy decisions influenced the United States and World history Discuss how the United States transitioned from an agrarian to an industrial nation Assess how the need for land and natural resources led to the growth of the United States to the Pacific Ocean New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

26 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. 2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. 2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. 3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. 3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) 3.2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. 4.2 Economics requires the development and application of the skills needed to make informed and well-reasoned

27 economic decisions in daily and national life. 5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. 5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) 5.2 The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, Understandings: Students will understand that Political parties developed in the United States based on varying beliefs of a growing nation The young nation faced many economic, political and social issues The Louisiana Purchase had positive and negative influences on the growth of the United States Westward expansion had a profound impact on Native American cultures The growth of the United States as an industrial nation and westward expansion led to increased tensions between Northern and Southern states The growth of the United States led to many reform movements which have had a direct impact on our Essential Questions: How does government affect society? What changes did America face when transitioning from an agrarian to industrial society? How did American foreign policy decisions lead to the growth of the United States as a world power? How did new inventions lead the United States into the industrial era?

28 modern American society The ideals expressed by the Declaration of Independence, Bill of Rights, and Constitution were advanced by key persons in United States history. Students will know Students will be able to Why and how political parties developed The different economic, social and political issues faced by America in the early 1800 s The positive and negative impacts of the Louisiana Purchase on the growth of the United States The impact of country s transition from an agrarian to an industrial-based society How Native American groups were affected by the westward expansion of the United States The causes of tension between Northern and Southern states as a result of the growth of the United States Why reform movements were necessary in the United States and how their changes are evident in the United States today Compare the beliefs of the first political parties Explain the economic, social and political issues faced by America in the 1800 s and outline how they were addressed Demonstrate the positive and negative impacts of the Louisiana Purchase Discuss how the United States developed an industrial society and what impacts this transition had on the United States Detail the affects of American expansion on Native American groups Outline the events that led to increased tensions between Northern and Southern states Summarize the roles and achievements of key persons in New York and United States history, and specifically the Reform Movements Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Interpretation (mini projects i.e. individual and groups) Class discussions Tests (short answer, multiple choice, document interpretation, constructed response) Quizzes (fill in, matching, multiple choice, primary

29 Journal entries Critical thinking questions Reading and note taking activities using outlines and graphic organizers Completion of required unit resource guide Document based questions Create political cartoons and secondary sources) Present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate their ideas and conclusions Power Point presentations Informal observation of participation Stage 3 Learning Plan Learning Activities: Analyzing political cartoons Student generated notes Video presentations Vocabulary graphic organizers Creation of student generated study guide for unit test Vocabulary exercises (i.e. flashcards, vocabulary lists, application) Current events pertaining to the topic Atlas activities Sources: American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001) Atlas of American History (NYSTROM) Library and internet sources Declaration of Independence

30 Owego Apalachin Central School District Subject: 7 th Grade Social Studies Course Title: American History: Pre-History to the Civil War Unit: Division and Reunion: The Civil War #/Placement of Unit: 6 Duration: 4 weeks Established Goals: Stage 1 Desired Results Identify the economic, social and political differences between the North and South that led to the Civil War Understand that Northern and Southern states had different views over the issue of slavery which divided the country prior to the Civil War Explain how the failure to compromise led to conflict Enumerate the strengths and weaknesses of the Northern and Southern states had a direct impact on the outcome of the Civil War Analyze the contributing factors leading to Southern secession New York State Standards: 1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. 1.1 The study of New York State and United States 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. 1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. 1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and

31 United States history involves learning about the important roles and contributions of individuals and groups. 1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. 2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. 2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. 2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts. of change and continuity over time. 3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earth s surface. 3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) 3.2 Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) 4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. 4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.