Seventh Grade. Social Studies Curriculum Guide Iredell- Statesville Schools th grade Social Studies Curriculum Guide

Transcription

1 Seventh Grade Social Studies Curriculum Guide Iredell- Statesville Schools 1

2 Seventh Grade Social Studies Table of Contents Purpose and Use of Documents College and Career Readiness Anchor Standards for Reading...4 College and Career Readiness Anchor Standards for Writing..5 Year at a Glance/Curriculum Calendar Unit Standards/I Can/ I Will Statements Instructional Resources by Unit Tiered Vocabulary for each Unit

3 Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At- a- Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 3

4 College and Career Readiness Anchor Standards for Reading The K- 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 4

5 College and Career Readiness Anchor Standards for Writing The K- 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well- structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards ( 5

6 Iredell- Statesville Schools 7 th Grade Social Studies A Year at a Glance GENERAL PACING UNITS with Suggested Dates QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4 1. Introduction to 7 th Grade Social Studies (Aug. 24- Sept.4) 2. Renaissance/Reformation (Sept. 8-24) 3. Exploration (Sept. 28- Oct. 9) 4. Enlightenment/Revolution (Oct. 12- Nov.10) 1. Industrial Revolution (Nov. 12- Dec. 18, continued from Enlightenment/Revolution Unit, Q 1) 2. Imperialism (Jan. 4-15) 1. WWI (Jan. 21- Feb. 5) 2. WWII (Feb. 8- March 11) 3. Cold War (March 13- into Q 4) 1. Cold War (April 4-15, Continued from Q 3) 2. Contemporary Global Issues (April 18- May 20) 6

7 Iredell- Statesville Schools 7th Grade Social Studies Annual Leave First/Last Day for Students I taken in the order in which they appear. Other days, including Saturdays and Spring necessary. Progress Reports P Report Cards R Last Day of Quarter Q F S JANUARY T 1 5 S M T W T F FEBRUARY AUGUST DECEMBER * NOVEMBER Early Release Day for Students School makeup days W S *R I S M *R T W T F S S M T W T F S Q M T W T F S P S M S *R W T F Q S M T W F S P S M T W T F S T * R S M T W T F S P S M T S S M T W T F S R S M T W T F S 1 P T F Renaissance and Reformation Industrial Revolution WWII Imperialism Cold War WWI * I9 R 10*R Q 6 Enlightenment * W 5 Introduction to 7th Grade Social Studies th grade Social Studies Curriculum Guide T Age of Exploration and Global Exchange * 7 7 * S Q MARCH 1 APRIL *R Holiday T MAY Required Teacher Workday M JUNE Teacher Workday SEPTEMBER KEY S 31 OCTOBER Calendar th Grade Social Studies Curriculum Calendar APPROVED 01/12/15 JULY Contemporary Global Issues *This calendar is tentative and may change depending on changes to ISS calendar and weather delays/cancelations 7

8 These topics/units/ objectives will be incorporated in instruction throughout the year. Guide students to make connections to current events and historic events. Introduction to 7 th Grade Social Studies Geography & Environments, Basic Government & Economic Systems Resources Land Forms (explanation of how land forms affect civilization) Preservation efforts Natural Disasters Response to Environ. Conditions Demographic Trends 7.G.1.2 Explain how demographic lead to conflict, negotiation, and compromise in modern societies and regions 7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). I can explain how conflict leads to conflict, negotiation, and compromise in modern societies and regions. I can recognize that physical features of a place may influence the settlement patterns of modern societies and regions. I can understand human response to environmental conditions. I will analyze specific movements in history to support the idea that population leads to conflict, negotiation, and compromise. I will cite specific examples of how populations tend to settle in areas where there are sufficient resources to meet their needs. I will understand the ways humans respond to environmental conditions. I will list and define environmental conditions. I will classify landforms of a place that may influence the settlement patterns. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Primary Source Secondary Source Perspective Interaction Coordinates Scale Citizen Economy Geography Continent Hemisphere Landforms Physical Features Land use Constitution Tier 3 Latitude Longitude GPS 8

9 7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions. 7.G.1.3 Explain how natural disasters, preservation efforts, and human modification of the environment affect modern societies and regions I can identify how maps, charts, graphs, geographic data and available technology tools are used to organize information about geographic phenomena. I can explain how natural disasters or preservation efforts may cause positive or negative effects in both societies and/ or regions of the world. I will interpret information in and draw conclusions from maps, charts, graphs, geographic data and available technology tools about the social, economic, political, and environmental issues. I will explain strategies and steps that various non- governmental organizations and governmental agencies may undertake in order to respond to environmental disasters. Monarchy Theocracy Oligarchy Democracy Republic Market economy Traditional economy Mixed economy Command Economy Civilization Arid Geography/ Geographer Carography/ Cartographer Demography/ Demographer 9

10 7.G.1.3 Explain how natural disasters, preservation efforts, and human modification of the environment affect modern societies and regions 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context. I can explain how natural disasters or preservation efforts may cause positive or negative effects in both societies and/ or regions of the world. I can understand the literal meaning of a historical document. I can apply the meaning to multiple events/time periods. I will know strategies and steps that various non- governmental organizations and governmental agencies may undertake in order to response to environmental disasters. I will organize the information in order to understand multiple historic events/eras. I will read and interpret the meanings of unit- specific documents. 10

11 7.C&G.1.3 Compare the requirements for (e.g. age, gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service) I can identify that the responsibilities of citizenship are different depending upon the values and beliefs of a particular society. I will identify and explain the requirements and responsibilities for citizenship in various nations around the world. 11

12 7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances) 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). I can identify various international economic alliances throughout the modern world. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I can recognize different types of charts and graphs and how to appropriately select them to most effectively display the data. I will compare and contrast various international economic alliances. I will analyze a variety of documents that share multiple views on historical issues. I will create charts, graphs, and maps to organize or compare information and illustrate historic events. 12

13 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism, market, mixed, command and traditional economies) 7.E.1.4 Explain how personal financial decision- making impacts quality of life (e.g. credit, savings, investing, borrowing and giving) 7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. I can summarize my understanding of various economic systems. I can explain the differences between positive and negative financial decisions and the impact both may have on life. I can create my own charts, graphs, and historical narratives to explain events or issues. I will know key terms relating to the various economic systems such as capitalism, socialism, communism, market, command, mixed and traditional economies I will recognize the benefits of saving, investing, giving, methods people use to save, invest, create wealth, how to use credit, borrow responsibly, and understand the factors that may negatively impact quality of life. I will use data from diaries, ship manifests, tax records, maps, magazine and newspaper articles, or literature to explain historical issues. 13

14 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). I can illustrate ways that innovation in communication allows people and ideas to travel from place to place with greater ease. I can recognize different types of charts and graphs and how to appropriately select them to most effectively display the data. I will give examples of innovation allowing people and ideas to travel with greater ease. I will produce a map depicting the explorers and the spread of ideas and goods. 14

15 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti- governmental groups and religious, political factions). I can identify cultural expressions of the past which may be reflected in various modern societies. I can recognize that the source of political power in a society does not always rest in the hands of governmental authority. I will explain cultural expressions such as archives, works of art, places of worship and monuments, and other forms including: language, music and dance, festivities, rituals and traditional craftsmanship. I will compare various sources of political power in a society such as wealthy land owners, religious groups, heads of state, etc. 15

16 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). I can recognize societies and regions may unite around shared principles of ethics. I can recognize common values and beliefs may serve to build relationships among various cultural groups. I can identify differing cultural values and belief systems in a society that may serve as a source of conflict. I will identify that cultural exchange contributes to mutual understanding between societies and peoples which can prevent prejudice and hate. I will illustrate how cultural groups are more alike than they are different. I will compare instances in which different cultural groups united around issues such as humanitarian efforts, shared religious beliefs, etc. I will compare instances where cultural groups were in opposition to one another such as disputes over belief systems, religious and other practices. 16

17 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism). 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (colonialism, imperialism, globalization and interdependence.) I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I can explain how competition for resources affects the economic relationship among nations. I will define and give examples of equality, liberalism, republicanism, one- man- one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. 17

18 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can summarize the main characteristics of various economic systems. I will compare and contrast two of the above words. I will define the following terms: Capitalism, Socialism, Communism, Market Economies, Command economies, Mixed economies, and traditional economies. (Q1) The Renaissance & Reformation The Italian Renaissance Humanism The Northern Renaissance The Reformation The Scientific Revolution The Age of Exploration Renaissance art 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti- governmental groups and religious, political factions). 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. I can recognize that the source of political power in a society does not always rest in the hands of governmental authority. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I will compare various sources of political power in a society such as wealthy land owners, religious groups, heads of state, etc. I will analyze a variety of documents that share multiple views on historical issues. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Perspective Innovations Reform Persecution Philosophy Globalization Denomination Realism Doctrine 18

19 (architecture, music, painting, drawings, etc.) Exploration Columbian Exchange 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context. I can understand the literal meaning of a historical document. I can apply the meanings to multiple situations/time periods. I can understand the literal meaning of a historical document. I can apply the meanings to multiple situations/time periods. I will organize the information to understand multiple situations. I will read and interpret the meaning of unit specific documents. I will organize the information to understand multiple situations. I will read and interpret the meaning of unit specific documents. Heresy Tier 3 Printing Press Secular Humanism Counter- reformation Vernacular 95 Theses Protestant Catholic Excommunication Renaissance Monarchy 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization). I can compare that there are multiple perspectives to understand and analyze in order to determine the effects of any type of conflict. I can recognize that conflict may begin as an idea or movement and result in violence. I will examine all sides of a conflict. I will examine the causes and effects of conflict. 19

20 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). I can identify types of interactions: Military, Economic, Social, and Scientific. I will define Military, economic, social and scientific interactions. 20

21 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions. I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I will define and give examples of equality, liberalism, republicanism, one- man- one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. 21

22 (Q1) The Enlightenment & Revolution British Philosophers French Philosophers American Philosophers Enlightenmen t as a Cause of Revolution 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti- governmental groups and religious, political factions). 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions I can recognize that the source of political power in a society does not always rest in the hands of governmental authority. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I can understand changing demographic trends i.e. ethnic makeup, may cause internal conflict among a nation s population or may cause different groups to compromise in order to achieve common goals. I will compare various sources of political power in a society such as wealthy land owners, religious groups, heads of state, etc. I will analyze a variety of documents that share multiple views on historical issues. I will survey the changing demographics of region that may cause conflict or compromise between differing ethnic groups. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Innovation Democracy Colony Balance of Power Tier 3 Scientific Revolution Peninsular Mulattos Spanish Creoles Mestizos Nationalism Estates General Geocentric/ Heliocentric Theory Enlightenment Natural Rights Separation of Powers 22

23 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). I can describe how expressions of culture may bring about political and social change by exposing political and social issues. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I can illustrate how innovation in communication allows people and ideas to travel from place to place with greater ease. I will give examples of how art and other expressions of culture give people self- respect, belief in the future, and a platform for freedom of speech and expression. I will analyze a variety of documents that share multiple views on historical issues. I will give examples of innovation allowing people and ideas to travel with greater ease. Reign of Terror Declaration of the Rights of Man Absolute Monarchy Constitutional Monarchy Social Contract American Revolution French Revolution Latin American Revolutions 23

24 (Q1) Enlightenment & Revolutions, continued Exploration & Global Exchange Enlightenment & Revolution Seven Years War as a cause for revolution French Revolution 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can recognize that rapid population growth may lead to internal conflict over scarce resources. I can summarize the main characteristics of various economic systems. I will list the factors that explain population growth and decline in areas i.e. the lack of arable/fertile land, the relocation of industry, war (refugee population) and political strife, access to health care, and environmental conditions (weather, climate, landforms). I will define the following terms: capitalism, socialism, communism, market economies, Command economies, mixed economies, and traditional economies Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Epidemic Nation-State Interdependence Pandemic Missionary Migration Colonization Imperialism Tier 3 Great Dying Triangular Trade Columbian Exchange 24

25 (Q2) Industrial Revolution 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I can recognize societies and regions may unite around shared principles of ethics. I will define and give examples of equality, liberalism, republicanism, one- man- one vote, and rule of law, socialism, and reason as the primary source of legitimacy and authority, natural rights of man. I will identify that cultural exchange contributes to mutual understanding between societies and peoples which can prevent prejudice and hate. Conquistadors Encomienda Mercantilism Capitalism Cape of Good Hope Northwest Passage Trade Route Slave Route Sovereignty Ethnocentric Indentured Servitude Freedom Slavery Power Independent Tier 2 Use Explain Construct 25

26 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence) I can explain how competition for resources affects the economic relationship among nations. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. Compare Summarize Analyze Evaluate Innovation Democracy Colony Balance of Power 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. I can understand the literal meaning of a historical document. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I will read and interpret the meaning of unit specific documents. I will analyze a variety of documents that share multiple views on historical issues. Tier 3 Scientific Revolution Peninsular Mulattos Spanish Creoles Mestizos Nationalism Estates General Geocentric/Helioc entric Theory Enlightenment Natural Rights 26

27 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism). I can explain that colonization, conquest, and imperialism may alter a people s way of life in positive and negative ways. I will give examples of how these may alter a people s way of life. I will define colonization, conquest and imperialism. Separation of Powers Reign of Terror Declaration of the Rights of Man Absolute Monarchy Constitutional Monarchy Social Contract American Revolution French Revolution Latin American Revolutions 27

28 (Q2) Imperialism The effects of Imperialism on Asia and Africa Sepoy Rebellion Boer War Opium Wars Boxer Rebellion Japanese Imperialism The relationship between industrializati on and imperialism 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). I can identify multiple organization, human and capital resources that are needed to address issues with global consequences. I can explain various motivations for participating in global consensus building efforts may impact how different groups work together. I can illustrate how innovation in communication allows people and ideas to travel from place to place with greater ease. I will explain and demonstrate a knowledge of motivations for the person/ groups participation in the global problem solving process as well as the criteria used to evaluate the effectiveness of international cooperative efforts such as the ability to meet the objectives set forth by the group. I will give examples of innovation allowing people and ideas to travel with greater ease. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Colonization Industrialization Partitioned Infrastructure Alliances Stalemate Inflation Propaganda Ration Infrastructure Scarcity Cultural Superiority Decolonization Imperialism Tier 3 British East India Company Panama Canal Suez Canal 28

29 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (colonialism, imperialism, globalization and interdependence). 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can explain how competition for resources affects the economic relationship among nations. I can summarize the main characteristics of various economic systems. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. I will define the following terms: capitalism, socialism, communism, market economies, command economies, mixed economies, and traditional economies. Roosevelt Corollary Monroe Doctrine Social Darwinism Sphere of Influence Hegemony Scramble for Africa White Man s Burden Trench Warfare Treaty of Versailles League of Nations Nationalism Triple Alliance Triple Entente Berlin Conference 29

30 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism, socialism, & fascism). 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti- governmental groups and religious, political factions). 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I can recognize that the source of political power in a society does not always rest in the hands of governmental authority. I can describe how expressions of culture may bring about political and social change by exposing political and social issues. I will define and give examples of equality, liberalism, republicanism, one- man- one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. I will compare various sources of political power in a society such as wealthy land owners, religious groups, heads of state, etc. I will give examples of how art and other expressions of culture give people self- respect, belief in the future, and a platform for freedom of speech and expression. 30

31 (Q2-3) WWI (Q3) WWII Cold War (Cold War unit continues in Q4) League of Nations 7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States). I can create my own charts, graphs, and historical narratives to explain events or issues. I can identify how multiple organizations are often needed to address issues with global consequences. I can recognize that human and capital resources are needed to address issues with global consequences. I will use data from diaries, ship manifests, tax records, maps, magazine and newspaper articles, or literature to explain historical issues. I will evaluate the effectiveness of League of Nations and its evolution into the United Nations. I will examine the creation of the League of Nations. I will identify the issues with global consequences that need human and capital resources. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Sanctions Isolationism Ghettos Genocide Holocaust War Crimes Sovereignty Persecution Embargo Appeasement Propaganda Atomic Bomb 31

32 (Q4) The Cold War Contemporary Global Issues 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). 7.C&G.1.3 Compare the requirements for (e.g. age. gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service). I can summarize the main characteristics of various economic systems. I can determine the requirements for and responsibilities of citizenship of a nation may differ based on type of government and the values and beliefs of that society. I will compare and contrast two of the above words. I will define the following terms: capitalism, socialism, communism, market economies, command economies, mixed economies, and traditional economies I will list and compare the responsibilities of citizenship in various nations around the world such as voting, taxes and military service. I will list and compare the requirements for citizenship in various nations around the world such as age, gender, legal and economic status. Tier 3 Final Solution Militarism Axis Powers Allied Powers Blitzkrieg Meiji Restoration Nuremberg Trials D-Day Anti-Semitism Totalitarian Fascism Mein Kempf Nazi Party United Nations Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Liberation Inflation Superpowers Containment Refugee 32

33 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). 7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies. I can identify differing cultural values and belief systems in a society that may serve as a source of conflict. I can identify how diseases impact modern societies differently. I can identify that the causes of diseases can be man- made or found in nature. I can recognize that cultural ideas will impact how disease is recognized, accepted and treated within modern societies. I will compare instances where cultural groups were in complete opposition to one another such as disputes over belief systems and religious and other cultural practices. I will compare the impact of the same disease on two different modern societies. I will list diseases in modern societies. I will debate their acceptance and treatments. I will categorize diseases based on their causes. Partition Negotiations Cultural Revolution Deterrence Decolonization Infrastructure Nuclear war Tier 3 Cuban Missile Crisis Space Race Command Economy Traditional Economy United Nations Iron Curtain Marshall Plan Korean War Domino Theory Third World Truman Doctrine NATO Warsaw Pact Arms Race 33

34 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions. I can identify various NGOS (local, national and international) and government agencies respond to natural disasters. I can identify how human modifications to the environment may have positive and negative implications. I will list strategies and steps that various non- governmental organizations and governmental agencies may undertake in order to respond to environmental disasters. I will list ways that human modifications to the environment have positive and negative implications. Communism Vietnam War Guerilla Warfare 38 th Parallel Vietcong Mandate of Heaven Khmer Rouge Demilitarized Zone Tier 2 Use Explain Construct Compare 34

35 7.E.1.4 Explain how personal financial decision- making impacts quality of life (e.g. credit, savings, investing, borrowing and giving). I can understand how making good economic decisions may lead to a better quality of life. I can understand how making bad personal financial decisions may have negative implications for the larger society. I will identify the benefits of saving, investing and giving. I will identify methods people use to save, invest, and create wealth. I will demonstrate how to use credit and borrowing responsibly. I will identify factors that may negatively impact quality of life e.g. accumulating too much debt, not planning for the future, and spending more than earn. Summarize Analyze Evaluate AIDS Specialization Import Export Birth Rate Death Rate Life Expectancy Quality of Life Fertility Rate Greenhouse Effect Globalization Outsourcing Pandemic Epidemic Sanctions Deforestation Desertification Natural Disaster Climate Change 35

36 Overpopulation Natural Resources Tier 3 Cuban Missile Crisis Space Race Command Economy Traditional Economy United Nations Iron Curtain Marshall Plan Korean War Domino Theory Third World Truman Doctrine NATO Warsaw Pact Arms Race Communism Vietnam War Guerilla Warfare 38 th Parallel Vietcong Mandate of Heaven Khmer Rouge Demilitarized Zone 36

37 Communism Independence movements in Africa, Asia, and the Americas Korean Conflict Middle East Conflict Vietnam Apartheid Emergence of Global Organizations 7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances) I can describe how expressions of culture may bring about political and social change by exposing political and social issues. I will compare and contrast various international economic alliances 37

38 Unit Topics Resources 1. Geography & Environments Latitude Longitude Song: (Polka) L to J 7th grade vocabulary (year long) Third World Farmer - Simulation Game about life of a farmer in the third world: Ayiti - Simulation about life of the poor in Haiti: Walking Around Europa - Quizzes about Euorpean geography current and past: Geosense - Competition game locating cities and countries around world: Sheppard Software, Geography Games: Mapmaking Activity: 2. Systems: Economic & Government Systems powerof26.org icivics.org (Types of Govern.) Govt. Conversation starter National Budget Simulator: 38

39 3. The Renaissance Digital Scriptorium - Medieval and Renaissance Manuscripts: Reformation Galileo s Life: The Renaissance Connection: Early Modern British History Activities and Lessons: Renaisssance and Reformation Blendspace Lesson: 4. The Enlightenment Timeline: Jeopardy Review: Enlightenment Age Review

40 5. Revolutions French Revolution: Lady Gaga You Tube French Revolution video French Revolution History in a Nutshell You Tube video Primary Source Activity looking at British newspaper reaction to French Revolution: (Industrial Revolution) 6. Imperialism/ Nationalism Napoleon: (Nationalism) Empire and Industry in British History Activities and Lessons: 7. WWI & WWII 40

41 (WWII) Early 20th Century British History Activities and Lessons: Interwar British History Activities and Lessons: Second World War British History Activities and Lessons: 8. The Cold War Era (Eastern Europe) (Western Europe) Postwar British History Activities and Lessons: Tools / Other Internet Archive - A variety of digital sources: Time Rime - Interactive TImeline: Scribble Maps - Draw on and Share Maps: Dipity - Interactive, Multimedia TImeline: Remanum - Civilization Strategy Game: Rise of Europe - Civilization Strategy Games: Repositories of Primary Sources - Links to universities around the world with digitized 41

42 primary sources: Help students showcase their work for both teachers and parents - Through this social site, teachers can manage lessons, engage students, share content, and connect with other educators. - Students can get creative with their learning with games, interactive activities, drawing tools, and more that are both fun and educational. YouTubeTimeMachine - Historical videos dating back as far as 1860: Interactive standards-based resources. 42

43 7 th Grade Social Studies Tiered Vocabulary Tier 1: Basic Vocabulary Tier 1 consists of the most basic vocabulary and typically does not require explicit instruction. These terms commonly appear in the spoken language. Tier 2: High Frequency Words Tier 2 words are important for reading comprehension and are often used across a variety of environments and content areas. They are more challenging for students, especially when seen in print. Tier 3: Low-Frequency (Context Specific) Tier 3 words are low-frequency words that occur in specific domains and subject areas. They are typically used within a specific subject area and are an integral part of instruction and content. These terms are taught explicitly within the content area. Introduction to 7 th Grade Social Studies Tier 1 Tier 2 Tier 3 Environment Religion Community Population Map Government Culture Society Region Use Explain Construct Compare Summarize Analyze Evaluate Primary Source Secondary Source Perspective Interaction Coordinates Scale Citizen Economy Geography Continent Hemisphere Latitude Longitude GPS Monarchy Theocracy Oligarchy Democracy Republic Market economy Traditional economy Mixed economy Command economy Civilization Arid Geography/Geographer 43

44 Landforms Physical Features Land use Constitution Renaissance and Reformation Cartography/Cartographer Demography/Demographe Tier 1 Tier 2 Tier 3 Leader Use Printing Press Movement Explain Secular Communication Construct Humanism Power Compare Counter-Reformation Technology Summarize Vernacular Radical Analyze 95 Theses Evaluate Protestant Perspective Catholic Innovations Excommunication Reform Renaissance Persecution Monarchy Philosophy Globalization Denomination Realism Doctrine Heresy Gutenberg Da Vinci Michelangelo Machiavelli Significant People 44

45 Shakespeare Luther Calvin Change Fairness Rights Rebellion Reason Logic Government Equality Freedom Slavery Power Independent Enlightenment and Revolution Tier 1 Tier 2 Tier 3 Use Explain Construct Compare Summarize Analyze Evaluate Innovation Democracy Colony Balance of Power Scientific Revolution Peninsular Mulattos Spanish Creoles Mestizos Nationalism Estates General Geocentric/Heliocentric Theory Enlightenment Natural Rights Separation of Powers Reign of Terror Declaration of the Rights of Man Absolute Monarchy Constitutional Monarchy Social Contract American Revolution French Revolution Latin American Revolutions Locke Montesquieu Bolivar Napolean Significant People 45

46 Voltaire Jefferson Rousseau King Louis XVI Hobbes De San Martin L Overture Hidalgo Exploration and Global Exchange Tier 1 Tier 2 Tier 3 Racism Conflict Conquest Power Gold Glory God Technology Movement Use Explain Construct Compare Summarize Analyze Evaluate Epidemic Nation-State Interdependence Pandemic Missionary Migration Colonization Imperialism Great Dying Triangular Trade Columbian Exchange Conquistadors Encomienda Mercantilism Capitalism Cape of Good Hope Northwest Passage Trade Route Slave Route Sovereignty Ethnocentric Indentured Servitude Significant People 46

47 Dias Cook Pizarro Hudson Drake DeSoto Balboa Columbus Cartier DeGama Invention Inventor Machine Farming Factory Produce Strike Transportation Labor Resources Poverty Pollution Industrial Revolution Tier 1 Tier 2 Tier 3 Use Explain Construct Compare Summarize Analyze Evaluate Immigration Raw Materials Industrialization Interchangeable Parts Domestic System Revolution Economic Political Modernization Productivity Textile Tenement Urbanization Monopoly Laissez-Faire Push Factor Pull Factor Socialism/Marxism Bourgeoisie Communism Supply and Demand Demographics Mass Production Agricultural Revolution Capitalism Labor Union Assembly Line Steam Engine Significant People 47