Rapid City Area Schools. Middle School Social Studies Curriculum

Transcription

1 Rapid City Area Schools Middle School Social Studies Curriculum APPROVED BY THE BOARD OF EDUCATION RAPID CITY AREA SCHOOLS NOVEMBER 2, 2006

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3 Contents Mission Statement 1 Purpose of Social Studies 1 Goals and Indicators 3 Format of the Standards Document 6 Performance Descriptors 7 Conclusion 7 Middle School Social Studies Curriculum Sixth Grade Course Description 8 Standards 9 Quick Reference 19 Performance Descriptors by Level 21 Performance Descriptors by Strand 24 Seventh Grade Course Description 29 Standards 30 Quick Reference 39 Performance Descriptors by Grade Level 41 Performance Descriptors by Strand 43 Eighth Grade Course Description 45 Standards 47 Quick Reference 57 Performance Descriptors by Level 59 Performance Descriptors by Strand 62 Glossary 65 3

4 Rapid City Area Schools th Street Rapid City, South Dakota Article I. Board of Education Margie Rosario...President Leah Lutheran... 1 st Vice President Sheryl Kirkeby... 2 nd Vice President Arnie Laubach...Member Leah Lutheran...Member David Janak...Member Douglas Kinniburgh...Member Sam Nearhood...Student Representative, Central HS Katie Aurand...Student Representative, Stevens HS Jessica Shireman...Student Representative, RC Academy Article II. Administration Dr. Peter Wharton... Superintendent of Schools Dr. Patricia Peel...Director of Student Achievement/Staff Development Ms. Kim Webber...Curriculum Consultant Article III. Community Advisory Committee Jace DeCory...Black Hills State University Dr. Charles Gritzner...South Dakota State University Liz Hamburg... Junior Achievement Dr. Carol Hess...Black Hills State University Art Robinson... Rapid City Area Schools, retired Donovin Sprague...Crazy Horse Memorial Craig Tieszen... Rapid City Police Department Dr. John Usera...Chiesman Center for Democracy Dr. David Wolff...Black Hills State University Article IV. Darcy Higbee Gwen Pequette Leatha Satterfield Nancy Harder Nancy Kroeger Trent Moehlman Greg Schumacher Kelly Vasquez Nancy Deranleau Larry Mintzlaff Joni Kinzer Middle School Social Studies Curriculum Committee Sixth Grade Sixth Grade Sixth Grade Seventh Grade Seventh Grade Seventh Grade Seventh Grade Seventh Grade Eighth Grade Eighth Grade TAG Coordinator Dakota Middle School South Middle School North Middle School South Middle School Southwest Middle School Dakota Middle School West Middle School North Middle School South Middle School North Middle School 4

5 MISSION STATEMENT The primary purpose of the social studies program in Rapid City Area Schools is to prepare young people to be positive and productive citizens who actively participate in civic affairs, who understand their role in a changing global society, and who can apply knowledge and skills from the social sciences in order to make informed and reasoned decisions for public and personal good. PURPOSE OF SOCIAL STUDIES Perhaps more than any other discipline, the social studies can and should provide students an opportunity to grow as independent decision-makers. This burden informs pedagogy and strategy for instruction. The standards in this document must be considered a vehicle to greater educational goals. The standards are developmentally appropriate and logically sequenced for use as a framework to assist student growth in the following skills: 1. Responsible citizenship found in the Civic (Government) standards. 2. Spatial awareness found in the Geography standards. 3. Economic literacy found in the Economics standards. 4. Historical analysis found in the World and United States History standards. The depth and breadth of the social studies should provide teachers endless possibilities to create enlivened lessons that foster student advancement in social studies skills. Teachers shall measure instructional success by student advancement and not the amount of material covered or the quantity memorized. The following standards can guide the content selection to promote student achievement but are not intended to limit instructional innovation. The social studies teacher aspires to provide instruction in the standards through meaningful, challenging, integrated, and active lessons. The standards support teachers in this quest. The foundation of this curriculum is designed to foster responsible decision making that benefits the local and tribal community, state, nation, and world. Responsible citizens are informed and active. They recognize their roles in connection with the world. The social studies standards are organized into five strands: United States History, World History, Geography, Civics (Government), and Economics. Each strand is addressed at every grade level with increasing rigor and relevance. Students in the Rapid City Area Schools should actively apply this knowledge through projects, classroom involvement, and volunteerism. 5

6 As students move from kindergarten through grade 12, levels of cognitive demand and complexity of content, skills, and processes increase. New skills emerge and basic skills are subsumed within more advanced skills as students progress through the grades. In consideration of developmental appropriateness, the committee has provided emphasis in each grade span as follows: Kindergarten through grade 2 standards emphasize building foundational skills in United States History, Geography, Civics, and Economics. Teachers guide students through a variety of activities to learn about concepts related to each of these strands. Grades 3 through 5 standards continue the strands listed above in K-2, along with an introduction to world history. There is an emphasis on civics in the larger community at grade 3, South Dakota history in the context of United States History and expansion at grade 4, and United States History at grade 5. Grade 6 standards are a survey of World History from prehistory to 1500 A.D. Grade 7 standards emphasize geographic skills and concepts. Grade 8 standards emphasize United States History to Reconstruction. Grade 9 through 12 standards emphasize United States History from Reconstruction (1877) to the present-day, World History from the Renaissance to present-day, and continuing to master all of the strands through the integration and application of knowledge about the facts and events that shape history. Mastery of social studies is a life-long process. Students graduating from the Rapid City Area Schools will have the skills necessary to be productive and responsible citizens. The Social Studies curriculum for the Rapid City Area Schools is aligned to South Dakota State Standards. The state standards can be found at 6

7 GOALS AND INDICATORS UNITED STATES HISTORY Goal 1 Students will understand the emergence and development of civilizations and cultures within the United States over time and place. RATIONALE: United States history is the cultural history of the nation. A knowledge of facts, people, and events that shaped our nation are essential to form a common memory of where our nation has been, what core events and values formed the nation, and what events and persons made decisions in the past that account for present circumstances. The organization of the standards rests on the belief that history is founded in a chronology that allows knowledgeable students to appreciate the patterns of cause and effect evident in historical decisions. Indicator 1: Indicator 2: Analyze United States historical eras to determine connections and cause/effect relationships in reference to chronology. Evaluate the influence/impact of various cultures, values, philosophies, and religions on the development of the United States. WORLD HISTORY Goal 2 Students will understand the emergence and development of world civilizations and cultures over time and place. RATIONALE: World History standards have been created as a separate strand of social studies standards based both on the attention to world history in national standards, and because the changing environment in which students live requires a global awareness that gives context to our own history and national aspirations. The organization of the standards is intended to help students probe specific historical events, ideas, movements, persons, and documents throughout world history that relate to the history and role of the United States in world events. Indicator 1: Indicator 2: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology. Evaluate the interaction of world cultures and civilizations, philosophies, and religions. 7

8 GEOGRAPHY Goal 3 Students will understand the interrelationships of people, places, and the environment. RATIONALE: Geography is the study of the United States and the world in spatial terms, providing a sense of place and regions, a knowledge of the physical systems that affect the characteristics, distribution, migration, and settlement of people, and the uses of resources. It is studied through the framework of the five themes: Location, Place, Human-Environment Interaction, Movement, and Regions. The geographically knowledgeable student recognizes the interactions of place and people, and the impact of that interaction on history, economics, and governments. Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region. Indicator 2: Analyze the relationships among the natural environments, the movement of peoples, and the development of societies. CIVICS (GOVERNMENT) Goal 4 Students will understand the historical development and contemporary role of governmental power and authority. RATIONALE: Civics (Government) emphasizes the importance of citizenship and civic literacy. This emphasis is necessary to develop the traits of responsible citizenship. The health of a democracy depends upon a well-informed and civic-minded citizenry to sustain it in an increasingly interdependent world. Indicator 1: Indicator 2: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents. Analyze the constitutional rights and responsibilities of United States citizens. 8

9 ECONOMICS Goal 5 Students will understand the impact of economics on the development of societies and on current and emerging national and international situations. RATIONALE: Economic, financial, and business literacy are important to an understanding of historical events and outcomes, and are important to students potential success in their lifetimes. These principles affect individuals in their roles as consumers and producers and affect how they vote in national, state, and local elections. Becoming economically literate enables students to function more effectively as citizens in making decisions about personal financial decisions and public policy. Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies. 9

10 (a) FORMAT OF THE STANDARDS DOCUMENT Standards are coded to cross-reference grades, strands, indicators, and standards. 1.US.1.1. Grade Strand Indicator Standard Grade refers to the grade level at which the standards are to be mastered by students. Strand refers to the major area of social studies this group of standards addresses. These strands are coded: US for United States History W for World History G for Geography C for Civics (Government) E for Economics Indicator refers to the number of the indicator for this strand. Each strand has one or more related indicators that describe key aspects of the goal. Indicators are the same throughout grades K-12. Standard refers to the number of the grade-level standard for the indicator. Examples found here in bold type are directly related and aligned to the level of the standard. These examples represent the level of difficulty intended in the grade-level standard and possible materials, activities, or sub-skills classroom instructors could use in teaching the standards. Standards written in italics are standards that have been added to the South Dakota State Standards for the students in the Rapid City Area Schools. Grade-level skills ( ) Bullets represent supporting skills for the current grade-level standard that students need to be taught in order to achieve the standards. Examples found here will not be bold because they are related and aligned to the supporting skills rather than the standards. ( ) Checkmarks are enabling skills for a next higher grade-level standard that are related to current grade-level standards and thus may be introduced at an earlier time. 10

11 Article V. Each set of grade-level standards is preceded by a course description/outline and is followed by a quick reference that may be copied and laminated. Article VI. PERFORMANCE DESCRIPTORS The performance descriptors are organized into proficiency levels. These proficiency levels describe the content and processes that a student at a given proficiency level may be expected to know, demonstrate, or perform. The performance descriptors have been embedded in each corresponding standard. To identify increasing proficiency in social studies, the levels are labeled as follows: Advanced: A student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency beyond that specified by the gradelevel standards. Proficient: A student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the grade-level standards. Basic: A student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the grade-level standards. A student performing below the basic level is unable to perform the content standards for the grade. Therefore, no description is provided below the basic level. CONCLUSION The committee provides, through the standards document, a framework for the teaching and learning of social studies content. The committee wishes to emphasize, however, that the real goal of social studies teachers is to inspire students to become committed, participating citizens. This requires that students develop skills and dispositions that are difficult to assess. Teachers who accomplish this goal with students practice the art as well as the science of teaching. They are professionals, who prioritize content that leads to citizenship skill development, beyond the achievement of the stated social studies standards, rather than teaching simply to either cover the material or teaching to the test. Social Studies is so much more than facts and dates; it is the singular discipline that can help students shape their lives, if teachers create that kind of atmosphere. The committee members believe that civic virtues are embedded within the standards but are not specifically addressed due to the inability to measure them, i.e., volunteerism, honesty, loyalty. They are confident that teachers will emphasize the importance of these vital components of social studies teaching and learning. 11

12 SIXTH GRADE COURSE DESCRIPTION/OUTLINE Course Description: The sixth grade social studies curriculum is designed in accordance with the discipline of history with the elements of civics, economics, and geography. The scope of the curriculum includes the study of ancient civilizations from the Stone Age through the Middle Ages. Course Outline: VI. Sixth Grade A. Geographical tools 1. Five themes of geography 2. Map skills B. Stone Age 1. Paleolithic 2. Neolithic C. River Valley Civilizations 1. Mesopotamia 2. Egypt 3. China 4. India D. Mediterranean Civilizations 1. Greece 2. Hellenistic Era 3. Rome E. Middle Eastern Civilizations 1. Byzantine 2. Islamic 3. Mongolian influence F. African Empires G. Mesoamerican/Andean Empires H. Middle Ages 9

13 Sixth Grade World History Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology. 6.W.1.1. Students are able to explain the development of society during the Stone Age. Identify the time periods of prehistoric man through artifacts and other archaeological findings Examples: Paleolithic, Upper-Paleolithic, Meso-/Neolithic Examples: tools, shelters, communication Advanced compare/contrast the development of societies during the Stone Age Proficient explain the development of society during the Stone Age Basic identify the time periods that occurred during the Stone Age 6.W.1.2. Students are able to explain the development of the River Valley civilizations based on their geographic locations. Mesopotamia Examples: Sumerians, Babylonians, Assyrians Examples: Tigris/Euphrates Rivers, Fertile Crescent Egypt Examples: Old Middle/New Kingdoms Example: Nile River China Examples: Shang Dynasty, Qin/Han Dynasties Examples: Huang He River, isolation India Example: Harappans Examples: Indus River, isolation Advanced connect the development of River Valley civilizations to their geographic locations Proficient explain the development of River Valley civilizations based on their geographic locations Basic list the River Valley civilizations 10

14 6.W.1.3. Students are able to explain the development of Mediterranean civilizations. Greece Examples: city states, Athens, Sparta Hellenistic Era Examples: Macedonia, Alexander Rome Example: transportation system Example: Romulus and Remus Advanced compare the development of the Mediterranean civilizations Proficient explain the development of Mediterranean civilizations Basic identify the characteristics of Mediterranean civilizations 6.W.1.4. Students are able to explain the development of the Middle Eastern civilizations. Byzantine Examples: trade routes, Constantinople, Black Sea Islamic Examples: Mecca, Jerusalem Mongolian influence Examples: Kiev, early czars Advanced compare the development of Middle Eastern civilizations Proficient explain the development of Middle Eastern civilizations Basic identify the characteristics of Middle Eastern civilizations 6.W.1.5. Students are able to explain the development of the African empires. Examples: Ghana, Mali, Songhai, Niger Advanced compare the development of African empires Proficient explain the development of African empires Basic identify the characteristics of African empires 6.W.1.6. Students are able to explain the development of the Mesoamerican/Andean empires. Examples: Maya, Aztec, Toltec, Inca, Olmec Advanced compare the development of Mesoamerican/Andean empires Proficient explain the development of Mesoamerican/Andean empires Basic identify the Mesoamerican/Andean empires 11

15 6.W.1.7. Students are able to explain the political, economic, and social changes that occurred during the Middle Ages. Examples: tribal migrations, feudal system, Crusades, rise of church leadership, diseases, 100 Years War Advanced analyze the political, economic, and social changes that occurred during the Middle Ages Proficient explain the political, economic, and social changes that occurred during the Middle Ages Basic identify the social changes that occurred during the Middle Ages 12

16 Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions. 6.W.2.1. Students are able to describe how the structure of Stone Age society changed because of the agricultural revolution. Examples: domestication of animals and plants, rise of trading centers Advanced compare/contrast how the structure of Stone Age society changed because of the agricultural revolution Proficient describe how the structure of Stone Age society changed because of the agricultural revolution Basic identify one change that occurred due to the agricultural revolution during the Stone Age 6.W.2.2. Students are able to identify the cultural contributions of the River Valley Civilizations. Mesopotamia Examples: codified laws, Epic of Gilgamesh, city states, polytheism, monotheism, cuneiform, specialization of labor, Judaism Examples: Sargon, Hammurabi, Abram Egypt Examples: hieroglyphics, papyrus, mummification, architecture, pharaohs, calendar, medicine Examples: Cheops, Hatshepsut, King Tut, Ramses China Examples: gunpowder, Great Wall, Silk Road, Taoism, Confucianism Examples: Shang, Qin, Han Dynasties India Examples: Hinduism, caste system, Buddhism, medicine, mathematics, Mauryan Empire Example: Prince Siddartha Advanced describe the River Valley Civilizations cultural contributions to the advancements of their society Proficient identify the cultural contributions of the River Valley Civilizations Basic match the cultural contributions of the River Valley Civilizations 13

17 6.W.2.3. Students are able to identify the cultural contributions of the Mediterranean civilizations. Greece Examples: philosophers, literature, art, science, government, Persian War, mythology, architecture, astronomy, Olympics Examples: Socrates, Pythagoras Hellenistic Era Examples: Phillip II, Alexander Example: conquest of Persian Empire Rome Examples: philosophers, literature, art, science, government, mythology, architecture, Latin language, Christianity Examples: Caesar Augustus, Julius Caesar, Barbarians, Constantine Advanced describe Mediterranean civilizations cultural contributions to the advancements of their society Proficient identify the cultural contributions of the Mediterranean civilizations Basic match the cultural contributions of the Mediterranean civilizations 6.W.2.4. Students are able to identify the cultural contributions of the Middle Eastern civilizations. Byzantine Examples: Justinian Code, Eastern Orthodoxy, architecture Example: Constantine Islamic Examples: Islam, Arabic numerals, pilgrimage Examples: Mohammed, Saladin Mongolian Examples: Mongol invasions, Orthodox Christianity Example: Genghis Khan Advanced describe Middle Eastern civilizations cultural contributions to the advancements of their society Proficient identify the cultural contributions of the Middle Eastern civilizations Basic match the cultural contributions of the Middle Eastern civilizations 14

18 6.W.2.5. Students are able to identify the cultural contributions of the African empires. Examples: slave trade, Muslim traders, Timbuktu, tribal society Advanced describe African empires cultural contributions to the advancements of their society Proficient identify the cultural contributions of the African empires Basic match the cultural contributions of the African empires 6.W.2.6. Students are able to identify the cultural contributions of the Mesoamerican/Andean Empires. Examples: calendar, astronomy, mathematics, step pyramids, recreation and games, agriculture, class structure, religion, irrigation Example: Montezuma Advanced describe Mesoamerican/Andean Empires cultural contributions to the advancements of their society Proficient identify the cultural contributions of the Mesoamerican/Andean Empires Basic recognize a cultural contribution of the Mesoamerican/Andean Empires 6.W.2.7. Students are able to identify the cultural contributions of the Middle Ages. Examples: rise of Middle Class, government, Magna Carta, art, architecture Examples: Charlemagne, Marco Polo, William the Conqueror, Joan of Arc Advanced describe the cultural contributions of the Middle Ages to the advancements of society Proficient identify the cultural contributions of the Middle Ages Basic recognize a cultural contribution of the Middle Ages 15

19 Sixth Grade Geography Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region. 6.G.1.1. Students are able to select appropriate resources, data services, and geographic tools to interpret information. Use atlases and maps to locate and identify ancient civilizations Advanced create a map(s) of an ancient civilization Proficient select appropriate resources, data services, and geographic tools to interpret information Basic recognize the different resources and geographic tools 6.G.1.2. Students are able to apply location, direction, size, and/or shape to maps. Example: Tigris/Euphrates in relationship to the Nile Examples: compass rose, legends, map scale Advanced create a map to scale Proficient apply location, direction, size, and/or shape to maps Basic recognize location, direction, size, and/or shape on maps 6.G.1.3. Students are able to identify characteristics of various locations, places, and regions. Example: physical features of the River Valley Civilizations Identify the five themes of geography (location, place, movement, human/environment interaction, region) Identify physical geographic regions as impacted by climate and physical features that impact climate Examples: temperate, polar, tropical, latitude, mountains, elevation, proximity to large bodies of water Advanced explain how physical location and natural environmental changes impacted an ancient civilization Proficient identify characteristics of various locations, places, and regions Basic list characteristics of various locations, places, and regions of an ancient civilization 16

20 Sixth Grade Civics (Government) Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents. 6.C.1.1. Students are able to relate forms of governments to their civilizations. Examples: priest-kings vs. god-kings, city-states, Athenian democracy vs. republic, monarchy, theocracy, feudalism Advanced compare/contrast governments and their influences on civilization Proficient relate forms of governments to their civilizations Basic identify forms of government 6.C.1.2. Students are able to identify relationships of events, ideals, and written documents to changes in civilizations. Examples (events): Crusades, spread of disease, Black Death Examples (ideals): Platonic philosophy, rise of major religions Examples (documents): Hammurabi s Code, Twelve Tablets of Rome, Justinian Code, Magna Carta Advanced examine the relationships of events, ideals, and written documents to changes in civilizations Proficient identify relationships of events, ideals, and written documents to changes in civilizations Basic identify events and written documents that influenced civilizations 17

21 Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens. 6.C.2.1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. Example: Roman compared to United States citizenship Advanced determine how historical civilizations influenced the rights and responsibilities of citizens today Proficient recognize how historical civilizations influence the rights and responsibilities of citizens today Basic list five rights and responsibilities of citizens today 18

22 Sixth Grade Economics Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies. 6.E.1.1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. Examples: hunting and gathering, agricultural revolution, scarcity/surplus of natural resources, transportation, slavery, property ownership Advanced explain the consequences of failing to meet the needs and wants of society Proficient explain societies attempts to satisfy their basic needs and wants by utilizing resources Basic identify a society s basic needs 6.E.1.2. Students are able to identify basic economic systems through the Middle Ages. Examples: traditional, market Advanced compare/contrast past and present economic systems Proficient identify basic economic systems through the Middle Ages Basic identify one basic economic system through the Middle Ages 6.E.1.3. Students are able to identify the effects of economic systems on society. Examples: urbanization, specialization, class system, trade routes, gender roles Examples: money values, standardization of money systems Advanced discuss the cause and effects of economic systems on a society Proficient identify the effects of economic systems on a society Basic identify an effect of an economic system on a society 19

23 Grade 6/World History (6.W) 6 th Grade Quick Reference Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology. (6.W.1) Standards: 1. Students are able to explain the development of society during the Stone Age. (6.W.1.1) 2. Students are able to explain the development of the River Valley civilizations based on their geographic locations. (6.W.1.2) 3. Students are able to explain the development of Mediterranean civilizations. (6.W.1.3) 4. Students are able to explain the development of the Middle Eastern civilizations. (6.W.1.4) 5. Students are able to explain the development of the African empires. (6.W.1.5) 6. Students are able to explain the development of the Mesoamerican/Andean empires. (6.W.1.6) 7. Students are able to explain the political, economic, and social changes that occurred during the Middle Ages. (6.W.1.7) Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions. (6.W.2) Standards: 1. Students are able to describe how the structure of Stone Age society changed because of the agricultural revolution. (6.W.2.1) 2. Students are able to identify the cultural contributions of the River Valley Civilizations. (6.W.2.2) 3. Students are able to identify the cultural contributions of the Mediterranean civilizations. (6.W.2.3) 4. Students are able to identify the cultural contributions of the Middle Eastern civilizations. (6.W.2.4) 5. Students are able to identify the cultural contributions of the African empires. (6.W.2.5) 6. Students are able to identify the cultural contributions of the Mesoamerican / Andean Empires. (6.W.2.6) 7. Students are able to identify the cultural contributions of the Middle Ages. (6.W.2.7) 20

24 Grade 6/Geography (6.G) Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region. (6.G.1) Standards: 1. Students are able to select appropriate resources, data services, and geographic tools to interpret information. (6.G.1.1) 2. Students are able to apply location, direction, size, and/or shape to maps. (6.G.1.2) 3. Students are able to identify characteristics of various locations, places, and regions. (6.G.1.3) Grade 6/Civics (Government) (6.C) Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents. (6.C.1) Standards: 1. Students are able to relate forms of governments to their civilizations. (6.C.1.1) 2. Students are able to identify relationships of events, ideals, and written documents to changes in civilizations. (6.C.1.2) Indicator 2: Analyze the constitutional rights and responsibilities of United States citizens. (6.C.2) Standard: 1. Students are able to recognize how historical civilizations influence the rights and responsibilities of citizens today. (6.W.2.1) Grade 6/Economics (6.E) Indicator 1: Analyze the role and relationships of economic systems on the development, utilization, and availability of resources in societies. (6.E.1) Standards: 1. Students are able to explain societies attempts to satisfy their basic needs and wants by utilizing resources. (6.E.1.1) 2. Students are able to identify basic economic systems through the Middle Ages. (6.E.1.2) 3. Students are able to identify the effects of economic systems on society. (6.E.1.3) (Copy and laminate for quick reference at your desk) 21

25 Sixth Grade Performance Descriptors ADVANCED: Sixth grade students performing at the advanced level may: World History 1.1 compare/contrast the development of societies during the Stone Age 1.2 connect the development of River Valley civilizations to their geographic locations 1.3 compare the development of the Mediterranean civilizations 1.4 compare the development of Middle Eastern civilizations 1.5 compare the development of African empires 1.6 compare the development of Mesoamerican/Andean empires 1.7 analyze the political, economic, and social changes that occurred during the Middle Ages 2.1 compare/contrast how the structure of Stone Age society changed because of the agricultural revolution 2.2 describe the River Valley Civilizations cultural contributions to the advancements of their society 2.3 describe Mediterranean civilizations cultural contributions to the advancements of their society 2.4 describe Middle Eastern civilizations cultural contributions to the advancements of their society 2.5 describe African empires cultural contributions to the advancements of their society 2.6 describe Mesoamerican/Andean Empires cultural contributions to the advancements of their society 2.7 describe the cultural contributions of the Middle Ages to the advancements of society Geography 1.1 create a map(s) of an ancient civilization 1.2 create a map to scale 1.3 explain how physical location and natural environmental changes impacted an ancient civilization Civics (Government) 1.1 compare/contrast governments and their influences on civilization 1.2 examine the relationships of events, ideals, and written documents to changes in civilizations 2.1 determine how historical civilizations influenced the rights and responsibilities of citizens today Economics 1.1 explain the consequences of failing to meet the needs and wants of society 1.2 compare/contrast past and present economic systems 1.3 discuss the cause and effects of economic systems on a society 22

26 PROFICIENT: Sixth grade students performing at the proficient level may: World History 1.1 explain the development of society during the Stone Age 1.2 explain the development of River Valley civilizations based on their geographic locations 1.3 explain the development of Mediterranean civilizations 1.4 explain the development of Middle Eastern civilizations 1.5 explain the development of African empires 1.6 explain the development of Mesoamerican/Andean empires 1.7 explain the political, economic, and social changes that occurred during the Middle Ages 2.1 describe how the structure of Stone Age society changed because of the agricultural revolution 2.2 identify the cultural contributions of the River Valley Civilizations 2.3 identify the cultural contributions of the Mediterranean civilizations 2.4 identify the cultural contributions of the Middle Eastern civilizations 2.5 identify the cultural contributions of the African empires 2.6 identify the cultural contributions of the Mesoamerican/Andean Empires 2.7 identify the cultural contributions of the Middle Ages Geography 1.1 select appropriate resources, data services, and geographic tools to interpret information 1.2 apply location, direction, size, and/or shape to maps 1.3 identify characteristics of various locations, places, and regions Civics (Government) 1.1 relate forms of governments to their civilizations 1.2 identify relationships of events, ideals, and written documents to changes in civilizations 2.1 recognize how historical civilizations influence the rights and responsibilities of citizens today Economics 1.1 explain societies attempts to satisfy their basic needs and wants by utilizing resources 1.2 identify basic economic systems through the Middle Ages 1.3 identify the effects of economic systems on a society 23

27 BASIC: Sixth grade students performing at the basic level may: World History 1.1 identify the time periods that occurred during the Stone Age 1.2 list the River Valley civilizations 1.3 identify the characteristics of Mediterranean civilizations 1.4 identify the characteristics of Middle Eastern civilizations 1.5 identify the characteristics of African empires 1.6 identify the Mesoamerican/Andean empires 1.7 identify the social changes that occurred during the Middle Ages 2.1 identify one change that occurred due to the agricultural revolution during the Stone Age 2.2 match the cultural contributions of the River Valley Civilizations 2.3 match the cultural contributions of the Mediterranean civilizations 2.4 match the cultural contributions of the Middle Eastern civilizations 2.5 match the cultural contributions of the African empires 2.6 recognize a cultural contribution of the Mesoamerican/Andean Empires 2.7 recognize a cultural contribution of the Middle Ages Geography 1.1 recognize the different resources and geographic tools 1.2 recognize location, direction, size, and/or shape on maps 1.3 list characteristics of various locations, places, and regions of an ancient civilization Civics (Government) 1.1 identify forms of government 1. identify events and written documents that influenced civilizations 2.1 list five rights and responsibilities of citizens today Economics 1.1 identify a society s basic needs 1.2 identify one basic economic system through the Middle Ages 1.3 identify an effect of an economic system on a society 24

28 Sixth Grade World History Performance Descriptors ADVANCED: Sixth grade students performing at the advanced level will: 1.1 compare/contrast the development of societies during the Stone Age 1.2 connect the development of River Valley civilizations to their geographic locations 1.3 compare the development of the Mediterranean civilizations 1.4 compare the development of Middle Eastern civilizations 1.5 compare the development of African empires 1.6 compare the development of Mesoamerican/Andean empires 1.7 analyze the political, economic, and social changes that occurred during the Middle Ages 2.1 compare/contrast how the structure of Stone Age society changed because of the agricultural revolution 2.2 describe the River Valley Civilizations cultural contributions to the advancements of their society 2.3 describe Mediterranean civilizations cultural contributions to the advancements of their society 2.4 describe Middle Eastern civilizations cultural contributions to the advancements of their society 2.5 describe African empires cultural contributions to the advancements of their society 2.6 describe Mesoamerican/Andean Empires cultural contributions to the advancements of their society 2.7 describe the cultural contributions of the Middle Ages to the advancements of society PROFICIENT: Sixth grade students performing at the proficient level will: 1.1 explain the development of society during the Stone Age 1.2 explain the development of River Valley civilizations based on their geographic locations 1.3 explain the development of Mediterranean civilizations 1.4 explain the development of Middle Eastern civilizations 1.5 explain the development of African civilizations 1.6 explain the development of Mesoamerican/Andean empires 1.7 explain the political, economic, and social changes that occurred during the Middle Ages 2.1 describe how the structure of Stone Age society changed because of the agricultural revolution 2.2 identify the cultural contributions of the River Valley Civilizations 2.3 identify the cultural contributions of the Mediterranean civilizations 2.4 identify the cultural contributions of the Middle Eastern civilizations 2.5 identify the cultural contributions of the African empires 2.6 identify the cultural contributions of the Mesoamerican/Andean Empires 2.7 identify the cultural contributions of the Middle Ages 25

29 BASIC: Sixth grade students performing at the basic level will: 1.1 identify the time periods that occurred during the Stone Age 1.2 list the River Valley civilizations 1.3 identify the characteristics of Mediterranean civilizations 1.4 identify the characteristics of Middle Eastern civilizations 1.5 identify the characteristics of African empires 1.6 identify the Mesoamerican/Andean empires 1.7 identify the social changes that occurred during the Middle Ages 2.1 identify one change that occurred due to the agricultural revolution during the Stone Age 2.2 match the cultural contributions of the River Valley Civilizations 2.3 match the cultural contributions of the Mediterranean civilizations 2.4 match the cultural contributions of the Middle Eastern civilizations 2.5 match the cultural contributions of the African empires 2.6 recognize a cultural contribution of the Mesoamerican/Andean Empires 2.7 recognize a cultural contribution of the Middle Ages 26

30 Sixth Grade Geography Performance Descriptors ADVANCED: Sixth grade students performing at the advanced level will: 1.1 create a map(s) of an ancient civilization 1.2 create a map to scale 1.3 explain how physical location and natural environmental changes impacted an ancient civilization PROFICIENT: Sixth grade students performing at the proficient level will: 1.1 select appropriate resources, data services, and geographic tools to interpret information 1.2 apply location, direction, size, and/or shape to maps 1.3 identify characteristics of various locations, places, and regions BASIC: Sixth grade students performing at the basic level will: 1.1 recognize the different resources and geographic tools 1.2 recognize location, direction, size, and/or shape on maps 1.3 list characteristics of various locations, places, and regions of an ancient civilization Sixth Grade Civics (Government) Performance Descriptors ADVANCED: Sixth grade students performing at the advanced level will: 1.1 compare/contrast governments and their influences on civilization 1.2 examine the relationships of events, ideals, and written documents to changes in civilizations 2.1 determine how historical civilizations influenced the rights and responsibilities of citizens today PROFICIENT: Sixth grade students performing at the proficient level will: 1.1 relate forms of governments to their civilizations 1.2 identify relationships of events, ideals, and written documents to changes in civilizations 2.1 recognize how historical civilizations influence the rights and responsibilities of citizens today BASIC: Sixth grade students performing at the basic level will: 1.1 identify forms of government 1.2 identify events and written documents that influenced civilizations 2.1 list five rights and responsibilities of citizens today 27

31 Sixth Grade Economics Performance Descriptors ADVANCED: Sixth grade students performing at the advanced level will: 1.1 explain the consequences of failing to meet the needs and wants of society 1.2 compare/contrast past and present economic systems 1.3 discuss the cause and effects of economic systems on a society PROFICIENT: Sixth grade students performing at the proficient level will: 1.1 explain societies attempts to satisfy their basic needs and wants by utilizing resources 1.2 identify basic economic systems through the Middle Ages 1.3 identify the effects of economic systems on a society BASIC: Sixth grade students performing at the basic level will: 1.1 identify a society s basic needs 1.2 identify one basic economic system through the Middle Ages 1.3 identify an effect of an economic system on a society S i x t h G r a d e P e r f o r m a n c e D e s 28

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33 SEVENTH GRADE COURSE DESCRIPTION/OUTLINE Course Description: The seventh grade social studies curriculum is designed to explore the regions of North America, South America, Latin America, and Western Europe. Students will learn the themes of geography and develop geographical skills that will allow them to compare and contrast the various elements of our world nations. Course Outline: VII. SEVENTH GRADE A. Introduction to geography 1. Geography Tools and Skills a. Map Skills b. Charts and Graphs c. Vocabulary 2. Five themes of geography a. Location b. Place c. Movement d. Human/environment interaction e. Region 3. Kinds of geography a. Physical b. Human c. Regional d. Economic 4. Culture a. Institutions 1. Government 2. Economics 3. Family Structure 4. Religion 5. Education b. History c. Population 1. Pyramids 2. Migrations B. Regions 1. United States 2. Canada 3. Western Europe 4. Mexico 5. Caribbean 6. Central America 7. South America C. Current Events 30

34 Seventh Grade Geography Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region. 7.G.1.1. Students are able to select appropriate resources, data services, and geographic tools to interpret information. Use atlases, maps and satellite images Analyze charts/graphs Demonstrate proper use of latitude, longitude, time zones Advanced create an atlas for South Dakota Proficient select appropriate resources, data services, and geographic tools to interpret information Basic use an atlas to locate a specific site or region 7.G.1.2. Students are able to apply location, direction, size, and/or shape to maps. Examples: South Dakota s location relative to neighboring states, individual countries in relationship to other countries Apply location, direction, size, and/or shape to the Western Hemisphere and Western Europe Apply absolute and relative locations Demonstrate cardinal and intermediate directions Advanced invent a new landmass and include direction, location, size, and shape and apply it to a map Proficient apply location, direction, size, and/or shape to maps Basic apply location, size, and/or shape to maps 31

35 7.G.1.3. Students are able to identify characteristics of various locations, places*, and regions. Examples: physical features, population Identify physical geographic regions as impacted by climate Examples: temperate, polar, tropical Identify regions of the United States Examples: political, physical (plains, mountains, costal), economic, historical Examples: New England, Bread Basket, Iron Belt, Midwest Distinguish between the five themes of geography Describe the basics of climate to understand the physical settings of various regions Examples: latitude, wind and ocean currents, mountains and orographic effect, elevation, proximity to large bodies of water Advanced extrapolate regional characteristics with the global environment Proficient identify characteristics of the 5 themes of geography Basic list characteristics of various locations, places, and regions *Clarification: indicate human and physical characteristics 7.G.1.4. Students are able to identify population distribution, growth rates, and characteristics of human populations. Identify the characteristics and the distribution of population both locally and in other parts of the world Examples: age, gender, ethnicity, religion Describe the demographic structure of a population by creating and analyzing population pyramids Explain reasons for variation in population distribution Advanced explain the primary factors that account for areas of high and low population density worldwide Proficient identify population distribution, growth rates, and characteristics of human populations Basic list reasons for population distribution 32

36 Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies. 7.G.2.1. Students are able to identify natural environmental changes that impact regions and settlement patterns. Examples: El Niño, volcanic eruptions, tropical storms, earthquakes, tsunamis Advanced design an emergency evacuation plan for your neighborhood Proficient identify natural environmental changes that impact regions and settlement patterns Basic identify a natural environmental change 7.G.2.2. Students are able to identify how humans impact and are affected by the natural environment. Examples: deforestation, dam building, roads, clothing, housing, diet Analyze how humans modify and adapt to their environment (Human/Environment Interaction) Advanced design a campaign to save the rain forest Proficient identify how humans impact and are affected by the natural environment Basic explain how natural disasters affect people 7.G.2.3. Students are able to describe the impact of the natural environment on settlement patterns. Properly use distribution maps Compare physical maps to population distribution maps Examples: deserts, mountains, rivers, coastlines, prairies Advanced interpret how physical location relates to the environment and impacts the settlement pattern of a region Proficient describe the impact of the natural environment on settlement patterns Basic describe why people settle near water 33

37 7.G.2.4. Students are able to identify how human migration impacts politics, the environment, and regions. Examples: changing South Dakota demographics, pollution, government services, employment, societal norms Identify the causes of human migration Examples: push and pull factors Explain the concept of culture Describe regional and local settlement patterns Examples: reservations, family, ethnic commonalities, employment Describe the institutions found within a society Examples: education, government, religion, economics, family Describe how cultures and cultural landscapes change Examples: diffusion, acculturation, innovation, population shifts Advanced explain how human migration impacts politics, the environment, and regions Proficient identify how human migration impacts politics, the environment, and regions Basic tell what happens when several people move to a new location at one time 34

38 Seventh Grade Civics (Government) Grade Standards, Supporting Skills, Examples, and Performance Descriptors Indicator 1: Analyze forms and purposes of government in relationship to the needs of citizens and societies including the impact of historical events, ideals, and documents. 7.C.1.1. Students are able to describe how government impacts the characteristics of place. Examples: laws and norms, political boundaries Locate and identify the states on a map and identify their capitals Identify major Western Hemisphere and Western European countries on a map Identify forms of governments with their countries and their administrative capitals Examples: democracy-united States; constitutional monarchy-canada; dictatorship- Cuba; theocracy-iran Advanced compare and contrast governments and their influence on regions Proficient describe how government impacts the characteristics of place (theme) Basic identify roles of government within a country 7.C.1.2. Students are able to identify historical events that impacted individual governments. Examples: Puerto Rico becoming a commonwealth, fall of Berlin Wall, Quebec s attempt at secession Advanced explain how historical events changed individual governments Proficient identify historical events that impacted individual governments Basic match historical events to their individual governments 35