GESD Social Studies Pacing Guide Grade 7

Size: px
Start display at page:

Download "GESD Social Studies Pacing Guide Grade 7"

Transcription

1 These are all standards that can be integrated throughout the year, within various units of instruction. Economics Geography History Research Skills Current Events Strand 5, Concept 1: Foundations of Economics Strand 4, Concept 1: The World in Spatial Terms Strand 1, Concept 1: Research Skills for History Strand 2, Concept 9: Contemporary World PO 1. Explain how limited resources and unlimited human wants cause people to choose some things and give up others. PO 2. Analyze how scarcity, opportunity costs, and tradeoffs, influence decision-making. PO 3. Analyze how individuals, governments and businesses make choices based on the availability of resources. PO 4. Apply Adam Smith s ideas of a market economy to: a. property rights b. freedom of enterprise c. competition d. consumer choice e. limited role of government PO 5. Describe the impact of the availability and distribution of natural resources on an economy. PO 1. Construct maps, charts, and graphs to display geographic information. PO 2. Identify purposes and differences of maps, globes, aerial photographs, charts, and satellite images. PO 3. Interpret maps, charts, and geographic databases using geographic information. PO 4. Locate physical and cultural features (e.g., continents, cities, countries, bodies of water, landforms, mountain ranges, climate zones) throughout the world. PO 5. Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions. (Apply to regions studied.) PO 1. Construct charts, graphs, and narratives using historical data. PO 2. Interpret historical data displayed in graphs, tables, and charts. PO 3. Construct timelines (e.g., presidents/ world leaders, key events, people) of the historical era being studied. PO 4. Formulate questions that can be answered by historical study and research. PO 5. Describe the difference between a primary source document and a secondary source document and the relationships between them. PO 6. Determine the credibility and bias of primary and secondary sources PO 7. Analyze cause and effect relationships between and among individuals and/or historical events. PO 8. Analyze two points of view on the same historical event. PO 1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). PO 2. Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). PO 3. Analyze how world events of the late 20 th century and early 21 st century affected, and continue to affect, the social, political, geographic, and economic climate of the world (e.g., terrorism, globalization, conflicts, interdependence, natural disasters, advancements in science and technology and environmental issues).

2 Suggested Timeline 1 st Quarter Unit 1- PEGS 3 Weeks (1 week emphasis on geography and incorporated throughout the year) PEGS intro prior to in depth content instruction. AZ State Social Studies Standards- By Unit Political- Concept 4: Rights, Responsibilities, and Roles of Citizenship Economic- Concept 1: Foundations of Economics Concept : 5 Personal Finance Geography- Concept 2: Places and Regions Concept 4: Human Systems Concept 6: Geographic Applications Essential Questions Suggested Learning Target / Common Core ELA Alignment Political Students will identify PEGS What are the elements within social studies and responsibilities and current events. powers of governments? Example: Natural Disaster What are the different systems countries use to govern their nations? Economic How does the economy impact general life for all people? Geographic In what ways do geographic features and conditions influence historic and current events. Political- direct involvement of state and federal government in re-building process Economic- destruction of local economy Geographic- destruction of land/ environment Vocabulary/Terms (Content/ Academic) Political Government Authority Conflict Constitution/ laws/ rights Economic Employment Supply Demand Finance Geographic Environment Climate Natural resources Social- Concept 4: Human Systems Concept 9: Contemporary World Social In what ways do human interactions affect world events? Social- human casualties, disruption of lifestyle (interruption in day to day activities and amenities) Students will make connections between PEGS Social Culture Language Traditions Values/ Morals

3 Suggested Timeline 1 st Quarter Continued Unit 2 Civil War AZ State Social Studies Standards- By Unit Strand 1, Concept 6: Civil War and Reconstruction PO 1. Analyze the factors leading to the Civil War: GESD Suggestion: PEGS of North and South prior to the start of the Civil War a. role of abolitionists and Underground Railroad b. Sectionalism and States Rights c. Westward expansion (spread of slavery to new states) d. Missouri and 1850 Compromises e. Dred Scott Decision (S3:C3:PO1) f. KansasNebraska Act PO 2. Determine the significance of the following events of the Civil War: a. firing on Fort Sumter b. major battles Bull Run, Antietam Vicksburg, Gettysburg c. Enactment of the Emancipation Proclamation d. Sherman s march e. surrender at Appomattox PO 3. Describe significance of the following individuals or groups in the Civil War: a. political leaders (i.e., Abraham Lincoln, Jefferson Davis) b. military leaders (e.g., Robert E. Lee, Ulysses S. Grant, William Tecumseh Sherman, Thomas Stonewall Jackson) c. role of AfricanAmericans d. role of Women Essential Questions Suggested Learning Target / Common Core ELA Alignment What were the strengths and weaknesses of the North and the South? (PEGS) What were the causes of the Civil War related to slavery which led to the Southern secession? Why did neither the North nor the South gain a strong advantage during the early years of the war? How did events/ battles change the course of the Civil War? How did the role as president differ for Lincoln and Davis during the war? How did the roles as generals differ from the North and the South? Compare and contrast the North and the South prior to the start of the Civil War. WHST.7.9 Draw evidence from informational text Evaluate the importance of the issues of the time period that led to the Civil War. Select the one with the most significance and support your claim. (Use list A-F) WHST 7.1 A/ 7.1B CLAIMS Create a timeline of Civil War Battles, which include an evaluation of the effects of each outcome on the progression of the war as a whole. WHST.7.2 informative/ explanatory text Analyze the leadership of the North and the South and evaluate its impact on the direction and result of the war. RH Cite Text Evidence Vocabulary/Terms (Content/ Academic) Content Abolitionist Underground Railroad Sectionalism Secession States right Border States Emancipation Proclamation Dred Scott Abraham Lincoln Robert E. Lee Ulissess S. Grant William Tecumseh Sherman Thomas Stonewall Jackson Amendment Reconstruction Jim Crow Laws Black Codes Dawes Act Triangular (Slave) Trade Pickett s Charge George Picket Confederacy Union Appomattox Courthouse Total War Minie ball

4 Civil War Continued PO 4. Analyze the impact of the Civil War on the following personal, social, and economic aspects of American life: a. Americans fighting Americans b. high casualties caused by disease and the type of warfare c. widespread destruction of American property d. change in status of freed slaves e. value of railroads and industry PO 5. Describe the impact of various events and movements that influenced Reconstruction: a. Lincoln s assassination b. Ku Klux Klan and the development of Jim Crow laws c. Freedmen s Bureau d. Civil War Constitutional Amendments *S3C4:PO5 Eighteenth, Nineteenth, Twenty-first Amendment, Black Codes, Dawes Act PO 6. Describe the basic provisions of the Thirteenth, Fourteenth-judicial decision of Plessy v. Ferguson (S3C3:PO1b), and Fifteenth Amendments. How did their contributions change the direction/outcomes of the war? In what ways were the social norms changes due to the Civil War and the status of freed slaves? How did the war change the population, landscape, and industry of the United States? How did Lincoln s assassination influence reconstruction? Why were the laws during Reconstruction so pivotal in rebuilding the United States? Compare and contrast the North and the South post war according to PEGS. Evaluate the social impact of reconstruction as the result of the creation of legislation. (PO 5 and 6) RH Cite textual evidence WHST Draw evidence Academic Compromise Civil War Casualties Industrialization Assassination Infection Naval blockade

5 Suggested Timeline 2 nd Quarter Unit 3 Industrial Revolution and Progressive Era (Complete before winter break) AZ State Social Studies Standards- By Unit Strand 2, Concept 6: Age of Revolution PO 1. Describe how innovations and inventions during the Industrial Revolution impacted industry, manufacturing, and transportation. PO 2. Determine the effect of the Industrial Revolution on the Western World: a. growth of cities b. rise of middle class c. spread of industrialism d. rise of imperialism (covered in Unit 4) e. foundation for future technological advances f. labor issues Strand 1, Concept 7: Emergence of the Modern United States PO 1. Examine the reasons why people emigrated from their homelands to settle in the United States during the late 19th century. PO 2. Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a large numbers of immigrants. PO 3. Discuss how the Industrial Revolution in the United States was supported by multiple factors (e.g. geographic security, abundant natural resources, innovations in technology, available labor, global markets). Essential Questions Suggested Learning Target / Common Core ELA Alignment How did innovations and inventions influence growth of cities and Determine the PEGS of the industries? AGE of Revolution. What were factors that influenced Industrial Revolution on the Western World? What is the connection between growth of city populations and labor issues? Why did people emigrate to the United States during the late 19 th century? How was the United States positively and negatively affected by arrival of large numbers of immigrants? What were the factors that supported the Industrial Revolution? Produce a list of PROS and CONS of growth of cities resulted from the Industrial Revolution. WHST A/ 6-8.1B CLAIMS Create and support an argument for either a positive or negative impact of a large number of immigrants arriving in the United States during the late 19 th century. (on cities and industries) WHST6-8.1 argument Write a letter to a government Vocabulary/Terms (Content/ Academic) Content Labor unions Push/ Pull Factors Industrial Revolution Suffrage Trust Busting Conservation Temperance Free Enterprise Academic Innovations Industrialization Urban Rural Suburb Middle class Manufacture Mass production Migration Natural resources Immigration Revolution Reform Textiles Investors Financers Populous

6 Industrial Revolution and Progression Age continued PO 4. Discuss the relationship between immigration and industrialization. PO 5. Analyze the impact of industrialization on the United States: a. rural to urban migration b. factory conditions c. unions d. influence of big businesses PO 6. Describe the following Progressive Reforms that resulted from the Industrial Revolution: a. labor unions b. Women s Suffrage c. trust busting d. conservation of natural resources e. Temperance Movement How was the United States impacted by the industrialization? How did Progressive Reforms create change in the United States related to PEGS? official lobbying/persuading legislation for labor laws as a result of poor factory conditions. Example: Triangle Shirtwaist Factory Fire WHST Relevant Information Compile a list of information relating to one element of the progressive era. Use the information to analyze the significance of a political cartoon and support a given point of view. RH Central Ideas of a Primary Sources PO 7. [S5C2:PO3] Describe how innovations and investments in capital of the Industrial Revolution (e.g., manufacturing, textiles, transportation, and improvements in technology) contributed to U.S. economic growth and expansion. PO 8. [S5C2:PO1 Microeconomics]Identify the following groups / various institutions contributions to the changing social, political, and economic structure of the United States: a. labor leaders (e.g., Samuel Gompers, Mother Jones) b. social reformers (e.g., Susan B. Anthony, Elizabeth Cady Stanton) c. industrialists [S5C2:PO4 role in free enterprise system ] (e.g., Andrew Carnegie, John D. Rockefeller, Vanderbilt) d. inventors (e.g., Thomas Edison, Henry Ford) e. Populists (e.g., William Jennings Bryan) f. financiers (e.g., J.P. Morgan, Jay Gould) How did innovations and investments in capital contribute to U.S economic growth and expansion? In what ways did reformers and entrepreneurs contribute to change in social, political and economic structure in the United States? (PEGS) Summarize ways in which a progressive reformer brought about political, social, and/or economic change during this time period. WHST Draw evidence from informational text Support an argument for an invention that had the greatest impact on society during the industrial period. WHST Argument Support an argument for an entrepreneur that had the greatest impact on the United States Economy during this time period. WHST Argument

7 Industrial Revolution and Progression Age continued Strand 4, Concept 4: Human Systems PO 2. Describe the push and pull factors (e.g., need for raw materials, enslavement, employment opportunities, impact of war, religious freedom, political freedom) that cause human migrations. What were the effects of human migration to the United States during the Age of Industry? Create a graphic organizer classifying the push and pull factors for the industrial period that caused human migration. Summarize findings. WHST informative/explanatory text PO 3. Describe the effects of human migration (e.g., imperialism, quota system, changing of political boundaries, multiculturalism) in the U.S. and regions of the world. PO 4. Analyze how social (e.g., family), physical (e.g., good climate, farmland, water, minerals), and economic (e.g., jobs) resources influence where human populations choose to live. Strand 3, Concept 3: Functions of Government PO 2. Identify the government s role in progressive reform How did social, physical and economic resources influence where human populations choose to live? What were reforms made by government during this time period and explain their lasting influence on change? Write a new paper article that explains the government s progressive reform to the public of the time period. WHST informative text

8 Suggested Timeline 3 rd Quarter Unit 4 American Imperialism AZ State Social Studies Standards- By Unit Strand 2, Concept 7: Age of Imperialism PO 1. Describe the effects of the following factors on the rise of imperialism: a. increased need for raw materials b. increased need for consumers c. nationalism countries increased power PO 2. Describe how areas in the world (e.g., Africa, India, China) were impacted by the imperialism of European countries. PO 3. Describe how industrialization in Japan led to its rise as a world power. PO 4. Describe the impact/ expanding role of American interests in the following during the late 19th century and the early 20th century: a. Philippines, Cuba, Puerto Rico and the Spanish American War b. China and the Boxer Rebellion c. Colombia and the building of the Panama Canal d. Hawaiian annexation S1C7:PO10 c. Alaska d. Open Door Policy Strand 1, Concept 7: Emergence of the Modern United States PO 9. Describe the following factors that fostered the growth of American imperialism during the late 19th and early 20 th centuries: a. desire for military strength b. interest in new markets c. need for inexpensive source of raw materials Essential Questions Suggested Learning Target / Common Core ELA Alignment What caused a rise of Create a flow chart for elements imperialism power for that lead to a nation s nations during the Age of imperialistic power using Imperialism? informational text. RH text presents info How were Africa, India, and China impacted by European imperialistic power? How does a nation s industrial power lead to global power? What affect did U.S. imperialism have on developing nations? What were the reasons that the United States desired imperialistic power during the late 19 th century and how did they obtain the power? Analyze primary sources/ political cartoon related to nationalism and use content and academic vocabulary and informational text to discuss/ support the central idea of the illustration. WHST evidence RH Primary Source central idea Use evidence to support a claim for a philosophical chairs debate arguing whether the United States had a positive or negative global impact during the Age of Imperialism. WHST evidence SW prepare a claim for the country responsible for the destruction of the USS Maine prior the start of The Spanish American War using text/ primary source evidence. SW support claim with evidence during a FishBowl Discussion. Vocabulary/Terms (Content/ Academic) Content Imperialism Isolationism Industrialization Annexation Open Door Policy Militarism Nationalism Yellow Journalism Spheres of Influence Rough Riders Monroe Doctrine Panama Canal Boxer Rebellion Academic raw materials resources markets colony harbor

9 Suggested Timeline 4 th Quarter Unit 5 World War One AZ State Social Studies Standards- By Unit World War One: Concept 5: Government Systems of the World PO 2. Compare different types of governments: a. dictatorship b. totalitarian c. monarchies Strand 2, Concept 8: World at War PO 1. Explain how the following world movements led to World War I: a. militarism b. imperialism c. nationalism d. formation of alliances Strand 1, Concept 7 Emergence of the Modern United States PO 12. Describe the following events that led to United States involvement in World War I: a. shift away from isolationism b. sinking of the Lusitania c. Zimmermann Telegram PO 13. Describe important events associated with World War l: a. anti-german feelings in the United States b. passing of the Selective Service Act c. migration of African Americans to the north d. Wilson s Fourteen Points e. controversy over the Treaty of Versailles Essential Questions Suggested Learning Target / Common Core ELA Alignment How were the types of Create a graphic organizer WWI governments classifying the differences of different? each type of government. Use the information to write an informative text based on the types of WWI governments. WHST Informative Text How did various movements and ideas influence the start of WWI? Which evens led to the United States involvement in WWI? How was this a shift from isolationism? How did these events impact the course of history? Examples Selective Service Act- WWII Cultural Diversity Anti- Germany- WWII Analyze a political cartoon and determine the type of WWI movement. RH central ideas of a primary source Analyze a quote from an individual from the WWI time period (soldier, government official, witness to destruction) and analyze its relationship with a secondary source (newspaper article). RH Relationship between a primary and secondary source Vocabulary/Terms (Content/ Academic) Content Militarism Imperialism Nationalism Formation of alliances Democracy Dictatorship Totalitarianism Monarchies Central Powers Allies Trench Warfare U-Boat Zimmerman Telegram Home front Big 4 War bonds Propaganda Draft Armistice Red Scare Academic Treaty Communism

10 World War I continued PO 2. Summarize the outcomes of WWI a. Treaty of Versailles (e.g., restrictions on Germany, end of the Ottoman Empire redrawing of European boundaries) b. economic issues (e.g., national debt, spread of socialism) PO 3. Describe the rise of totalitarianism in Europe following World War I: a. Italy under Mussolini b. Germany under Hitler c. Soviet Union under Stalin What were the outcomes of WWI? Why was totalitarianism accepted by European citizens under the various forms of power? Using informative text and primary sources related the Zimmerman Telegram, develop a claim for an alternate ending of WWI (US involvement) had the British not intercepted the telegram or if it had not been sent. RH6-8.1 Primary Sources WHST-6-8.1A Introduce Claim WHST-6-81B Support Claim Socratic Seminar- Discuss how a revision of the Treaty of Versailles would have avoided the negative effects imposed upon Germany, avoiding future conflict. WHST-6-8.1A Introduce Claim WHST-6-81B Support Claim Concept 5: Government Systems of the World PO 1. Discuss how negotiations with foreign governments have led to the development of foreign policy initiatives (e.g., Treaty of Versailles, Fourteen Points, League of Nations). GESD Suggestion- Current forms of foreign policy What made the foreign policy initiatives unsuccessful after WWI? Write an essay -discuss how WWI policies were unsuccessful and the ways in which they could have been successful. Discuss the continued challenges with foreign policies today. RH6-8.1 Primary Sources WHST-6-8.1A Introduce Claim WHST-6-81B Support Claim

11 Suggested Timeline 4 th Quarter (Continued) Unit 6 The Great Depression AZ State Social Studies Standards- By Unit Strand 1, Concept 8: Great Depression and World War II PO 1. Identify economic policies and factors (e.g., unequal distribution of income, weaknesses in the farm sector, buying on margin, stock market crash) that led to the Great Depression. PO 2. [S4C5:PO2] Determine the impact and consequences of natural hazards and manmade crises (e.g., unemployment, food lines, the Dust Bowl, droughts, earthquakes, and the western migration of Midwest farmers) of the Great Depression. PO 3. Describe how the following New Deal programs affected the American people: a. works programs (e.g., WPA, CCC, TVA) b. farm subsidies c. Social Security Essential Questions Suggested Learning Target / Common Core ELA Alignment How did programs Categorize the functions of the implemented by the New government implemented Deal impact society in the programs and summarize their United States during the significance during the Great Great Depression to the Depression. present? RH Cite textual evidence WHST How did natural and manmade disasters, both environmental and economic, impact the United States during the Great Depression? How did New Deal programs improve the lives of Americans during the Great Depression? Write a short narrative as either a farmer or investor during the Great Depression era that depicts what they face during this time period. Use appropriate unit vocabulary. RH Cite textual evidence WHST Vocabulary/Terms (Content/ Academic) Content Great Depression Income Speculation Credit Stock Market Unemployment Franklin D. Roosevelt New Deal Fireside Chats (100 days) Dust Bowl Second New Deal Social Security Hoovervilles Academic Public Works PO 4. Describe how Pearl Harbor led to United States involvement in World War II. (part of 8 th grade standards) PO 5. Describe the impact of World War II on economic recovery from the Great Depression. (part of 8 th grade)

12 Suggested Timeline 4 th Quarter (Continued) Unit 7 Arizona History AZ State Social Studies Standards- By Unit Strand 3, Concept 1: Foundations of Government PO 1. Analyze the significance of the principles and ideals of the following documents: b. Bill of Rights (as related to specific time periods) 8 th Grade PO 2. Analyze Arizona s transition from territory to statehood: a. locations of capital b. founding people c. Arizona s constitution Strand 2, Concept 8: PO 11. Describe major factors in Arizona history (e.g., territorial status, mining, constitutional convention) leading to statehood. Essential Questions Suggested Learning Target / Common Core ELA Alignment What was the process for Arizona becoming a state? How did Arizona progress from territorial status to statehood? Create a timeline of events based on Arizona s transformation from territory to statehood. Explain elements of events by summarizing the significant related to PEGS. WHST6-8.2 informative WHST evidence from informational text Vocabulary/Terms (Content/ Academic)

13 Arizona s College and Career Ready Standards Reading Writing 6 8.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources. 6 8.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 6 8.WHST.1. Write arguments focused on discipline specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. e. Provide a concluding statement or section that follows from and supports the argument presented. 6 8.WHST.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the argument presented.

14 Arizona s College and Career Ready Standards Reading Writing 6 8.RH.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 6 8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6 8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, and/or causally). 6 8.RH.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6 8.RH.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 6 8.RH.8. Distinguish among fact, opinion, and reasoned judgment in a text. 6 8.RH.9. Analyze the relationship between a primary and secondary source on the same topic. 6 8.RH.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. 6 8.WHST.3. (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. 6 8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 6 8.WHST.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6 8.WHST.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 6 8.WHST.7. Conduct short research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 6 8.WHST.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 6 8.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research. 6 8.WHST.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences.

15

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History

Arizona State Standards Strands American, History, Civics/Government, and Economics for Grade 7 Strand 1: American History Strand 1: American History Concept 1: Research Skills for History Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By

More information

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide 7th grade Social Studies

PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide 7th grade Social Studies Research Skills for History Primary source Secondary source Bias Describe the relationship between a primary source document and a secondary source document. Determine the credibility and bias of primary

More information

Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks

Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks Eighth Grade Unit 4: Causes and Consequences of the Civil War Suggested Length of Time: 8 weeks Overarching Standards: 8.10 Students analyze the multiple causes, key events, and complex consequences of

More information

8 th Grade United States History Curriculum Map

8 th Grade United States History Curriculum Map 8 th Grade United States History Curriculum Map Course Description: Eighth Grade: M/J U.S. History The eighth grade social studies curriculum consists of the following content area strands: American History,

More information

Grade 8. NYS Learning/Core Standards And Standards for Literacy in History/Social Studies. Curriculum Materials Used. Time Line

Grade 8. NYS Learning/Core Standards And Standards for Literacy in History/Social Studies. Curriculum Materials Used. Time Line Grade 8 NYS Learning/Core Standards And Standards for Literacy in History/Social Studies information in print and digital texts R6-8.1. Cite specific textual evidence to support analysis of primary and

More information

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division SOCIAL STUDIES AMERICAN HISTORY GRADE 10 Curriculum Map and Standards 2018-2019 Aligned with Ohio s Learning Standards for Social Studies and the Standards for Literacy in History/Social Studies Office

More information

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change

1. Students access, synthesize, and evaluate information to communicate and apply Social Studies knowledge to Time, Continuity, and Change COURSE: MODERN WORLD HISTORY UNITS OF CREDIT: One Year (Elective) PREREQUISITES: None GRADE LEVELS: 9, 10, 11, and 12 COURSE OVERVIEW: In this course, students examine major turning points in the shaping

More information

GRADE 5. United States Studies: 1865 to the Present

GRADE 5. United States Studies: 1865 to the Present Standard 5-1: The student will demonstrate an understanding of Reconstruction and its impact on the United States. Reconstruction was a period of great hope, incredible change, and efforts at rebuilding.

More information

Common Core Standards Standards Content Skills/Competency Suggested Assessment

Common Core Standards Standards Content Skills/Competency Suggested Assessment 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY. Identify a man or woman who made a significant impact in the changing.

CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY. Identify a man or woman who made a significant impact in the changing. CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION GRADE LEVEL: EIGHTH SUBJECT: SOCIAL STUDIES DATE: 2016 2017 GRADING PERIOD: QUARTER 4 MASTER COPY 11 30 16 CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY

More information

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History

A Correlation of United States History, 2018, to the Virginia Standards of Learning for Virginia and United States History Virginia Standards of Learning United States History, 2018 T = Topic; L = Lesson The standards for Virginia and United States History expand upon the foundational knowledge and skills previously introduced

More information

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization

GTPS Curriculum Social Studies Grade 8 US History to the Industrialization Grade 8 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.8.1. Cite the textual evidence that most strongly supports an

More information

Texas Assessment of Knowledge and Skills - Answer Key

Texas Assessment of Knowledge and Skills - Answer Key Texas Assessment of Knowledge and Skills - Answer Key Grade: 08 Subject: Social Studies Administration: April 2006 Item Correct Objective Student Number Answer Measured Expectations 01 A 03 8.24 (E) 02

More information

Zanesville City Schools Social Studies Focus of Work

Zanesville City Schools Social Studies Focus of Work Course Title: American/U.S. History Grade Level: 10 th Grade Level Instructor: Ms. Buchanan and Mr. Miller Quarter 1 Unit Title Unit Description Unit Duration This unit will show how industrialization,

More information

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME

5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME Grade 5 SUGGESTED CLASSROOM INSTRUCTIONAL TIME + + + 200 MINUTES PER WEEK + + + Grade 5 United States: Continuing Development of the United States Social Studies in grade five concentrates on the development

More information

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History

Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8 th Grade History 4 th Nine Weeks TEKS Unit of Study: The Civil War; Reconstruction & Reconstruction Amendments; Citizenship & Topics in US History 8.1) History. The student understands traditional historical

More information

GRADE 5. United States Studies: 1865 to the Present

GRADE 5. United States Studies: 1865 to the Present Students continue their study of the history of the United States in grade five, beginning with Reconstruction and continuing through the present day. They learn about the renewal of the country after

More information

A Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10

A Correlation of Prentice Hall World History Survey Edition 2014 To the New York State Social Studies Framework Grade 10 A Correlation of Prentice Hall World History Survey Edition 2014 To the Grade 10 , Grades 9-10 Introduction This document demonstrates how,, meets the, Grade 10. Correlation page references are Student

More information

A Flawed Peace. Standards Alignment Reading Text Analytical Questions Response Sheets

A Flawed Peace. Standards Alignment Reading Text Analytical Questions Response Sheets A Flawed Peace Standards Alignment Reading Text Analytical Questions Response Sheets Standards Alignment California State Standards for Grade 10 10.5 Students analyze the causes and course of the First

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD

More information

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8)

America: History of Our Nation, Survey Edition 2009 Correlated to: Michigan Grade Level Content Expectations for Social Studies for Grade 8 (Grade 8) FOUNDATIONS IN UNITED STATES HISTORY AND GEOGRAPHY ERAS 1-3 These foundational expectations are included to help students draw upon their previous study of American history and connect 8th grade United

More information

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION

Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM OKLAHOMA STATE BOARD OF EDUCATION Oklahoma C 3 Standards for the Social Studies THE FOUNDATION, FORMATION, AND TRANSFORMATION OF THE AMERICAN SYSTEM P R E - K I N D E R G A R T E N T H R O U G H H I G H S C H O O L OKLAHOMA STATE BOARD

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

SOCIAL STUDIES AP American History Standard: History

SOCIAL STUDIES AP American History Standard: History A. Explain connections between the ideas of Enlightenment and changes in the relationship between citizens and their government. B. Identify the causes of political, economic and social oppression and

More information

WS/FCS Unit Planning Organizer

WS/FCS Unit Planning Organizer WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 8 th Change Unit of Study Unit 7 Imperialism Unit Title WWI and The Great Depression Standard of Living Pacing 16

More information

Eighth Grade Social Studies Curriculum Map

Eighth Grade Social Studies Curriculum Map Semester Unit Unit Focus NC Essential Standards Social Studies College & Career Readiness Anchor Standards Vocabulary 1st Geography Geography US/NC 8.G.1.2 RL 7 Location, Place, Challenge, Movement, Region,

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2011 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

Higley Unified School District AZ US History Grade 11 Revised Aug Third Nine Weeks. Emergence of the Modern United States (Duration 4-5 Weeks)

Higley Unified School District AZ US History Grade 11 Revised Aug Third Nine Weeks. Emergence of the Modern United States (Duration 4-5 Weeks) Third Nine Weeks Emergence of the Modern United States (Duration 4-5 Weeks) Big Ideas: 1. The expansion of industry resulted in the growth of big business and prompted laborers to form unions to better

More information

PURPOSE AND FRAMEWORK FOR D39 SOCIAL STUDIES CURRICULUM

PURPOSE AND FRAMEWORK FOR D39 SOCIAL STUDIES CURRICULUM Wilmette Public Schools Grade 7 Social Studies (2014 Review) What is the story a seventh grader is able to tell by the end of the year? The purpose of our system of government is to balance the interest

More information

TAKS Diagnostic and Practice Tests

TAKS Diagnostic and Practice Tests Teacher s Edition Texas Assessment Consultant Sharon Sicinski Skeans Texas Consultant Sue Hudson Lubbock Independent School District Lubbock, Texas To the Teacher This booklet is designed to help students

More information

AGS United States Government Michigan Grade 8 Grade Level Content Expectations

AGS United States Government Michigan Grade 8 Grade Level Content Expectations Correlated to Michigan Grade 8 Grade Level Content Expectations 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education, Inc. or its affiliate(s). All rights reserved. F1

More information

U.S. TAKS Review. 11th

U.S. TAKS Review. 11th 11th U.S. TAKS Review Add a background color or design template to the following slides and use as a Power Point presentation. Print as slides in black and white on colored paper to use as placards for

More information

UNITED STATES HISTORY CONNECTING THEMES AND ENDURING UNDERSTANDINGS

UNITED STATES HISTORY CONNECTING THEMES AND ENDURING UNDERSTANDINGS U. S. History UNITED STATES HISTORY The high school United States history course provides students with a survey of major events and themes in United States history. The course begins with English settlement

More information

History and Social Science Standards of Learning for Virginia Public Schools March 2015

History and Social Science Standards of Learning for Virginia Public Schools March 2015 History and Social Science Standards of Learning for Virginia Public Schools March 2015 Virginia and United States History The standards for Virginia and United States History expand upon the foundational

More information

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG)

Grade Eight. Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Integrated United States History INTEGRATED * UNITED STATES HISTORY, ORGANIZED BY ERA (USHG) Eras 1-3 Addressed in 5th Grade Eras 3-5 Addressed in 8th Grade USHG ERA 1 Beginnings to 1620 (Grade 5) 1.1

More information

Michigan MAISA Units for Social Studies Grade 9

Michigan MAISA Units for Social Studies Grade 9 A Correlation of To the Michigan MAISA Units for Social Studies A Correlation of Pearson, To the Michigan Content Standards for Social Studies, Introduction This document demonstrates how Pearson, 2016

More information

UNITED STATES HISTORY CONNECTING THEMES AND ENDURING UNDERSTANDINGS

UNITED STATES HISTORY CONNECTING THEMES AND ENDURING UNDERSTANDINGS U. S. History UNITED STATES HISTORY The high school United States history course provides students with a survey of major events and themes in United States history. The course begins with English settlement

More information

Delta RV United States History Revised-2009

Delta RV United States History Revised-2009 Delta RV United States History Revised-2009 Social Studies: United States History (11 th & 12th Grades) Principles of Constitutional Democracy Content Standard 1: Knowledge of principles expressed in documents

More information

West Virginia Next Generation Content Standards and Objectives for Social Studies Grade 5

West Virginia Next Generation Content Standards and Objectives for Social Studies Grade 5 A Correlation of myworld Social Studies Building Our Country Growth of Our County Chapters 7-17 2013 To the West Virginia Next Generation Content Standards and Objectives for Social Studies Introduction

More information

Army Heritage Center Foundation. PO Box 839, Carlisle, PA ;

Army Heritage Center Foundation. PO Box 839, Carlisle, PA ; Army Heritage Center Foundation PO Box 839, Carlisle, PA 17013 717-258-1102; www.armyheritage.org Lorraine Luciano, Education Director, Lluciano@armyheritage.org Casandra Jewell, Education Assistant cjewell@armyheritage.org

More information

7th Grade Social Studies GLEs

7th Grade Social Studies GLEs 7th Grade Social Studies GLEs Geography The World in Spatial Terms. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history (G-A-M2) Places and Regions 2. Explain how physical

More information

U.S. History Course Outline Page 1 of 5

U.S. History Course Outline Page 1 of 5 Course Outline Page 1 of 5 0 1 ACT Course Standards A. Exploring the Skills and Strategies Underlying 1. Process Skills a. Apply terms relevant to the content appropriately and accurately b. Identify and

More information

Elmore County Pacing Guide Fifth Grade Social Studies

Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Pacing Guide Fifth Grade Social Studies Elmore County Vision Statement Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing

More information

12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages)

12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages) 12 th Grade U.S. Government Curriculum Map FL Literacy Standards (See final pages) Grading Standard Description Unit/Chapter Pacing Chapter Vocab/Resources Period 1 SS 912.C13 SS 912.C4.1 SS912.C2.8 SS912.C2.7

More information

8 th Grade: United States Studies 1607 to Suggested Units and Pacing

8 th Grade: United States Studies 1607 to Suggested Units and Pacing 8 th Grade: United States Studies 1607 to 1877 2005-06 Suggested Units and Pacing The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study

More information

American Government /Civics

American Government /Civics American Government /Civics AMERICAN GOVERNMENT/CIVICS The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine

More information

NJDOE MODEL CURRICULUM PROJECT

NJDOE MODEL CURRICULUM PROJECT Code # CCSS and/or NJCCCS 7. The Emergence of Modern America: World War I United States involvement in World War I affected politics, the economy, and geopolitical relations following the war. 8. The Emergence

More information

CURRICULUM UNIT MAP 1 ST QUARTER. COURSE TITLE: American History GRADE: 10

CURRICULUM UNIT MAP 1 ST QUARTER. COURSE TITLE: American History GRADE: 10 1 ST QUARTER Civil War and Reconstruction Explain the strategy of the north and south at WEEK 1 3 OBJECTIVE the beginning of the war. Describe the major battles and strategies used during the Civil War

More information

Unit 2: The Rise of Big Government

Unit 2: The Rise of Big Government Unit 2: The Rise of Big Government Imperialism, the Progressive Era, and the First World War 1898-1920 Unit Overview: By 1896, American industry had caught up with the rest of the world. Since the nation

More information

Civil War Learning Targets

Civil War Learning Targets Civil War Learning Targets Topic: History I can identify major eras and events in U.S. history: Civil War I can explain the significance of the following dates: 1861-1865 Sectionalism Slavery Mexican Cession

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

10-15 Higher Altitudes in SAMPLE United States History

10-15 Higher Altitudes in SAMPLE United States History Higher Altitudes in United States History A Publication of Complete Curriculum Gibraltar, I 2015 Complete Curriculum All rights reserved; No part of this publication may be reproduced or transmitted in

More information

US HISTORY 11 (MASTER MAP)

US HISTORY 11 (MASTER MAP) Page 1 of 6 Close Window Print Page Layout Show Standards View Paragraph Format View Course Description US HISTORY 11 (MASTER MAP) School: Binghamton High School Course #: 104 : Master Map Email: Grade

More information

US History Georgia Standards of Excellence. by Semester/Unit. US History (Fall Semester)

US History Georgia Standards of Excellence. by Semester/Unit. US History (Fall Semester) US History Georgia Standards of Excellence by Semester/Unit US History (Fall Semester) 1 Colonization (1607-1763) 2 Achieving Independence (1754-1783) 3 Implementing the Constitution (1787-1825) 4 Age

More information

COMPREHENSION AND CRITICAL THINKING

COMPREHENSION AND CRITICAL THINKING Name Class Date Chapter Summary COMPREHENSION AND CRITICAL THINKING Use information from the graphic organizer to answer the following questions. 1. Recall What caused the sectional controversy that led

More information

American History I Can Statements

American History I Can Statements American History I Can Statements I can recognize important figures in big business, such as Rockefeller and Carnegie, and describe their impact on the American economy. I can identify major labor unions

More information

Academic Calendar: (In alignment with Civics Content Expectations)

Academic Calendar: (In alignment with Civics Content Expectations) Academic Calendar: (In alignment with Civics Content Expectations) 1st Quarter Marking Period: 6.1 Growth of an Industrial and Urban America Explain the causes and consequences both positive and negative

More information

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions).

The Asher Questions are to be done in advance of the Test. (see my website to download copies of these Study Questions). U. S. History Survey Study Guide Test #2 Please bring a Green Scantron form for this test, (available in the GPC bookstore) along with a number 2 pencil. The professor will not provide them. If you forget

More information

Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Jackson County Schools Curriculum Pacing Guide High School Social Science - Civics Fall / Spring Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Foundations of Government and Declaration of Independence

More information

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

GRADE 7 Contemporary Cultures: 1600 to the Present

GRADE 7 Contemporary Cultures: 1600 to the Present Contemporary Cultures: 1600 to the Present Social studies in the seventh grade is a course in contemporary cultures that continues from the examination of early cultures in grade six. In grade seven, students

More information

GLOBAL STUDIES I 2010

GLOBAL STUDIES I 2010 CHAPTERS COVERED: - Scientific Revolution and the Enlightenment - Reform, Democracy, & Technology - French Revolution - World War I & Russian Revolution - Napoleon and the Congress of Vienna - World War

More information

8 TH GRADE UNITS OF INSTRUCTION

8 TH GRADE UNITS OF INSTRUCTION Name Date Per. Social Studies 8 1/3 Review Packet Mrs. Myles McAnally 8 TH GRADE UNITS OF INSTRUCTION Reconstruction: Economic Expansion: a. Immigration b. Industrialization c. US Expansion and Imperialism

More information

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the

Leveled Readers. Primary Source Readers: George Washington and. Primary Source Readers: American Indians of the 5.A.3.2 5.A.2.3 5.A.2.2 NGSSS 5.A.1.2 5.A.1.1 Use primary and secondary sources to understand history. Identify Native American tribes from different geographic regions of North America (cliff dwellers

More information

DRAFT SOCIAL STUDIES Georgia Standards of Excellence (GSE) United States History

DRAFT SOCIAL STUDIES Georgia Standards of Excellence (GSE) United States History DRAFT SOCIAL STUDIES United States History United States History The high school United States history course provides students with a survey of major events and themes in United States history. The course

More information

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present

Prentice Hall. African-American History Grades Oklahoma Priority Academic Student Skills (PASS) for High School US History 1850-Present Prentice Hall Grades 9-12 African-American History 2006 C O R R E L A T E D T O for High School US History 1850-Present Grades 9-12 UNITED STATES HISTORY 1850 to the Present High School The focus of the

More information

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6

LESSON TITLE Social Studies Standards- by indicator ELA Standards- WTP Units 1-6 Correlation of We the People Series- Level Three to the South Carolina Social Studies Academic Standards [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades

More information

Texas Essential Knowledge and Skills (TEKS)

Texas Essential Knowledge and Skills (TEKS) Texas Essential Knowledge and Skills (TEKS) 113.24. Social Studies, Grade 8. Category Student Expectation Strategy/Assessment (a) Introduction (1) In Grade 8, students study the history of the United States

More information

OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~

OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~ OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS SOCIAL STUDIES DETAILED CHECKLIST ~GRADE 10~ History Students use materials drawn from the diversity of human experience to analyze and interpret

More information

The use of primary and secondary sources of information includes an examination of the credibility of each source. (DOK4)

The use of primary and secondary sources of information includes an examination of the credibility of each source. (DOK4) Mohawk Local Schools Grade Ten American History Quarter 3 Curriculum Guide Historical Thinking and Skills, Spatial Thinking and Skills, Civic Participation and Skills, Economic Decision Making and Skills,

More information

Globe Fearon American History. New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12

Globe Fearon American History. New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 Globe Fearon American History CORRELATED TO New Mexico Social Studies Content Standards and Benchmarks: Introduction and Curriculum Framework Grades 9-12 For More Information Contact Laura McDonald, Sales

More information

United States History I CP

United States History I CP United States History I CP Social Studies Department North Brunswick Township High School Written by Elisa DePasquale, Social Studies Teacher Approved by Aaron Speller, Supervisor of Social Studies August

More information

Grades 6-8 Social Studies GLE Comparison Chart

Grades 6-8 Social Studies GLE Comparison Chart Grades 6-8 Social Studies GLE Comparison Chart Grade 6 Grade 7 Grade 8 No or Minimal 74% Change 1 20/27 GLEs Moderate 15% Change 2 4/27 GLEs New Content 11% 3/27 GLEs No or Minimal Change Moderate Change

More information

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7

A Correlation of. To the. Louisiana 2011 Social Studies Grade Level Expectations Grade 7 A Correlation of 2016 To the Louisiana 2011 Social Studies Grade Level Expectations Grade 7 Introduction This document demonstrates how Pearson, 2016 meets the Louisiana 2011 Social Studies Grade Level

More information

1. How did the Dawes Act aid in destroying the way of life of Native American s?

1. How did the Dawes Act aid in destroying the way of life of Native American s? Name Period Chapter 4 Reconstruction **List and discuss the failures and successes of Reconstruction concerning political and social rights of African Americans. Make sure and include the Amendments 13,

More information

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8.

CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School Social Studies, Grade 8. CHAPTER 113. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR SOCIAL STUDIES Subchapter B. Middle School 113.24. Social Studies, Grade 8. Correlated to HISTORY OF OUR NATION: 2005 4201 Woodland Road Circle

More information

9 th Grade World Studies from 1750 to the Present ESC Suggested Pacing Guide

9 th Grade World Studies from 1750 to the Present ESC Suggested Pacing Guide 9 th Grade World Studies from 1750 to the Present 2005-06 ESC Suggested Pacing Guide Ninth grade students continue the chronological study of world history. This study incorporates each of the seven standards.

More information

Mobile County Public School System Division of Curriculum and Instruction

Mobile County Public School System Division of Curriculum and Instruction Week 1 Jan -9 (4 days) 4.5 5.0 5.1 5.2 5.3 Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations. Explain causes and effects of the Great

More information

Pacing Guide for Virginia/United States History

Pacing Guide for Virginia/United States History Pacing Guide for Virginia/United States History STANDARD VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and

More information

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction

Unit Maps: Grade 8 Social Studies United States History from Age of Jackson to Reconstruction Age of Jackson 8.3 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. Analyze how God has revealed Himself

More information

Dublin City Schools Social Studies Graded Course of Study American History

Dublin City Schools Social Studies Graded Course of Study American History K-12 Social Studies Vision Dublin City Schools Social Studies Graded Course of Study The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students

More information

Social Studies Georgia Standards of Excellence Georgia Department of Education United States History

Social Studies Georgia Standards of Excellence Georgia Department of Education United States History SSUSH1 Compare and contrast the development of English settlement and colonization during the 17th Century. a. Investigate how mercantilism and trans-atlantic trade led to the development of colonies.

More information

Unit 7: America Comes of Age FRQ Outlines

Unit 7: America Comes of Age FRQ Outlines Prompt: 2. Analyze the extent to which the Spanish-American War was a turning point in American foreign policy. Re-written as a Question: What was the extent to which the Spanish American war a turning

More information

Social Studies. Smyth County Schools Curriculum Map. Grade:11 Subject:History U. S.

Social Studies. Smyth County Schools Curriculum Map. Grade:11 Subject:History U. S. Standards VUS.1- Skills Grade:11 Subject:History U. S. 1st Quarter VUS.2- Early America: Claims & Conflicts 2nd Quarter VUS.1- Skills VUS.5- Principles of Government VUS.6- Middle Period VUS.7- Civil War

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2015 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

Semester Exam Review: US History

Semester Exam Review: US History Name Class Period Semester Exam Review: US History Identify the major eras in U.S. history and describe their defining characteristics (US2C). Label each of the following eras on the timeline that follows.

More information

REVIEW FOR CHAPTERS 18 TEST. 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina.

REVIEW FOR CHAPTERS 18 TEST. 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina. Define or discuss the following with detail: REVIEW FOR CHAPTERS 18 TEST 1. Fort Sumter Where the first shots of the Civil War were fired in South Carolina. 2. Lincoln s First Inaugural Address Lincoln

More information

Eighth Grade Social Studies. Standards and Learning Targets

Eighth Grade Social Studies. Standards and Learning Targets Course Description: In this course, students will continue learning about the history of the United States from the pre-columbian Exchange era until Post-Civil War. Students will be asked to engage the

More information

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan

The Research- Driven Solution to Raise the Quality of High School Core Courses. U.S. History. Instructional Units Plan The Research- Driven Solution to Raise the Quality of High School Core Courses U.S. History Instructional Units Plan Instructional Units Plan U.S. History This set of plans presents the topics and selected

More information

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills

Grade 8 Social Studies Assessment. Eligible Texas Essential Knowledge and Skills Grade 8 Social Studies Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Social Studies Assessment Based on Revised Curriculum Reporting Category 1: History The student will demonstrate

More information

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard?

How will you assess mastery of the standard? 8th Grade Key Terms What do the Students Have to Know to Master the Standard? Government & Civics The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including

More information

Grade 8 - United States History: Constitutional Age to International Expansion

Grade 8 - United States History: Constitutional Age to International Expansion Grade 8 - United States History: Constitutional Age to International Expansion The eighth- grade course of study begins with a review of the major ideas, issues, and events of the founding of the nation

More information

Mobile County Public School System Division of Curriculum and Instruction PACING GUIDE Middle School First Semester, SY

Mobile County Public School System Division of Curriculum and Instruction PACING GUIDE Middle School First Semester, SY COS# Standards / Objectives References College and Career Ready Standards The following CCRS will be demonstrated throughout the entire course. 1. Cite specific textual evidence to support analysis of

More information

9 th Grade: Course Title: United States History II Duration: Full year

9 th Grade: Course Title: United States History II Duration: Full year 9 th Grade: Course Title: United States History II Duration: Full year Big Ideas/Enduring Understandings Five ideals shaped United States History: liberty, rights, opportunity, equality, democracy. Different

More information

United States History Georgia

United States History Georgia Tutorial Outline Georgia Tutorials are designed specifically for the Georgia Standards of Excellence and the Georgia Performance Standards to prepare students for the Georgia Milestones. U.S. History Tutorials

More information

Portsmouth City School District Lesson Plan Checklist

Portsmouth City School District Lesson Plan Checklist Portsmouth City School District Lesson Plan Checklist Ninth Grade Social Studies Academic Content Standards Standard 1 Standard 2 Standard 3 History People in Societies Geography Benchmarks Benchmarks

More information

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork

25% Tests, Finals and long term projects 25% Homework 25% Class Participation/Classwork Course Description: Class Policies: 8 TH GRADE AMERICAN HISTORY CURRICULUM MAP Unit One: Development of Industrial America Unit Two: The Emergence of Modern America Unit Three: The Depression and World

More information

STAAR BLITZ: IMPERIALISM, SPANISH-AMERICAN WAR, WWI APRIL 22, 2015

STAAR BLITZ: IMPERIALISM, SPANISH-AMERICAN WAR, WWI APRIL 22, 2015 STAAR BLITZ: IMPERIALISM, SPANISH-AMERICAN WAR, WWI APRIL 22, 2015 AGE OF IMPERIALISM! (1900s- 1914) MILITARY Alfred T. Mahan argued for a strong NAVY in his book Influence of Sea Power Upon History Easier

More information