Content Area: Social Studies Social Studies Course Text Offering: The American Nation, We the People: The Citizen & the Constitution, The Nystrom Atlas of United States History Grade Level: 7 Unit Plan 1: Colonization The Mercantilist System in the Americas Europe Divides North America The Thirteen Colonies Slavery in the Americas September October Unit Plan 2: The Road to Revolution The French & Indian War Taxation, Representation, and Self Governance From Protest to Revolution The Declaration of Independence November December Unit Plan 3: The American Revolution Fighting begins in the northern states Struggles in the middle states The western frontier and fighting at sea Winning the war in the south The roles of women and African Americans January February Unit Plan 4: Forming a New Nation The Articles of Confederation & The Constitution Problems with the Articles of Confederation The Constitutional Convention The Bill of Rights How the Federal Government Works Rights and Responsibilities of Citizenship March April Unit Plan 5: Forming of a New Nation Early Administrations Washington s Administration Developing a Foreign Policy The Emergence of Political Parties Adams Administration May June Date Created: 6/22/2012 Created By: Chelsea Grant, Carrie Anne Odgers, and Leslie Schmidt Board Approved on: 7/23/2012
Content Area: Social Studies Target Course/Grade Level: 7 Unit Overview Template Unit Summaries: Unit 1: Colonization The Mercantilist System in the Americas We will begin the year with a review of the European division of North America. We will review the thirteen British colonies, paying particular attention to the development of the economy and government of each. We will examine the slave trade as a tool of the mercantilist system, and the evolution of slavery in the Americas. We will discuss the causes and ramifications of the French & Indian War, and their effect on British/colonial relations. We will examine the role of representation as it relates to self governance and taxation, and the continually escalating struggle between Great Britain and her North American colonies. Using a cause & effect model, we will trace the series of events that ultimately led the colonies to declare independence, including the roles played by the Founding Fathers. We will investigate the Declaration of Independence as a model for other movements and nations in their struggles for freedom and equality. We will explore the early battles of the Revolutionary War, as Britain and the newly independent states first clashed in and around Boston, Massachusetts. We will follow the course of the war to the middle states, as both sides struggled for control of New York, and the Patriots won important victories in Trenton and Saratoga. We will examine the less prominent battles fought on the western frontier and at sea, and then follow the troops south to investigate the final years of the war, culminating in Cornwallis surrender at Yorktown. To round out this unit of study, we will utilize primary source materials to enhance our understanding of the roles of women and African Americans during the Revolution. Unit 4: Forming a New Nation The Articles of Confederation & The Constitution We will explore the struggles of the newly formed nation under the Articles of Confederation, which ultimately led to the call for reform. We will examine, in detail, the debates and compromises of the Constitutional Convention, and the roles the Framers in creating The Constitution. We will trace the evolution of the Bill of Rights, and discuss the rights and responsibilities of citizenship. We will investigate the structure and function of the federal government. We will examine Washington s role as the nation s first President, including his efforts to organize the government and build a strong economy. We will investigate the development of a foreign policy as the US took a neutral position regarding conflict in Europe. We will explore the emergence of political parties, their effect on our government, and their role in American political life, including connections to modern political parties. We will examine the presidency of John Adams, and debate the merit of such controversial policies as the Alien and Sedition Acts. Social Studies Skills: Guided note taking in class and note taking from independent reading: Cornell Method & Formal Outline Research based project/writing Formal writing Map and globe skills Geography concepts, including world geography and the six essential elements Unit Rationale/Big Idea: Unit 1: Colonization The Mercantilist System in the Americas France, Britain, and Spain each claimed large holdings in the Americas. European exploration/conquest in the Americas was driven by mercantilism. The slave trade was a tool of the mercantilist economic system. The demands of the mercantilist system created conflict between Great Britain and her North American colonies, primarily over the issues of self governance and taxation. This conflict escalated over more than a decade, and culminated in the colonies declaring independence.
The American Revolution was a long and difficult struggle that resulted in the Thirteen Colonies winning their independence from Great Britain. Unit 4: Forming a New Nation The Articles of Confederation & The Constitution The Constitution was the result of hard won compromise on the part of the Framers. It is comprised of the Preamble, the Articles, and the Amendments, and rests on seven basic principles. As the nation s first president, Washington took steps to make the new government work. Political parties emerged as differing views of what was best for the nation clashed. Learning Targets NJ Core Curriculum Content Standards for Social Studies 6.1.8.A.2.a 6.1.8.A.2.b 6.1.8.A.2.c 6.1.8.B.2.a 6.1.8.B.2.b 6.1.8.C.2.a 6.1.8.C.2.b 6.1.8.C.2.c 6.1.8.D.2.a 6.1.8.D.2.b 6.1.8.A.3.a 6.1.8.A.3.b 6.1.8.A.3.c 6.1.8.A.3.d 6.1.8.A.3.e 6.1.8.A.3.f 6.1.8.A.3.g 6.1.8.B.3.a 6.1.8.B.3.b 6.1.8.B.3.c 6.1.8.B.3.d 6.1.8.C.3.a 6.1.8.C.3.b 6.1.8.C.3.c 6.1.8.D.3.a 6.1.8.D.3.b 6.1.8.D.3.c Determine the roles of religious freedom and participatory government in various North American colonies. Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions. Explain how race, gender, and status affected social, economic, and political opportunities during Colonial times. Determine factors that impacted emigration, settlement patterns, and regional identities of the colonies. Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World. Relate slavery and indentured servitude to Colonial labor systems. Explain the system of mercantilism and its impact on the economies of the colonies and European countries. Analyze the impact of triangular trade on multiple nations and groups. Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas. Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed. Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government. Determine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties. Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government. Evaluate the impact of the Constitution and Bill of Rights on current day issues. Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies. Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans. Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of the American Revolutionary War. Explain why New Jersey s location played an integral role in the American Revolution. Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies. Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time. Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country. Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution. Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.
6.1.8.D.3.d 6.1.8.D.3.e 6.1.8.D.3.f 6.1.8.D.3.g 6.1.8.A.4.a 6.3.8.A.1 6.3.8.A.2 6.3.8.A.3 6.3.8.B.1 6.3.8.C.1 6.3.8.D.1 2012-2013 Ringwood Social Studies Curriculum Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution. Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America. Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion. Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature). Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education. Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities. Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society. NJ Core Curriculum Content Standards for Technology New Jersey Technology Standards: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. For specific technology cumulative progress indicators: http://www.state.nj.us/education/cccs/standards/8/index.html NJ Core Curriculum Content Standards for 21 st Century Life & Careers 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. For specific college and career readiness anchor standards, see website: http://www.state.nj.us/education/cccs Common Core Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. 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. RH.6-8.3. 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). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. 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). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. Reading Standards for Literacy in History/Social Studies Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. 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. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. 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. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. 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. WHST.6-8.8. 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. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. 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.
Unit Essential Questions Unit 1: Colonization The Mercantilist System in the Americas Is there a limit to what an individual, company, or nation should be allowed to do make money? OR Is greed good? Is fighting ever the solution to a problem? Is it fair to start a fight if people who do not want to be involved will get hurt? How do people endure hardships? OR When the going gets tough, what makes the tough get going? What is the value of home field advantage? Unit 4: Forming a New Nation The Articles of Confederation & The Constitution What makes a set of rules fair? Do the things that make a set of rules fair, also make them effective? If you re right, why compromise? Is debate healthy? What makes a leader great? If someone is a bad leader, but puts great ideas into action, does that make him/her good? Unit Enduring Understandings Unit 1: Colonization The Mercantilist System in the Americas The mercantilist economic model was used by European nations to increase their wealth and power, primarily through the exploitation of others. The British colonists in North America chafed under British rule, and wanted to govern themselves enough to make great sacrifices in order to do so. The story of the American Revolution is one of mistakes, hardships, and near constant doubt. It was a victory built of equal parts luck and grit. Unit 4: Forming a New Nation The Articles of Confederation & The Constitution The Constitution would not have been possible if the Framers did not accept the premise that compromise, however hard won, is essential to democracy and to governing. Citizenship in a democracy has both right AND responsibilities. Geoorge Washington s presidency was a pivotal moment in time for the new nation. Political debate, both civil and acrimonious, is not a modern invention. A democratic government requires the participation of its citizens at all levels. Unit Objectives: Unit 1: Colonization The Mercantilist System in the Americas Compare and contrast the intents and actions of France, Britain and Spain in developing holdings in the Americas Define mercantilism Discuss how the slave trade functioned as a tool of the mercantilist system Describe the role slavery played in the development of colonial economies Compare and contrast the economies and governments of the three colonial regions Explain how the rivalry between Britain and France led to war in North America List several ways in which the colonists protested new restrictions and taxes imposed by Great Britain Analyze the phrase no taxation without representation and offer a well reasoned explanation of what type of representation the colonists sought and why List, in sequence, and describe the series of events, laws, and taxes that ultimately led the colonists to declare independence Discuss the role of early skirmishes in pushing the colonies toward war Compare and contrast the advantages/disadvantages of the Continental and British armies
Discuss the impact of Common Sense Describe the main ideas of the Declaration of Independence Explain how the battle of Saratoga was a turning point in the war Discuss the choices and roles of women and African Americans during the Revolution Analyze the impact of the alliance with France on the outcome of the war List the terms of the Treaty of Paris and discuss why they were so favorable to the Americans Unit 4: Forming a New Nation The Articles of Confederation & The Constitution List the weaknesses of the Articles of Confederation Explain the main differences between the two rival plans for the new Constitution Describe the Great Compromise, and discuss whether or not it created a wise and effective plan for representation Describe the Three-fifths Compromise, and discuss the way slavery and the slave trade are dealt with in the Constitution List the key issues between the Federalists and the Antifederalists Discuss the role of the Bill of Rights in the ratification of the Constitution Describe the framework of government established by the Constitution Explain the seven basic principles of American government List and explain the steps Washington took to make the new government work Explain Hamilton s plan to reduce the nation s debt and build the economy Discuss Washington s desire for the US to maintain a neutral foreign policy, and the challengespresented by the French Revolution Compare and contrast the views of Hamilton and Jefferson Discuss why political parties developed Discuss how John Adams handled the conflict with France Describe how the Alien and sedition acts raised the issue of the rights of states Formative Assessment Test/quizzes Questioning Graphic organizers Short constructed response Informal observations Class discussion/interaction Journals In-class activities (individual or group) Homework Do now activities Summative Assessment Oral/visual presentations Long term individual/cooperative projects Extended written response Performance tasks WebQuests Construction of timelines Document Based Questions (DBQs) Cross-curricular research projects Midterm exam teacher created (January) Final exam teacher created (June) Evidence of Learning Modifications (ELLs, Special Education, Gifted and Talented, 504, & I/R&S) Modifications, materials, and equipment will be discussed by grade level or subject area Differentiated instruction will be provided at all grade levels Students plans will be followed Resources (may include, but not limited to): http://free.ed.gov/subjects.cfm?subject_id=149&res_feature_request=1 http://www.pbs.org/ktca/liberty/teachers.html
http://billofrightsinstitute.org/ http://www.annenbergclassroom.org/page/teaching-the-constitution http://www.socialstudies.org/resources/constitution http://www.archives.gov/education/lessons/constitution-day/
Lesson Components 21 st Century Themes ü Global Awareness ü Financial, Economic, Business, and Entrepreneurial Literacy ü Civic Literacy ü Health Literacy 21 st Century Skills ü Creativity and Innovation ü Critical Thinking and Problem Solving ü Communication and Collaboration ü Media Literacy ü ICT Literacy ü Life and Career Skills ü Information Literacy Interdisciplinary Connections (may include, but not limited to): Research Projects Persuasive, expository, and narrative writing Cross curricular novels / historical fiction Integration of Technology: Interactive Whiteboard Computers / Software DVDs / CDs / Videos Document Cameras Projectors Internet / Web 2.0 / WebQuests Response Clickers Multimedia Presentations