Grade 7 US History Syllabus Mr. R.S. Pyszczek Jr. Room 220 Rpyszczek@BuffaloSchools.org City Honors School at Fosdick- Masten Park 186 East North Street Buffalo, NY 14204 Phone: (7160 816-4230 Fax: (716) 888-7145 Social studies content in grades 7 and 8 focuses on a chronologically organized study of United States and New York State history. Course content is divided into 11 units, tracing the human experience in the United States from pre- Columbian times to the present, and tying political, geographic, economic, and social trends in United States history to parallel trends and time frames in New York State history. Teachers are encouraged to develop and explore the 11 units of study within a two- year time frame. Knowledge of the needs of students and availability of instructional material and resources will assist in determining which units to study in which grades. The grades 7-8 course builds on and seeks to reinforce skills, concepts, and content understandings introduced in the K- 6 program. It is, therefore, a vital link in the overall goals of the K- 12 social studies program, and provides a solid content base in American history, allowing the grade 11 AP course to do greater justice to the study of the United States as a developing and fully developed industrial nation. By including hemispheric links to Canada and Mexico when appropriate, teachers will provide students a model for the global connections they will discover in the grades 9 and 10 social studies program. The United States History Curriculum Guide, developed by the BPS Social Studies teachers, includes the following: Ø A pacing guide for the eleven units of United States History and Government. Ø A list of the Units, Subunits and Enduring Understandings that guide the instructional focus for each unit. Ø A set of suggested Essential Questions for each unit that will provoke student thought. Ø Power Priority Indicators to guide lesson planning and ensure students intellectual growth. Ø Targeted Skills that students should master for each unit of study. Ø Enrichment Terms to enhance students understanding of history. Ø Alignment with the approved BPS United States History text. Ø Links to numerous Constructed Response Question and Document- Based Question to provide students with authentic assessments. (NYS Archives, Library of Congress, National History Day
Unit I: (Time Frame: approximately 5 weeks) The Global Heritage of the American People Prior to 1500 Subunits A. History and the Social Sciences: The Study of People B. Geographic Factors Influence Culture C. Iroquoian and Algonquian cultures on the Atlantic coast of North America D. European conceptions of the world in 1500 Enduring Understandings Students will understand: Ø The migration of the first Americans. Ø How social scientists research the past. Ø Primary and secondary sources. Ø How geography affects where and how people live. Ø How geographic factors affect political, social, and economic aspects of life in Native American cultures. Ø The development of the Iroquois Confederacy in response to conflict with other tribes. Ø The political, social and economic developments of the Maya, Aztec, and Inca. Essential Questions 1. Does geography influence social- cultural, political, and economic development? 2. What constitutes an advanced civilization? 3. Does learning about the past benefit the present? NYS Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography NYSSSS Power Priority Indicators Students will know and be able to: 1.2.2 Investigate key turning points in New York State and United States history and explain why these events or developments are significant. 1.3.1 Complete well- documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. 1.3.2 Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. 1.3.4 Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. 1.4.1 Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
3.1.4 Describe the relationships between people and environments and the connections between people and places. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Essential Terms Ø Primary Source Ø Migration Ø Beringia Land Bridge Ø Culture Ø Civilization Ø Geographic Features and Regions of the U.S Ø Secondary Source Ø Environment Ø Iroquois (Haudenosaunee) Ø Conflict Ø League of Five Nations Ø Social Sciences Ø Hiawatha Ø Iroquois Confederacy o Civilization Ø Maya, Aztec, Inca Ø Social Ø Archaeology Ø Artifact Ø History Ø Geography Ø Economy Ø Political Enrichment Terms Anthropology, Economics, Political Science, Sociology, Psychology, Ice Age, Eastern Woodlands, Carbon Dating, Enrichment Terms Peninsula, Plains, Strait, Isthmus, Great Plains, Atlantic Coast, Pacific Northwest, Pueblos, Longhouse, Representative Government, Hiawatha
Unit II: (Time Frame: approximately 5 weeks) European Exploration and Colonization of the Americas Subunits A. European exploration and settlement B. Colonial settlement: Geographic, Political, and Economic Factors C. Life in Colonial communities Enduring Understandings Students will understand: Ø Early reasons for European exploration. Ø The impact of European exploration on the New World (Columbian Exchange). Ø The similarities and differences between the English, French and Spanish colonies. Ø The geography of each colonial region and how it impacted social, economic and political development. Ø The development of New York State (Dutch & English Colonization). Ø The political, economic, and social roots of colonial settlements in the Americas Essential Questions 1. Was exploration and colonization beneficial? 2. Did colonists shape the environment or did the environment shape them? 3. Does change constitute progress? 4. What happens when cultures collide? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography 4. Economics NYSSSS Power Priority Indicators Students will know and be able to: 1.2.2 Investigate key turning points in New York State and United States history and explain why these events or developments are significant. 1.3.1 Complete well- documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. 1.3.2 Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. 1.3.4 Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. 1.4.1 Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.
3.1.4 Describe the relationships between people and environments and the connections between people and places. 4.1.1 Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Exploration Ø Columbus Ø Northwest Passage Ø Imperialism / Colonization Ø Columbian Exchange Ø Slavery Ø New England Ø New France Ø New Netherlands Ø New Spain Ø Jamestown Ø Conquistadors Ø Mayflower Compact Ø Pilgrims Ø Puritans Ø Mercantilism Ø New England Colonies Ø Missionaries Ø Middle Colonies Ø Southern Colonies Ø Triangular Trade Ø House of Burgesses Ø Impact of Geography on Settlement
Enrichment Terms Marco Polo, St. Lawrence River, Hudson River, Trade Markets, Peter Stuyvesant, Separatists, John Peter Zenger Trial, John Smith, John Rolfe, Pocahontas, Cash Crops, New Amsterdam, Social Classes of New Spain, Fur Trade, Cabot, Cartier, Henry Hudson, Magellan, Charter, Compass, Astrolabe, Cortez, Pissarro, Circumnavigate, Leif, Erikson, Vespucci, Plymouth, Roanoke, Middle Passage, Amistad, Bacon s Rebellion, Great Migration, Anne Hutchinson, Salem Witch Trials, William Penn, Quakers, Staple Crop, Town Meetings, Great Awakening, Enlightenment, Pontiac s War Unit III: (Time Frame: approximately 5 weeks) A Nation is Created Subunits A. Background causes of the American Revolution B. The shift from protest to separation C. Early attempts to govern the newly independent states D. Military and Political aspects of the Revolution E. Economic, Political, and Social changes brought about by the American Revolution Enduring Understandings Students will understand: Ø The social, political and economic causes of the American Revolution. Ø How societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural and human resources. Ø How ordinary people and famous historic figures have advanced the fundamental democratic values, beliefs and traditions expressed in the Declaration of Independence and other important historical documents. Ø How the Revolutionary War changed peoples lives. Ø Key military aspects of the revolution. Essential Questions 1. How does identity change over time? 2. When is violence a justifiable means for change? 3. How does a revolution affect the economic, social and political fabric of a nation? 4. Was the Revolutionary War inevitable? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 2. World History 3. Geography 4. Economics 5. Civics, Citizenship and Government
NYYSSSS Power Priority Indicators Students will know and be able to: 1.1.1 Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. 1.2.1 Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents. 1.3.3 Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. 2.2.3 Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes. 3.1.4 Describe the relationships between people and environments and the connections between people and places. 4.1.1 Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. 5.2.5 Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Proclamation of 1763 o Boston Massacre Ø Boycott Ø Sugar Act Ø French and Indian War Ø Stamp Act Ø Quartering Act Ø Intolerable Acts Ø Protest
Ø Revolution Ø Patriots Ø Sons of Liberty Ø Red Coats Ø Loyalists Ø Albany Plan of Union Ø Patrick Henry Ø Townshend Act Ø Boston Tea Party Ø First Continental Congress Ø Second Continental Ø Tea Act Ø Navigation Acts Ø Benjamin Franklin Ø Tariff Ø John Adams Ø Triangle Trade Ø Paul Revere Ø Samuel Adams Ø Common Sense Ø George Washington Ø Congress Ø Declaration of Independence Ø Taxation without Representation Ø Thomas Jefferson Enrichment Terms Crispus Attucks, British East India Company, Merchant, Continental Army, Guerilla Warfare, Valley Forge, Saratoga, Yorktown, Lexington and Concord, Minutemen, John Locke, Join or Die, Thomas Paine, Treaty Paris 1763 and 1783, Mercantilism, King Phillip s War, Bunker Hill, Marquis de Lafayette, Smuggling, Charter Colony, Royal Colony, Proprietary Colony, General Burgoyne, Women s Role in Revolution, Francis Marion, Shot heard around the world Unit IV: (Time Frame: approximately 6 weeks) Experiments in Government Subunits A. The Articles of Confederation and the Critical Period B. The New York State Constitution of 1777 C. The writing, structure, and adoption of the United States Constitution
Enduring Understandings Students will understand: Ø The earliest formal structure of the U.S. government as expressed in the Articles of Confederation and the weaknesses therein. Ø The similarities and differences between the Articles of Confederation and the U.S. Constitution. Ø The key arguments and the compromises during the Constitutional Convention. Ø The powers granted to the national and state governments by the U.S. Constitution and to individuals in the Bill of Rights. Ø The idea that the Constitution can be changed, amended, and interpreted differently. Ø The roles and responsibilities of U.S. citizens. Essential Questions 1. How do the values of citizens determine the shape of government? 2. How should power be distributed between the state and federal government? 3. What are the essential components of an effective government? 4. What is the role of government? 5. Why was the new Constitution necessary? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 5. Civics, Citizenship, and Government NYSSSS Power Priority Indicators Students will know and be able to: 1.1.2 Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and the United States Constitution, Bill of Rights, and other important historical documents. 1.3.3 Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. 5.1.2 Consider the nature and evolution of constitutional democracies. 5.2.2 Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution. 5.2.4 Define federalism and describe the powers granted the national and state governments by the United States Constitution. 5.2.5 Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.
5.3.2 Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. 5.3.3 Discuss the role of an informed citizen in today s changing world. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Constitution Ø Government Ø Citizen/citizenship Ø Democracy Ø Republic Ø Articles of Confederation Ø New York State Constitution Ø Constitutional Convention Ø George Washington Ø Preamble Ø Alexander Hamilton Ø Concurrent (Shared) Powers Ø Elastic Clause Ø Electoral College Ø New York State Assembly Supreme Court Ø President Ø Ratify Ø Amendment (Amend) Ø Popular Sovereignty Ø National/Federal/Central Powers Ø Reserved Powers Ø Bill of Rights Ø James Madison Ø Great Compromise Ø 3/5 Compromise Ø Federalism (ist) Ø Anti- Federalist
Ø Separation of Powers Ø Balance of Powers Ø Checks and Balances Ø Legislative Ø Executive Ø Judicial Ø Congress Ø House of Representatives Ø Senate Enrichment Terms Loose and Strict interpretation, Census, Virginia Plan, New Jersey Plan, Shay s Rebellion, Northwest Ordinance, Land Ordinance, Miranda v. Arizona, Tinker v. Des Moines Independent School District, Magna Carta, suffrage, Enlightenment, Tariff, Federalist Papers #10, Powers of Congress, Powers of President, Powers of Supreme Court, Judicial Review, Marbury v. Madison, Veto, Law Making Process, Impeachment, Habeas Corpus, Majority Rule, Due Process, Double Jeopardy, Search Warrant, First Amendment (Rights of Individuals) Unit V: (Time Frame: approximately 8 weeks) Life in the New Nation Subunits A. New government in operation B. The Age of Jackson C. Pre- Industrial Age: 1790-1860s Enduring Understandings Students will understand: Ø The establishment of precedents and their role in American government. Ø The political, economic, and social issues that the new nation confronted under the Constitution. Ø The political, social, and economic impact of Jacksonian Democracy. Ø The emerging role played by the U.S. in world affairs. Ø How the United States attempts to satisfy its basic needs and wants by utilizing capital, natural, and human resources. Ø That the American goal of Manifest Destiny led to conflict with other nations/people and its impact on the United States. Ø How did social and economic life change as the U.S. began to move from an agrarian to an industrial society? Ø How did geography and social/economic systems (slavery, plantation system) impact industrial development?
Essential Questions 1. How does government impact a developing society? 2. How does technology impact a society? 3. How well did the Constitution address the political, economic and social issues confronting the new nation? 4. Was the U.S. justified in fulfilling its Manifest Destiny? 5. Does change constitute progress? New York State Social Studies Standards NYSSSS 1. History of the United States and New York 3. Economics 4. Geography 5. Civics, Citizenship, and Government NYSSSS Power Priority Indicators Students will know and be able to: 1.2.2 Investigate key turning points in New York State and United States history and explain why these events or developments are significant. 1.2.3 Understand the relationship between the relative importance of United States domestic and foreign policies over time. 1.3.3 Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. 1.4.3 Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts. 3.1.4 Describe the relationships between people and environments and the connections between people and places. 4.1.3 Understand how scarcity requires people and nations to make choices which involve costs and future considerations. 5.2.5 Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. 5.3.2 Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills
Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Precedent Ø Marbury v. Madison Ø Judicial review Ø War of 1812 Ø Monroe Doctrine Ø Whiskey Rebellion Ø Washington s Farewell Address Ø Andrew Jackson Ø Spoils System Ø Political Parties Ø Protective Tariff Ø Nullification Crisis Ø Trail of Tears Ø Concessions/treaties Ø Cherokee Ø Reservation Ø Industrial Society Ø Technology Ø Industrial Revolution Ø Abolition Ø Women s Rights Ø Frederick Douglass Ø Harriet Tubman Ø Urbanization Ø Samuel Slater Ø Francis Cabot Lowell Ø Gold Rush Ø William Lloyd Garrison Ø Indian Removal Act o Agrarian Society Ø Erie Canal Ø National Road Ø Alexander Hamilton o Thomas Jefferson Ø Westward Expansion o Manifest Destiny Ø Suffrage Ø Seneca Falls Convention Ø Elizabeth Cady Stanton Ø Susan B. Anthony Ø Mexican American War Ø Louisiana Purchase
Ø Mexican Cession Ø Transcontinental Railroad Ø Texas Annexation Ø Nationalism Ø Lewis and Clark Ø Eli Whitney (Cotton Gin, Interchangeable Parts, Mass Production) Enrichment Terms Election of 1800, Jay s Treaty, Pinckney s Treaty; Missouri Compromise, Compromise of 1850, Henry Clay, Pioneer, Alamo, Lone Star Republic, Gadsden Purchase, Unwritten Constitution, Neutrality, Cabinet, XYZ Affair, Alien and Sedition Act, John Marshall, Nationalism, 54 40 or fight, Mechanical Reaper, Judiciary Act of 1789, National Debt, National Bank, Sacagawea, Impressment, U.S.S Constitution, Embargo, Non- Intercourse Act, War Hawks, Nullification Crisis, Oregon Trail, Robert Fulton Unit 6: (Time Frame: approximately 8 weeks) Division and Reunion Subunits A. UNDERLYING CAUSES OF THE CIVIL WAR B. THE CIVIL WAR BREAKS OUT C. RESULTS OF THE CIVIL WAR Enduring Understandings Students will understand: Ø The causes/series of events that led to the American Civil War. Ø The role sectionalism played in starting the Civil War. Ø The development, progress and key turning points in the Civil War. Ø The long- term economic, political and social implications of the Civil War and Reconstruction. Essential Questions: 1. When is violence a justifiable means for change? 2. Was the Civil War inevitable? 3. To what extent did the Civil War and the Reconstruction Era create a more perfect union? New York State Social Studies Standards (NYSSSS) 1. History of the United States and New York 3. Geography 5. Civics, Citizenship, and Government
NYSSSS Power Priority Indicators Students will know and be able to: 1.1.1 explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. 1.2.2 investigate key turning points in New York State and United States history and explain why these events or developments are significant. 1.3.3 describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents. 1.4.2 understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. 3.1.4 describe the relationship between people and environments and the connections between people and places. 5.1.1 analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs. 5.2.4 define federalism and describe the powers granted the national and state governments by the United States Constitution. 5.3.1 explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and in New York State over time. Targeted Skills Ø Vocabulary Development Ø Map / Graph / Chart Analysis Ø Determining Cause and Effect Ø Analyzing and Interpreting Primary Sources Ø Thesis Writing Ø Research Skills Ø Elaboration in Writing Ø Incorporating Outside Information Ø Compare and Contrast Ø Document Based Question writing skills Ø History through differing perspectives Essential Terms Ø Sectionalism Ø Slavery Ø Uncle Tom s Cabin Ø Abolitionists Ø States Rights Ø Secession
Ø Jefferson Davis Ø 13th, 14th, 15th Amendment Ø Uncle Tom s Cabin Ø Raid on Harper s Ferry Ø Fugitive Slave Law Ø Civil War Ø Confederacy (South or Grey) Ø Union (North or Blue) Ø Fort Sumter Ø Freedman s Bureau Ø Compromise of 1850 Ø Missouri Compromise Ø Kansas Nebraska Act Ø Robert E. Lee Ø Popular Sovereignty Ø Bleeding Kansas Ø Dred Scott Case Ø Abraham Lincoln Ø Emancipation Proclamation Ø Ulysses Grant Ø Gettysburg Ø Appomattox Ø Jim Crow Laws Ø Reconstruction Ø Lynching Ø Andrew Johnson Ø Poll taxes Ø Literacy test Ø Sharecroppers Ø Carpetbaggers Ø Scalawags Ø Ku Klux Klan Ø Plessy vs. Ferguson Ø Black Code Ø Grandfather Clause Ø Gettysburg Address Ø Reconstruction Plans (Lincoln s Plan, Congressional Reconstruction) Enrichment Terms Republican Party, Lincoln Douglas Debate, Election of 1860, Bull Run, Antietam, William Tecumseh Sherman, Assassination, Impeachment, Clara Barton, 54th Massachusetts, Tenant Farmer, Monitor vs. Merrimack, Draft, Nat Turner, Popular Sovereignty, Slave Codes, Role of Cotton, Border States, Stonewall Jackson, Total War, Radical Republicans