Mendham Township School District
Social Studies Curriculum
Grade 7
7th Grade Unit 1: America: Beginnings to 1500
Stage 1-Desired Results
Understandings
Students will understand the migration of the
ancient peoples to the Americas, and the
development of Native American cultures.
Essential Questions:
How did events on four continents-Europe, Africa,
and the Americas lead to the meetings of peoples
from diverse cultures?
What was life like for Indians before the arrival of
Columbus?
How geography effects culture?
Knowledge
Students
will know…
• Two scientific theories of early migration to the
Americas from Asia
• How artifacts are used to study pre-Columbian
cultures
• Different geographic regions, land forms, water
bodies, climate, vegetation, and animal life of
the United States
• The histories, cultures, systems of government
and law of some of the major Native American
tribes
NJCCCS
6.1.8.A.1.a, 6.1.8.B.1.a, 6.1.8.D.1.a,
6.1.8.D.1.b, 6.2.8.D.1.c
Did Pre-Columbian Indian Cultures have cultures
worthy of respect?
Skills Students will be able to…
• Explain how major events are related to one
another in time.
• Use various geographic representations to
compare information about people, places,
regions, and environments.
• Use maps and other documents to explain the
historical migration of people.
• Assess the credibility of sources by identifying
bias and prejudice in documents, media, and
computer-generated information.
• Select and analyze information from a variety of
sources to present a reasoned argument or
position in written and/or oral format.
• Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates- Amistad Commission
• The Americas were populated long before the arrival of European colonists in the 1490s. Students
often believe the history of the Americas began with the European presences. This misconception
will be addressed in this unit.
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Stage 2-Assessment Evidence
Performance Tasks:
• Research project: Creating an Artifact
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Other Evidence:
• Map Work
• Teacher Observation
• Student outcomes related project work
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Stage 3- Learning Plan
Learning Activities
• Map Assignment
• Native American Tribe Research Project
• Oral Presentation of an Authentic Native American Artifact
• Streaming Videos
• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit provides student choice in creation of Native American Artifact
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• Crossroads Curriculum Web-Resource: http://www.eduref.org/Virtual/Lessons/crossroads/sec4/
7th Grade Unit 2: Age of Exploration 1492-1700
Stage 1-Desired Results
Understandings
Students will understand the motivations behind
European explorations. The competition among
European countries for control of the Americas
from 1492-1700. The unit will also address the
conquests of many Native American groups, and
the origins of slavery in the Americas.
Essential Questions:
What were the geographic, economic,
technological, political, and personal factors
between the Crusades and 1492 that caused
Europeans to explore?
What were some challenges of exploration?
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Who were the leading European explorers of North
America?
How did American Slavery emerge?
Students will know the following terms and be able
to apply each to unit concepts:
• European Middle Ages
• Crusades
• Bubonic Plague
• Renaissance
• Important European Explorers
• Mercantilism
• Conquistadors
• Northwest Passage
• Spanish Armada
• Triangular Trade/Middle Passage
• Columbian Exchange
NJCCCS
6.1.8.B.1.b, 6.1.8.C.1.a, 6.1.8.C.1.b, 6.1.8.D.1.b,
6.1.8.D.1.c, 6.1.8.B.2.b, 6.1.8.C.2.b, 6.1.8.C.2.c,
6.1.8.D.2.a, 6.2.8.D.4.d, 6.2.8.D.4.e
What were the effects of the cultural collision
between Native Americans and European?
Skills
Students will be able to…
• Construct timelines of events occurring during
major eras.
• Explain how major events are related to one
another in time.
• Use various geographic representations to
compare information about people, places,
regions, and environments.
• Use maps and other documents to explain the
historical migration of people, expansion and
disintegration of empires, and growth of
economic and political systems.
• Select and analyze information from a variety
of sources to present a reasoned argument or
position in written and/or oral format.
• Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates- Amistad Commission
• The Americas were populated long before the arrival of European colonists in the 1490s. Students
often believe the history of the Americas began with the European presences. This misconception
will be addressed in this unit.
Stage 2-Assessment Evidence
Performance Tasks:
• Research project: European Explorers
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Other Evidence:
• Map Work
• Teacher Observation
• Student outcomes related project work
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Stage 3- Learning Plan
Learning Activities
• Map Assignment
• European Explorer Research Project
• Streaming Videos
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• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• Crossroads Curriculum Web-Resource: http://www.eduref.org/Virtual/Lessons/crossroads/sec4/
7th Grade Unit 3: The English 13 Colonies 1585-1753
Stage 1-Desired Results
Understandings
Students will understand English colonization of
North America and the leading individuals who
took part in settling the colonies. Students will also
be able to investigate historical events, such as:
Jamestown’s “Starving Time”, Bacon’s Rebellion,
and the Salem Witch Trials.
Essential Questions
What caused the “starving time” in the Jamestown
colony during the winter of 1609-1610?
What were the causes of Bacon’s Rebellion?
What were the results of the Salem Witchcraft
Trials, and what did the event teach future
societies?
What are the geographic, economic, political, and
social factors that helped shape the development
and identity of the four colonial regions?
What differences existed within the Thirteen
English Colonies as it pertains to the ethnic,
religious, social, educational and governmental
aspects of its society?
Knowledge
Skills
Students will know…
Students will be able to…
• Two early English colonies that failed
• Explain how major events are related to one
another in time.
• Causes of Jamestown’s “Starving Time” during
the winter of 1609-1610
• Use various geographic representations to
compare information about people, places,
• Identify the 13 English Colonies
regions, and environments.
• The causes and significance of Bacon’s
• Use maps and other documents to explain the
Rebellion
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•
Compare Indentured Servitude with African
Slavery
• Indentify colonial cultural groups, such as:
Pilgrims and Puritans
• Summarize the outcomes of King Philip’s War
• The causes and results of the Salem Witch
Trials
• Summarize how the four colonial regions
developed distinct cultural identities
• Explain how climate, land resources, and
people of the four regions developed four
distinct economies
NJCCCS
6.1.8.A.2.a, 6.1.8.B.2.a, 6.1.8.C.2.a, 6.1.8.D.2.b
•
•
•
•
historical migration of people, expansion and
disintegration of empires, and growth of
economic and political systems.
Compare and contrast differing interpretations
of current and historical events.
Assess the credibility of sources by identifying
bias and prejudice in documents, and media.
Select and analyze information from a variety
of sources to present a reasoned argument or
position in written and/or oral format.
Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates
Not Applicable
Stage 2-Assessment Evidence
Performance Tasks:
• Investigation Research Project-H.S.I
o Jamestown’s “Starving Time”
o Bacon’s Rebellion
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Stage 3- Learning Plan
Other Evidence:
• Map Work
• Teacher Observation
• Student outcomes related project work
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Learning Activities
• Investigation Research Project-H.S.I
o Jamestown’s “Starving Time”
o Bacon’s Rebellion
• View historical film “The Crucible”
• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
95
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• The Movie: “The Crucible”
• HIS: Historical Scene Investigation www.wm.edu/hsi
7th Grade Unit 4: The American Identity
Stage 1-Desired Results
Understandings
Students will understand the social and economic
classes that developed in the colonies as well as the
new religious and philosophical movements.
Essential Questions
How were the colonies shaped by prosperity,
literacy, and new movements in religion and
thought?
What political, social, and economic values did the
American colonists share with their British
counterparts?
Knowledge
Students will know…
• Explain how the colonies were shaped by
prosperity, literacy, and new movements in
religion and thought
o The significance of land ownership
o The importance of colonial schooling
o The Great Awakening
o The Enlightenment
• Identify colonial social ranks
• Identify Roots of Representative Government
o Magna Carta
o Parliament
o Glorious Revolution
o English Bill of Rights
• Importance of Salutary Neglect
• Importance of The Zenger Trial
NJCCCS
6.1.8.A.2.b, 6.1.8.A.2.c, 6.1.8.B.2.a,
6.1.8.D.2.b, 6.2.8.A.4.c
Why was social rank important to both the
individual and society?
Skills
Students will be able to…
• Explain how major events are related to one
another in time.
• Use various geographic representations to
compare information about people, places,
regions, and environments.
• Use maps and other documents to explain the
historical migration of people, and growth of
economic and political systems.
• Compare and contrast differing interpretations
of current and historical event.
• Assess the credibility of sources by identifying
bias and prejudice in documents, and media.
• Select and analyze information from a variety
of sources to present a reasoned argument or
position in written and/or oral format.
• Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates
Not Applicable
Stage 2-Assessment Evidence
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Performance Tasks:
• Research Project: Colonial Rank
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Other Evidence:
• Map Work
• Teacher Observation
• Student outcomes related project work
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Stage 3- Learning Plan
Learning Activities
• Streaming Video
• Ben Franklin History Assignment
• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• Crossroads Curriculum Web-Resource: http://www.eduref.org/Virtual/Lessons/crossroads/sec4/
7th Grade Unit 5: French and Indian War
Stage 1-Desired Results
Understandings
Students will learn about the major war that
occurred between Britain and France over the
settlement of western lands.
Essential Questions
Why can the French and Indian War be considered
the “War that Made America”?
What were the causes and results of the French and
Indian War?
Knowledge
Students will know…
• Evaluate economic, geographic, and political
forces that contributed to the clash of British,
French and Indian empires prior to the
What was the impact of Pontiac’s Rebellion and the
Proclamation of 1763 with the American Colonists?
Skills
Students will be able to…
• Construct timeline of the major events
occurring during major eras.
• Explain how major events are related to one
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escalation of violence in 1754.
• Analyze the leadership and integrity of George
Washington during and following military
actions in 1754.
• Analyze reasons for strained relationships
among allies during the period 1755-58.
• Evaluate the long standing Indian policy of
taking captives.
• Evaluate Pitt’s changes in policy towards the
colonies, colonial legislatures’ responses to the
demand for troops, and the progress of the war
through critical battles of 1758.
• Investigate the motivations for and the results
of the British-Indian alliance in western PA in
1758.
• Investigate the causes and results of Pontiac’s
War against the British and consider the
massacre of Indians by the Paxton Boys in PA.
• Consider the response of colonists to British
taxes levied to pay for the War; and how the
French and Indian War transformed the world.
NJCCCS
6.1.8.B.3.a, 6.1.8.D.3.a
•
•
•
•
•
•
another in time.
Use various geographic representations to
compare information about people, places,
regions, and environments.
Use maps and other documents to explain the
historical migration of people, expansion and
disintegration of empires, growth of economic
and political systems.
Compare and contrast differing interpretations
of historical events.
Assess the credibility of sources by identifying
bias and prejudice in documents, and media.
Select and analyze information from a variety
of sources to present a reasoned argument or
position in written and/or oral format.
Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates
Not Applicable
Stage 2-Assessment Evidence
Performance Tasks:
• French and Indian War Timeline
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Stage 3- Learning Plan
Other Evidence:
• Map Work
• Teacher Observation
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Learning Activities
• View dramatized documentary: The War That Made America
o Related Assignments
• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
98
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• United Streaming: PBS Video: The War That Made America
• Web-Resources: http://www.wqed.org/tv/specials/the-war-that-made-america/
7th Grade Unit 6: The Era of the American Revolution 1763-1783
Stage 1-Desired Results
Understandings
The students will understand the events that pushed
Great Britain and the American colonies apart and
ultimately led to the signing of the Declaration of
Independence. Students will also organize events of
the American Revolution in chronological sequence
and analyze the causes that led to an American
victory.
Essential Questions
How did the events that pushed Great Britain and
the American colonies apart ultimately lead to the
signing of the Declaration of Independence?
What were the political and economic causes of the
American Revolution?
What were the events of the American Revolution
and how did the causes lead to an American
victory?
Knowledge
Students will know…
• Identify reasons for the growing tension
between Britain and the colonies
• Investigate The Boston Massacre
• Identify reasons in the Declaration of
Independence why Americans were dissatisfied
with the British
• Identify important revolutionary military
figures, political figures, and battles
• Investigate The “Shot Heard Around the
World”
• Summarize New Jersey’s role in the American
Revolution
What role did New Jersey play in the American
Revolution?
Skills
Students will be able to…
• Construct timeline of the major events
occurring during major eras.
• Explain how major events are related to one
another in time.
• Use various geographic representations to
compare information about people, places,
regions, and environments.
• Use maps and other documents to explain the
historical migration of people, expansion and
disintegration of empires, growth of economic
and political systems.
• Compare and contrast differing interpretations
of historical events.
• Assess the credibility of sources by identifying
bias and prejudice in documents, and media.
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•
NJCCCS
6.1.8.A.3.a, 6.1.8.B.3.c, 6.1.8.B.3.d, 6.1.8.C.3.a,
6.1.8.D.3.b, 6.1.8.D.3.c, 6.1.8.D.3.d, 6.1.8.D.3.e,
6.1.8.D.3.f
Select and analyze information from a variety
of sources to present a reasoned argument or
position in written and/or oral format.
• Use textbook to take notes in outline form.
Common Core for LA
Reading Informational Text Standards: 1, 3, 6, 7, 8,
9, 10
Writing Standards: 1a-e, 2a-f, 4, 5, 8, 9b, 10
Listening Speaking Standards:1a, 1d, 5
Mandates
Commodore John Barry is the "Father of the American Navy", and a true American war hero. In this unit,
students will discuss Barry's role in the American Revolution.
Stage 2-Assessment Evidence
Performance Tasks:
• Investigation Research Project-H.S.I
o The “Shot Heard Around the World”
• Revolutionary War Timeline
• View Film “The Patriot” (Edited Version)
• Wednesday Night Weekly Reading Assignment
related to any specific area of the unit
• Expository, Persuasive, and/or Document Based
Questions/Essays
Stage 3- Learning Plan
Other Evidence:
• Map Work
• Teacher Observation
• Student outcomes related project work
• Textbook Outlines
• Textbook Outline Quizzes
• Unit Test
Learning Activities
• Investigation Research Project-H.S.I
o The “Shot Heard Around the World”
• Subject Related Note Taking
• Teacher-led Discussions
Differentiation
• Modify assignments as necessary to address needs of at risk learners
• Unit includes presentation of topics through various modalities to address various learning styles and
needs of students
Subject Integration
Language Arts
• Subject reading and analysis of a variety of documents, texts and images
• Writing in 3rd person objective point of view
Technology Integration
• SMART Board
• Video clips
• Laptops-Internet research
Resources
• Textbook-Creating America
• HIS: Historical Scene Investigation www.wm.edu/hsi
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