7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Q3
Assessments
Resources
Assessments
Resources
Week One ☆ Dates: 1/5 - 1/9
Standard
Immigration- Reasons for
Immigration
S1C7-PO7 Describe the
innovations of the Industrial
Revolution
Concepts
-Push & Pull
Skills
Classify
Explain
Identify
Learning Targets
I can describe the innovations that
changed American life.
Factors,
- What are motivating factors that
would push one to leave their
country?
emigrate,
immigrate,
S4C4 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.
Interpret
oppression,
persecution,
- What opportunities attracted
immigrants to the United States?
- What did immigrants experience
during their move to America?
famine,
Ellis Island,
Angel Island
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.[1]
I can read and analyze data from
tables, graphs charts and maps.
(skill)
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Week Two ☆ Dates: 1/12 - 1/16
Common
Formative
Assessments
TBD in
Department
meetings.
American History: Chapter
14/20
- pg. 451-455, 643-644, 648649
Primary Source Kit:
Immigration
- pg. 73-74, 83-84
Resource book Unit 7
- pg. 71-150
United States Atlas
- pg 58, 70-71, 82-83
7th
Estrella Middle School ☆ Curriculum Map
Standard
Standard
Social Studies
Concepts
Concepts
Immigration- Immigration
Influence on America
-Push & Pull
S1C7-PO2 & PO4
Factors,
PO 2. Describe how the United
States was positivelyand
negatively affected by factors
and events resulting from the
arrival of a large numbers of
immigrants.
immigrate,
Skills
Skills
Classify
Explain
Identify
Learning Targets
Learning Targets
I can explain how corporations
affected business competition.
- What was the reality of new
immigrants in the United States?
oppression,
Assessments
Assessments
Common
Formative
Assessments
TBD in
Department
meetings.
Q3
Resources
Resources
American History: Chapter
14/20
- pg. 451-455, 643-644, 648649
- pg. 644-647
Primary Source Kit:
Immigration
- pg. 73-74, 83-84
- What did immigrants contribute to
the United States?
persecution,
Resource book Unit 7
- pg. 71-150
I can identify the central idea of a
selected reading and provide an
oral or written summary.
PO 4. Discuss the relationship
between immigration and
industrialization.
United States Atlas
- pg. 58, 70-71, 82-83
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.
Week Three ☆ Dates: 1/19 - 1/23
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Industrialization - Factors of
Industrialization- People,
Industries, & Effects
S1C7 PO3 & PO7
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 lab or, global markets).
PO 7. Describe how innovations
of the Industrial Revolution (e.g.,
manufacturing, textiles,
transportation, improvements)
contributed to U.S. growth and
expansion.
S4C4 PO7
PO 7. Describe the factors (e.g.,
nearness to transportation
routes, markets, raw materials,
labor force) that influence the
location, distribution and
interrelationships of economic
activities in different places and
world regions.
- People,
Industries, &
Industrialization, Classify
Describe
agriculture,
Link
I can describe problems new
immigrants faced in America.
- What is industrialization?
American History: Chapter 20
- pg. 631-637, 641-642
factory, union,
- How did immigrants, natural
resources, and innovations help
industrialize the United States?
monopoly, trust,
natural
resource,
6-8.RH.2 Determine the central
ideas or information of a primary Carnegie,
or secondary source; provide an
accurate summary of the source Rockefeller,
distinct from prior knowledge or etc.
opinions.
Graphs
Charts
Tables
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Primary Source Kit: Industrial
Revolution
Common
Formative
Assessments
TBD in
Department
meetings.
Resource book Unit 7
- pg. 71-72, 81-82, 114, 119120
United States Atlas
- pg. 72-73, 76-79
factory, union,
- pg. 631-637, 641-642
- How did immigrants, natural
resources, and innovations help
industrialize the United States?
monopoly, trust,
7th
Primary Source Kit: Industrial
Revolution
natural Middle School ☆ Curriculum Map
Estrella
resource,
Resource book Unit 7
Common
6-8.RH.2 Determine the central
ideas or information of a primary
or secondary source; provide an
accurate summary
of the source
Standard
distinct from prior knowledge or
opinions.
Social Studies
Carnegie,
Concepts
Rockefeller,
etc.
Graphs
Skills
Charts
Tables
I can identify
the central
idea of a
Learning
Targets
selected reading and provide an
oral or written summary.
Formative
Assessments
TBD
in
Assessments
Department
meetings.
Q3
- pg. 71-72, 81-82, 114, 119120
Resources
United States Atlas
- pg. 72-73, 76-79
Week Four Dates: 1/26 - 1/30
Standard
Industrialization - People,
Industries, & Effects
S1C7 PO8 (C,D,F)
PO 8. Identify the following
groups’ contributions to the
changing social and political
structure of the United States:
c. industrialists (e.g., Andrew
Carnegie, John D. Rockefeller)
d. inventors (e.g., Thomas
Edison, Henry Ford)
f. financiers (e.g., J.P. Morgan,
Jay Gould)
Concepts
Skills
Industrialization, Classify
union,
Describe
monopoly,
Link
trust,
natural
resource,
assembly line,
Carnegie,
Rockefeller,
Learning Targets
Assessments
- How did a few individuals become Common
so wealthy and powerful during this Formative
time?
Assessments
TBD in
- How did new processes and
Department
inventions facilitate
meetings.
industrialization?
Resources
American History: Chapter 20
- pg. 631-637, 641-642
Primary Source Kit: Industrial
Revolution Resource book
Unit 7
- pg 115-116
United States Atlas
- pg. 72-73, 76-79
Invention,
innovation,
manufacturing.
S5C2 PO4
PO 4. Describe the role of
entrepreneurs (e.g., Carnegie,
Ford, Rockefeller, J. P. Morgan,
Vanderbilt) in the free enterprise
system.
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.
Week Five ☆ Dates: 2/2 - 2/6
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Immigration & Industrialization Effects of Industrialization
S1C7 PO1, PO2, PO3, PO4,
PO7 & PO8
PO 1. Examine the reasonswhy
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 lab or, global markets).
PO 4. Discuss the relationship
between immigration and
industrialization.
PO 7. Describe how innovations
of the Industrial Revolution (e.g.,
manufacturing, textiles,
transportation, improvements)
contributed to U.S. growth and
expansion.
PO 8. Identify the following
groups’ contributions to the
changing social and political
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 (e.g.,Andrew
Carnegie, JohnD. Rockefeller)
I can identify problems progressive
refermers wanted to solve.
- What are some expectations you
will have at your place of work?
- What conditions did people work
in at this time compared to now?
Union,
strikes,
monopoly,
factories,
natural
resources,
raw materials,
conservation.
Explain
Link
Classify
Infer
Evaluate
Interpret
American History: Chapter 20
- pg. 636-637, 645-646, 657658, 676
- What factors have led us to
conserve natural resources today?
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Common
Formative
Assessments
TBD in
Department
meetings.
Primary Source Kit: Industrial
Revolution
Resource book Unit 7
- pg. 151-207
United States Atlas
- pg. 72-73, 76-79
expansion.
PO 8. Identify the following
groups’ contributions to the
changing social and political
structure of the United States:
a. labor leaders (e.g.,Samuel
Gompers, Mother Jones)
b. social reformers (e.g.,Susan
B. Anthony,Standard
Elizabeth Cady
Stanton)
c. industrialists (e.g.,Andrew
Carnegie, JohnD. Rockefeller)
d. inventors (e.g., Thomas
Edison, Henry Ford)
e. Populists (e.g., William
Jennings Bryan)
f. financiers (e.g., J.P. Morgan,
Jay Gould)
7th
Estrella Middle School ☆ Curriculum Map
Social Studies
Concepts
Skills
S4C4PO2 & PO7
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
PO 7. Describe the factors (e.g.,
nearness to transportation
routes, markets, raw materials,
labor force) that influence the
location, distribution and
interrelationships of economic
activities in different places and
world regions.
Learning Targets
Assessments
Q3
Resources
I can identify problems progressive
refermers wanted to solve.
- What are some expectations you
will have at your place of work?
American History: Chapter 20
- pg. 636-637, 645-646, 657658, 676
- What conditions did people work
in at this time compared to now?
Union,
strikes,
S5C2 PO4
monopoly,
PO 4. Describe the role of
factories,
entrepreneurs (e.g., Carnegie,
natural
Ford, Rockefeller, J. P. Morgan, resources,
Vanderbilt) in the free enterprise raw materials,
system
conservation.
Explain
Link
Classify
Infer
Evaluate
Interpret
- What factors have led us to
conserve natural resources today?
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Common
Formative
Assessments
TBD in
Department
meetings.
Primary Source Kit: Industrial
Revolution
Resource book Unit 7
- pg. 151-207
United States Atlas
- pg. 72-73, 76-79
Week Six ☆ Dates: 2/9 - 2/13
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Immigration & Industrialization
S1C7 PO5
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
S1C7 PO1, PO2, PO3, PO4,
PO7 & PO8
S4C4 PO2 & PO7
S5C2 PO4
PO 4. Describe the role of
entrepreneurs (e.g., Carnegie,
Ford, Rockefeller, J. P. Morgan,
Vanderbilt) in the free enterprise
system.
Explain
Link
Classify
Infer
Evaluate
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.
Union,
strikes,
rural,
factories,
raw
conservation.
American History Chapter
20.1 (p. 628 - 639)
Industrial Revolution Primary
Source Kit
Nystrom Atlas p.76-79; 82-83
- How did Industrialization affect the
daily lives of people in the United
States?
- How did Industrialization lead to
America becoming a global
influence?
Interpret
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Common
Formative
Assessments
TBD in
Department
meetings.
American History Chapter
20.1 (p. 628 - 639)
Nystrom Atlas p.76-79; 82-83
Week Seven ☆ Dates: 2/16 - 2/20
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Progressive Era - Labor, AntiTrust, Resources
S1C7 PO6 (A,C,D)
PO 6. Describe the following
Progressive Reforms that
resulted from the Industrial
Revolution:
a. labor unions
c. trust busting
d. conservation of natural
resources
S3C3 PO2
PO 2. Identify the government’s
role in progressive reforms (e.g.,
women’s suffrage, labor unions,
temperance movement, civil
rights).
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.
American History: Chapter 20
- pg. 658-661
Describe
-- Why are monopolies and trusts
unfair?
- How did the government respond
to monopolies and trusts?
Trust,
anti-trust,
trust busting,
labor laws.
Interpret
Common
Formative
Assessments
TBD in
Department
meetings.
I can identify the central idea of a
selected reading and provide an
oral or written summary.
American History: Chapter 21
- pg. 675-676
Primary Source Kit: Industrial
Revolution
Resource book Unit 7
- pg. 124-125
Week Eight Dates : 2/23 / 2/27
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Galileo Week - Continue
Progressive Movement
S1C7 PO6 (A,C,D) PO8 (A, B)
PO 6. Describe the following
Progressive Reforms that
resulted from the Industrial
Revolution:
a. labor unions
c. trust busting
d. conservation of natural
resources
PO 8. Identify the following
groups’ contributions to the
changing social and political
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)
S3C3 PO2
PO 2. Identify the government’s
role in progressive reforms (e.g.,
women’s suffrage, labor unions,
temperance movement, civil
rights).
Describe
S2C7-PO1 Describe the effects
of the following factors on the
rise of Imperialism
S1C1-PO2 Interpret data
through graphs, charts and
tables
6-8.RH.2 Determine the central
ideas or information of a primary
- Why are monopolies and trusts
unfair?
American History: Chapter 20
- pg. 658-661
- How did the government respond
to monopolies and trusts?
Trust,
anti-trust,
trust busting,
labor laws.
Interpret
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Common
Formative
Assessments
TBD in
Department
meetings.
American History: Chapter 21
- pg. 675-676
Primary Source Kit: Industrial
Revolution Resource book
Unit 7
- pg. 124-125
of the following factors on the
rise of Imperialism
7th
Estrella Middle School ☆ Curriculum Map
S1C1-PO2 Interpret data
through graphs, charts and
tables
Standard
Describe
Concepts
6-8.RH.2 Determine the central
ideas or information of a primary
or secondary source; provide an
accurate summary of the source Trust,
distinct from prior knowledge or anti-trust,
opinions.
trust busting,
labor laws.
Skills
Interpret
- Why areStudies
monopolies and trusts
Social
unfair?
Learning Targets
- How did the government respond
to monopolies and trusts?
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Assessments
Common
Formative
Assessments
TBD in
Department
meetings.
Q3
American History: Chapter 20
- pg. 658-661
Resources
American History: Chapter 21
- pg. 675-676
Primary Source Kit: Industrial
Revolution Resource book
Unit 7
- pg. 124-125
Week Nine ☆ Dates: 3/2 - 3/6
Standard
Concepts
Skills
Learning Targets
Assessments
Resources
7th
Estrella Middle School ☆ Curriculum Map
Standard
Social Studies
Concepts
Skills
Learning Targets
Assessments
Q3
Resources
Progressive Era - Women’s
Suffrage, Temperance
Movement
S1C7 PO6 (A,C,D) & PO8 (A,B)
PO 6. Describe the following
Progressive Reforms that
resulted from the Industrial
Revolution:
a. labor unions
c. trust busting
d. conservation of natural
resources
PO 8. Identify the following
groups’ contributions to the
changing social and political
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)
- Which group was able to ban
alcohol and why?
S3C3 PO2
PO 2. Identify the government’s
role in progressive reforms (e.g.,
women’s suffrage, labor unions,
temperance movement, civil
rights).
Explain
- Who was still fighting for equal
rights?
American History: Chapter 21
- pg. 683-688
American History: Chapter 14
- pg. 457-458
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.
Temperance
movement,
woman’s
suffrage,
I can identify the central idea of a
selected reading and provide an
oral or written summary.
Interpret
Week Ten ☆ Dates:
Common
Formative
Assessments
TBD in
Department
meetings.
Resource book Unit 7
- pg. 161-162, 179-180
United States Atlas
- pg. 88-89
7th
Standard
Standard
Estrella Middle School ☆ Curriculum Map
Social Studies
Concepts
Concepts
Skills
Skills
Learning Targets
Learning Targets
Assessments
Assessments
Q3
Resources
Resources
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