Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Submitted As Part of A Regional Collaborative Design to Achieve the Educational Goals of the Communities served
by the Oceanport, Monmouth Beach, West Long Branch and Shore Regional School Districts
Office of Curriculum & Instruction
Bruce ‘B.C.’ Preston
Seventh Grade Social Studies
US History I
Researched and Developed by:
Anthony Grassi, Oceanport
Pete Vincelli, Monmouth Beach
John Dougherty, West Long Branch
Curriculum Writer:
Pete Vincelli, Monmouth Beach
BOARD OF EDUCATION INITIAL ADOPTION DATE:
1
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Course Philosophy
The social studies program is designed to prepare the students for their future role as intelligent and active citizens in our democratic society. In addition it
provides them with the knowledge and skills needed to make informed and reasoned choices for the public good as citizens of a culturally diverse and
interdependent world. Four main areas of study – History, Citizenship, Culture, and Geography are emphasized at each grade level to provide students with
an understanding of human interaction through time. In this way, students will learn to view contemporary problems facing the nation and the world as
products of complex historical processes rather than as isolated events.
Course Description
Students will understand the historical, economical, geographical, and cultural aspects of the United States from its early creation through theCivil War Era.
A focus on skills most importantly associated with historical inquiry well be emphasized, used to teach the content of the course, and assessed.
2
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Scope and Sequence
US History I, 7th Grade
Month
Sept
Content – What topic
or themes
Constitution Era
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
Students must understand Essential Concepts: Why did the
Constitution replace the Articles of
why and how the new
Confederation? How are the Bill of
government created a
document that still functions Rights essential to the adoption of the
Constitution?
today.
Assessments and Skills: Specific skills and
strategies for assessments
Skills:Compare/Contrast the Articles of
Confederation and the Constitution.
Compare/Contrast the arguments for/against the
adoption of a new Constitution. Analyze various
amendments in the Bill of Rights and connect them
to modern issues. Analyze the 7 principles of the
Constitution.
Assessment Strategies: Venn Diagram, Create a
Implications, Perspectives: Will the
national government be too strong under conversation between a Federalist (proConstitution) and an Anti-Federalist (antithe proposed Constitution?
federalist). Illustrate examples of some of the rights
outlined in the Bill of Rights. Create a poster to
Connections to previous and future
study: How did the American Revolution show the 7 principles of the Constitution
lead to the adoption of the US
Constitution and the Bill of Rights?
Supplements and Resources:
Oct
Early Republic
Students must understand
the various challenges faced
by the new American
Republic.
Essential Concepts: Why was it difficult Skills: Analyze the presidency of George
to be the first president of the US? How Washington. Compare/Contrast the perspectives of
did the new government handle various the first 2 political parties. Evaluate how political
challenges (Whiskey Rebellion, Conflict parties continue to be shaped by the views on how
w/ Indians, French Revolution, etc.)?
the government should be run.
Why/how did political parties form? How
were the first few elections
similar/different to current elections? Did
3
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
the Alien and Sedition Acts undermine
civil liberties?
Implications, Perspectives: How should
the new country be governed?
Connections to previous and future
study: Was the formation of the national
bank supported by the US Constitution?
Did the Alien/Sedition Acts undermine
the Constitution?
Assessments and Skills: Specific skills and
strategies for assessments
Assessment Strategies: Create a Help Wanted Ad
for positions in Washington’s Cabinet. Create a
journal entry from Washington’s perspective
discussing challenges faced (Whiskey Rebellion,
Conflict w/ Indians, etc.), the formation of political
parties, and/or the difficulties of setting a
precedent for future presidents. Create a dialogue
between members of the first two political parties.
Webquest to understand the various
characteristics of modern parties.
Supplements and
Resources:Politicalcompass.org
Nov
Jefferson/Madison
Era
Students must understand
how US territory expanded
under Jefferson and
how/why the
Jefferson/Madison
government dealt with
foreign problems ( War of
1812).
Essential Concepts: How did Jefferson’s
various accomplishments shape his
Skills: Analyze the skills/talents of Thomas Jefferson.
presidency? Why were Lewis and Clark sent Analyze the success/failure of the Lewis and Clark
to explore the West and was it a success? How Expedition.Analyze the position of the War Hawks
did Jefferson handle foreign problems and
(War of 1812). Analyze the cause/effects of the War of
was he successful? What were the
1812.
causes/effects of the War of 1812?
Implications, Perspectives: What implications
did the Louisiana Purchase have on the
power of the US government? Was the War
of 1812 necessary?
4
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
Assessments and Skills: Specific skills and
strategies for assessments
Connections to previous and future study:
How will the Louisiana Purchase effect future Assessment Strategies: Create an obituary for Thomas
land grab attempts?
Jefferson. Create a journal entry from the perspective
of Lewis and/or Clark. Create an op-ed to show reasons
for going to war with Great Britain.
Supplements and Resources:
Dec
Growing Regional
Differences
Students will understand the Essential Concepts: Why/how were the North
Skills: Analyze why/how the South/North were
changing characteristics of and South so different from each other?
What were the various characteristics of each similar/different? Evaluate the impact of the War of
the various regions of the
region? How did nationalism begin to grow in 1812 on a feeling of Nationalism. Analyze the growing
US.
the US? How did sectionalism begin to grow sectional tension.
in the US?
Implications, Perspectives: Why did the
South rely on slave labor? Why did the North
rely on free labor?
Connections to previous and future study:
War of 1812 increases nationalism. Increasing Assessment Strategies: Create a t-chart to show the
sectionalism ultimately leads to the Civil War. different characteristics of the North and South. Create
a comic strip or series of political cartoons to show the
growing sectional tensions between the North and the
South.
Supplements and Resources:
Jan
Jackson
Students will understand the Essential Concepts: How were the elections of
Era/Manifest Destiny evolution of political parties 1824 and 1828 similar? Was Jackson’s Indian Skills:Compare/contrast the elections of 1824/1828.
Removal Policy an act of genocide or was it
and the role of government just/fair? What implications did Jackson’s Analyze Indian Removal of the 1830s. Analyze the
causes/effects of Jackson’s war on the bank? Compare
5
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
Why is this important know?
Authentic applications
during the Jackson Era and
will analyze the various
implications of expanding
west.
Essential Concepts (Enduring
Understandings)
Assessments and Skills: Specific skills and
strategies for assessments
war on the bank have on the nation and were Jackson Era political parties to modern political parties.
his actions constitutional? How did the
Analyze the cause/effects of the Texas Revolution, the
Jackson Era change politics? What were the Mexican War, and the California Gold Rush.
causes/effects of US expansion into Texas,
Mexico, etc.
Implications, Perspectives: Did Jackson abuse
his executive powers? Was Indian removal
and act of ethnic cleansing? Were the US
engagements in Texas and Mexico
fair/just/constitutional?
Connections to previous and future study:
Expanding west leads to debate over
Assessment Strategies: Create campaign posters for
free/slave states.
John Quincy Adams and Andrew Jackson. Create a
journal entry from various perspectives to analyze
Jackson’s Indian Removal Policy. Draw a comic strip to
show the cause/effect of Jackson’s war on the bank.
Various map activities to show the causes/effects of US
expansion?
Supplements and Resources:
Feb
Manifest
Destiny/Reform
Movements
Students will understand the Essential Concepts: Why/how were people Skills:Analyze the characteristics of the 2nd Great
trying to make society better? Why were most Awakening, Temperance Movement, Education
reasons/characteristics of
Movement, Workers’ Rights, Anti-Slavery Movement,
of these movements started by average
the various reform
citizens as opposed to government officials? and Women’s Rights Movement.
movements of the mid 1800s.
6
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
Assessments and Skills: Specific skills and
strategies for assessments
Implications, Perspectives: Who were the
main players in all of these movements?
Connections to previous and future study:
Assessment Strategies: Webquest on various key players
Some reform movements were successful and of all reform movements. Create trading cards to show
some led to future movments.
the characteristics of each movement.
Supplements and Resources:
March Reform
Movements/Causes
of the Civil War
Students will understand the Essential Concepts: Was slavery the main
various causes of the Civil cause of the Civil War? What ultimately led Skills:Analyze the role of government compromise
to the war? Was the war unavoidable? How regarding slave/free states. Analyze the causes/effects of
War.
did the Lincoln election lead to Southern
secession.
Implications, Perspectives: North vs. South.
Connections to previous and future study:
How did growing tensions lead to the war?
What effects will the war have on the
nation/government?
government compromise and legislation. Analyze the
causes/effects of Soutern secession.
Assessment Strategies: Map activities to compare
slave/free states. Create an op-ed from various
perspectives regarding the Compromise of 1850,
Kansas-Nebraska Act, John Brown, etc. Write a letter
from the South Carolina government regarding
secession.
Supplements and Resources:
April Causes/Early Years Students will understand the Essential Concepts: How did Lincoln react to
7
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
of the Civil War
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
various characteristics of the Southern secession and Ft. Sumter? What
early years of the Civil War. were the various strategies, strengths,
characteristic of each army? What were the
characteristics of the major battles?
Assessments and Skills: Specific skills and
strategies for assessments
Skills: Analyze Lincoln’s reaction to Southern secession.
Compare/contrast the various characteristics of each
army. Analyze the key battles.
Implications, Perspectives: Why did the
Union have the clear advantage? What role
did the border states play? How did each side
view the war at the beginning and how did
that change after the Battle of Bull Run?
Connections to previous and future study:
How did the style/strategies of fighting change Assessment Strategies: Write a journal from Lincoln’s
as the war dragged on?
perspective. Create a t-chart and illustrate the
strengths/strategies of each army. Create a t-chart to
analyze the significance of battles such as Bull Run,
Shiloh, Seven Days, Antietam.
Supplements and Resources:
May/ Later Years of the Students will understand the Essential Concepts: What was the role of the
June Civil
events that led to the end of Emancipation Proclamation during the war?
How did the war effect society? What were
War/Reconstruction the war and will understand the major characteristics of major battles of
the government/citizens
the later years? What were the short/long
responded to
term effects of the Civil War? How did
former slaves respond to their freedom? Was
Reconstruction.
Reconstruction a success?
Skills: Analyze the cause/effect of the Emancipation
Proclamation? Analyze the effects of the draft.
Compare/contrast the effect of the war on the
Northern/Southern economies. Analyze the role of
prison camps? Analyze the characteristics of various
battles such as Gettysburg, Vicksburg, Sherman’s
March to the Sea, etc. Analyze the surrender at
Appomattox. Analyze the various short/long term
effects of the Civil War. Analyze the various
causes/effects of Reconstruction.
8
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Month
Content – What topic
or themes
Why is this important know?
Authentic applications
Essential Concepts (Enduring
Understandings)
Assessments and Skills: Specific skills and
strategies for assessments
Implications, Perspectives: How various
citizens/government officials view the role of
Reconstruction?
Connections to previous and future study:
What was the impact of the war on the role of Assessment Strategies: Create a news article about the
government? Was Reconstruction a success? Emancipation Proclamation. Create an op-ed or journal
about the draft, the economic effects, and/or prison
camps of the war. Create a t-chart to analyze the
characteristics of the various battles. Create a dialogue
between Grant and Lee discussing the terms of
surrender.
Supplements and Resources:
9
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 1 Overview
Content Area: US History I
Unit Title: Constitution Era
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 Weeks
Unit Summary: Students will understand why and how the new government created a document that still functions today.
Primary Interdisciplinary Connections:
21st Century Themes: How do the Constitution and Bill of Rights function in the 21st Century?
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
10
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.A.3.b 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.
6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
6.1.8.A.3.d Compare and contrast the Articles of Confederation and the UNITED STATES Constitution in terms of the decision-making powers of national government.
6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.
6.1.8.B.3.b 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.
6.1.8.d.3.g 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.
Unit Essential Questions:
Unit Enduring Understandings
● Why did the Constitution replace the Articles of
● What are the 7 Principles of the Constitution?
Confederation?
● Which amendments of the Bill of Rights are essential
● Why did the founding fathers create such a
throughout US History?
document?
● How are the Bill of Rights essential to the adoption of
the Constitution?
Unit Learning Targets
Unit Learning Targets
Students will know…
● why the Articles of Confederation were replaced
● the Founding Fathers
● the various principles of the Constitution
Students will do…
● a Venn Diagram to compare views on the Constitution
● Illustrate examples of some of the rights outlined in the
Bill of Rights
11
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ●
the various characteristics of the Bill of Rights
●
a poster to show the Principles of the Constitution
Evidence of Learning
Summative Assessment (5-7 days) Create a skit to show the events leading to Constitution and the characteristics of the Constitution.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Journal Entries of the founding fathers.
● Dialogues of the founding fathers.
● Poster of the Principles of the Constitution.
● End of Unit test with various types of questions.
Planning Matrix for how to differentiate in
this unit:
CONTENT
PROCESS PRODUCT ADD’TL
ENRICHMENT
ON LEVEL
NOT ON
Basic characteristics of Constitution and Bill of
Rights.
Understand what the Constitution is.
12
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand why/how the Articles of Confederation were replaced by the US Constitution.
Lesson 2
Students will understand how the Constitution was created and will understand the various characteristics of the Constitution.
Lesson 3
Students will understand how the Bill of Rights led to the ratification of the Constitution.
Lesson 4
Students will understand the various characteristics of the Constitution and the Bill of Rights.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
13
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
2-3 days
3-4 days
3-4 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 2 Overview
Content Area: US History I
Unit Title: Early Republic
Target Course / Grade Level: 7th Grade
Recommended Pacing: 3-4 Weeks
Unit Summary: Students will understand the various challenges faced by the new government of the United States.
Primary Interdisciplinary Connections:
21st Century Themes: What similar challenges does today’s government face?
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI # Cumulative Progress Indicator (CPI)
6.1.8.A.3.eDetermine why the Alien and Sedition Acts were enacted and whether they undermined civil liberties.
14
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government.
6.1.8.B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.
6.1.8.D.3.cAnalyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.
6.1.8.B.4.bMap territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.
6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic
challenges facing the new nation.
Unit Essential Questions:
● Why was it difficult to be the first president of the US?
● How did the government handle various challenges?
● Why/How did political parties form?
● How were the first few elections similar/different to current
elections?
Unit Learning Targets
Students will know…
● how George Washington handled the Whiskey Rebellion,
conflict with Native Americans, conflict over the bank, etc.
● the various characteristics of the first political parties.
● why political parties formed.
● the controversy of the Alien/Sedition Acts.
Unit Enduring Understandings
● The first few presidents had to set a precedent
for future presidents.
● Political parties formed in the early 1800s and
continue to adapt according to the times.
● Sometimes civil liberties are undermined in the
name of political gain.
Unit Learning Targets
Students will do…
● create a help wanted ad for positions in
Washington’s cabinet.
● create a journal entry from Washington’s
perspective discussing various challenges.
● create a dialogue between members of the 2
early political parties.
15
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Evidence of Learning
Summative Assessment (4-5days) Create a children’s storybook to show the various characteristics of the early Republic.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Journal Writing from Washington’s perspective
● Dialogue for political parties
● Storybook Project
● End of unit test with various types of questions
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
16
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Lesson Plan Templates
Lesson
Lesson 1
Students will understand the difficulty of being the first president and the early decisions that had to be made (interpretation of Constitution, national
bank, political parties
Lesson 2
Students will understand how the Washington goverment dealt with the various challenges.
Lesson 3
Students will understand the characteristics of the first two political parties.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
17
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
3-4 days
2-3 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 3 Overview
Content Area: US History I
Unit Title: Jefferson/Madison Era
Target Course / Grade Level: 7th Grade
Recommended Pacing: 3-4 weeks
Unit Summary: Students will understand how US territory expanded under Jefferson and how/why the Jefferson/Madison
government dealt with foreign problems (War of 1812).
Primary Interdisciplinary Connections:
21st Century Themes: Expansion of territory leads to formation of states with many geographical and cultural differences.
Star-spangled banner is written during the War of 1812.
Unit Rationale:
Learning Targets
Standards:6.1
Content Statements:
18
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS CPI #
Cumulative Progress Indicator (CPI)
6.1.8.A.4.a
6.1.8.B.4.a
6.1.8.B.4.b
Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.
Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.
Unit Essential Questions:
Unit Enduring Understandings
● How did Jefferson’s various
● Expanding territories (LA Purchase) lead to various outcomes
accomplishments/talents shape his
(conflict w/Natives, conflict w/ Mexico, increases trade
presidency?
opportunities).
● Why were Lewis/Clark sent to explore the
● What were the various outcomes of the War of 1812
West and was it a success?
● How did Jefferson handle foreign problems
and was he successful?
● What were the causes/effects of War of 1812?
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
● the various accomplishments of Thomas
● create an obituary for Thomas Jefferson
Jefferson and James Madison.
● create a series of news articles about the Lewis/Clark expedition.
● the causes/effects of the Louisiana Purchase
● Create an 0p-ed to show reasons for going to war with Great
● the causes/effects of the War of 1812.
Britain.
19
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ●
Evidence of Learning
Summative Assessment (4-6 days) Have students create a game (and play the game) that creatively summarizes the unit.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Thomas Jefferson obituary
● Lewis/Clark news articles.
● Op-ed for causes of War of 1812.
● Unit test with various different questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
20
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand Thomas Jefferson’s various talents/accomplishments influenced his presidency.
Lesson 2
Students will understand the various accomplishments of the Lewis/Clark Expedition.
Lesson 3
Students will understand the various causes/effects of the War of 1812, including the Native American influence.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
21
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
X hours/days
X hours/days
X hours/days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 4 Overview
Content Area: US History 1
Unit Title: National and Regional Growth
Target Course / Grade Level: 7th Grade
Recommended Pacing: 3-4 weeks
Unit Summary:Students will understand how the national pride increased, while sectional differences increased as well.
Primary Interdisciplinary Connections:
21st Century Themes: Spread of slavery leads to geographical and cultural effects that still exist today.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation.
22
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes that resulted.
6.1.8.C.3.c 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.
Unit Essential Questions:
Unit Enduring Understandings
● What were the major characteristics of North
● Difference between North and South ultimately leads to a war
and South in the early/mid 1800s?
between the States.
● How/why did nationalism increase after the
● How did the government attempt to unite the country?
War of 1812?
● How/why did the addition of new states lead to controversy and
● How did sectional tensions begin to increase
what was the governments response (MO Compromise)?
in the early/mid 1800s?
● What were the implications of the MO Compromise and the
Monroe Doctrine?
Unit Learning Targets
Unit Learning Targets
Students will know…
Students will do…
● understand the major differences between the
● chart the differences between the North and South
North and the South.
● series of political cartoons to show growing sectional tensions
● how/why nationalism increased after the War
between North and South and the Missouri Compromise.
of 1812.
● the causes and effects of the MO Compromise
23
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Evidence of Learning
Summative Assessment (4-5 days) Create a debate between Northerners and Southerners regarding regional differences, expansion of slavery, etc.
Equipment needed:
Teacher Resources:
Formative Assessments:
● T-Chart of differences.
● Series of Political Cartoons
● South vs. North Debate
● End of unit test with various different questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
24
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various characteristics of the North in the early 1800s.
Lesson 2
Students will understand the various characteristics of the South in the early 1800s.
Lesson 3
Students will understand the cause/effect of the growing sectional tension in the early 1800s.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
25
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
3-4 days
3-4 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 5 Overview
Content Area: US History I
Unit Title: The Jackson Age
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 weeks
Unit Summary: Students will understand the evolution of political parties and the role of government during the Jackson
Era and will analyze the various implications of expanding west.
Primary Interdisciplinary Connections:
21st Century Themes: Jacksonian Democracy influenced modern politics. Compare economic crisis of 1830s (result of war
on the bank) with modern economic crisis.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
26
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS CPI # Cumulative Progress Indicator (CPI)
6.1.8.A.4.cAssess the extent to which voting rights were expanded during the Jacksonian period.
6.1.8.B.4.bMap territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.
6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic
challenges facing the new nation.
Unit Essential Questions:
Unit Enduring Understandings
● How were the elections of 1824/1828
● How did Jacksonian Democracy evolve?
similar/different?
● Was Jackson’s Indian Removal Policy an act of genocide?
● What were the causes/effects of Jackson’s Indian
● What implications did the war on the bank have on the
Removal Policy?
nation?
● What were the causes/effects of Jackson’s war on the
● Did Jackson abuse his powers as president?
bank?
● How did Jackson’s policies change politics/government?
● How did the Jackson Era change politics?
Unit Learning Targets
Unit Learning Targets
Students will know…
● the various characteristics of the elections of
1824/1828
● the various causes/effects of the Trail of Tears.
● the various causes/effects of Jackson’s war on the
Students will do…
● create campaign posters for John Q. Adams and Andrew
Jackson.
● Draw a comic strip to show the cause and effect of the
war on the bank.
27
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS bank.
●
journal entries from various perspectives regarding Indian
Removal.
Evidence of Learning
Summative Assessment (4-6 days) Create a mock time capsule or scrapbook from the Jackson Era to the election of 1840.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Campaign posters.
● Journal entries about Trail of Tears.
● Comic strip about the war on the bank.
● End of unit test with various different questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
28
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will compare/contrast the elections of 1824 and 1828 and understand how each influenced Jckson’s policies.
Lesson 2
Students will understand the various causes/effects of Jackson’s Indian Removal Policy.
Lesson 3
Students will understand the various causes/effects of Jackson’s war on the bank.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
29
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
3-4 days
3-4 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 6 Overview
Content Area: US History I
Unit Title: Manifest Destiny
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 weeks.
Unit Summary: Students will understand the various causes and effects of US expansion in the mid 1800s.
Primary Interdisciplinary Connections:
21st Century Themes: US expansion leads to cultural, geographical differences.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
6.1.8.A.4.b
Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.
30
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.B.4.b
Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans.
Unit Essential Questions:
● Who went west? Why? How? Where?
● What were the causes/effects of the
Texas Revolution?
● What were the causes/effects of the
Mexican-American War?
● What were the causes/effects of the
California Gold Rush?
Unit Learning Targets
Unit Enduring Understandings
● How did expansion west increase the power of the United States?
● How did expansion west lead to various conflicts?
● What implications did expansion west have on various other cultures
(Native Americans, Mexicans, African slaves, etc. )
Unit Learning Targets
Students will know…
Students will do…
● the various trails west.
● complete various map activities to show expansion west.
● the various causes/effects of the Texas
● create a comic strip to show connections between Texas Revolution
War for Independence.
and Mexican War.
● the various causes/effects of the
● create a journal from the perspective of a 49er.
Mexican-American War.
● various causes/effects of the California
31
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Gold Rush.
Evidence of Learning
Summative Assessmen (4-5 days) : Create a comic strip to show the connection between the Texas Revolution, Mexican War, and the California Gold Rush.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Various map activities.
● Comic Strip.
● Gold Rush Journal.
● End of unit test with various different questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
32
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various trails west in the mid 1800s.
Lesson 2
Students will understand the causes/effects of the Texas Revolution.
Lesson 3
Students will understand the causes/effects of the Mexican-American War.
Lesson 4
Students will understand the causes/effects of the California Gold Rush
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
33
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
2-3 days
3-4 days
3-4 days
2-3 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 7 Overview
Content Area: US History I
Unit Title: Spirit of Change
Target Course / Grade Level: 7th Grade
Recommended Pacing: 3-4 weeks
Unit Summary: Students will understand the various characteristics of the reform movements of the mid-1800s.
Primary Interdisciplinary Connections:
21st Century Themes: Various reform movements have led to modern day improvements in women’s rights, civil rights,
education, workers’ rights, etc.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
34
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.D.4.a
6.1.8.D.4.b
6.1.8.D.4.c
Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted.
Explore efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.
Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.
Unit Essential Questions:
Unit Enduring Understandings
● Immigration in the mid-1800s: why, how, where, who?
● Immigration in the mid-1800s led to a melting
● What were the various effects of US emigration?
pot of modern time.
● What were the causes/effects of the various mid-1800s reform
● Some reform movements were successful, while
movements (2nd Great Awakening, temperance, education,
others led to an eventual success down the road.
workers’ rights, etc.)
● Women’s rights was a long struggle that was
● What were the causes/effects of the abolition movement?
eventually successful.
● What were the causes/effects of the women’s rights movement
● The abolition movement, while not immediately
of the mid 1800s?
successful, ultimately was achieved after the
Civil War.
Unit Learning Targets
Unit Learning Targets
Students will know…
● the various push/pull factors of immigration.
● the cause/effects of various reform movements.
● the cause/effects of abolition.
● the cause/effects of the women’s rights.
Students will do…
● chart the push/pull factors of immigration
● webquest of key players in the reform
movements
● create trading cards of key players of the reform
35
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS movements.
Evidence of Learning
Summative Assessment (4-5 days): Students will create trading cards to highlight the key players/characteristics of the mid 19th Century Reform
Movements.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Webquest of Reform Movements
● Trading Cards of Reform Movements
● End of unit test with various types of questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
36
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various push/pull factors of the mid-1800s.
Lesson 2
Students will understand the various cause/effects of the the 19th Century Reform Movements.
Lesson 3
Students will understand the causes/effects of the Abolition Movement, including the Underground Railroad.
Lesson 4
Students will understand the causes/effects of the Women’s Rights Movement.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
37
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
2-3 Days
3-4/days
3-4days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 8 Overview
Content Area: US History I
Unit Title: Causes of the Civil War
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 weeks
Unit Summary: Students will understand the various events that ultimately led to the Civil War.
Primary Interdisciplinary Connections:
21st Century Themes: The events that led to Civil War have ultimately led to various cultural, political differences
throughout the country.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
38
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.D.5.a
Prioritize the causes and events that led to the Civil War from different perspectives.
Unit Essential Questions:
Unit Enduring Understandings
● Why was compromise(1850) needed when CA became
● Government compromise was needed, yet was ultimately
a state and what were the characteristics of the
unsuccessful.
compromise?
● The road to the Civil War was influenced by many
● How did the Kansas-Nebraska Act lead to violence?
individuals as well as groups, both private citizens and
● What role did John Brown have in the events leading
public servants.
up to the Civil War?
● Was the Civil War sparked by debate over slavery or
● How did Lincoln and the Republican Party rise to
states’ rights?
power?
● Why did the Southern states secede?
Unit Learning Targets
Unit Learning Targets
Students will know…
● the various terms of the Compromise of 1850.
● the causes/effects of the Kansas-Nebraska Act.
● the role of John Brown.
Students will do…
● map activities compare slave/free states.
● Write an op-ed comparing various perspectives of the
Compromise of 1850, K-N Act, John Brown, etc.
39
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ●
●
the characteristics of the Republican Party and the
elections of 1856 and 1860.
Why did the Southern states secede?
●
●
Write a newspaper article about the election of 1860.
Write a letter from South Carolina regarding secession.
Evidence of Learning
Summative Assessment (4-5 days): Create a board game to highlight the various events leading up to the Civil War.
Equipment needed:
Teacher Resources:
Formative Assessments:
● Various map activities.
● Op-Ed about various governments actions.
● News article about election of 1860.
● Board Game
● End of unit test with various types of questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
ON LEVEL
40
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various causes/effects of the Compromise of 1850.
Lesson 2
Students will understand how the Kansas-Nebraska act led to violence.
Lesson 3
Students will understand the various characteristics of the elections of 1856 and 1860.
Lesson 4
Students will understand the causes/effects of Southern secession.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
41
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
2-3 days
3-4 days
3-4 days
2-3 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 9 Overview
Content Area: US History I
Unit Title: Early Years of the Civil War
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 weeks
Unit Summary: Students will understand various different characteristics of the Civil War from 1861-1863.
Primary Interdisciplinary Connections:
21st Century Themes: Compare/Contrast with modern aspects of war.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
42
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS CPI #
Cumulative Progress Indicator (CPI)
6.1.8.A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.
6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.
6.1.8.B.5.a Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War.
Unit Essential Questions:
Unit Enduring Understandings
● How did Lincoln react to Southern secession and the attack on Ft.
● How did each side view the war in the
Sumter?
beginning of the engagement?
● What were the various strategies, strengths, characteristics of the
● Who had the clear advantage and why?
Union and Confederacy?
● How were strategies shaped by each side’s
● What was life like as a Civil War soldier?
advantages?
● What were the characteristics of various early battles such as Bull
● How did the style/strategies of fighting
Run, Shiloh, New Orleans, 7 Days’ Battle, Antietam, etc.
change as the war went on?
Unit Learning Targets
Unit Learning Targets
Students will know…
● how Lincoln responded to rebellion.
● the various characteristics of both the Union and Confederacy.
Students will do…
● write a journal from Lincoln’s perspective.
● create a t-chart and illustrate
43
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ●
●
life as a soldier during the Civil War.
the significance of key engagements.
●
●
strengths/strategies of each army.
write a letter home from the perspective of a
soldier.
create a chart to analyze the significance of
various battles.
Evidence of Learning
Summative Assessment-Summative unit at the end of Civil War (combine units 9 and 10).
Equipment needed:
Teacher Resources:
Formative Assessments:
● Lincoln’s journal entries.
● t-chart of strategies.
● Soldier’s letter home.
● End of unit test with various types of questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
44
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various characteristics of the Union and Confederacy at the beginning of the Civil War.
Lesson 2
Students will understand life as a Civil War soldier.
Lesson 3
Students will understand the significance of various battles during the early years of the Civil War.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
45
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
3-4 days
3-4 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit 10 Overview
Content Area: US History I
Unit Title: Later Years of the Civil War
Target Course / Grade Level: 7th Grade
Recommended Pacing: 4-5 weeks
Unit Summary: Students will understand the various characteristics of the later years of the Civil War.
Primary Interdisciplinary Connections:
21st Century Themes: Compare/contrast with modern aspects of war.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
CPI #
Cumulative Progress Indicator (CPI)
6.1.8.C.5.a
Assess the human and material costs of the Civil War in the North and South.
46
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS 6.1.8.D.5.b
6.1.8.D.5.c
Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.
Examine the roles of women, African Americans, and Native Americans in the Civil War.
Unit Essential Questions:
Unit Enduring Understandings
● What was the role of the Emancipation
● Compare/contrast the Emancipation Proclamation with the 13th
Proclamation?
Amendment.
● How did the war affect society?
● How did life in the North/South change as the war went on?
● What were the major characteristics of the
● Analyze the various effects of the war such as the abolition of
major battles of the later years of the war?
slavery, Lincoln assassination, economic effects, the role of the
● What were the short/long term effects of the
government, casualties, etc.
Civil War?
Unit Learning Targets
Unit Learning Targets
Students will know…
● the cause/effects of the Emancipation
Proclamation.
● how society changed as a result of the war.
● the characteristics of major later years’
battles such as Gettysburg, Vicksburg,
Sherman’s March to the Sea, etc.
Students will do…
● write a news article to analyze the effectiveness of the
Emancipation Proclamation.
● create an op-ed to analyze how society changed (draft, economy,
role of women, etc.)
● create a t-chart to analyze the characteristics of the various
battles.
47
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ●
the short/long term effects of the war.
●
●
create a dialogue between Grant and Lee discussing the terms of
surrender.
create a chart to analyze the various effects of the war.
Evidence of Learning
Summative Assessment (5-6 days) Combine unit 9 and 10 to create a time capsule with various different mediums of information (news articles, journals,
songs, pictures, etc.) to portray the various characteristics of the Civil War.
Equipment needed:
Teacher Resources:
Formative Assessments:
● News article of Emancipation Proclamation.
● Op-ed or political cartoon of the effects on society.
● Battle Chart and Effects Chart.
● Time Capsule
● End of unit test with various different types of questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ENRICHMENT
48
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
ADD’TL SCAFFOLDS
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the cause and effect of the Emancipation Proclamation.
Lesson 2
Learning Objectives for Lesson 2
Students will analyze how the war affected society.
Lesson 3
Students will understand the road to the end of the Civil War starting with Gettysburg and Vicksburg.
Lesson 4
Students will analyze the various short/long term effects of the Civil War.
Teacher Notes:
Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
49
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
2-3 days
3-4 days
3-4 days
3-4 days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS CPI #
6.1.8.A.5.b
6.1.8.C.5.b
Content
6.1.8.D.5.d
Cumulative Progress Indicator (CPI)
Unit 11 Overview
Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South.
Analyze the economic impact of Reconstruction on the South from different perspectives.
Area: US History I
Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
Unit Title: Reconstruction
Target Course / Grade Level: 7th Grade
Recommended Pacing: 3-4 weeks
Unit Summary: Students will understand how the United States attempted to reconstruct the country after the Civil War.
Primary Interdisciplinary Connections:
21st Century Themes: Many decisions made during reconstruction led to various civil rights issues throughout the 20th
century, which continues to affect modern times.
Unit Rationale:
Learning Targets
Standards: 6.1
Content Statements:
50
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Unit Essential Questions:
● What were the goals of Reconstruction?
● How/why did Andrew Johnson’s view of
Reconstruction differ from Congress’s views?
● How did African Americans respond to freedom?
● Was Reconstruction a success?
Unit Learning Targets
Unit Enduring Understandings
● Decisions made during Reconstruction altered the future
tremendously.
● compare/contrast Andrew Johnson’s impeachment with
Bill Clinton’s impeachment.
● analyze the effectiveness of Reconstruction.
Unit Learning Targets
Students will know…
● the various goals of Reconstruction.
● the various opinions regarding Reconstruction.
● the various civil rights laws
● how African Americans responded to freedom.
Students will do…
● create a dialogue between a northerner and a southerner
regarding Reconstruction.
● Create a news article about Johnson’s impeachment.
● Create a political cartoon to illustrate the battle between
Johnson and Congress.
● Write a journal entry from the perspective of a former
slave.
Evidence of Learning
Summative Assessment (4-5 days) Create a special edition Time magazine to highlight the major characteristics of Reconstruction.
Equipment needed:
Teacher Resources:
51
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Formative Assessments:
● News article about Johnson’s impeachment.
● Journal entry about freedom.
● Time Magazine
● End of unit test with various different types of questions.
Planning Matrix for how to differentiate in this unit:
CONTENT
PROCESS
PRODUCT
ADD’TL SCAFFOLDS
ENRICHMENT
ON LEVEL
NOT ON
LEVEL YET
ADDITIONAL
LEVELS
Lesson Plan Templates
Lesson
Lesson 1
Students will understand the various different goals regarding Reconstruction.
Lesson 2
Students will understand how African Americans responded to freedom
Lesson 3
Students will analyze the effectiveness of Reconstruction.
Teacher Notes:
52
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Timeframe
3-4 days
2-3 days
3-4/days
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
Resources Provided
●
53
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,
Regional Collaborative K‐ 8 Social Studies, 7th Grade Curriculum Units Aligned to the New Jersey Core Content Curriculum State Standards
ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS LESSON REFLECTION
Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.
Lesson Activities:
Strongly Moderately Weakly
Are challenging and require higher order thinking and problem solving skills
Allow for student choice
Provide scaffolding for acquiring targeted knowledge/skills
Integrate global perspectives
Integrate 21st century skills
Provide opportunities for interdisciplinary connection and transfer of knowledge and skills
Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills
Are varied to address different student learning styles and preferences
Are differentiated based on student needs
Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process
Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives
Provide opportunities for student reflection and self-assessment
Provide data to inform and adjust instruction to better meet the varying needs of learners
54
Shore Regional High School - Based on a template from the DOE, Office of Academic Standards,