Kingsway Regional School District
Committed to Excellence
Course Name: Social Studies 7
Department: Social Studies/History
BOE Adoption Date: September 22, 2014
Grade Level(s): 7
Credits:
Revision Date(s): October 22, 2015; October 20, 2016
ABSTRACT
Exploration and expansion of the New World through European Colonization will be studied along with early Colonial America up to and
including the American War for Independence. The students will explore units on The New Nation as well as work through a unit on Civics. In
addition to building content knowledge, the students will also learn to be effective readers and critical thinkers. Reading is critical to building
knowledge in history. The students will demonstrate an understanding of domain-specific words and phrases; an attention to precise details;
and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In
history, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. Students will read complex
informational texts with independence and confidence because the vast majority of reading in college and workforce training programs will be
sophisticated nonfiction. It is important to note that the Reading standards of the NJSLS are meant to complement the specific content demands
of the discipline--not replace them. For students, writing is a key means of asserting and defending claims, showing what they know about a
subject, and conveying what they have experienced, imagined, thought, and felt. The students must take task, purpose, and audience into
careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically
when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing
material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility,
concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to revisit and make improvements to a
piece of writing over multiple drafts when circumstances encourage or require it. In Social Studies 7, the students will develop the ability to
make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world.
KRSD Office of Curriculum and Instruction
TABLE OF CONTENTS
Mission Statement
Page 3
Curriculum and Instruction Goals
Page 3
Philosophy of Shared Curriculum Service with South Harrison Township Elementary
Page 4
How to Read this Document
Page 4
Terms to Know
Pages 4-6
Pacing Guide
Pages 7-12
Curriculum Units
Pages 13-58
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KRSD Office of Curriculum and Instruction
Mission Statement
The Kingsway Regional School District believes that this school district is responsible for developing and maintaining a comprehensive
educational program that will foster the academic, social, and personal growth of all students. The Kingsway Regional School District provides a
secure, supportive environment. It also provides high quality resources to challenge and empower each individual to pursue his/her potential, to
develop a passion for learning in a diverse and challenging world, to encourage active citizenship, and to reach a high standard of achievement
at all grade levels as defined by the New Jersey Core Curriculum Content Standards (NJCCCS) & Common Core State Standards (CCSS).
Curriculum & Instruction Goals
Goal(s):
1. To ensure students are college and career ready upon graduation
2. To vertically and horizontally align curriculum K-12 to ensure successful transition of students at each grade level
3. To identify individual student strengths and weaknesses utilizing various assessment measures (formative, summative, alternative, etc.)
so as to differentiate instruction while meeting the rigor of the applicable content standards
4. To improve student achievement as assessed through multiple measures including, but not limited to, state testing, local assessments,
and intermediate benchmarking
Philosophy of the Shared Curriculum Service with South Harrison Township Elementary
The ultimate goal of the newly established shared curriculum service with South Harrison Township Elementary is to provide clearly coherent
curriculum for grades K-12 to enhance student growth and achievement and provide learning experiences that assist in providing an inherent
love of learning. With true vertical and horizontal curricular alignment all students will be effectively prepared for their arrival onto the campus
of Kingsway Regional Middle School. Through this shared vision, both school districts are able to work earlier and more productively with
students to ensure they are properly equipped with the knowledge and skills necessary to be successful in college and career upon graduation
from high school. The alignment of curriculum K-12 safeguards countless benefits for our children; it is the very foundation for the improved
teaching and learning that is our goal as educators, parents, and community members. Most notably, an aligned curriculum K-12 creates a
common ownership and understanding of what must be taught and learned at each grade level for each subject area. No matter where a
student attends, the curriculum requirements are the same across buildings, grade levels and teachers. Additionally, an aligned curriculum
serves to provide valuable information to parents who will know what each child is expected to learn while in the classroom.
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KRSD Office of Curriculum and Instruction
How to Read this Document
This curricular document contains both pacing guides and curriculum units. The pacing guides serve to communicate an estimated timeframe as
to when skills and topics will be taught throughout the year. The pacing, however, may differ slightly depending upon the unique needs of each
learner. The curriculum units contain more detailed information as to the content, goals, and objectives of the course well as how students will
be assessed. The terms and definitions below will assist the reader to better understand the sections and components of this curriculum
document.
Terms to Know
1.
Accommodation(s): The term "accommodation" may be used to describe an alteration of environment, curriculum format, or
equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks. They allow students with
disabilities to pursue a regular course of study. The term accommodation is often used interchangeable with the term modification.
However, it is important to remember that modifications change or modify the intended learning goal while accommodations result in
the same learning goal being expected but with added assistance in that achievement. Since accommodations do not alter what is
being taught, instructors should be able to implement the same grading scale for students with disabilities as they do for students
without disabilities.
2.
Differentiated Instruction: Differentiation of instruction relies on the idea that instructional approaches should be tailored to each individual
student’s learning needs. It provides students an array of options during the learning process that allows them make sense of ideas as it
relates to them. The integration of differentiated instructional techniques is a curriculum design approach to increase flexibility in teaching
and decrease the barriers that frequently limit student access to materials and learning in classrooms.
3.
Enduring Understanding: Enduring understandings (aka big ideas) are statements of understanding that articulate deep conceptual
understandings at the heart of each content area. Enduring understandings are noted in the alongside essential questions within each
unit in this document.
4.
Essential Question: These are questions whose purpose is to stimulate thought, to provoke inquiry, and to spark more questions. They
extend beyond a single lesson or unit. Essential questions are noted in the beginning of each unit in this document.
5.
Formative Assessments: Formative assessments monitor student learning to provide ongoing feedback that can be used by (1)
instructors to improve teaching and (2) by students to improve their learning. Formative assessments help identify students’ strengths
and weaknesses and address problems immediately.
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KRSD Office of Curriculum and Instruction
6.
Learning Activity(s): Learning activities are those activities that take place in the classroom for which the teacher facilitates and the
students participate in to ensure active engagement in the learning process. (Robert J. Marzano, The Art and Science of Teaching)
7.
Learning Assignment(s): Learning assignments are those activities that take place independently by the student inside the classroom or
outside the classroom (i.e. homework) to extend concepts and skills within a lesson.
8.
Learning Goal(s): Learning goals are broad statements that note what students “should know” and/or “be able to do” as they progress
through a unit. Learning goals correlate specifically to the NJCCCS and CCSS are noted within each unit.
9.
Learning Objective(s): Learning objectives are more specific skills and concepts that students must achieve as they progress towards the
broader learning goal. These are included within each unit and are assessed frequently by the teacher to ensure students are
progressing appropriately.
10. Model Assessment: Within the model curriculum, model assessments are provided that included assessments that allow for measuring
student proficiency of those target skills as the year of instruction progresses.
11. Model Curriculum: The model curriculum has been provided by the state of New Jersey to provide a “model” for which districts can
properly implement the NJSLS (New Jersey Student Learning Standards) by providing an example from which to work and/or a product
for implementation.
12. Modification(s): The term "modification" may be used to describe a change in the curriculum. Modifications are typically made for
students with disabilities who are unable to comprehend all of the content an instructor is teaching. The term modification is often used
interchangeable with the term accommodations. However, it is important to remember that modifications change or modify the
intended learning goal while accommodations result in the same learning goal being expected but with assistance in that achievement.
13. Performance Assessments: (aka alternative or authentic assessments) Performance assessments are a form of assessment that requires
students to perform tasks that generate a more authentic evaluation of a student’s knowledge, skills, and abilities. Performance
assessments stress the application of knowledge and extend beyond traditional assessments (i.e. multiple-choice question, matching,
true & false, etc.).
14. Standards: Academic standards, from which the curriculum is built, are statements that of what students “should know” or “be able to
do” upon completion of a grade-level or course of study. Educational standards help teachers ensure their students have the skills and
knowledge they need to be successful by providing clear goals for student learning.
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KRSD Office of Curriculum and Instruction
o State: The New Jersey Student Learning Standards (NJSLSs) include Preschool Teaching and Learning Standards as well as K-12
standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World
Languages; Technology; 21st-Century Life and Careers; Language Arts Literacy; and, Mathematics.
15. Summative Assessments: Summative assessments evaluate student learning at the end of an instructional time period by comparing it
against some standard or benchmark. Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
st
16. 21 Century Skills: These skills emphasis the growing need to focus on those skills that prepare students successfully by focusing on core
subjects and 21st century themes; learning and innovation skills; information, media and technology skills; and life and career skills.
These concepts are embedded in each unit of the curriculum.
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KRSD Office of Curriculum and Instruction
Proficiencies and Pacing:
Course Title: European/Early American History 7
Prerequisite(s): None
Unit Title:
Duration/
Month(s)
Unit 1: Exploring the
Americas (Previewing Unit)
2 Weeks
-------------September
Related Standards:
Subject Area: 6.1.8.B.1.b,
6.1.8.D.1.b, 6.1.8.D.1.c
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Learning Goals:
1. Students will be able to assess
the ways in which the
European empires’ conquests
affected the economic and
social development of the
Americas.
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
Unit 2: Founding of
European Colonies in North
America
3–4
Weeks
-------------September
- October
Subject Area: 6.1.8.A.2.a,
6.1.8.A.2.b, 6.1.8.A.2.c,
6.1.8.B.2.a, 6.1.8.B.2.b,
6.1.8.C.2.a, 6.1.8.C.2.b,
6.1.8.D.2.b
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
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KRSD Office of Curriculum and Instruction
1. Students will be able to assess
the motivations of Separatists
and Puritans to leave England
and settle in North America.
2. Students will be able to
develop a logical argument for
the development of the Middle
Colonies.
3. Students will be able to draw
conclusions for how and why
the Southern Colonies grew.
Topics and Skills:
1. Hypothesize the motivations
for Europeans to explore the
world beyond their borders.
2. Construct a cause and effect
for European exploration.
3. Investigate the impact of
Spanish conquests of
indigenous peoples in the
Western Hemisphere.
4. Assess the role of
mercantilism in exploration.
1. Identify the motivations of
European empires to create
North American colonies.
2. Differentiate between the
motivations of Europeans to
leave Europe for North
America.
3. Cite evidence for the
economic development of
the Middle Colonies.
4. Examine the economic
structure of the Southern
Colonies.
5. Compare and contrast the
development (economic,
Unit 3: The Growth of the
Thirteen Colonies
3–4
Weeks
-------------October November
Subject Area: 6.1.8.A.2.a,
6.1.8.A.2.b, 6.1.8.A.2.c,
6.1.8.B.2.a, 6.1.8.C.2.a,
6.1.8.C.2.b, 6.1.8.C.2.c,
6.1.8.D.2.a, 6.1.8.D.2.b
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
1. Students will be able to draw
conclusions about how American
colonists understood politics,
economics, and culture.
2. Students will be able to
hypothesize why conflict arose in
North America between France and
Great Britain.
1.
2.
3.
4.
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
5.
6.
Unit 4: Causes of the
Revolutionary War
8
3-4
Weeks
-------------December
Subject Area: 6.1.8.A.2.b,
6.1.8.A.3.a, 6.1.8.B.3.a,
6.1.8.C.3.a, 6.1.8.D.3.a,
6.1.8.D.3.b, 6.1.8.D.3.d,
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
KRSD Office of Curriculum and Instruction
1. Students will be able to assess
colonial reaction to British policies
of the 1760s and 1770s.
2. Students will be able to develop a
logical argument for why and how
the American colonies were able to
declare independence from Britain.
1.
political, and religious) of the
three colonial regions.
Identify the thirteen colonies
divided into the three
colonial regions.
Compare and contrast the
three regions in economics,
politics, and religion.
Compare and contrast
colonial and modern day
culture (in order to teach the
concept of “culture”).
Develop a logical argument
for the American colonists
adopting traditional British
culture (economic,
governmental, military).
Draw conclusions about the
ongoing nature of military
conflict between the British
and French empires.
Hypothesize the impact of
the French and Indian War on
the economic, military, and
governmental future of the
American colonies.
Identify the policies of the
British Parliament for the
American colonies
(Proclamation of 1763, Sugar
Act, Stamp Act, Writs of
Assistance, Stamp Act,
Townsend Acts, Quartering
Act, the Tea Act, the Coercive
Acts) following the Seven
Years War and their intended
effect.
2. Compare and contrast the
colonial reaction to the
various Parliamentary Acts.
3. Assess the validity of the
argument of taxes as a key
component for rebellion.
4. Develop a logical argument
for the transition (in colonial
reaction) from protest to
violence.
5. Assess the decision of the
members of the Continental
Congress to declare
independence
6. Investigate and analyze the
parts of the Declaration of
Independence and their
intention.
7. Compare and contrast the
positions of the Patriots and
Loyalists in the years prior to
outbreak of the
Revolutionary War.
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
Unit 5: Revolutionary War
9
4–5
Weeks
-------------January February
Subject Area: 6.1.8.A.3.a,
6.1.8.A.3.d, 6.1.8.B.3.a,
6.1.8.B.3.c, 6.1.8.B.3.d,
6.1.8.C.3.b, 6.1.8.D.3.d,
6.1.8.D.3.e, 6.1.8.D.3.f
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
KRSD Office of Curriculum and Instruction
1. Students will be able to analyze the
challenges faced by Americans at
the start of the war.
2. Students will be able to construct
the manner in which the United
States gained allies and aid during
the Revolutionary War.
3. Students will be able to draw
conclusions about how fighting in
the West and the South led to
American victory at the battle of
1. Identify challenges faced by
the Americans at the outset
of the Revolutionary War.
2. Compare and contrast the
advantages and
disadvantages of the Patriots,
Loyalists, and British military
forces.
3. Assess the need for and
effectiveness of the Articles
of Confederation (an
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
Yorktown.
4.
5.
6.
7.
8.
6.
Unit 6: A More Perfect
Union
3–4
Weeks
-------------February March
Subject Area: 6.1.8.A.3.b,
6.1.8.A.3.c, 6.1.8.A.3.d,
6.1.8.B.3.b, 6.1.8.C.3.b,
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
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KRSD Office of Curriculum and Instruction
1. Students will be able to assess the
failure of the Articles of
Confederation to effectively deal
with challenges faced by the United
States after the Revolutionary War.
2. Students will be able to compare
and contrast the various plans to
formulate a new plan of
government and the arguments for
and against ratification of the
Constitution.
1.
2.
3.
effective document for the
years of war).
Develop a logical argument
for the need of allies to the
American forces.
Develop a logical argument
for the reasons that the
Americans received help
from Spain, France, and the
Netherlands.
Investigate the American
successes in the West.
Assess the success of guerilla
tactics in the South.
Draw conclusions about the
strategic importance of the
British surrender at
Yorktown.
Cite evidence for the
negotiated peace that ended
the Revolutionary War.
Analyze the events that led
to the Constitutional
Convention (debt,
depression, Shays’s
Rebellion)
Compare and Contrast the
New Jersey and Virginia
plans, the Great
Compromise, and the 3/5
Compromise.
Cite evidence for the
influence of the Magna Carta,
Locke, Montesquieu, the
English Constitution, and the
English Bill of Rights on the
4.
Unit 7: The New Nation
Subject Area: 6.1.8.A.3.d,
6.1.8.A.3.e, 6.1.8.A.3.f,
6.1.8.C.3.b, 6.1.8.C.3.c,
6.1.8.D.3.c, 6.1.8.D.3.g
4–5
Weeks
-------------April – May Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
1. Students will be able to critique
the United States’ foreign and
domestic military policies of
the 1790s.
2. Students will be able to
construct a logical argument
for the development of
opposing political parties.
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
1.
2.
3.
4.
5.
6.
7.
Subject Area: 6.1.8.A.3.b,
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KRSD Office of Curriculum and Instruction
1. Students will be able to assess
1.
development of the United
States Constitution.
Differentiate between the
positions and arguments of
Federalists and
Antifederalists during the
Constitutional Debate.
Differentiate between the
challenges faced by the
United States during the
1790s.
Critique Hamilton’s plan to
reduce the debt of the
United States (Plan of the
Assumption of State Debts).
Compare the United States’
decision to assert its military
power in the West, yet
remain neutral in European
wars.
Cite evidence for the
development of opposing
political parties at the end of
Washington’s presidency.
Use primary sources to
compare and contrast the
Federalist and the
Republicans.
Assess the peaceful transition
of power from Washington to
Adams.
Compare and contrast
Washington and Adams as
President of the United
States.
Compare and contrast the
6.1.8.A.3.g,
Unit 8: Civics
4–5
Weeks
-------------May – June
Interdisciplinary:
ELA: LA.6-8.CCSS.ELALiteracy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A,
TEC.5-8.8.1.8.E
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KRSD Office of Curriculum and Instruction
the principles of the
Constitution and their practical
application.
2. Students will be able to
differentiate between the
three branches of government.
goals and principles of the
Articles of Confederation and
the Constitution.
2. Construct a graphic organizer
differentiating the three
branches of government
under the United States
Constitution.
3. Differentiate between citizen
duties and responsibilities.
4. Hypothesize the practical
application of the
Constitution and the Bill of
Rights.
Kingsway Regional School District
Grade 7-Social Studies
U.S. HISTORY 7
Recommended Duration: 2 weeks: September
UNIT 1 (Previewing Unit): Exploring the Americas
Unit Description: Students will study early European exploration of North and South America in the time period between 1400 C.E. - 1625 C.E. Students will
examine technological advancements in travel, reasons behind European exploration, as well as the effects of European colonization in the New World.
Students will analyze various components of European exploration, which can include, but are not limited to, the impact of the Crusades and the Renaissance on
Europeans, the advancement in technology with concern to travel, the need for new trade routes to Asia, early European explorers, the success of Spain in the
New World, the introduction of slavery to the Americas, and the role of religion during this time period.
Essential Questions
Enduring Understandings
1. How did Spain’s conquests affect the economic and social
development of the Americas?
2. Why did European nations establish colonies in North America?
Relevant Standards
Content Standards:
Power (Primary):
Subject Area: 6.1.8.B.1.b, 6.1.8.D.1.b, 6.1.8.D.1.c
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KRSD Office of Curriculum and Instruction
1. Spain introduced and developed a European infrastructure in Central
and South America following their conquests of Native peoples there.
2. European colonies provided economic opportunity as well as the
geography of empire to the European powers.
Learning Goals
1. Students will be able to assess the ways in
which the European empires’ conquests
affected the economic and social development
of the Americas.
Learning Objectives
1. Construct a cause and effect for European
exploration.
Relevant Standards
Learning Goals
Learning Objectives
Supportive (Secondary):
ELA:
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2
Formative Assessments
Summative Assessments
Performance Assessments
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Entrance tickets
Exit tickets
Benchmarks
Unit tests
Quizzes
Summary writing
Descriptive writing
Venn diagram
Graphic organizers
Discussion questions
Quizzes
Summary writing
Discussion questions
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
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KRSD Office of Curriculum and Instruction
Station Activities
Primary source analysis
Secondary source analysis
Formal writing pieces
Major
Activities/Assignments/Assessments
(required)
• Benchmark
• Writing based project
• Oral presentation
•
Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
15
KRSD Office of Curriculum and Instruction
Unit Vocabulary
Essential: pilgrimage, Crusades, Marco Polo, Renaissance, circumnavigate, Henry the Navigator, Christopher Columbus, conquistador, plantation, mission,
grant, Hernan Cortes, Montezuma, mercantilism, Northwest Passage, Columbian Exchange, Martin Luther, Protestant Reformation, Henry Hudson
Non-Essential: acquire, impose, devote, alter, found, globe, chart
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st Century Themes: P21
Framework Toolkit
21st Century Skills: P21 Framework
Toolkit
Technology
__X__ Global Awareness
____ Creativity & Innovation
____ Civic Literacy
____ Media Literacy
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
Business, & Entrepreneurial
Solving
Literacy
____ Life and Career Skills
____ Health Literacy
__X__ Information & Communication
Mathematics
Science
Visual and Performing Arts
AR.6-8.1.1.8.1 (drama – culture and
Laptop Cart
iPad Cart
Promethean boards
history)
PC
Health/PE
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
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KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
• The American Journey – Early Years pgs. 26 - 55
• Primary Sources:
o The Travels of Marco Polo - excerpts
o The Log of Christopher Columbus - excerpts
o Original Narratives of Early American History - excerpts
o Colonialism – excerpts
o Word From New France – excerpts
o The American Geologist – excerpts
o Appropriate regional and world maps as it applies to content
•
Secondary Sources:
o The American Journey – Early Years pgs. 26 - 55
Major Assignments (required):
• None
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
U.S. HISTORY 7
UNIT 2: Founding of European Colonies in North America
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KRSD Office of Curriculum and Instruction
Recommended Duration: 3 – 4 weeks: September - October
Unit Description: The students will learn both why the English government wished to create trans-Atlantic colonies in North America and what drove individual
Englishmen and women to travel to them. The unit will cover the charters, purpose, and development of the British, French, and Spanish colonies in the
Western Hemisphere and how the goals of these nations’ colonies brought them into conflict with one another and with Native Americans already established
on the North American continent.
Essential Questions
Enduring Understandings
1. Why did the English settle North America?
2. Why did the Separatists and Puritans leave England and settle in North
America?
3. How did the Middle Colonies develop?
4. How and why did the Southern Colonies grow?
Relevant Standards
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KRSD Office of Curriculum and Instruction
Learning Goals
1. England became more interested in developing a transnational Empire
following their defeat of the Spanish Armada in the16th century.
2. Political, and to a lesser extent religious, conflict drove apart the
Separatists and Puritans from the English kings of the 16th and early
17th centuries leading to the Separatists and Puritans departure from
England.
3. The Middle Colonies developed through a more diverse economy of
agriculture, trading, fishing, and natural resource collection attracting a
larger population than the New England or Southern Colonies.
4. The Southern Colonies grew through an agrarian-dominated economy
that steadily increased in slave labor.
Learning Objectives
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
1. Students will be able to assess the motivations
Power (Primary):
of Separatists and Puritans to leave England
and settle in North America.
6.1.8.A.2.a, 6.1.8.A.2.b, 6.1.8.A.2.c, 6.1.8.B.2.a,
6.1.8.B.2.b, 6.1.8.C.2.a, 6.1.8.C.2.b, 6.1.8.D.2.b
2. Students will be able to develop a logical
argument for the development of the Middle
Colonies.
3. Students will be able to draw conclusions for
how and why the Southern Colonies grew.
Supportive (Secondary):
ELA:
1. Identify the motivations of European empires to
create North American colonies.
2. Differentiate between the motivations of
Europeans to leave Europe for North America.
3. Cite evidence for the economic development of the
Middle Colonies.
4. Examine the economic structure of the Southern
Colonies.
5. Compare and contrast the development (economic,
political, and religious) of the three colonial
regions.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
19
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Chapter Test
Formative Assessments
Summative Assessments
-Discussion questions
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
20
KRSD Office of Curriculum and Instruction
Performance Assessments
Major
Activities/Assignments/Assessments
(required)
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: charter, joint stock company, headright, Burgesses, dissent, Puritan, Separatist, Pilgrim, Mayflower Compact, Fundamental Orders of Connecticut,
patroon, proprietary colony, pacifist, indentured servant, constitution, debtor, tenant farmer, mission
Non-Essential: expand, policy, ethnic, function, estate
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
Mathematics
Technology
Science
Visual and Performing Arts
21
Laptop Cart
iPad Cart
KRSD Office of Curriculum and Instruction
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
____ Global Awareness
____ Creativity & Innovation
__X__ Civic Literacy
____ Media Literacy
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
AR.6-8.1.1.8.1 (drama – culture and
Promethean boards
Business, & Entrepreneurial
Solving
history)
PC
Literacy
____ Life and Career Skills
____ Health Literacy
__X__ Information & Communication
Health/PE
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
22
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
• The American Journey: The Early Years, pgs. 58 – 83
• Primary Sources
o “The Mayflower Compact”
o Diary of Edward Winslow
o Excerpts from John Winthrop and Roger Williams on whether government should be based upon religion
Major Assignments (required):
• Analysis of Various Colonial Charters
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
23
KRSD Office of Curriculum and Instruction
WORLD/U.S. HISTORY 7
Recommended Duration: 3 – 4 weeks: October - November
UNIT 3: THE GROWTH OF THE THIRTEEN COLONIES
Unit Description: In this unit the students will learn how the colonies transitioned from, mostly religious, utopian experiments to fully Anglicized colonies. The
unit will examine the cultural, military, political, and economic growth experienced by the New England, Middle, and Southern Colonies and how this growth
brought them into conflicts with the French, Spanish, and Native Americans.
Essential Questions
1. What is Anglicization?
2. How did geography affect the economic development of the three
colonial regions?
3. How did culture develop in the colonies?
4. How did conflict arise in North America between France and Great
Britain?
5. How did the outcome of the French and Indian War determine who
controlled North America?
24
KRSD Office of Curriculum and Instruction
Enduring Understandings
1. Anglicization is the process by which the colonies became more British
in their traditions, systems of law, economics, and military matters.
2. Accessibility to major bodies of water, deep water ports, and abundant
natural resources all enabled the colonies to develop diverse and,
usually, strong economies in the 17th century.
3. Culture moved from a more American (i.e. not British) culture in the
17th century to a far more British culture in the 18th century following
the collapse of the utopian societies developed in the colonies at their
inception.
4. The proximity of the British and French empires (both the motherlands
and the colonies) to one another combined with Native American
relations led to armed conflict between the British and French
militaries in North America.
5. The war doubled the size of Great Britain’s land holdings in North
America, gave them almost exclusive access to the Great Lakes, and
left Great Britain as the only naval power in North America.
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
1. Students will be able to draw conclusions
Power (Primary):
about how American colonists understood
politics, economics, and culture.
6.1.8.A.2.a, 6.1.8.A.2.b, 6.1.8.A.2.c, 6.1.8.B.2.a,
6.1.8.C.2.a, 6.1.8.C.2.b, 6.1.8.C.2.c, 6.1.8.D.2.a, 2. Students will be able to hypothesize why
conflict arose in North America between
6.1.8.D.2.b
France and Great Britain.
Supportive (Secondary):
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Discussion questions
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
25
KRSD Office of Curriculum and Instruction
1. Identify the thirteen colonies divided into the three
colonial regions.
2. Compare and contrast the three regions in
economics, politics, and religion.
3. Compare and contrast colonial and modern day
culture (in order to teach the concept of “culture”).
4. Develop a logical argument for the American
colonists adopting traditional British culture
(economic, governmental, military).
5. Draw conclusions about the ongoing nature of
military conflict between the British and French
empires.
6. Hypothesize the impact of the French and Indian
War on the economic, military, and governmental
future of the American colonies.
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Chapter Test
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
26
KRSD Office of Curriculum and Instruction
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: subsistence farming, Triangular Trade, Middle Passage, cash crop, surplus, tidewater, back country, overseer, slave code, export, import, charter
colony, proprietary colony, royal colony, Iroquois Confederacy, militia, alliance, speculator
Non-Essential: rely, principal, successor, convert, design, prospect
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
Mathematics
Technology
Science
Visual and Performing Arts
AR.6-8.1.1.8.1 (drama – culture and
Laptop Cart
iPad Cart
Promethean boards
history)
Health/PE
27
PC
KRSD Office of Curriculum and Instruction
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
____ Global Awareness
____ Creativity & Innovation
__X__ Civic Literacy
____ Media Literacy
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
Business, & Entrepreneurial
Solving
Literacy
____ Life and Career Skills
____ Health Literacy
__X__ Information & Communication
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
Resources:
Texts/Materials:
• The American Journey: The Early Years, pgs. 88 – 113
• Primary Sources
o The English Constitution (Bill of Rights)
o Diary of a Virginia Plantation Owner, 1709
Major Assignments (required):
• Analysis of Culture in the Three Colonial Regions
• Analysis of Anglicization
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
28
KRSD Office of Curriculum and Instruction
U.S. HISTORY 7
Recommended Duration: 3 – 4 weeks: November - December
UNIT 4: THE CAUSES OF THE REVOLUTIONARY WAR
Unit Description: In this unit, students will learn about the political breakdown between the North American colonies and the mother country. The unit will
cover the theory of Anglicization and describe how an understanding of the difference between taxation and legislation and between interior and exterior taxes
and laws coupled with the theory of Anglicization can explain the decision of the colonies to declare Independence from Great Britain.
Essential Questions
Enduring Understandings
1. What is Anglicization?
1. Anglicization is the process by which the colonies became more British in
29
KRSD Office of Curriculum and Instruction
Essential Questions
Enduring Understandings
2. Following the French and Indian War, how did the British government
their traditions, systems of law, economics, and military matters.
anger American colonists?
2. The British Parliament passed ever-restrictive regulations on the colonies
and attempted to tax areas of the colonies where the British navy could
3. How did colonists react to British policies?
not enforce the tax.
4. What brought about the clash between American colonists and British
3. The colonists reacted to the British policies by employing the “English
soldiers at Lexington and Concord?
Riot,” which was a system of mainly peaceful protests led by the “betters”
5. Why did the American colonies choose to declare independence?
in the colonies that sought to influence public opinion and correct the
errant ways of the British Parliament.
4. The creation of a rebel government in Philadelphia, the stockpiling of
weapons by the Massachusetts militia in Lexington, and the attempts of
the British military to shut down both operations led to the first battle at
Lexington and Concord.
5. The American colonies chose to declare independence because the British
Parliament and King were behaving in ways that were antithetical to
Glorious Revolution and because, through the Coercive Acts, the British
Parliament was, in effect, declaring that the colonists were not British
subjects in the same way that those in Great Britain were British subjects
(i.e., the Parliament denied Anglicization).
Relevant Standards
Learning Goals
Content Standards:
Power (Primary):
1. Students will be able to assess colonial
reaction to British policies of the 1760s and
6.1.8.A.2.b, 6.1.8.A.3.a, 6.1.8.B.3.a, 6.1.8.C.3.a,
6.1.8.D.3.a, 6.1.8.D.3.b, 6.1.8.D.3.d
1770s.
2. Students will be able to develop a logical
argument for why and how the American
Supportive (Secondary):
colonies were able to declare independence
ELA
from Britain.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1
30
KRSD Office of Curriculum and Instruction
Learning Objectives
1. Identify the policies of the British Parliament for
the American colonies (Proclamation of 1763, Sugar
Act, Stamp Act, Writs of Assistance, Stamp Act,
Townsend Acts, Quartering Act, the Tea Act, the
Coercive Acts) following the Seven Years War and
their intended effect.
2. Compare and contrast the colonial reaction to the
various Parliamentary Acts.
3. Assess the validity of the argument of taxes as a key
component for rebellion.
4. Develop a logical argument for the transition (in
Relevant Standards
Learning Goals
Learning Objectives
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2
colonial reaction) from protest to violence.
5. Assess the decision of the members of the
Continental Congress to declare independence
6. Investigate and analyze the parts of the Declaration
of Independence and their intention.
7. Compare and contrast the positions of the Patriots
and Loyalists in the years prior to outbreak of the
Revolutionary War.
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Discussion questions
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
Possible Assessment Modifications/Accommodations
31
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Chapter Test
•
•
•
•
•
•
Modified tests
Word banks
Time-and-a-half
Splitting vocabulary
Reduced multiple choice
Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
32
KRSD Office of Curriculum and Instruction
•
•
•
•
•
Preferential Seating
Extended Time
Study Guides
Modified Assessments
Cueing strategies
Unit Vocabulary
Essential: revenue, resolution, boycott, repeal, writs of assistance, effigy, nonimportation, propaganda, committee of correspondence, militia, minutemen,
Loyalist, Patriot, petition, preamble
Non-Essential: prohibit, violate, occupy, encounter, approach, volunteer, debate, status, Anglicization
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
Mathematics
Technology
Science
Visual and Performing Arts
AR.6-8.1.1.8.1 (drama – culture and
Laptop Cart
iPad Cart
Promethean boards
history)
Health/PE
33
PC
KRSD Office of Curriculum and Instruction
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
____ Global Awareness
____ Creativity & Innovation
__X__ Civic Literacy
____ Media Literacy
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
Business, & Entrepreneurial
Solving
Literacy
____ Life and Career Skills
____ Health Literacy
__X__ Information & Communication
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
Resources:
34
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
• The American Journey: The Early Years, pgs. 120 – 149
• Primary Sources
o The Olive Branch Petition
o Newspaper report of Boston Massacre
o Paul Revere’s depiction of the Boston Massacre
o Pro and Anti-Independence speeches and literature
o The Suffolk Resolves
o The Declaration of Independence
Major Assignments (required):
• Timeline of the Parliamentary Acts 1763 – 1774
• Analysis of the Declaration of Independence
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
35
KRSD Office of Curriculum and Instruction
U.S. HISTORY 7
Recommended Duration: 3 – 4 weeks: December - January
UNIT 5: THE REVOLUTIONARY WAR
Unit Description: In this unit the students will review the two opposing sides of the Revolutionary War and what advantages and disadvantages each side faced.
The unit will move through the various groups of Americans who participated in the war and the reasons for their participation. The students will study the
major events and battles of the war and understand how they eventually led to American success. Finally, the unit will cover the major changes brought about
by the Treaty of Paris both in North America and also in a Trans-Atlantic sense.
Essential Questions
1. What challenges did the American revolutionaries face at the start of
the war?
2. How did the United States gain allies and aid during the Revolutionary
War?
3. How did fighting in the West and the South affect the course of the
Revolutionary War?
4. How did the battle of Yorktown lead to American independence?
36
KRSD Office of Curriculum and Instruction
Enduring Understandings
1. The American forces lacked troops, weapons, supplies, and
experienced military and political leadership.
2. The Americans reached out to avowed enemies of Great Britain and
displayed their ability to defeat the British militarily with their victory
at the battle of Saratoga.
3. The guerilla tactics used by the Americans in the West and the South
slowed the progress of the British forces under Cornwallis and left
them unable to link up with the forces under General Clinton in the
North.
4. Cornwallis’s surrender at Yorktown took half of the British fighting
force out of the war and pushed the British Parliament to the
negotiation table.
Relevant Standards
Learning Goals
Learning Objectives
Content Standards:
1. Students will be able to analyze the challenges
Power (Primary):
faced by Americans at the start of the war.
6.1.8.A.3.a, 6.1.8.A.3.d, 6.1.8.B.3.a, 6.1.8.B.3.c, 2. Students will be able to construct the manner
in which the United States gained allies and
6.1.8.B.3.d, 6.1.8.C.3.b, 6.1.8.D.3.d, 6.1.8.D.3.e,
aid during the Revolutionary War.
6.1.8.D.3.f
3. Students will be able to draw conclusions
about how fighting in the West and the South
led to American victory at the battle of
Supportive (Secondary):
Yorktown.
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.1
LA.6-8.CCSS.ELA-Literacy.WHST.6-8.2
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
37
KRSD Office of Curriculum and Instruction
1. Identify challenges faced by the Americans at the
outset of the Revolutionary War.
2. Compare and contrast the advantages and
disadvantages of the Patriots, Loyalists, and British
military forces.
3. Assess the need for and effectiveness of the
Articles of Confederation (an effective document
for the years of war).
4. Develop a logical argument for the need of allies to
the American forces.
5. Develop a logical argument for the reasons that the
Americans received help from Spain, France, and
the Netherlands.
6. Investigate the American successes in the West.
7. Assess the success of guerilla tactics in the South.
8. Draw conclusions about the strategic importance of
the British surrender at Yorktown.
9. Cite evidence for the negotiated peace that ended
the Revolutionary War.
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Chapter Test
Formative Assessments
Summative Assessments
-Discussion questions
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
38
KRSD Office of Curriculum and Instruction
Performance Assessments
Major
Activities/Assignments/Assessments
(required)
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: mercenary, recruit, desert, inflation, blockade, privateer, guerilla warfare, ratify, ambush
Non-Essential: transfer, previous, aid, issue, impact, sustain, strategy, pursue, infantry, artillery, regulars, militia
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Mathematics
Technology
____ Global Awareness
____ Creativity & Innovation
Science
Laptop Cart
__X__ Civic Literacy
____ Media Literacy
Visual and Performing Arts
iPad Cart
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
AR.6-8.1.1.8.1 (drama – culture and
Promethean boards
Business, & Entrepreneurial
Solving
history)
PC
Literacy
____ Life and Career Skills
39
KRSD Office of Curriculum and Instruction
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
Health/PE
21st
Century
Themes:
Framework Toolkit
____ Health Literacy
P21 21st Century Skills:
Toolkit
P21 Framework
__X__ Information & Communication
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
Resources:
Texts/Materials:
• The American Journey: The Early Years, pgs. 150 – 183
• Primary Sources
o The Declaration of Independence
o Washington’s letters (from Valley Forge)
o Soldiers’ diaries
Major Assignments (required):
• Analysis of The Two Sides at the Beginning of the War
• Analysis of the Treaty of Paris
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
40
KRSD Office of Curriculum and Instruction
U.S. HISTORY 7
Unit 6: A More Perfect Union
Unit Description:
Recommended Duration: 3 – 4 Weeks: February – March
The students will begin their study of American history in the Early Republic with a comprehensive examination of the failures of the Articles of Confederation to
adequately govern the nation following the Revolutionary War, the events that made the failures obvious, and the effort to create and ratify a constitution. The
students will begin examining primary sources and understand how different philosophers, philosophies, and government systems combined to form the
constitution and government of the United States.
Essential Questions
Enduring Understandings
1. How does territorial expansion affect social, political, economic, and 1. Spatial representations of nations and their proximity to other nations
provide an understanding of international relationships.
cultural aspects of the Early Republic?
2. The precarious position of the United States following the Revolutionary
2. How do series of events lead to an expected outcome?
War required the nation to construct a new form of government.
3. How and why was the Constitution created?
3. The United States Constitution serves as the foundation of our
4. How do differing interpretations affect our study of historical events?
government.
4. There exist many interpretations of the reasons for and the success of the
United States Constitution.
Relevant Standards
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
Relevant Standards
Content Standards:
Power (Primary):
Subject Area: 6.1.8.A.3.b, 6.1.8.A.3.c,
6.1.8.A.3.d, 6.1.8.B.3.b, 6.1.8.C.3.b,
Supportive (Secondary):
ELA:
LA.6-8.CCSS.ELA-Literacy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
42
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
1. Students will be able to assess the failure of
the Articles of Confederation to effectively
deal with challenges faced by the United
States after the Revolutionary War.
1. Analyze the events that led to the Constitutional
Convention (debt, depression, Shays’s Rebellion)
2. Compare and Contrast the New Jersey and Virginia
plans, the Great Compromise, and the 3/5
Compromise.
3. Cite evidence for the influence of the Magna Carta,
Locke, Montesquieu, the English Constitution, and
the English Bill of Rights on the development of the
United States Constitution.
4. Differentiate between the positions and arguments
of Federalists and Antifederalists during the
Constitutional Debate.
2. Students will be able to compare and contrast
the various plans to formulate a new plan of
government and the arguments for and
against ratification of the Constitution.
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Discussion questions
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
43
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Writing based project
-Oral presentation
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: constitution, bicameral, republic, petition, ordinance, depreciate, depression, manumission, proportional, compromise, Enlightenment,
federalism, article, legislative branch, executive branch, judicial branch, Electoral College, checks and balances, ratify, Federalist, Antifederalist, amendment
Non-Essential:
44
KRSD Office of Curriculum and Instruction
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Mathematics
Technology
____ Global Awareness
____ Creativity & Innovation
MA.8.8.EE.5 (proportions)
Laptop Cart
__X__ Civic Literacy
____ Media Literacy
Science
iPad Cart
____ Financial, Economic, Business,
__X__ Critical Thinking and Problem
Visual and Performing Arts
Promethean boards
& Entrepreneurial Literacy
Solving
AR.6-8.1.1.8.1 (drama – culture and
PC
____ Health Literacy
____ Life and Career Skills
history)
__X__ Information & Communication
Health/PE
Technologies Literacy
World Languages
__X__ Communication & Collaboration
Social Studies
__X__ Information Literacy
Technology
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
45
KRSD Office of Curriculum and Instruction
Resources:
Texts/Materials:
• The American Journey pgs. 192 – 215
• Primary Sources:
o Gov. Hancock’s Declaration of Mercy for Shays Rebels
o “Insurgents” Poem
o “The Spirit of Laws” – the Baron de Montesquieu
o “Second Treatise on Government” – John Locke
o Articles of Confederation
o Constitution of the United States
• Secondary Sources:
o Phillip Hoose, We Were There, Too!: Young People in U.S. History (New York: Melanie Kroupa Books, 2001), 74 – 76.
Major Assignments (required):
• Comparing and Contrasting Articles of Confederation and United States Constitution
• Analysis of Shays’s Rebellion
Major Activities (required):
• Federalist/Antifederalist Debate
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
46
KRSD Office of Curriculum and Instruction
U.S. HISTORY 7
Unit 7: The New Nation
Unit Description:
Recommended Duration: 3 – 4 Weeks: April – May
In this unit, students will apply their knowledge and comprehension of the United States Constitution and the effects it had on establishing and implementing a
new government. Students will also analyze the impact of George Washington as the first president and the policies he and Congress established in order to
carry out the goals and principles of the Constitution. Furthermore, students will assess challenges faced by the new nation in regards to internal conflict,
financial issues, territorial expansion, and foreign policy. Finally, students will study the establishment of political parties, how these parties first emerged, and
connections between the original political parties and those of today.
Essential Questions
Enduring Understandings
1. How does a new nation establish policy under a constitution?
2. What is the role of a president?
3. What is the purpose of political parties?
1. While creating laws and a framework for government is essential to the
establishment of a nation, so too is the successful implementation of these
laws.
2. The powers of the president are kept in check and balanced by the other
branches of government.
3. Political parties represent the various opinions of the people within a
nation and provide options for those people when it comes to how the
government functions.
Relevant Standards
Content Standards:
Power (Primary):
Subject Area: 6.1.8.A.3.d, 6.1.8.A.3.e,
6.1.8.A.3.f, 6.1.8.C.3.b, 6.1.8.C.3.c, 6.1.8.D.3.c,
6.1.8.D.3.g
47
KRSD Office of Curriculum and Instruction
Learning Goals
Learning Objectives
1. Students will be able to critique the United
States’ foreign and domestic military policies
of the 1790s.
2. Students will be able to construct a logical
argument for the development of opposing
political parties.
1. Differentiate between the challenges faced by the
United States during the 1790s.
2. Critique Hamilton’s plan to reduce the debt of the
United States (Plan of the Assumption of State
Debts).
3. Compare the United States’ decision to assert its
military power in the West, yet remain neutral in
European wars.
4. Cite evidence for the development of opposing
Relevant Standards
Learning Goals
Learning Objectives
political parties at the end of Washington’s
presidency.
5. Use primary sources to compare and contrast the
Federalist and the Republicans.
6. Assess the peaceful transition of power from
Washington to Adams.
7. Compare and contrast Washington and Adams as
President of the United States.
Supportive (Secondary):
ELA: LA.6-8.CCSS.ELA-Literacy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Quizzes
-Unit tests
-Summary writing
-Discussion questions
-Station Activities
-Primary source analysis
-Secondary source analysis
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
48
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Writing based project
-Oral presentation
Formative Assessments
Summative Assessments
-Graphic organizers
-Discussion questions
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
49
KRSD Office of Curriculum and Instruction
Performance Assessments
Major
Activities/Assignments/Assessments
(required)
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: precedent, cabinet, national debt, bond, unconstitutional, tariff, neutrality, impressment, partisan, implied powers, caucus, alien, sedition, nullify,
states’ rights
Non-Essential: speculator
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Mathematics
Technology
____ Global Awareness
____ Creativity & Innovation
Science
Laptop Cart
__X__ Civic Literacy
____ Media Literacy
Visual and Performing Arts
iPad Cart
__X__ Financial, Economic,
__X__ Critical Thinking and Problem
AR.6-8.1.1.8.1 (drama – culture and
Promethean boards
Business, & Entrepreneurial
Solving
50
KRSD Office of Curriculum and Instruction
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
history)
PC
Health/PE
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Literacy
____ Life and Career Skills
____ Health Literacy
__X__ Information & Communication
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
Resources:
Texts/Materials:
• The American Journey pgs. 267-272
• Primary Sources:
o President Washington’s Inaugural Address
o President Washington’s Farewell Address
Major Assignments (required):
• Comparing and Contrasting the Federalists and Democratic-Republicans
• Analysis of the Whiskey Rebellion
• Analysis of the establishment of political parties
Major Activities (required):
• Federalist/Democratic-Republican Debate
• Writing Assignments
51
KRSD Office of Curriculum and Instruction
o
o
o
o
52
Journals
Reflections
Primary Source Analysis
Secondary Source Analysis
KRSD Office of Curriculum and Instruction
U.S. HISTORY 7
Recommended Duration: 3 – 4 weeks: May - June
UNIT 8: Civics
Unit Description: The students will study the Constitution, the Bill of Rights, the Federal Government and the three branches of the U.S. government, as well as
citizens’ rights and responsibilities. Students will analyze various components of the U.S. government, which can include but are not limited to major principles
of and amendments to the Constitution, the Legislative, Executive, and Judicial branches of the U.S. government, and specific rights of American citizens
afforded by our system of government.
Essential Questions
1. What are the major goals of the U.S. Constitution?
2. How can the Constitution be amended in order to adjust to a growing
nation with unique problems?
3. What is the form and function of each individual branch of the U.S. federal
government (Legislative, Executive, and Judicial)?
4. What are the rights and responsibilities of a U.S. citizen?
KRSD Office of Curriculum and Instruction
Enduring Understandings
1. The framework of the U.S. Constitution provides government structure
and the basic rights of American citizens
2. The goals and powers of the three branches of the U.S. government
3. The rights and responsibilities of U.S citizenship
Relevant Standards
Content Standards:
Power (Primary):
Subject Area: 6.1.8.A.3.b, 6.1.8.A.3.g
Supportive (Secondary):
Learning Goals
Learning Objectives
1. Students will be able to assess the principles
of the Constitution and their practical
application.
2. Students will be able to differentiate between
the three branches of government.
1. Compare and contrast the goals and principles of
the Articles of Confederation and the Constitution.
2. Construct a graphic organizer differentiating the
three branches of government under the United
States Constitution.
3. Differentiate between citizen duties and
responsibilities.
4. Hypothesize the practical application of the
Constitution and the Bill of Rights.
ELA: LA.6-8.CCSS.ELA-Literacy.CCRA.R.1, LA.6-8.
CCSS.ELA-Literacy.CCRA.W.1,
Technology: TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
Formative Assessments
Summative Assessments
Performance Assessments
-Entrance tickets
-Exit tickets
-Benchmarks
-Quizzes
-Unit tests
-Summary writing
-Station Activities
-Primary source analysis
-Secondary source analysis
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
-Benchmark
-Writing based project
-Oral presentation
Formative Assessments
Summative Assessments
Performance Assessments
-Unit tests
-Quizzes
-Summary writing
-Descriptive writing
-Venn diagram
-Graphic organizers
-Discussion questions
-Discussion questions
-Formal writing pieces
-Socratic seminar
-Debate
-Benchmark
-Unit test
Possible Assessment Modifications/Accommodations
• Modified tests
• Word banks
• Time-and-a-half
• Splitting vocabulary
• Reduced multiple choice
• Small group setting
Instructional Strategies (refer to Robert Marzano’s 41 Elements)
DQ2:
6. Identifying critical information
7. Organizing students to interact with new knowledge
8. Previewing new content
9. Chunking content into digestible bites
10. Processing new information
11. Elaborating on new information
12. Recording and representing knowledge
13. Reflecting on learning
DQ3:
14. Reviewing content
15. Organizing students to practice and deepen knowledge
16. Using homework
55
KRSD Office of Curriculum and Instruction
Major
Activities/Assignments/Assessments
(required)
17. Examining similarities and differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and processes
20. Revising knowledge
DQ4:
21. Organizing students for cognitively complex tasks
22. Engaging students in cognitively complex tasks involving hypothesis generation and testing
23. Providing resources and guidance
Possible Instructional Modifications /Accommodations/Differentiation
• Preferential Seating
• Extended Time
• Study Guides
• Modified Assessments
• Cueing strategies
Unit Vocabulary
Essential: preamble, domestic tranquility, popular sovereignty, republicanism, federalism, enumerated powers, reserved powers, concurrent powers,
amendment, implied powers, judicial review, appropriate, impeach, constituents, due process of law, citizen, naturalization
Non-Essential:
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Mathematics
Technology
____ Global Awareness
____ Creativity & Innovation
Science
Laptop Cart
__X__ Civic Literacy
____ Media Literacy
56
KRSD Office of Curriculum and Instruction
Interdisciplinary
(Applicable Standards)
Connections Integration of Technology
21st
Century
Themes:
Framework Toolkit
P21 21st Century Skills:
Toolkit
P21 Framework
Visual and Performing Arts
iPad Cart
____ Financial, Economic, Business,
__X__ Critical Thinking and Problem
AR.6-8.1.1.8.1 (drama – culture and
Promethean boards
& Entrepreneurial Literacy
Solving
history)
PC
____ Health Literacy
__X__ Life and Career Skills
Health/PE
__X__ Information & Communication
World Languages
Technologies Literacy
Social Studies
__X__ Communication & Collaboration
Technology
__X__ Information Literacy
TEC.5-8.8.1.8.A, TEC.5-8.8.1.8.E
21st Century Life and Careers
Library
Resources:
Texts/Materials:
• The American Journey pgs. 216 - 253
• Primary Sources:
o The United States Constitution
o The United States Bill of Rights
•
Secondary Sources:
o http://www.icivics.org/
57
KRSD Office of Curriculum and Instruction
Major Assignments (required):
o Bill of Rights
Major Activities (required):
• Writing Assignments
o Journals
o Reflections
o Primary Source Analysis
o Secondary Source Analysis
58
KRSD Office of Curriculum and Instruction