Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
ACKNOWLEDGEMENTS
The Social Studies Office acknowledges the contributions made to the development of these materials by
all social studies staff and especially the following people:
Kindergarten: Our Community
Mary Cantwell, Anna Maria Lechleitner, Juanita Wade
Grade 1: Our State
Marijoy Cordero, Gina Samara, Jaclyn Scott
Grade 2: Our Country
Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove
Grade 3: Ancient World Cultures
Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel
Grade 4: Virginia Studies
Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla
Grade 5: Ancient World
Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel
Grade 6: U.S. History, Civics and Economics to 1865
Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter
Grade 7: U.S. History, Civics and Economics 1865 to Present
Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby
Grade 8: World Geography
Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart
Grade 9: World History II from 1500 A.D.
Jen Dean, Jeana Norton, Anne Stewart
Grade 10: World History I to 1500 A.D.
Julie Bell, Kathleen Claassen, Caitlin Dodds
Grade 11: U.S. and Virginia History
Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips
Grade 12: U.S. and Virginia Government
Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt
Diana Jordan
Barbara Ann Lavelle
Cathy Bonneville Hix
Social Studies Supervisor
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
COURSE DESCRIPTION: In this course, students will examine historical events and time periods to better understand key civics and
economics concepts. Students will use the skills of historical and geographical analysis and continue to learn concepts in civics and economics
while studying United States history.
THEME: The organizing theme for grade seven is ADAPTATION.
KEY CONCEPTS: Students will learn that ADAPTATION is a:
● condition that occurs as a result of political, economic, social, and geographic conditions.
● result of peoples’ struggles for rights.
● state of affairs that causes people to organize for change.
● response to new inventions and technologies.
● position which governments take when they become involved in domestic and global issues.
UNITS and UNIT SECTIONS:
The course is organized into 3 sections, each based on a set of key questions related to civics and/or economics. Historical content is
introduced in each section to give students a better understanding of the concepts.
Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?
UNIT I: 6th Grade Review
This unit reviews the 6th grade curriculum, focusing in particular on:
● the fundamental political principles upon which our government is based
● the Preamble to the Constitution
● the freedoms guaranteed by the First Amendment
● the structure of the national government, including the roles and duties of each of the three branches
● the concept of federalism and the roles and responsibilities of government at the national, state and local levels
● this unit also introduces the 7 geographical regions of the United States
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
UNIT II: Reconstruction – Extending Citizenship to Freedmen
This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In particular,
it focuses on:
● the 3 Reconstruction amendments: 13th, 14th and 15th - and their role in guaranteeing the rights of citizenship to freedmen
● the process for amending the Constitution
● the definition of citizenship
● the importance of the right to vote, and ways in which state and local governments restricted freedmen’s right to vote
● how the passage of state laws, like Jim Crow Laws and Black Codes in the South, limited the rights of freedmen and contradicted
federal law
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT III: An Expanding Nation Leads to an Expansion of Citizenship
This unit examines how the transformation of the United States due to the settlement of the West and increased immigration led to the
extension of citizenship to more people. In particular, it focuses on:
● reasons for and results of westward expansion
● the federal government’s role in mediating conflicts between settlers and Native Americans
● reasons for and results of increased immigration during the Great Wave of immigration at the turn of the century
● current immigration issues
● how to become a citizen
UNIT IV: Progressives - How Citizens Influence Government
This unit examines the importance of the role of citizen in the United States. In particular, this unit focuses on:
● the rights and responsibilities of citizens
● how citizens influence public policy, using examples from the temperance movement, the continued struggle for African-Americans’
rights, and the women’s suffrage movement
● how the media and interest groups help to set the public agenda and influence public policy, with special attention paid to the role of
muckrakers in exposing the problems of industrialization, and including efforts at reforming government, protecting consumer rights,
and conserving natural resources
UNIT V: Civil Rights Movements - Citizens Work for Justice
This unit examines the Civil Rights Movement of the 1950s and 1960s and how citizens were able to use structures created by the Constitution
to push the government to live up to its ideals. In particular, this unit focuses on:
● the legal and legislative means used to overcome segregation, especially in education
● a review of federalism, paying attention to the actions of the three branches of the national government and to the responses of state
and local governments
● the role the courts played in the effort to desegregate schools, with a focus on due process, state and national court systems, and the
difference between civil and criminal law
● the legal and legislative means used to ensure voting rights
● the use of the media to gain support for the Civil Rights Movement
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
UNIT VI: Government’s Role in the Economy Expands – The Rise of Big Business
This unit examines the economic, political and technological factors that changed the United States from a rural, agricultural nation at the end of
the Civil War to an urban, industrial nation by 1920. In particular, the unit will focus on:
● the characteristics of the U.S. economy
● how geography influences specialization
● how advances in technology made U.S. expansion and industrialization possible
● how the government encouraged growth (i.e. Transcontinental Railroad)
● the rise of big business
● how and why the government began to regulate business to protect consumers and workers
UNIT VII: The Changing Role of the United States in the World: Imperialism and WWI
This unit examines the transformation of the United States into a world power around the turn of the century. In particular, the unit will focus on:
● the President’s role in the expansion of U.S. interests and influence around the world
● the Versailles Treaty as an example of checks and balances in action
● the duties and responsibilities of citizens in times of war (Selective Service Act)
UNIT VIII: Boom To Bust - The Role of Government Expands
This unit examines the social and economic changes of the 1920s and the government’s response to the economic crisis of the 1930s. In
particular, the unit will focus on:
● the social and cultural changes of the 1920s
● how the U.S. economy works and why it failed
● the amount of government control in different economic systems
● how liberals and conservatives view the role of government, and how these beliefs influence the two main political parties
● the goals of certain New Deal programs, and how the government paid for these goods and services
● the lasting impact of New Deal programs
UNIT IX: World War II Broadens the Role of the United States in the World
This unit examines the causes, major events and consequences of World War II. In particular, this unit focuses on:
● what can happen when a government does not protect its citizens’ freedoms
● the role of the U.S. government in protecting the security of the American people
● the duties and responsibilities of individual citizens during times of war
● how fundamental rights and civil liberties can be limited during a time of war
● how the government uses propaganda to communicate with the public and encourage cooperation
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT X: Cold War - The United States Becomes a Superpower
This unit examines how differing political and economic ideologies resulted in a global conflict after World War Two. In particular, this unit
focuses on:
● the economic and political differences between the USA and the USSR, including a review of economic systems
● the economic and political consequences of the Cold War (government spending on defense)
● the changing role of the media and its influence on government intervention
● how fundamental political principles affect foreign policy
● the impact of new technologies on foreign policy and American life
UNIT XI: How is Government Changing to Meet the Needs of the 21st Century?
This unit examines current issues as they affect Virginia and the United States, focusing in particular on:
● the role of money and the media in elections and in society
● the causes and effects of increasing globalization
● the issues facing state and local governments
● the importance of being an informed voter
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?
UNIT I: Review of 6th Grade Material
This unit reviews the 6th grade curriculum, including the three branches and three levels of government, the founding principles of the
government, the Preamble of the Constitution, and the Bill of Rights.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should focus on… In this unit, students should understand that:
● our government is based on several founding documents, especially the Constitution and the Bill of Rights.
● the Preamble to the Constitution states the purposes for the founding of our government.
● our government is based on the ideas of: consent of the governed, limited government, rule of law, democracy and representative
government.
● the First Amendment guarantees the right to freedom of speech, press, assembly, religion and petition.
● the Constitution establishes the concept of federalism, the division of power among state, national and local governments, where the
national government is supreme.
● the powers of the federal government are divided among the three branches to ensure a system of checks and balances.
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.2
The student will apply social science skills to understand the foundations of American constitutional government by
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative
government;
b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights,
the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of
Virginia and the Constitution of the United States, including the Bill of Rights; and
c) describing the purposes for the Constitution of the United States as stated in its Preamble.
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due
process and equal protection of the laws.
SOL CE.6
The student will apply social science skills to understand the American constitutional government at the national level by
a) describing the structure and powers of the national government;
b) explaining the principle of separation of powers and the operation of checks and balances; and
d) describing the roles and powers of the executive branch.
SOL CE.7
The student will apply social science skills to understand the American constitutional government at the state level by
a) describing the structure and powers of the state government; and
b) explaining the relationship of state governments to the national government in the federal system.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
ENDURING UNDERSTANDING: The U.S. Constitution balances power: among the three branches of the national government, between the
national and state governments, and between government and the people. It creates a strong but flexible system that has been able to adapt to
the changing needs and demands of society.
CONCEPTUAL UNIT QUESTION (Essential Question): How are the principles and ideas that formed our government reflected in the
structure of the U.S. government?
PREVIEW ACTIVITY: Challenge pairs or small groups of students to brainstorm a list of ways the government has been involved in their lives
so far today. Have groups share out and create a master list. Next, remind students that our government is actually divided into 3 levels:
National, State, and Local. What is the name of each? Then, instruct groups to sort their list into these 3 categories to begin a discussion of the
role of government and the division of powers among different levels.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
7 Days
February
VIII: Boom To Bust - The Role Of Government Expands
25 Days
February-March
IX: World War II Broadens The Role of the United States in the World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
XI: How is Government Changing to Meet the Needs of The 21st Century?
Total:
15 Days
May-June
@ 160 Days
(there may still be
additional days of
instruction after the
SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
DVDS
WEBSITES
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and people students should know
to successfully understand course content and pass the SOL exams. (All of the terms in this unit were introduced in the 6th grade.)
DOCUMENTS
Bill of Rights
Constitution of the United States
Declaration of Independence
Preamble
PRINCIPLES and IDEALS
Checks and Balances
Rule of Law
Consent of the Governed
Separation of Power
Democracy
Federalism
Executive Branch
First Amendment Freedoms
Judicial Branch
Limited Government
Legislative Branch
Representative Government
Levels of Government
RIGHTS
Freedom of Speech
Freedom of the Press
Freedom of Petition
Freedom of Religion
Freedom of Assembly
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.2a
The student will apply social science skills to understand the foundations of American constitutional government by
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative
government;
Essential Understandings
Essential Knowledge
Fundamental political principles
define and shape American
constitutional government.
Fundamental political principles
 Consent of the governed: Citizens give authority to the government in exchange for the protection of
their rights.
 Limited government: Government is not all-powerful and may do only those things the people have
given it the power to do.
 Rule of law: Everyone, including government officials, must follow the law.
 Democracy: In a democratic system of government, the people rule.
 Representative government: In a representative system of government, the people elect public office
holders to make laws and conduct government on the people’s behalf.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.2b
The student will apply social science skills to understand the foundations of American constitutional government by
b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of
Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the
Constitution of Virginia and the Constitution of the United States, including the Bill of Rights;
Essential Understandings
Essential Knowledge
American constitutional
government is founded on
concepts articulated in earlier
documents.
Influence of earlier documents on the Constitution of the United States
 The Magna Carta established for the first time the principle that everyone including the king was
subject to the law, and gave Englishmen basic rights and freedoms.
 The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists.
 The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the
United States.
 The Declaration of Independence
o stated grievances against the king of Great Britain
o declared the colonies’ independence from Great Britain
o affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness)
o affirmed the idea that all people are created equal.
 The Articles of Confederation
o established the first form of national government for the independent states
o maintained that major powers resided with individual states
o created weak central government (e.g., no power to tax or enforce laws)
o led to the writing of the Constitution of the United States.
 The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions.
The Constitution of the United States, including the Bill of Rights,
 established the structure of the United States government
 guaranteed equality under the law with majority rule and the rights of the minority protected
 affirmed individual worth and dignity of all people
 protected the fundamental freedoms of religion, speech, press, assembly, and petition.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.2c
The student will apply social science skills to understand the foundations of American constitutional government by
c) describing the purposes for the Constitution of the United States as stated in its Preamble;
Essential Understandings
Essential Knowledge
The preamble of a constitution
sets forth the goals and
purposes to be served by the
government.
The Preamble to the Constitution of the United States expresses the reasons the constitution was written.
Purposes of United States government
 To form a more perfect union
 To establish justice
 To ensure domestic tranquility
 To provide for the common defense
 To promote the general welfare
 To secure the blessings of liberty
The Preamble to the Constitution of the United States begins, “We the People,” thereby establishing that
the power of government comes from the people.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3b
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due
process and equal protection of the laws;
Essential Understandings
The Constitution of the United
States establishes and protects
the citizens’ fundamental rights
and liberties.
Few rights, if any, are considered
absolute.
Essential Knowledge
First Amendment freedoms
 Religion: Government may not establish an official religion, endorse an official religion, or unduly
interfere with the free exercise of religion.
 Speech: Individuals are free to express their opinions and beliefs.
 Press: The press has the right to gather and publish information, including that which criticizes the
government.
 Assembly: Individuals may peacefully gather.
 Petition: Individuals have the right to make their views known to public officials.
The Fifth and Fourteenth Amendments outline due process.
Fifth Amendment
 The Fifth Amendment protects citizens from being held for committing a crime unless they have been
charged by the police. It also guarantees due process, which means that the state and the country
have to respect a citizen’s legal rights.
Fourteenth Amendment
 The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United
States equal protection of the laws.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.6a
The student will apply social science skills to understand the American constitutional government at the national level by
a) describing the structure and powers of the national government;
Essential Understandings
Essential Knowledge
The Constitution of the United
States defines the structure and
powers of the national
government.
The powers held by government
are divided between the national
government in Washington, D.C.,
and the governments of the 50
states.
Legislative, executive, and judicial powers of the national government are distributed among three distinct
and independent branches of government.
The legislative branch
 Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435
members, based upon populations of the states) and the Senate (100 members—two per state)
 Makes the laws of the nation
 Approves the annual budget
 Confirms presidential appointments
 Raises revenue through taxes and other levies
 Regulates interstate and foreign trade
 Declares war
The executive branch
 Headed by the president of the United States, the chief executive officer of the nation
 Executes the laws of the land
 Prepares the annual budget for congressional action
 Appoints cabinet officers, ambassadors, and federal judges
 Oversees executive agencies and departments
The judicial branch
 Consists of the federal courts, including the Supreme Court, the highest court in the land
 The Supreme Court exercises the power of judicial review
 The federal courts try cases involving federal law and questions involving interpretation of the
Constitution of the United States
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.6b
The student will apply social science skills to understand the American constitutional government at the national level by
b) explaining the principle of separation of powers and the operation of checks and balances;
Essential Understandings
The powers of the national
government are separated among
the three branches of the
government to limit any one
branch from abusing its power.
Essential Knowledge
Separation of powers
The Constitution of the United States in Articles I, II, and III defines the powers of the legislative,
executive, and judicial branches of the national government.
Checks and balances
Each of the three branches of the national government limits the exercise of power by the other two
branches.
The legislative branch
 The Congress checks the president when legislators
o override presidential vetoes
o impeach and convict a president
o approve the budget
o approve presidential appointments.
 The Congress checks the courts when legislators
o confirm or refuse to confirm federal judges/justices
o impeach and convict judges/justices.
The executive branch
 The president checks Congress when the president
o proposes legislation
o prepares an annual budget for Congress to approve
o call special sessions of Congress
o vetoes legislation Congress has passed.
 The president checks the courts when the president
o appoints judges/justices
o grants pardons and reprieves.
The judicial branch
 The courts check Congress when judges/justices declare acts of Congress to be unconstitutional.
 The courts check the president when judges/justices declare executive actions to be unconstitutional.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.6d
The student will apply social science skills to understand the American constitutional government at the national level by
d) describing the roles and powers of the executive branch.
Essential Understandings
The executive branch plays a key
role in the policymaking process.
Presidential power has grown in
the years since the Constitution
was ratified, but there are limits
on what the president can and
cannot do.
Essential Knowledge
Ways the executive branch influences policymaking
 Delivering an annual speech to Congress (State of the Union address)
 Proposing legislation
 Approving or vetoing legislation
 Appointing officials who help carry out the laws
 Issuing executive acts/orders
 Appealing directly through the media and communications with citizens
Cabinet departments, agencies, and regulatory groups execute the laws.
The president exercises power as
 chief of state: ceremonial head of the government
 chief executive: head of the executive branch of government
 chief legislator: proposer of the legislative agenda
 commander-in-chief: head of the nation’s armed forces
 chief diplomat: American foreign policy leader
 chief of party: leader of the political party that controls the executive branch
 chief citizen: representative of all of the people.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.7a
The student will apply social science skills to understand the American constitutional government at the state level by
a) describing the structure and powers of the state government;
Essential Understandings
The form of government of the
Commonwealth of Virginia is
established by the Virginia
Constitution.
Legislative, executive, and judicial
powers are separated at the state
level of government.
Essential Knowledge
The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the
state government.
The legislative branch is the General Assembly, a bicameral legislature—the House of Delegates and the
Virginia Senate—that meets annually for a fixed number of days.
The executive power is exercised by the governor, who is elected for a four-year term of office. The
governor appoints members of the cabinet, who oversee specific functions of government.
The lieutenant governor and the attorney general are executive branch officers who are elected for a fouryear term of office.
The judicial power is exercised by a court system that consists of four levels of courts:
 Supreme Court
 Court of appeals
 Circuit courts
 District courts (including small claims courts and juvenile and domestic relations courts)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.7b
The student will apply social science skills to understand the American constitutional government at the state level by
b) explaining the relationship of state governments to the national government in the federal system;
Essential Understandings
Essential Knowledge
The Constitution of the United
States establishes the principle of
federalism, which is the division
of power between the states and
the national government.
The Constitution of the United States establishes a federal form of government in which the national
government is supreme.
The expansion of the national
government’s powers into areas
traditionally reserved to the states
has altered the relationship of
states to the national government.
The Constitution of the United States denies certain powers to both the national and state governments.
The powers not given to the national government by the Constitution of the United States are reserved to
the states.
Some powers are shared between the national and state government (concurrent powers).
Primary responsibilities of each level of government
 National: Conducts foreign policy, regulates commerce, and provides for the common defense
 State: Promotes public health, safety, education, and welfare
Tensions exist when federal mandates require state actions without adequate funding.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
UNIT II: Reconstruction – Extending Citizenship to Freedmen
KEY HISTORY CONCEPTS: This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of
rights to new citizens. In this unit, students will understand that:
● the President and the Congress had different ideas about how to carry out Reconstruction and how to reunite the southern states with
the Union.
● the 13th and 15th Amendments abolished slavery and gave black men the right to vote.
● the 14th Amendment said that everyone born in the USA is a citizen and guaranteed due process and equality under the law.
● although federal law said African Americans were free and had civil rights, many state and local governments, as well as private
individuals and groups, worked to deny them their rights.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand:
● the process for amending the United States Constitution.
● the definition of citizenship for the United States of America.
● the balance of power between the branches of government under Presidential and Radical Reconstruction.
● the effects of judicial review in limiting the reach of the Fourteenth Amendment (e.g. Plessy v. Ferguson).
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.2
The student will apply social science skills to understand the foundations of American constitutional government by
d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States; and
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process
and equal protection of the laws.
SOL USII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
j) investigating and researching to develop products orally and in writing.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL USII.3
The student will apply social science skills to understand the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the
meaning of citizenship;
b) describing the impact of Reconstruction policies on the South and North; and
c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
SOL USII.4
The student will apply social science skills to understand how life changed after the Civil War by
c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African-Americans and other groups in the
post-Reconstruction South.
ENDURING UNDERSTANDING: Amendments and laws can be passed to protect the rights of the people, but attitudes cannot be legislated.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): Was Reconstruction a success? What does it mean to be a citizen? Did amending
the Constitution right the wrongs of slavery?
PREVIEW ACTIVITY: To introduce the unit show students photographs of the South after the Civil War. Ask pairs of students “What kinds of
rebuilding needed to be done to help the country recover from the Civil War?” Have students brainstorm a list with a partner. Then ask
students: “Who should provide that help? The government? Individuals? Private groups?” Post-war photos can be found easily at the Library of
Congress website.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
7 Days
February
VIII: Boom To Bust - The Role of Government Expands
25 Days
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be
additional days of
instruction after the
SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
Sounder by William H. Armstrong – A poor black family struggles to make ends meet as sharecroppers in the deep South.
Shades of Gray by Carolyn Reeder – Will Page is the only surviving member of his immediate family at the end of the Civil War. He goes to
live with relatives, whom he considers traitors because they did not fight with the Confederacy.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Forty Acres and Maybe a Mule by Harriette Gillem Robinet – In this reconstruction-era novel, a 12-year-old orphan leaves South Carolina in
search of a Freedmen's Bureau during Reconstruction to claim the "40 acres and a mule" promised by General Sherman.
I Thought My Soul Would Rise and Fly: The Diary of Patsy, a Freed Girl by Joyce Hansen - Twelve-year-old Patsy keeps a diary of the
confusing time following the end of the Civil War and the granting of freedom to former slaves. Dear America series.
Turn Homeward, Hannalee and its sequel Be Ever Hopeful, Hannalee by Beatty, Patricia – In this series, Hannalee leaves Georgia for Indiana
during the Civil War. In the sequel, she returns to Atlanta, where jobs are plentiful, to rebuild the devastated city.
DVDS
WEBSITES
The African American Odyssey: A Quest for Full Citizenship Exhibition at the Library of Congress traces the struggle for rights from slavery to
the Civil Rights movement http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aointro.html
Digital History: Reconstruction –images and information http://www.digitalhistory.uh.edu/reconstruction/introduction.html
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
Amendment
Citizenship
Discrimination
Due Process
Equal Protection
Freedom of Assembly
Freedom of Religion
Freedom of Petition
Freedom of Speech
CIVICS VOCABULARY
Jurisdiction
Judicial Review
Naturalization
Proposed/Proposal
Ratified/Ratification
HISTORY VOCABULARY
13th Amendment
Plessy vs. Ferguson
14th Amendment
Poll Tax
15th Amendment
Reconstruction
Freedmen
Segregation
Jim Crow Laws
Sharecropper
Suffrage
Voter Registration
Literacy Test
Society
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.2d
The student will apply social science skills to understand the foundations of American constitutional government by
d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.
Essential Understandings
Essential Knowledge
The constitutions of Virginia and
the United States can be
amended through processes
outlined in the constitutions.
The Virginia and United States
constitutions have been amended
and revised several times.
Constitution of the United States
 The amendment process is complex.
 To date, there are 27 amendments to the Constitution of the United States.
 Amendment process:
o Proposal: action by Congress or convention of the states
o Ratification: by the states
Constitution of Virginia
 Amendment process:
o Proposal: action by General Assembly or constitutional convention
o Ratification: by voters of Virginia
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3a
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States;
Essential Understandings
Essential Knowledge
A citizen is an individual with
certain rights and duties under a
government who, by birth or by
choice, owes allegiance to that
government.
The 14th Amendment to the Constitution of the United States defines citizenship as follows: “All persons
born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United
States and the state wherein they reside.”
Means of obtaining citizenship
 By birth
 By naturalization
Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse
society.
To become a citizen through naturalization, a person must
 be at least 18 years old
 be a legal resident of the United States for 3–5 or more years
 be of good moral character and be loyal to the United States
 be able to read, write, and speak basic English
 pass a naturalization test
 take the Oath of Allegiance at a naturalization ceremony.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3b
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due
process and equal protection of the laws;
Essential Understandings
Essential Knowledge
The Constitution of the United
States establishes and protects
the citizens’ fundamental rights
and liberties.
Few rights, if any, are considered
absolute.
First Amendment freedoms
 Religion: Government may not establish an official religion, endorse an official religion, or unduly
interfere with the free exercise of religion.
 Speech: Individuals are free to express their opinions and beliefs.
 Press: The press has the right to gather and publish information, including that which criticizes the
government.
 Assembly: Individuals may peacefully gather.
 Petition: Individuals have the right to make their views known to public officials.
The Fifth and Fourteenth Amendments outline due process.
Fifth Amendment
 The Fifth Amendment protects citizens from being held for committing a crime unless they have been
charged by the police. It also guarantees due process, which means that the state and the country
have to respect a citizen’s legal rights.
Fourteenth Amendment
 The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United
States equal protection of the laws.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) investigating and researching to develop products orally and in writing.
Essential Understandings
Experiences may include but are not limited to the following:
Research is the search for
knowledge, using a variety of
materials and sources in order to
discover facts, answer questions,
and draw conclusions.
When we carry out research or
study a particular topic to
discover facts and information,
we deepen our understanding of
new concepts.
 Investigate people, places, and events in United States history to develop an understanding of
historical, cultural, economic, political, and geographical relationships by
o exploring economic and social issues that led to the growth of cities
o outlining and describing geographic factors and new technologies that helped and hindered
westward movement
o describing the United States’ role in the Cold War and providing evidence to support the
description
o creating a digital map outlining the social and economic factors that influenced the women’s
suffrage movements in the early twentieth century and the fight for equal rights for women during
the period following World War II.
 Investigate the people involved in and the social impact of government intervention during
o the Civil Rights Act of 1866
o the workplace reforms of the Progressive Movement
o Roosevelt’s New Deal.
 Investigate the social influence of the following by creating a social media page or blog and taking a
stance to support or dispute points made in
o Lincoln’s Gettysburg Address
o Sojourner Truth’s “Ain’t I a Woman” speech
o Wilson’s Fourteen Points speech
o the Treaty of Versailles
o Title IX
o President Reagan’s “Tear Down This Wall” speech.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.3a
The student will apply social science skills to understand the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the
meaning of citizenship;.
Essential Understandings
The 13th, 14th, and 15th
Amendments to the Constitution
of the United States address the
issues of slavery and guarantee
equal protection under the law for
all citizens.
Essential Knowledge
Basic provisions of the amendments
 The 13th Amendment bans slavery in the United States and all of its territories.
 The 14th Amendment grants citizenship to all persons born in the United States and guarantees them
equal protection under the law.
 The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous
condition of servitude.
Although these three amendments guarantee equal protection under the law for all citizens, American
Indians and women did not receive the full benefits of citizenship until later.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.3b
The student will apply social science skills to understand the effects of Reconstruction on American life by
b) describing the impact of Reconstruction policies on the South and North;
Essential Understandings
Essential Knowledge
The Reconstruction policies were
harsh and created problems in
the South.
Reconstruction attempted to
define the means by which all
Southerners could live together
equally.
Reconstruction policies and problems
 Southern military leaders could not hold office.
 African Americans could hold public office.
 African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized
the use of federal troops comprised mainly of Northern soldiers for its enforcement.
 Southern states adopted Black Codes to limit the economic and physical freedom of former slaves.
 Federal troops supervised the South.
 The Freedmen’s Bureau was established to aid former enslaved African Americans in the South.
 Southerners resented Northern “carpetbaggers,” some of whom took advantage of the South during
Reconstruction.
End of Reconstruction and its impact
 Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of 1876.
 Federal troops were removed from the South.
 Rights that African Americans had gained were lost through “Jim Crow” laws.
 “Jim Crow” laws affected the rights of American Indians.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.3c
The student will apply social science skills to understand the effects of Reconstruction on American life by
c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
Essential Understandings
The actions of Abraham Lincoln,
Robert E. Lee, and Frederick
Douglass created lasting impacts.
Essential Knowledge
Abraham Lincoln
 Issued Reconstruction plan calling for reconciliation
 Believed preservation of the Union was more important than punishing the South
Robert E. Lee
 Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when
some wanted to continue to fight
Frederick Douglass
 Fought for adoption of constitutional amendments that guaranteed voting rights
 Was a powerful voice for human rights and civil liberties for all
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4c
The student will apply social science skills to understand how life changed after the Civil War by
c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the
post-Reconstruction South;
Essential Understandings
Essential Knowledge
Discrimination against African
Americans and minority groups
continued after Reconstruction.
“Jim Crow” laws institutionalized a
system of legal segregation.
African Americans differed in their
responses to discrimination and
“Jim Crow.”
Racial segregation
 Based upon race
 Directed primarily against African Americans, but other groups also were kept segregated
 Chinese Exclusion Act (1882) provided an absolute 10-year moratorium (halt) on Chinese labor
immigration
 American Indians were not considered citizens until 1924
“Jim Crow” laws
 Passed to discriminate against African Americans
 Made discrimination practices legal in many communities and states
 Were characterized by unequal opportunities in housing, work, education, and government
 Upheld by the Supreme Court in Plessy v. Ferguson
African American responses
 Booker T. Washington: Believed equality could be achieved through vocational education; accepted
social segregation
 W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans and founded the
National Association for the Advancement of Colored People (NAACP) along with Ida B. Wells-Barnett
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT III: An Expanding Nation Leads to an Expansion of Citizenship
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social, economic, political, and technological factors that changed
the United States from a rural, agricultural country at the end of the Civil War to an urban, industrial nation by 1920. In this unit, students will
understand:
● the consequences of settlement for the Native Americans, who were forced onto reservations and who didn’t receive citizenship status
until 1924.
● that millions of immigrants came to the United States from Europe and Asia during the “Great Wave” of immigration. These immigrants
came to escape religious and political persecution and economic instability and were drawn to the United States by the expanding
economy and opportunity for factory jobs, land, and the rights of citizenship.
● that immigration is still an important issue in the United States today.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that:
● immigrants left their home countries to escape a lack of rights, such as freedom of speech and religion.
● how people can become citizens, and the duties, rights and responsibilities of U.S. citizens.
● the purposes of the U.S. government as laid out in the Preamble to the Constitution: form a more perfect union, establish justice,
ensure domestic tranquility, provide for the common defense, promote the general welfare, and preserve the blessings of liberty. In this
unit, that might include a discussion of the government’s role in settling the west- building the railroad, Indian removal, giving away landand its role in eventually limiting immigration and asking did its actions reflect the purposes of government? Does the phrase “we the
people” refer to all the people?
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States;
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; and
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in
political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society.
SOL CE.5
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL USII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
e) comparing and contrasting historical, cultural, and political perspectives in United States history.
SOL USII.2
The student will use maps, globes, photographs, pictures, or tables for
a) explaining how physical features and climate influenced the movement of people westward;
b) explaining relationships among natural resources, transportation, and industrial development after 1865; and
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those
cities significant.
SOL USII.4
The student will apply social science skills to understand how life changed after the Civil War by
a) examining the reasons for westward expansion, including its impact on American Indians; and
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.
SOL USII.9
The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and
early twenty-first centuries by
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically; and
d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.
ENDURING UNDERSTANDING: Changes in social and political conditions can transform a nation.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did social and economic conditions influence the settlement of the west and
the increase in immigration? What factors caused conflict between settlers and Native Americans? What does it mean to be a citizen?
PREVIEW ACTIVITY: Organize students into small groups. Tell them they are on the school’s soccer team, and the season has already
begun. Some new students have moved to the school, and they would like to play on the soccer team. How should the team respond? Should
they let all the new people join? Just some of the people? If they’re going to limit the number of new people joining, how will they decide who to
let on the team? After groups have shared their decisions and criteria (if applicable) encourage class to consider how this situation is related to
the issues the U.S. government faces with immigrants.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
7 Days
February
VIII: Boom To Bust - The Role of Government Expands
25 Days
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
LITERATURE AND OTHER RESOURCES:
LITERATURE
@ 160 Days
(there may still be
additional days of
instruction after the
SOL Test)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Thunder, Rolling in the Mountains by Scott O’Dell, Elizabeth Hall - Sound of Running Feet, daughter of Chief Joseph of the Nez Perce, narrates
this tale of her tribe's fate, starting from her first encounter with white people in 1877.
Away West by Patricia McKissack - In 1879, thirteen-year-old Everett Turner leaves a life of struggle on his family's farm and runs away to St.
Louis, where he works in a livery stable before heading to the all-black town of Nicodemus, Kansas.
The Traitor by Laurence Yep from the Golden Mountain Chronicles: 1885 – a lonely American boy and a lonely Chinese American boy develop
an unlikely friendship in the midst of prejudices and racial tension in their coal mining town of Rock Springs, Wyoming.
Cheyenne Again by Eve Bunting - In the late 1880's, a Cheyenne boy named Young Bull is taken to a boarding school to learn the white man's
ways.
Walk Across the Sea by Susan Fletcher – In 1886 in Crescent City, California, when Chinese immigrants are being driven out or even killed for
fear they will take jobs from whites, Eliza defies the townspeople and her father to help a Chinese boy who has been kind to her.
Letters from Rifka by Karen Hesse – Rifka and her family have fled Russia’s brutal treatment of the Jews for a new life in America. They
undergo the humiliating scrutiny of doctors and soldiers, and ultimately the doctors refuse to let her board the ship to America. Rifka’s family
must board the ship without her.
Dragonwings by Lawrence Yep - A Chinese boy, Moon Shadow, moves to Chinatown to be with his father who is working on a flying machine.
The novel depicts the lives of and discrimination against San Francisco’s Chinese immigrants in the early 1900’s.
The Breaker Boys by Pat Hughes - Nate's family owns collieries in Pennsylvania, but Nate keeps his relationship to "the boss" a secret when he
makes friends with 12-year-old Johnny, a Polish immigrant who works in the mines, just as he never talks at home about his contact with the
mining community.
Ashes to Roses by Mary Jane Auch - Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle
Shirtwaist Factory shortly before the 1911 fire in which 146 employees died.
Fire at the Triangle Factory by Holly Littlefield – two fourteen-year-old girls, sewing machine operators at the Triangle Shirtwaist Company, are
caught in the famous Triangle fire of 1911. Picture book.
Dreams in the Golden Country The Diary of Zipporah Feldman, a Jewish Immigrant Girl by Kathryn Lasky - 12-year-old Zippy, a Jewish
immigrant from Russia, keeps a diary account of the first 18 months of her family’s life on the Lower East Side of New York City in 1903. Dear
America Series
The Memory Coat by Elvira Woodruff - In the early 1900's, two cousins leave their Russian shtetl with the rest of their family to come to
America, hopeful that they will all pass the dreaded inspection at Ellis Island.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
A Real American by Richard Easton – Resentful of the Italian miners who inhabit his Pennsylvania town during the coal boom, an eleven-yearold boy discovers that being American has nothing to do with the color of your skin or the languages you speak.
Pacific Odyssey to California, 1905 by Laurie Lawlor – A young girl and her family travel from Korea to Hawaii in search of a better life. Because
Hawaii is not all they had expected, they move on to Riverside California, which begins to feel like home. However, two years later, their lives
are shattered by violence and prejudice, and once again the family must move.
New Kids in Town: Oral Histories of Immigrant Teens, by Janet Bode - Collection of oral histories conducted with teenage immigrants from
places such as Cuba, El Salvador, China, and Vietnam.
The Circuit: Stories from the Life of a Migrant Child by Jimenez, Francisco – this autobiography tells of the immigration of a child with his family
to California from Tlaquepaque, Mexico.
Crossing the Wire, by Will Hobbs - No longer able to grow corn profitably in his Mexican village, 15-year-old Victor, who has supported his
family since his father's death, decides it’s time to go to the United States.
DVDS
Far and Away - Story of two Irish immigrants- one rich, one poor- struggling to get land in their new country. Stars Tom Cruise and Nicole
Kidman. PG-13- but there is a school version.
WEBSITE
There Are No Renters Here: Homesteading in a Sod House http://www.autrynationalcenter.org/explore/exhibits/sod/
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND
www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it.
http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum
http://americanhistory.si.edu/ourstory/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History
http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
Assimilation
Angel Island
Citizenship
Green Card
Immigration
Naturalization
Duties of a Citizen
Passport
Ethnic Groups
Ellis Island
USCIS - U.S.
Citizenship and
Immigration Services
Push Factor
Pull Factor
Reservation
Responsibilities of a Citizen
Rights of Citizens
Visa
CURRICULUM
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SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3a
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
A citizen is an individual with
certain rights and duties under a
government who, by birth or by
choice, owes allegiance to that
government.
Essential Knowledge
The 14th Amendment to the Constitution of the United States defines citizenship as follows: “All persons
born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United
States and the state wherein they reside.”
Means of obtaining citizenship
 By birth
 By naturalization
Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse
society.
To become a citizen through naturalization, a person must
 be at least 18 years old
 be a legal resident of the United States for 3–5 or more years
 be of good moral character and be loyal to the United States
 be able to read, write, and speak basic English
 pass a naturalization test
 take the Oath of Allegiance at a naturalization ceremony.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3c
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
For government to be effective,
citizens must fulfill their civic
duties.
Essential Knowledge
Duties of citizens
 Obey laws, including
o paying taxes
o serving in the armed forces, if called
o serving on a jury or as a witness in court, when summoned.
Citizens who choose not to fulfill these civic duties face legal consequences.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3d
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,
participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
A basic responsibility of
citizenship is to contribute to the
common good.
Essential Knowledge
Civic responsibilities are fulfilled by choice; they are voluntary.
Responsibilities of citizens
 Register and vote
 Hold elective office
 Communicate with government officials to influence government actions
 Serve in voluntary, appointed government positions
 Participate in political campaigns
 Keep informed regarding current issues
 Respect others’ right to an equal voice in government
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5e
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
a) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national
elections;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Through legislation and
constitutional amendments,
different American citizens have
been granted the right to vote at
different times.
Voting is a basic responsibility of
citizenship.
Voter registration is required
before a citizen may vote.
Essential Knowledge
Legislation and constitutional amendments
 15th Amendment
 19th Amendment
 23rd Amendment
 24th amendment
 26th Amendment
 Voting Rights Act of 1965
Only citizens who register may participate in primary and general elections.
Qualifications to register to vote in Virginia
 Citizen of the United States
 Resident of Virginia and precinct
 At least 18 years of age by day of general election
How to register to vote in Virginia
 In person at the registrar’s office
 By mail (application obtained from the Department of Motor Vehicles, public libraries, state/local
government offices, or other designated locations)
 Online
Voter registration is closed 22 days before elections.
Factors in predicting which citizens will vote
 Education
 Age
 Income
The percentage of voters who participate in presidential elections is usually greater than the percentage of
voters who participate in state and local elections.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5e (continued)
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national
elections;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
Reasons why citizens fail to vote
 Lack of interest (in candidates or issues)
 Failure to register
 Belief that vote does not count or will have no impact
 No time or too busy
Every vote is important.
Students can participate in the democratic process by
 participating in campaigns
 participating in classroom and online simulations.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting historical, cultural, and political perspectives in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Experiences may include but are not limited to the following:
Examining the historical, cultural,
and political perspectives of
countries reveals the ideals,
beliefs, values, and institutions of
its people.
 Compare and contrast an aspect of or issue related to a historical event, using media, images, or text
to gain an understanding of historical, cultural, and political perspectives. Examples of events may
include the following:
o Images from the Great Depression: Comparing and contrasting the responses of President Hoover
and President Roosevelt to the Great Depression
o Maps from World War II: Comparing and contrasting areas invaded by European dictators
o Media clips from the Civil Rights Movement (1960s): Comparing and contrasting opposing sides of
the movement
 Create a graphic organizer to analyze information about different movements in United States history.
 Create a graphic organizer to compare and contrast the political perspectives of two leaders in United
States history.
 Use images to illustrate similarities and differences between the new technology at the beginning of the
twentieth century and at the beginning of the twenty-first century.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people,
places, events, and times in
United States history.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.2a
The student will use maps, globes, photographs, pictures, or tables for
a) explaining how physical features and climate influenced the movement of people westward;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
During the nineteenth century,
people’s perceptions and use of
the Great Plains changed.
Technological advances allowed
people to live in more challenging
environments.
Essential Knowledge
Physical features and climate of the Great Plains
 Flatlands that rise gradually from east to west
 Land eroded by wind and water
 Low rainfall
 Frequent dust storms
Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast
area to be settled.
Inventions
 Barbed wire
 Steel plows
 Windmills
 Railroads
Adaptations
 Dry farming
 Sod houses
 Beef cattle
 Wheat farming
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.2b
The student will use maps, globes, photographs, pictures, or tables for
b) explaining relationships among natural resources, transportation, and industrial development after 1865;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Advances in transportation linked
resources, products, and
markets.
Manufacturing areas were
clustered near centers of
population.
Essential Knowledge
Transportation resources
 Moving natural resources to eastern factories (e.g., iron ore to steel mills)
 Transporting finished products to national markets
 Locating factories near rivers and railroads to move resources and finished goods to markets
Examples of manufacturing areas
 Textile industry: New England
 Automobile industry: Detroit
 Steel industry: Pittsburgh
 Meatpacking industry: Chicago
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.2c
The student will use maps, globes, photographs, pictures, or tables for
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities
significant.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
A state is an example of a
political region. States may be
grouped as part of different
geographic regions, depending
upon the criteria used.
Cities serve as centers of trade
and have political, economic,
and/or cultural significance.
Essential Knowledge
States grouped by geographic region
 Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York,
New Jersey, Pennsylvania
 Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South
Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas
 Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska,
South Dakota, North Dakota
 Southwest: Texas, Oklahoma, New Mexico, Arizona
 Western (Rocky Mountains): Colorado, Utah, Nevada, Montana, Wyoming, Idaho
 Pacific: Washington, Oregon, California
 Noncontiguous: Alaska, Hawaii
Cities grouped by geographic region
 Northeast: New York City, Boston, Pittsburgh, Philadelphia
 Southeast: Washington, D.C., Atlanta, New Orleans
 Midwest: Chicago, St. Louis, Detroit
 Southwest: San Antonio, Santa Fe
 Western (Rocky Mountains): Denver, Salt Lake City
 Pacific: San Francisco, Los Angeles, Seattle
 Noncontiguous: Juneau, Honolulu
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4a
The student will apply social science skills to understand how life changed after the Civil War by
a) examining the reasons for westward expansion, including its impact on American Indians;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
New opportunities and
technological advances led to
westward migration following the
Civil War.
Westward expansion had an
impact on the lifestyle of
American Indians.
Essential Knowledge
Reasons for increase in westward expansion
 Opportunities for land ownership
 Technological advances, including the Transcontinental Railroad
 Possibility of obtaining wealth, created by the discovery of gold and silver
 Desire for adventure
 Desire for a new beginning for former enslaved African Americans
Impact on American Indians
 Opposition by American Indians to westward expansion (Battle of Little Bighorn, Geronimo)
 Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé, Sitting Bull)
 Reduced population through warfare (Battle of Wounded Knee), disease, and reduced buffalo
population
 Assimilation attempts and lifestyle changes (American Indian boarding schools, Dawes Act)
 Reduced American Indian homelands through broken treaties
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4b
The student will apply social science skills to understand how life changed after the Civil War by
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
Population changes, growth of
cities, and new inventions
produced interaction and often
conflict between different cultural
groups.
Reasons for the increase in immigration
 Hope for better opportunities
 Desire for religious freedom
 Escape from oppressive governments
 Desire for adventure
Social and technological changes
presented challenges in urban
areas.
Reasons why cities grew and developed
 Specialized industries, including steel (Pittsburgh) and meatpacking (Chicago)
 Immigration to America from other countries
 Movement of Americans from rural to urban areas for job opportunities
Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.
Efforts to solve immigration problems
 Settlement houses such as Hull House, founded by Jane Addams
 Political machines (e.g., Boss Tweed) that gained power by attending to the needs of new immigrants
(e.g., jobs, housing)
Discrimination against immigrants
 Chinese
 Irish
 Jewish
 Italian
 Polish
Challenges faced by cities
 Tenements and ghettos
 Political corruption (political machines)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.9c
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Representative citizens have
contributed to and influenced
America scientifically, culturally,
academically, and economically.
Essential Knowledge
Examples including but not limited to…
There have been contributions and influence of individuals during the second half of the twentieth and
early twenty-first centuries who have changed America:
 Scientific advancements include those related to medicine, technology, environment, and space.
 Cultural advancements include those related to music, media, art, communication, technology, and
architecture.
 Academic advancement include contributions to a field of study.
 Economic advancements include those related to banking, business, and industry.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.9d
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
American foreign policy,
immigration policies, energy
policies, and environmental
policies affect people both in the
United States and in other
countries.
Key domestic and international
issues since World War II have
helped to shape the United States
government’s relationship with its
citizens and other nations.
Essential Knowledge
Foreign policy
 Changes in terrorist activities
 Varied global conflicts
 Changing relationships with other nations
Immigration
 Changing immigration policies
 More people try to immigrate to the United States than are allowed by law
Global environment
 Policies to protect the global environment
 Debate over climate change
 Conservation of water and other natural resources
Other issues
 Safety and security (Homeland Security Act)
 Energy issues (dependence on foreign oil)
 World health issues (global pandemics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT IV: Progressives: Citizens Influence Government
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the major reform movements from 1880-1930 including the Progressive
Movement and how people identify problems and then work to change them. In this unit, students will understand that:
● women fought for, and won, the right to vote with the passage of the 19th Amendment.
● reformers like Jane Addams and the WCTU took action to address social problems.
● muckrakers used the media to identify problems and encourage reforms.
● governments on the local and national levels played a role in addressing the problems facing society as a result of rapid industrialization
and urbanization.
● the national government instituted reforms to address unsafe consumer products.
● political machines ran some local governments and, while they were corrupt, also provided some needed services to new immigrants.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● ways to participate in your community.
● ways individuals and groups can influence public policy, i.e. join an interest group, make campaign contributions, lobby.
● the duties and responsibilities of citizens.
● interest groups, individuals and the media can influence public policy.
● the government works to protect consumer rights.
● the expansion of suffrage.
● the legislative and executive branches play a role in developing public policy (i.e. President Roosevelt proposed legislation to create
first National Parks, Congress passed laws to protect consumer safety and to prevent unfair business practices).
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; and
g) taking informed action to address school, community, local, state, national, and global issues.
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in
political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; and
e) evaluating how civic and social duties address community needs and serve the public good.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL CE.4
The student will demonstrate personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing thoughtful decision making; and
g) practicing service to the school and/or local community.
SOL CE.10
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by
a) examining the impact of the media on public opinion and public policy; and
b) describing how individuals and interest groups influence public policy.
SOL USII.4
The student will apply social science skills to understand how life changed after the Civil War by
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in
response to industrialization; and
e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor,
women’s suffrage, and the temperance movement.
ENDURING UNDERSTANDING: Groups and individuals can bring about social, political, and economic change through social action and use
of the media.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How can people work together to identify and solve problems in society? What
makes a person a good citizen? What role do the media and interest groups play in forming public policy?
PREVIEW ACTIVITY: As the students enter the classroom, explain to them that the office has distributed a memo of new lunchroom rules to
discuss with the students. Display a list of changes that are quite restrictive (i.e. assigned tables, no going outside, banning of dessert etc.).
After the students react, explain that teachers are also upset. Ask students to brainstorm possible ideas on what actions (organizing,
boycotting, and muckraking) can be taken. Make a chart of their ideas to reference throughout the unit as you discuss how groups during the
reform era organized to seek justice and bring about change.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
7 Days
February
VIII: Boom To Bust - The Role of Government Expands
25 Days
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be
additional days of
instruction after the
SOL Test)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
LITERATURE AND OTHER RESOURCES:
LITERATURE
The Jungle by Upton Sinclair - The purpose of the novel is to point out the oppression of workers by the capitalist class of owners in the late 19th
and early20th centuries. Sinclair’s focus is on the meatpacking industry in the stockyards of Chicago.
Call Me Ruth by Marilyn Sachs – A Russian mother and daughter leave Russia for New York City to join the father. There, they try to become
“ideal Americans”. Fanny, the mother, takes a job at a clothing factory and becomes involved in the Shirtwaist Maker’s Strike.
The Ballot Box Battle by Emily McCully - Elizabeth Cady Stanton explains how she came to feel so strongly about a woman's right to vote
through this explanation of her childhood to a young, horse-riding protégé. (Easy Reading)
A Time for Courage: The Suffragette Diary of Kathleen Bowen by Kathryn Lasky - A diary account of 13-year-old Kathleen Bowen's life in
Washington, D.C. in 1917, as she juggles concerns about the national battle for women's suffrage, the war in Europe, and her own school work
and family. Dear America Series
Click Clack Moo, Cows that Type, by Doreen Cronin and Betsy Lewin – The cows go on strike against Farmer Brown when he refuses to give
them electric blankets. Eventually, all the animals in the barnyard join in the strike. Duck helps negotiate a settlement. Picture book
DVDS
Newsies. This musical set in 1899 focuses on a teenager’s effort to organize a newspaper boys’ strike against Joseph Pulitzer’s New York
World. Stars Christian Bale, includes dazzling footwork by the High School Musical choreographer. PG.
WEBSITES
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it.
http://www.eyewitnesstohistory.com/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
Important character
traits of good citizens:
accountability, and selfreliance;
trustworthiness and
honesty
thoughtful decision
making
courtesy and respect
practicing service
Respect
CIVICS VOCABULARY
Ballot
HISTORY VOCABULARY
Prohibition
National Parks
18th amendment
Duties of a Citizen
Public Good
19th amendment
Pure Food and Drug Act
Freedom of Petition
Public Opinion
Booker T Washington
Susan B
Freedom of Speech
Public Policy
Corruption
Temperance
Muckrakers
Tuskegee Institute
NAACP
Political Machine
Upton Sinclair -The Jungle
WEB DuBois
Settlement House
Freedom of the Press
Interest Groups
Lobbying
Media
Responsibilities of a
Citizen
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) analyzing how political and economic trends influence public policy, using demographic information and other data sources;
Essential Understandings
Experiences may include but are not limited to the following:
Analysis includes identifying
important trends based on
demographic information and
other data sources.
Demographic information is often
used by governments and
businesses in the development of
policies and decisions.
Demographic information is
presented in a variety of forms,
including the following:
 Election data
 Economic data
 Census data
 Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and
resulted in public policy actions.
 Determine how the role of the media changed over three different campaigns for an elected office.
Analyze the political and economic trends that influenced the media coverage.
 Determine how the function of political institutions has changed over time due to the influence of public
policy, demographics, and political ideals.
 Examine the role of media and its impact on public policy over time.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) taking informed action to address school, community, local, state, national, and global issues;
Essential Understandings
Experiences may include but are not limited to the following:
Taking informed action includes
implementing steps to influence
change.
Individuals and groups can
influence the actions of others.
Individual and/or group actions
can make a difference in the
community at all levels.
 Research a local, state, national, or global issue. Create a timeline or graphic organizer to illustrate
how that issue has changed over time. Develop a plan of action that addresses the current status of the
issue and its impact on the community. The plan may include but is not limited to:
o Issue
o Stakeholders involved
o Action steps
o Intended outcomes and potential impact on the community
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3c
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
Essential Understandings
Essential Knowledge
For government to be effective,
citizens must fulfill their civic
duties.
Duties of citizens
 Obey laws, including
o paying taxes
o serving in the armed forces, if called
o serving on a jury or as a witness in court, when summoned.
Citizens who choose not to fulfill these civic duties face legal consequences.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3d
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,
participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
Essential Understandings
Essential Knowledge
A basic responsibility of
citizenship is to contribute to the
common good.
Civic responsibilities are fulfilled by choice; they are voluntary.
Responsibilities of citizens
 Register and vote
 Hold elective office
 Communicate with government officials to influence government actions
 Serve in voluntary, appointed government positions
 Participate in political campaigns
 Keep informed regarding current issues
 Respect others’ right to an equal voice in government
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3e
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
e) evaluating how civic and social duties address community needs and serve the public good.
Essential Understandings
Essential Knowledge
A democratic society requires the
active participation of its citizens.
Ways for citizens to participate in community service
 Express concern about the welfare of the community as a whole (e.g., as related to environment, public
health and safety, education).
 Volunteer and help to make the community a good place to work and live (e.g., by becoming involved
with public service organizations, tutoring, volunteering in nursing homes).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.4a, b, c, d, e, f, g
The student will demonstrate personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing thoughtful decision making; and
g) practicing service to the school and/or local community.
Essential Understandings
Essential Knowledge
Thoughtful and effective
participation in civic life depends
upon the exercise of good
citizenship.
Personal traits of good citizens
 Trustworthiness and honesty
 Courtesy and respect for the rights of others
 Responsibility, accountability, and self-reliance
 Respect for the law
 Patriotism
 Participation in the school and/or local community
 Participation in elections as an informed voter
Effective participation in civic life can include
 formulating questions
 analyzing information from a variety of sources
 expressing a position
 devising and implementing a plan
 practicing thoughtful decision making in personal, financial, and civic matters (e.g., voting, civic issues).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.10a
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
a) examining the impact of the media on public opinion and public policy;
Essential Understandings
Essential Knowledge
The media inform policymakers
and influence public policy.
Ways the media play an important role in setting the public agenda
 Focusing public attention on selected issues
 Offering a forum in which opposing viewpoints are communicated
 Holding government officials accountable to the public
Government officials use the media to communicate with the public.
Strategies for evaluating media
 Separating fact from opinion
 Detecting bias
 Evaluating sources
 Identifying propaganda
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.10b
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
b) describing how individuals and interest groups influence public policy;
Essential Understandings
Essential Knowledge
Individuals and interest groups
influence public policy.
Term to know
 lobbying: Seeking to influence legislators to introduce or vote for or against a bill
Individuals can influence public policy by
 participating in politics (e.g., voting, campaigning, seeking office)
 joining interest groups.
Individuals and interest groups influence public policy by
 identifying issues
 making political contributions
 lobbying government officials
 expressing opinions (e.g., through lobbying, demonstrating, writing letters or e-mail, using social
media).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4b
The student will apply social science skills to understand how life changed after the Civil War by
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion;
Essential Understandings
Essential Knowledge
Population changes, growth of
Reasons for the increase in immigration
cities, and new inventions
 Hope for better opportunities
produced interaction and often
 Desire for religious freedom
conflict between different cultural
 Escape from oppressive governments
groups.
 Desire for adventure
Reasons why cities grew and developed
Social and technological changes  Specialized industries, including steel (Pittsburgh) and meatpacking (Chicago)
presented challenges in urban
 Immigration to America from other countries
areas.
 Movement of Americans from rural to urban areas for job opportunities
Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.
Efforts to solve immigration problems
 Settlement houses such as Hull House, founded by Jane Addams
 Political machines (e.g., Boss Tweed) that gained power by attending to the needs of new immigrants
(e.g., jobs, housing)
Discrimination against immigrants
 Chinese
 Irish
 Jewish
 Italian
 Polish
Challenges faced by cities
 Tenements and ghettos
 Political corruption (political machines)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4d
The student will apply social science skills to understand how life changed after the Civil War by
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms
in response to industrialization;
Essential Understandings
Between the Civil War and World
War I, the United States was
transformed from primarily an
agricultural society into one
based on manufacturing and
services.
Inventions had both positive and
negative effects on society.
Essential Knowledge
Inventions that contributed to great change and industrial growth
 Electric lighting and mechanical uses of electricity (Thomas Edison)
 Telephone service
 Railroads, which permitted large-scale, long-distance transport of goods
Rise of big business led by captains of industry
 Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Cornelius Vanderbilt, shipping
and railroads; J.P. Morgan, banking)
Reasons for business growth
 National markets created by transportation advances
 Advertising
 Lower-cost production (assembly line)
 Lack of competition (monopolies and trusts)
Factors that promoted industrial growth in America
 Access to raw materials and energy sources
 Large work force (due to immigration)
 New inventions
 Financial resources
Examples of big business
 Railroads
 Oil
 Steel
 Coal
Postwar changes in farm and city life
 Mechanization (e.g., the reaper) reduced farm labor needs and increased production.
 Industrial development in cities created increased labor needs.
 Industrialization provided new access to consumer goods (e.g., mail order).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4e
The student will apply social science skills to understand how life changed after the Civil War by
e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor,
women’s suffrage, and the temperance movement.
Essential Understandings
Essential Knowledge
The effects of industrialization
and the Progressive Movement
led to reforms.
Negative effects of industrialization
 Child labor
 Low wages, long hours
 Unsafe working conditions
 Impact on the environment
 Monopolies
 Triangle Shirtwaist Factory fire
Rise of organized labor
 Formation of unions; growth of American Federation of Labor
 Strikes (Homestead Strike, Pullman Strike)
Progressive Movement workplace reforms
 Improved safety conditions
 Reduced work hours
 Placed restrictions on child labor
Women’s suffrage movement
 Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, and Lucy Burns worked for women’s suffrage.
 The movement led to increased educational opportunities for women.
 Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United
States.
Temperance movement
 Composed of groups opposed to the making and consuming of alcohol
 Supported legislation to ban alcohol (18th Amendment)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT V: Civil Rights Movement: Citizens Work for Justice
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize how groups of committed citizens worked together to force the nation to
make good, legally, on the promises made in the founding documents, focusing in particular on the role of the courts in guaranteeing due
process, voting rights, and equality under the law. In this unit, students will understand that:
 Jim Crow Laws still enforced segregation and Black Codes still limited the rights of African Americans in the South almost 100 years
after the Civil War.
● the Plessy v. Ferguson doctrine of “separate but equal” was challenged, and overturned by, the Brown v. Board of Education Supreme
Court case, which said separate facilities can never be equal.
● Martin Luther King, Jr., and other leaders urged African Americans to use civil disobedience and passive resistance to continue to fight
against discrimination, segregation and voting restrictions. Their struggle became a mass movement, which resulted in passage of the
Civil Rights Act of 1964 and the Voting Rights Act of 1965.
● voter registration efforts, such as the Freedom Summer, and the Voting Rights Act of 1965 helped African Americans overcome the
obstacles to voting such poll tax, literacy tests.
● women used many of the same tactics in their own struggle for equality, and were successful in winning passage of Title IX requiring
equity in college sports and the Civil Rights Act of 1964, which prohibited workplace discrimination based on gender, but were
unsuccessful at getting the Equal Rights Amendment passed.
● other groups such as the disabled fought for equality resulting in the Americans with Disabilities Act (ADA).
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that:
 legal and legislative means were used to overcome segregation, especially in education.
● all 3 branches at the national and state levels of government played a role in ending legal segregation.
● the courts played a major role in the effort to desegregate schools, with a focus on due process, state and national court systems, and
the difference between civil and criminal law.
● voting rights were ensured by legal and legislative means.
● activists used the media to put Civil Rights on the public agenda.
● individuals used passive resistance to influence public policy.
● local governments, though structured a bit differently from state and national governments, also played a role in the Civil Rights
Movement.
● the US and State court systems were used to correct social injustice.
● due process is important in both Civil and Criminal cases.
● local and state governments have specific powers and responsibilities that directly impact the lives of citizens.
● there is a difference between civil and criminal court cases.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
e) constructing informed, evidence-based arguments from multiple sources;
f) determining multiple cause-and-effect relationships that impact political and economic events; and
j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process
and equal protection of the laws;
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in
political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; and
e) evaluating how civic and social duties address community needs and serve the public good.
SOL CE.5
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections.
SOL CE.6
The student will apply social science skills to understand the American constitutional government at the national level by
a) describing the structure and powers of the national government;
b) explaining the principle of separation of powers and the operation of checks and balances;
c) explaining and/or simulating the lawmaking process; and
d) describing the roles and powers of the executive branch.
SOL CE.7
The student will apply social science skills to understand the American constitutional government at the state level by
a) describing the structure and powers of the state government;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
b) explaining the relationship of state governments to the national government in the federal system;
c) explaining and/or simulating the lawmaking process; and
d) describing the roles and powers of the executive branch and regulatory boards.
SOL CE.8
The student will apply social science skills to understand the American constitutional government at the local level by
a) describing the structure and powers of the local government;
b) explaining the relationship of local government to the state government; and
c) explaining and/or simulating the lawmaking process.
SOL CE.9
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of
the United States by
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate
jurisdiction;
b) describing the exercise of judicial review;
c) comparing and contrasting civil and criminal cases; and
d) explaining how due process protections seek to ensure justice.
SOL CE.10
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by
a) examining the impact of the media on public opinion and public policy; and
b) describing how individuals and interest groups influence public policy;
c) describing the impact of international issues and events on local decision making.
SOL USII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
b) analyzing and interpreting geographic information to determine patterns and trends in United States history;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
d) using evidence to draw conclusions and make generalizations;
e) comparing and contrasting historical, cultural, and political perspectives in United States history;
f) determining relationships with multiple causes or effects in United States history; and
g) explaining connections across time and place.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL USII.8
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the world
between the end of World War II and the present by
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and
minorities.
SOL USII.9
The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and
early twenty-first centuries by
a) examining the impact of the Civil Rights Movement, the Americans with Disabilities Act (ADA), and the changing role of women on
all Americans;
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life; and
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically.
ENDURING UNDERSTANDING: It is the responsibility of all citizens to work both within and outside of all three levels and branches of the
government to correct social injustice.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How can citizens use the courts to correct social injustice? What role does the
government play in correcting social injustices? How are citizens’ rights protected in both criminal and civil cases?
PREVIEW ACTIVITY: Read the picture book, Ruth and the Green Book by Calvin Alexander Ramsey and Gwen Strauss, to students. The
“Green Book,” published from 1936-1964, was a travel guide for African Americans that included a listing of the service stations and other
facilities that would serve them as they drove from Chicago to Alabama. Ask students to reflect on why such a book was necessary, reminding
them of what they learned during the Reconstruction unit about Jim Crow Laws and Black Codes. This book will set the scene for the study of
the Civil Rights Movement.
Another option is to read Freedom on the Menu: the Greensboro Sit-Ins by Carole Boston Weatherford. In this book, a young girl helps her
siblings prepare for the sit-ins. This book could lead to a discussion of problems students see in their community today and what role young
people can play in trying to solve them.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
7 Days
February
VIII: Boom To Bust - The Role of Government Expands
25 Days
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be
additional days of
instruction after
the SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
The Watsons Go to Birmingham by Christopher Paul Curtis – Kenny and the Watson family leave Michigan for a summer visit to Birmingham,
Alabama in 1963. They experience discrimination and witness some of the pivotal moments in the Civil Rights Movement.
White Lilacs by Carolyn Mercer – A story about the eviction of Freedomtown’s black residents to make way for a park in the center of town. The
novel deals with injustice, prejudice, and individual bravery.
BAT 6 by Virginia Wolff - This powerful novel about racial prejudice in post-World War II America pits two Oregon farming communities against
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
each other on the softball field.
Freedom’s Children by Ellen Levine - true stories of African Americans who as teenagers were involved in the struggle to end segregation.
nonfiction
Walking to the Bus-Rider Blues by Harriette Robinet - Twelve-year-old Alfa Merryfield, his older sister, and their grandmother struggle for rent
money, food, and their dignity as they participate in the Montgomery, Alabama bus boycott in the summer of 1956.
A Bus of Our Own by Freddi Williams Evans - Walking five miles to school is very difficult for Mable Jean and the other black children, so she
tries to find a way to get a bus for them like the white children have. Based on real events in Mississippi. Picture book
Freedom Summer by Deborah Wiles - In 1964, Joe is pleased that a new law will allow his best friend John Henry who is colored to share the
town pool and other public places with him but he is dismayed to find that prejudice still exists. Picture book
Jackie’s Bat by Marybeth Lorbiecki - this fictionalized story of Jackie Robinson's rookie year is seen through the eyes of a rookie batboy who
overcomes his own prejudice to become friends with the legend. Picture book
Goin’ Someplace Special by Patricia McKissack - In segregated 1950's Nashville, a young African American girl braves a series of indignities
and obstacles to get to one of the few integrated places in town: the public library. Picture book
Harvesting Hope- the Story of Cesar Chavez, by Kathleen Krull - Traces his growth from shy youngster to the man who inspired migrant farm
workers to take a stand against deplorable working conditions. Picture book
Freedom on the Menu: The Greensboro Sit-Ins by Carole Weatherford - The 1960 civil rights sit-ins at the Woolworth's lunch counter in
Greensboro, North Carolina, are seen through the eyes of a young southern black girl. Picture book
DVDS
The Ernest Green Story- story of the Little Rock Nine and the integration of Central High School, focusing on the only senior in the group,
Ernest Green. This made-for-TV Disney movie provides a good introduction to segregation, the racial attitudes of the south, and provides a
good focus for discussions about nonviolence.
WEBSITES
Howard University Law School exhibit on Brown v. Board of Education: http://www.brownat50.org/
The Rise and Fall of Jim Crow- PBS - http://www.pbs.org/wnet/jimcrow/themap/map.html
Historic Places of the Civil Rights Movement – a National Register of Historic Places Travel Itinerary – National Park Service
http://www.nps.gov/history/nr/travel/civilrights/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
With an Even Hand: Brown v. Board at 50 – Library of Congress exhibition: http://www.loc.gov/exhibits/brown/
The African American Odyssey: A Quest for Full Citizenship – Library of Congress exhibition:
http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aointro.html
Our Story: American History Stories and Activities from the Smithsonian American History Museum
http://americanhistory.si.edu/ourstory/activities/freedom/
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History
Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
CIVICS and ECONOMICS VOCABULARY
LOCAL GOVERNMENTS
HISTORY
United States Supreme Court
5th Amendment
Criminal
County
Brown v. Board of Education
Case
US Court of Appeals
14th Amendment Felony
Board of Supervisors
Civil Disobedience
US District Court
Due Process
Misdemeanor City
Civil Rights Act of 1964
VA Supreme Court
Appeal
Arraignment
City Manager
Discrimination
Court of Appeals of VA
Plaintiff
Bail
City Council
Desegregation
General District Court
Damages
Probable
Mayor
Equal Rights Amendment
Cause
Circuit Court
Compensation
Defendant
Town
Freedom Riders
Clerk of the Circuit Court
Liable
Plea
Town Council
Martin Luther King, Jr.
Juvenile and Domestic Relations
Plaintiff
Guilty
Commissioner of the Revenue
NAACP
Court
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Small Claims Court
Limited Jurisdiction
Original Jurisdiction
Attorney
Jury
Judge
Civil Case
School Board
Sheriff
Ordinance
Public Safety
levy taxes
public agenda
NOW
Passive Resistance
Sit-In
Unconstitutional
Voting Rights Act of 1965
Segregation
Voter Registration
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Primary and secondary sources
enable us to examine evidence
closely and to place it in a broader
context.
Experiences may include but are not limited to the following:
 Use an analysis tool to analyze and interpret artifacts and primary and secondary sources.
Sample Analysis Tool
Title of Informational Source:
An artifact is an object or tool that
tells us about the people from the
past.
Key Elements
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
Source: Who created the source?
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Historical Perspective: Whose point of view
does it represent?
Analyzing and interpreting
includes identifying the important
elements of information sources in
order to make inferences and
generalizations and draw
conclusions.
Observation: What do you see?
Context: Where is the source located in terms of
time and place?
Analysis: What is the source’s impact on
history?
Evidence
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Not all primary and secondary
sources are reliable and accurate.
The context from the time period
of the primary or secondary
source can influence the
information included.
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
Experiences may include but are not limited to the following:
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select an event or issue. Explore multiple sources that report the same event or issue. Examine the
information to determine the accuracy and validity of the sources. Events or issues may include the
following:
o Presidential election
o School board election
o Action taken by local district court
o Legislation passed by the Virginia General Assembly
o Expansion of an Internet company
o Foreign acquisition of an American company
o Trade agreement between the United States and another nation
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) constructing informed, evidence-based arguments from multiple sources;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Analyzing various types of
sources with multiple points of
view produces an understanding
of ideas, concepts, and actions of
individuals or groups.
Critical evaluation and analysis of
multiple resources influence
interpretation of knowledge
gained and the formation of
opinions.
Constructing an informed
argument involves questioning
the sources used.
Evidence cited from multiple
sources increases the validity of
an argument.
Experiences may include but are not limited to the following:
 Select an issue. Gather information from a variety of sources (e.g., executive orders; founding
documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs
and benefits of
o a local community action involving the local school board
o a state issue
o a national issue
o an international issue with local impact.
 Gather information from a variety of sources, assume a particular perspective from one time period,
and write a newspaper editorial persuading readers to adopt a chosen perspective.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining multiple cause-and-effect relationships that impact political and economic events;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
 Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,
economic, and political structure of the United States.
 Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects.
Relationships can have multiple
causes and effects.
Determining relationships
involves drawing conclusions
about the causes and effects.
The relationships (interactions)
between people, places, and
ideas have an enduring influence
on political and economic
decision making and events.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Explaining includes justifying why
the evidence credibly supports
the claim.
Example:
Event: Addition of the Bill of Rights to the United States Constitution
Cause
Event
Effect(s)
Debates between the
Bill of Rights added to
Guarantee of individual
Federalists and Anti-Federalists the United States
rights
about the Constitution’s specific Constitution
Protections from state and
limits on government power
federal infringements on
individual rights
 Determine how the choices of selected people or groups influenced United States history.
Example:
Event: Election of 1920
Choice
19th Amendment passed
Event
Election of 1920
Effect
Total popular vote increased
from 18.5 million to 26.8
million
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Experiences may include but are not limited to the following:
When presenting information in
written and oral form, one should
consider the purpose and point of
view of the information, as well as
the audience for whom it is
intended.
 Investigate the economic impact of littering in the local community. Determine the sources needed for
the investigation, gather and analyze the data, and develop a position on the issue. Prepare a
presentation for the student government association to persuade the council to get involved and
support the chosen position.
 Investigate school transportation routes of the local school division. Research the history of
transportation in the local community. Determine the sources to gather information and data. Determine
what issues or concerns there are for school transportation. Prepare a presentation to deliver to the
local school board about your concerns, and offer possible solutions.
 Survey campaign ads, both in print and on television or the Internet, for candidates running for a local,
state, or national office. Create a guide for voters to use when making decisions on Election Day.
 Investigate a school issue that has a community impact. Prepare a brief speech to deliver to the civic
league, school board, or school administration about your concerns, and offer possible solutions.
Information can be acquired from
various sources.
Research is the search for
knowledge, using a variety of
materials and sources in order to
discover facts, answer questions,
and draw conclusions.
Students present, listen critically,
and provide evidence to support
opinions by
 distinguishing between fact
and opinion
 comparing and contrasting
viewpoints
 presenting a convincing
argument
 paraphrasing and
summarizing what is heard
 using language and
vocabulary appropriate to
audience, topic, and purpose
 organizing a presentation.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.3b
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due
process and equal protection of the laws;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The Constitution of the United
States establishes and protects
the citizens’ fundamental rights
and liberties.
Few rights, if any, are considered
absolute.
Essential Knowledge
First Amendment freedoms
 Religion: Government may not establish an official religion, endorse an official religion, or unduly
interfere with the free exercise of religion.
 Speech: Individuals are free to express their opinions and beliefs.
 Press: The press has the right to gather and publish information, including that which criticizes the
government.
 Assembly: Individuals may peacefully gather.
 Petition: Individuals have the right to make their views known to public officials.
The Fifth and Fourteenth Amendments outline due process.
Fifth Amendment
 The Fifth Amendment protects citizens from being held for committing a crime unless they have been
charged by the police. It also guarantees due process, which means that the state and the country
have to respect a citizen’s legal rights.
Fourteenth Amendment
 The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United
States equal protection of the laws.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.3c
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
For government to be effective,
citizens must fulfill their civic
duties.
Essential Knowledge
Duties of citizens
 Obey laws, including
o paying taxes
o serving in the armed forces, if called
o serving on a jury or as a witness in court, when summoned.
Citizens who choose not to fulfill these civic duties face legal consequences.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.3d
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials,
participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
A basic responsibility of
citizenship is to contribute to the
common good.
Essential Knowledge
Civic responsibilities are fulfilled by choice; they are voluntary.
Responsibilities of citizens
 Register and vote
 Hold elective office
 Communicate with government officials to influence government actions
 Serve in voluntary, appointed government positions
 Participate in political campaigns
 Keep informed regarding current issues
 Respect others’ right to an equal voice in government
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.3e
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
e) evaluating how civic and social duties address community needs and serve the public good.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
A democratic society requires the
active participation of its citizens.
Ways for citizens to participate in community service
 Express concern about the welfare of the community as a whole (e.g., as related to environment, public
health and safety, education).
 Volunteer and help to make the community a good place to work and live (e.g., by becoming involved
with public service organizations, tutoring, volunteering in nursing homes).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.5e
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national
elections;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Through legislation and
constitutional amendments,
different American citizens have
been granted the right to vote at
different times.
Voting is a basic responsibility of
citizenship.
Voter registration is required
before a citizen may vote.
Essential Knowledge
Legislation and constitutional amendments
 15th Amendment
 19th Amendment
 23rd Amendment
 24th amendment
 26th Amendment
 Voting Rights Act of 1965
Only citizens who register may participate in primary and general elections.
Qualifications to register to vote in Virginia
 Citizen of the United States
 Resident of Virginia and precinct
 At least 18 years of age by day of general election
How to register to vote in Virginia
 In person at the registrar’s office
 By mail (application obtained from the Department of Motor Vehicles, public libraries, state/local
government offices, or other designated locations)
 Online
Voter registration is closed 22 days before elections.
Factors in predicting which citizens will vote
 Education
 Age
 Income
The percentage of voters who participate in presidential elections is usually greater than the percentage of
voters who participate in state and local elections.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.5e (continued)
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national
elections;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
Reasons why citizens fail to vote
 Lack of interest (in candidates or issues)
 Failure to register
 Belief that vote does not count or will have no impact
 No time or too busy
Every vote is important.
Students can participate in the democratic process by
 participating in campaigns
 participating in classroom and online simulations.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.6a
The student will apply social science skills to understand the American constitutional government at the national level by
a) describing the structure and powers of the national government;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The Constitution of the United
States defines the structure and
powers of the national
government.
The powers held by government
are divided between the national
government in Washington, D.C.,
and the governments of the 50
states.
Essential Knowledge
Legislative, executive, and judicial powers of the national government are distributed among three distinct
and independent branches of government.
The legislative branch
 Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435
members, based upon populations of the states) and the Senate (100 members—two per state)
 Makes the laws of the nation
 Approves the annual budget
 Confirms presidential appointments
 Raises revenue through taxes and other levies
 Regulates interstate and foreign trade
 Declares war
The executive branch
 Headed by the president of the United States, the chief executive officer of the nation
 Executes the laws of the land
 Prepares the annual budget for congressional action
 Appoints cabinet officers, ambassadors, and federal judges
 Oversees executive agencies and departments
The judicial branch
 Consists of the federal courts, including the Supreme Court, the highest court in the land
 The Supreme Court exercises the power of judicial review
 The federal courts try cases involving federal law and questions involving interpretation of the
Constitution of the United States
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.6b
The student will apply social science skills to understand the American constitutional government at the national level by
b) explaining the principle of separation of powers and the operation of checks and balances;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The powers of the national
government are separated among
the three branches of the
government to limit any one
branch from abusing its power.
Essential Knowledge
Separation of powers
The Constitution of the United States in Articles I, II, and III defines the powers of the legislative,
executive, and judicial branches of the national government.
Checks and balances
Each of the three branches of the national government limits the exercise of power by the other two
branches.
The legislative branch
 The Congress checks the president when legislators
o override presidential vetoes
o impeach and convict a president
o approve the budget
o approve presidential appointments.
 The Congress checks the courts when legislators
o confirm or refuse to confirm federal judges/justices
o impeach and convict judges/justices.
The executive branch
 The president checks Congress when the president
o proposes legislation
o prepares an annual budget for Congress to approve
o call special sessions of Congress
o vetoes legislation Congress has passed.
 The president checks the courts when the president
o appoints judges/justices
o grants pardons and reprieves.
The judicial branch
 The courts check Congress when judges/justices declare acts of Congress to be unconstitutional.
 The courts check the president when judges/justices declare executive actions to be unconstitutional.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.6c
The student will apply social science skills to understand the American constitutional government at the national level by
c) explaining and/or simulating the lawmaking process;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
National laws are made by
Congress.
Citizens learn the lawmaking
process and influence public
policy through direct participation
and/or simulation.
The lawmaking process requires
collaboration and compromise.
Essential Knowledge
Legislative powers
 Expressed: Specifically listed in the Constitution of the United States
 Implied: Used to carry out expressed powers
The lawmaking process in Congress
 Introducing a bill in either house
 Working in committees
 Debating the bill on the floor
 Voting on the bill
 Sending the bill to the other house
 Repeating the process in the other house
 Sending the bill to the president
Elected officials in Congress write laws and take action in response to problems or issues.
Individuals and interest groups help shape legislation.
The formal powers of Congress are limited (denied powers) by the Constitution of the United States.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.6d
The student will apply social science skills to understand the American constitutional government at the national level by
d) describing the roles and powers of the executive branch.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The executive branch plays a key
role in the policymaking process.
Presidential power has grown in
the years since the Constitution
was ratified, but there are limits
on what the president can and
cannot do.
Essential Knowledge
Ways the executive branch influences policymaking
 Delivering an annual speech to Congress (State of the Union address)
 Proposing legislation
 Approving or vetoing legislation
 Appointing officials who help carry out the laws
 Issuing executive acts/orders
 Appealing directly through the media and communications with citizens
Cabinet departments, agencies, and regulatory groups execute the laws.
The president exercises power as
 chief of state: ceremonial head of the government
 chief executive: head of the executive branch of government
 chief legislator: proposer of the legislative agenda
 commander-in-chief: head of the nation’s armed forces
 chief diplomat: American foreign policy leader
 chief of party: leader of the political party that controls the executive branch
 chief citizen: representative of all of the people.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.7a
The student will apply social science skills to understand the American constitutional government at the state level by
a) describing the structure and powers of the state government;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The form of government of the
Commonwealth of Virginia is
established by the Virginia
Constitution.
Legislative, executive, and judicial
powers are separated at the state
level of government.
Essential Knowledge
The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the
state government.
The legislative branch is the General Assembly, a bicameral legislature—the House of Delegates and the
Virginia Senate—that meets annually for a fixed number of days.
The executive power is exercised by the governor, who is elected for a four-year term of office. The
governor appoints members of the cabinet, who oversee specific functions of government.
The lieutenant governor and the attorney general are executive branch officers who are elected for a fouryear term of office.
The judicial power is exercised by a court system that consists of four levels of courts:
 Supreme Court
 Court of appeals
 Circuit courts
 District courts (including small claims courts and juvenile and domestic relations courts)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.7b
The student will apply social science skills to understand the American constitutional government at the state level by
b) explaining the relationship of state governments to the national government in the federal system;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
The Constitution of the United
States establishes the principle of
federalism, which is the division
of power between the states and
the national government.
The Constitution of the United States establishes a federal form of government in which the national
government is supreme.
The expansion of the national
government’s powers into areas
traditionally reserved to the states
has altered the relationship of
states to the national government.
The Constitution of the United States denies certain powers to both the national and state governments.
The powers not given to the national government by the Constitution of the United States are reserved to
the states.
Some powers are shared between the national and state government (concurrent powers).
Primary responsibilities of each level of government
 National: Conducts foreign policy, regulates commerce, and provides for the common defense
 State: Promotes public health, safety, education, and welfare
Tensions exist when federal mandates require state actions without adequate funding.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.7c
The student will apply social science skills to understand the American constitutional government at the state level by
c) explaining and/or simulating the lawmaking process;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Members of the Virginia General
Assembly are elected to make
state laws.
Essential Knowledge
Citizens learn the lawmaking
process and influence public
policy through direct participation
and/or simulation.
The lawmaking process in the Virginia General Assembly
 Introducing a bill in either house
 Working in committees
 Debating the bill on the floor
 Voting on the bill
 Sending the bill to the other house
 Repeating the process in the other house
 Sending the bill to the governor
The lawmaking process requires
collaboration and compromise.
Elected officials in the Virginia General Assembly write laws and take action in response to problems or
issues.
Individuals and interest groups help shape legislation.
The primary issues in the legislative process at the state level
 Education: To promote an informed and engaged citizenry (e.g., establish minimum standards for local
schools)
 Public health: To promote and protect the health of its citizens
 Environment: To protect natural resources (e.g., improve water quality in the Chesapeake Bay)
 State budget: To approve a biennial (two-year) budget proposed by the governor
 Revenue: To levy and collect taxes
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.7d
The student will apply social science skills to understand the American constitutional government at the state level by
d) describing the roles and powers of the executive branch and regulatory boards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The executive branch of the
Virginia state government
enforces the laws and plays a key
role in the policymaking process.
Essential Knowledge
Ways the executive branch influences policymaking
 Proposes biennial budget
 Proposes legislation
 Approves veto or line-item veto bills
The governor of Virginia exercises the formal powers granted by the Virginia Constitution.
In carrying out both the formal and informal powers of the office, the governor fills several roles, including
 chief of state: ceremonial head of the state government
 chief legislator: proposer of the legislative agenda
 chief executive: head of the executive branch of state government
 party chief: leader of the political party that controls the executive branch
 commander-in-chief: head of the armed forces of the Commonwealth of Virginia
 chief citizen: representative of all Virginians.
Cabinet secretaries and departments, agencies, commissions, and regulatory boards
 administer laws and enforce laws
 create regulations to monitor aspects of business and the economy
 provide services.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.8a
The student will apply social science skills to understand the American constitutional government at the local level by
a) describing the structure and powers of the local government;
Essential Understandings
Essential Knowledge
The units of local governments in
Virginia are created by the
General Assembly.
Local governments exercise
legislative, executive, and judicial
powers.
Structure
The units of local government in Virginia are counties, towns, and cities:
 Counties
o Elected board of supervisors, which exercises legislative powers, enacting ordinances (local laws) and
adopting an annual budget
o A manager may be hired by the elected legislative branch to oversee the operations of the local government
o Elected or appointed school board, which oversees the operation of the K–12 public schools in the county
 Towns (incorporated)
o Elected town council, which exercises legislative powers, enacting ordinances and adopting an annual budget
o A mayor is elected by either the voters or the town council members
o A manager may be hired by the elected legislative branch to oversee the operations of the local government
o Located within counties, and citizens receive and pay for services from both the town and county
 Cities
o Elected city council, which exercises legislative powers, enacting ordinances and adopting an annual budget
o A mayor is elected by either the voters or the city council members
o A manager may be hired by the elected legislative branch to oversee the operations of the local government
o Elected or appointed school board, which oversees the operation of the K–12 public schools in the city
Virginia local governments exercise defined and limited powers, including the powers to
 enforce state and local laws
 promote public health
 protect public safety
 educate children
 protect the environment
 regulate land use
 levy and collect taxes.
In every county and city, state courts resolve judicial disputes.
The Virginia Constitution requires that voters in every locality elect a sheriff, a clerk of the circuit court, a
commissioner of revenue, and a treasurer.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.8b
The student will apply social science skills to understand the American constitutional government at the local level by
b) explaining the relationship of local government to the state government;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
The authority of local
governments in Virginia is derived
from the state.
All powers of local governments in Virginia are given to them by the Constitution of Virginia and acts of the
General Assembly.
Not all counties and cities are given the same powers. Cities have charters listing their powers.
Counties and cities assist in the local implementation of state laws and programs.
Local government derives its funding from its ability to raise revenue in addition to money that the state
provides.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.8c
The student will apply social science skills to understand the American constitutional government at the local level by
c) explaining and/or simulating the lawmaking process.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Counties, cities, and towns adopt
and enforce ordinances to
provide services for their
residents.
Citizens learn the lawmaking
process and influence public
policy through direct participation
and/or simulation.
The lawmaking process requires
collaboration and compromise.
Essential Knowledge
An elected board of supervisors is responsible for passing laws (ordinances) in counties.
An elected council is the local legislative body in independent cities and incorporated towns.
Individuals can have the greatest influence on the decisions made by local government officials by
communicating their opinions and preferences to those officials.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.9a
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the
Constitution of the United States by
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate
jurisdiction;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The United States has a dual
court system, which consists of
state courts and federal courts.
Federal courts have jurisdiction
over federal laws.
State courts have jurisdiction over
state laws.
The role of the judicial branch is
to interpret laws.
Essential Knowledge
Terms to know
 jurisdiction: Authority to hear a case
 original jurisdiction: Authority to hear a case first
 appellate jurisdiction: Authority to review a decision of a lower court
 felony: A serious crime
 misdemeanor: A smaller or less serious offense
The United States has a court system whose organization and jurisdiction are derived from the
Constitution of the United States and federal laws.
 U.S. Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction
 U.S. Court of Appeals: Judges, no jury; appellate jurisdiction
 U.S. District Court: Judge, with or without jury; original jurisdiction
Virginia, like each of the other 49 states, has its own separate court system whose organization and
jurisdiction are derived from Virginia’s constitution and state laws.
 Virginia Supreme Court: Justices, no jury; appellate jurisdiction; limited original jurisdiction
 Court of Appeals of Virginia: Judges, no jury; appellate jurisdiction to review decisions of circuit courts
 Circuit court: Judge, with or without jury; original jurisdiction for felony criminal cases and for certain
civil cases; appellate jurisdiction from district courts
 General district court, and juvenile and domestic relations court: Judge, no jury; original jurisdiction for
misdemeanors and civil cases generally involving lower dollar amounts and original jurisdiction in
juvenile and family cases
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.9b
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the
Constitution of the United States by
b) describing the exercise of judicial review;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The power of judicial review is an
important check on the legislative
and executive branches of
government.
Essential Knowledge
The supreme courts of the United States and Virginia determine the constitutionality of laws and acts of
the legislative and executive branches of government. This power is called “judicial review.”
Marbury v. Madison established the principle of judicial review at the national level.
The Constitution of the United States is the supreme law of the land.
State laws must conform to the Virginia and United States constitutions.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.9c
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the
Constitution of the United States by
c) comparing and contrasting civil and criminal cases;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Courts resolve two kinds of
conflicts: civil and criminal.
Essential Knowledge
Criminal case
 In a criminal case, a court determines whether a person accused of breaking the law is guilty or not
guilty of a misdemeanor or a felony.
Procedure for criminal cases
 A person accused of a crime may be arrested if the police have probable cause.
 The case proceeds to an arraignment where probable cause is reviewed, an attorney may be
appointed for the defendant, and a plea is entered.
 The accused may be committed to jail or released on bail.
 In a felony case, a preliminary hearing is conducted to see if there is probable cause. If probable cause
is determined, a grand jury will determine if there is enough evidence to indict the accused.
 In a misdemeanor case, there is no preliminary hearing or grand jury. A trial date is set instead.
 A court date is set, and a trial is conducted.
 A guilty verdict may be appealed.
Civil case
 In a civil case, a court settles a disagreement between two parties to recover damages or receive
compensation.
Procedure for civil cases
 The plaintiff files a complaint to recover damages or receive compensation.
 Cases can be heard by a judge or a jury.
 A ruling is issued.
 Cases can be appealed.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.9d
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the
Constitution of the United States by
d) explaining how due process protections seek to ensure justice.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The right to due process of law is
outlined in the 5th and 14th
Amendments to the Constitution
of the United States.
Due process of law protects
against unfair governmental
actions and laws.
Essential Knowledge
Term to know
 due process of law: The constitutional protection against unfair governmental actions and laws
Due process protections
 The 5th Amendment prohibits the national government from violating due process.
 The 14th Amendment prohibits state and local governments from violating due process.
The Supreme Court has extended the guarantees of the Bill of Rights, based upon the due process
clause.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.10a
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
a) examining the impact of the media on public opinion and public policy;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The media inform policymakers
and influence public policy.
Essential Knowledge
Ways the media play an important role in setting the public agenda
 Focusing public attention on selected issues
 Offering a forum in which opposing viewpoints are communicated
 Holding government officials accountable to the public
Government officials use the media to communicate with the public.
Strategies for evaluating media
 Separating fact from opinion
 Detecting bias
 Evaluating sources
 Identifying propaganda
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.10b
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
b) describing how individuals and interest groups influence public policy;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Individuals and interest groups
influence public policy.
Essential Knowledge
Term to know
 lobbying: Seeking to influence legislators to introduce or vote for or against a bill
Individuals can influence public policy by
 participating in politics (e.g., voting, campaigning, seeking office)
 joining interest groups.
Individuals and interest groups influence public policy by
 identifying issues
 making political contributions
 lobbying government officials
 expressing opinions (e.g., through lobbying, demonstrating, writing letters or e-mail, using social
media).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD CE.10c
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
c) describing the impact of international issues and events on local decision making.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Local governments may be
required to formulate, adopt, and
implement public policies in
response to international issues
and events.
Essential Knowledge
International issues and events that would require policy decisions by local government officials could
include the following:
 Public health concerns in the event of a pandemic
 Public safety in the event of an act of terrorism
 Economic development policies in response to the emerging global economy
 Policies to protect the environment (e.g., wildlife protection)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
Experiences may include but are not limited to the following:
 Use an analysis tool to analyze and interpret artifacts and primary and secondary sources.
Sample Analysis Tool
Title of Informational Source:
An artifact is an object or tool that
tells us about the people from the
past.
Key Elements
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
Source: Who created the source?
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Historical Perspective: Whose point of view
does the source represent?
Analyzing and interpreting
includes identifying the important
elements of information sources
in order to make inferences and
generalizations and draw
conclusions.
Observation: What do you see?
Context: Where is the source located in terms of
time and place?
Analysis: What is the source’s impact on
history?
Evidence
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) analyzing and interpreting geographic information to determine patterns and trends in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Analyzing and interpreting
involves identifying the important
elements of geographic sources
in order to make inferences and
generalizations and draw
conclusions.
The knowledge of geography and
the application of geographic
skills enable us to understand
relationships between people,
their behavior, places, and the
environment in order to solve
problems.
The physical geography of a
location had a direct impact on
the lives of people in the United
States and how they adapted to
their environment.
Geographic themes include
 location
 place
 regions
 movement
 human-environment
interaction.
Experiences may include but are not limited to the following:
 Acquire geographic information from a variety of sources, such as
o GIS (Geographic Information Systems)
o field work
o satellite images
o photographs
o maps, globes
o charts and graphs
o databases
o primary sources
o diagrams.
 Analyze the relationship between physical and human geography.
 Analyze geographic information related to movement of people, products, resources, ideas, and
language to determine patterns and trends throughout United States history.
 Examine maps of a location before and after a major conflict to discuss how the conflict affected the
social, political and economic landscape of an area.
 Use maps to explain how the location of resources influences the patterns, trends, and migrations of
populations.
Five themes of geography
 Location: Defined according to its position on the earth’s surface; where is it?
 Place: Locations having distinctive features that give them meaning and character that differ from other
locations; what is it like?
 Region: A unit on the earth's surface that has unifying characteristics; how are places similar or
different?
 Movement: The way people, products, and information move from one place to another; how do
people, goods, and ideas move from one location to another?
 Human-Environment Interaction: The relationship between people and their environment; how do
people relate to the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Interpreting involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of various data and
images are essential to making
informed decisions.
Experiences may include but are not limited to the following:




Use historical maps to analyze changes in population over time.
Gather information to explain resettlement of the American Indian population.
Use primary-source images to show how new inventions changed life in America.
Interpret photographs of the Civil Rights Movement. Discuss the photographer’s potential bias. Discuss
the potential bias of the audience. Discuss the potential bias the photographs might cause.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) using evidence to draw conclusions and make generalizations;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Critical examination and
evaluation of historical evidence
is essential to understanding the
past.
Drawing conclusions and making
generalizations involves
 observing and considering all
the facts, arguments, and
information
 considering what is already
known
 determining the certainty of
multiple answers based upon
the information presented
 predicting and adjusting
predictions, questioning,
restating main ideas, and
summarizing supporting
details.
Experiences may include but are not limited to the following:




Evaluate media and images as sources for drawing conclusions and making generalizations.
Draw conclusions about propaganda used during a selected time period.
Make generalizations using political cartoons to explain historical events.
After reading about an historical event, use a chart to draw conclusions or make generalizations about
a point of view.
Example:
Event: Industrialization
Somebody
Wanted
But
So What?
Captains of Industry
to expand their
businesses, using
lower-cost
production and a
growing labor force
these actions
created unsafe
working conditions.
Actions taken during
the Progressive
Movement gave rise
to organized labor
and workplace
improvements.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) comparing and contrasting historical, cultural, and political perspectives in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Experiences may include but are not limited to the following:
Examining the historical, cultural,
and political perspectives of
countries reveals the ideals,
beliefs, values, and institutions of
its people.
 Compare and contrast an aspect of or issue related to a historical event, using media, images, or text
to gain an understanding of historical, cultural, and political perspectives. Examples of events may
include the following:
o Images from the Great Depression: Comparing and contrasting the responses of President Hoover
and President Roosevelt to the Great Depression
o Maps from World War II: Comparing and contrasting areas invaded by European dictators
o Media clips from the Civil Rights Movement (1960s): Comparing and contrasting opposing sides of
the movement
 Create a graphic organizer to analyze information about different movements in United States history.
 Create a graphic organizer to compare and contrast the political perspectives of two leaders in United
States history.
 Use images to illustrate similarities and differences between the new technology at the beginning of the
twentieth century and at the beginning of the twenty-first century.
Being able to compare and
contrast helps us to understand
important similarities and
differences between people,
places, events, and times in
United States history.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects in United States history;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structure of the United States.
 Create flow charts, storyboards, and timelines to determine multiple causes and effects.
 Determine how the choices of selected individuals or groups influenced United States history.
People respond to and resolve
conflicts in a variety of ways,
resulting in relationships that
have many causes and differing
outcomes.
Example:
Diversity includes a variety of
perspectives, contributions, and
challenges.
Certain events in United States
history have multiple causes and
effects.
Conflicts often have multiple
causes and effects.
Event: Progressive Movement
Cause(s)
Harsh working conditions
Long working hours
Event
Progressive Movement
Effect(s)
Child labor laws
Organized labor unions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Making connections includes
understanding that people,
events, and developments have
brought changes to the United
States.
Everyday life in the United States
today is different from everyday
life long ago.
Explaining includes justifying
thinking with supporting details.
Experiences may include but are not limited to the following:
 Create a graphic organizer to explain how industrialization changed life for people in the United States
during the early twentieth century.
 Use images to determine how the physical or cultural landscape changed in the United States after a
major event such as industrialization, the Harlem Renaissance, or World War II.
 Create a timeline to explain how the role of women has changed from the early twentieth century to
today due to significant events in United States history.
 Create a graphic organizer, using a variety of images and documents to explain the development and
uses of communication technology in the twentieth and twenty-first centuries.
 Create a timeline that depicts the development of transportation in United States history from 1865 to
the present.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.8d
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans,
women, and minorities;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
Essential Knowledge
The United States experienced
an economic boom and social
transformation after World War II
that changed the way most
Americans lived and worked.
Factors leading to changing patterns in United States society
 Strong economy (healthy job market, increased productivity, increased demand for American products)
 Greater investment in education so Americans would have the ability to compete globally (National
Defense Education Act)
 The “baby boom,” which led to changing demographics
 Interstate highway system
 Evolving role of women (expected to play a supporting role in the family while increasingly working
outside the home)
 Large number of women entering the labor force
 Expansion of human rights
 African Americans’ aspirations for equal opportunities
Policies and programs expanding educational and employment opportunities
 The G.I. Bill of Rights gave educational, housing, and employment benefits to veterans.
 Harry S. Truman desegregated the armed forces.
 Civil Rights legislation led to increased educational, economic, and political opportunities for women
and minorities.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.9a
The student will apply social science skills to understand of the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
a) examining the impact of the Civil Rights Movement, the Americans with Disabilities Act (ADA), and the changing role of women on
all Americans;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The Civil Rights Movement of the
twentieth century was committed
to equal rights and fair treatment
of African Americans, but it
resulted in social, legal, political,
and cultural changes that
prohibited discrimination and
segregation for all Americans.
Other activists were inspired by
the achievements of the Civil
Rights Movement and took action
to gain equality.
Essential Knowledge
Some effects of segregation
 Separate educational facilities and resources
 Separate public facilities (e.g., restrooms, drinking fountains, restaurants)
 Social isolation
Civil Rights Movement
 Opposition to Plessy v. Ferguson: “Separate but equal”
 Brown v. Board of Education: Desegregation of schools
 Martin Luther King, Jr.: Passive resistance against segregated facilities; “I have a dream…” speech
 Rosa Parks: Montgomery bus boycott
 Organized protests, Freedom Riders, sit-ins, marches, boycotts
 Expansion of the National Association for the Advancement of Colored People (NAACP)
 Civil Rights Act of 1964: Prohibited segregation in public places and banned employment
discrimination based on race, color, religion, gender, or national origin
 Voting Rights Act of 1965: Banned the use of literacy tests and provided for federal oversight of voter
registration
Americans with Disabilities Act
 The disability rights movement fought to right inequalities faced by people with disabilities.
 The Americans with Disabilities Act (ADA) (1990) guarantees individuals with disabilities equal
opportunities in employment, public accommodations, transportation, state and local government
services, and telecommunications.
 The Individuals with Disabilities Education Act (IDEA), formerly Public Law 94.142, is a federal law that
entitles children and young adults access to a free and appropriate public education.
Changing role of women
 Workplace disadvantages:
o Discrimination in hiring practices
o Lower wages for women than for men doing the same job
 Improved conditions:
o National Organization for Women (NOW)
o Federal legislation to force colleges to give women equal athletic opportunities (Title IX)
 The proposed Equal Rights Amendment, despite its failure, and a focus on equal-opportunity
employment created a wider range of options and advancement for women in business and public
service.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.9b
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Essential Understandings
The period following World War II
leading up to the early twenty-first
century marked the “information
age.” New technologies in
communication, entertainment,
and business dramatically
changed American life.
Essential Knowledge
Industries benefiting from new technologies
 Airline industry (jet engine)
 Automobile industry and interstate highway system
 Mining industry
 Entertainment and news media industries
 Exploration of space
 Computer industry
 Satellite systems, telecommunications industry
 Internet, social media
Impact of new technologies on American life
 Increased domestic and international travel for business and pleasure
 Greater access to news and other information
 Cheaper and more convenient means of communication
 Greater access to heating and air-conditioning improved the quality of life and encouraged population
growth in certain areas of the country
 Decreased regional variation resulting from nationwide access to the same entertainment and
information provided by national television and radio programming, Internet services, and computer
games
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
STANDARD USII.9c
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically;
Essential Understandings
Representative citizens have
contributed to and influenced
America scientifically, culturally,
academically, and economically.
Essential Knowledge
Examples including but not limited to…
There have been contributions and influence of individuals during the second half of the twentieth and
early twenty-first centuries who have changed America:
 Scientific advancements include those related to medicine, technology, environment, and space.
 Cultural advancements include those related to music, media, art, communication, technology, and
architecture.
 Academic advancement include contributions to a field of study.
 Economic advancements include those related to banking, business, and industry.
Section 3: The Changing Role of the U.S. Government in Society, the Economy, and the World
What is the proper role of government in the economy? How does government adapt to meet the changing needs of society? What role should
the USA play in the world?
UNIT VI: Government’s Role in the Economy Expands - The Rise of Big Business
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the economic, political, and technological factors that changed the
United States from a rural, agricultural country at the end of the Civil War to an urban, industrial nation by 1920. In this unit, students will
understand:
● how advances in technology made U.S. expansion and industrialization possible.
● that technological innovations- like steel, the Transcontinental Railroad, and electricity - combined with innovative business strategies
like mass production- led to the rise of big businesses.
● new types of business ownership arose, with certain benefits and risks associated with each, including the growth of monopolies.
● interest groups, like labor unions, pressured the national government to institute reforms to address problems such as unfair business
practices, poor working conditions and child labor.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● basic economic vocabulary (review from 6th grade).
● the 3 basic questions that must be addressed by all economies:
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
●
●
●
●
●
●
●
●
○ What will be produced?
○ Who will produce it?
○ For whom will it be produced?
the U.S. economy is a mixed economy, (we will introduce the other types of economies later) with little interference from the
government.
the business cycle: (circular flow) consumers need and want products, which businesses produce and sell at prices determined by the
forces of supply and demand and their own need to make a profit. Businesses are free to compete with one another. (introduced in 6th
grade)
how supply and demand interact to determine the price of goods.
regions and cities began to specialize (i.e. Chicago- railroad hub, stockyards; Pittsburgh- steel industry; New York - banking and
finance).
both the U.S. and Virginia economies became more global as this specialization continued.
innovations in technology contributed to globalization and lowered the cost of production.
the different types of business ownership and the benefits and risks associated with each.
government acts to promote business interests and to discourage monopolies and unfair competition.
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
CE.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
c) analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
f) determining multiple cause-and-effect relationships that impact political and economic events; and
h) using a decision-making model to analyze and explain the costs and benefits of a specific choice.
CE.11
The student will apply social science skills to understand how economic decisions are made in the marketplace by
a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has
an opportunity cost.
CE.12
The student will apply social science skills to understand the United States economy by
a) describing the characteristics of the United States economy, including limited government, private property, profit, markets, consumer
sovereignty, and competition;
b) describing how in a market economy supply and demand determine prices;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
c) describing the types of business organizations and the role of entrepreneurship;
d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; and
f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
CE.13
The student will apply social science skills to understand the role of government in the United States economy by
e) describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property
rights.
USII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
b) analyzing and interpreting geographic information to determine patterns and trends in United States history;
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
d) using evidence to draw conclusions and make generalizations;
f) determining relationships with multiple causes or effects in United States history;
g) explaining connections across time and place; and
h) using a decision-making model to identify costs and benefits of a specific choice made.
USII.2
The student will use maps, globes, photographs, pictures, or tables for
b) explaining relationships among natural resources, transportation, and industrial development after 1865; and
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those
cities significant.
USII.4
The student will apply social science skills to understand how life changed after the Civil War by
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in
response to industrialization; and
e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor,
women’s suffrage, and the temperance movement.
ENDURING UNDERSTANDING: Economics can transform a nation.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did economics influence the growth of industry and big business? How do all
of the parts of the economy work together?
PREVIEW ACTIVITY: Use the Skill Builder from the History Alive! United States through Industrialization program. This Skill Builder involves
pairs of students examining a series of graphs and charts that indicate change over time, specifically the ingredients of this transformation of the
United States. When students have finished analyzing the changes, ask them to consider HOW these changes came about, and to complete a
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
historical head on industry. To do this assignment, students will draw the outline of a head, and draw symbols inside it to indicate the changes
that took place. Each symbol should be numbered; students should explain what each symbol represents.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
14 Days
October-November
V: Civil Rights Movements - Citizens Work for Justice
25 Days
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
IX: World War II Broadens The Role of the United States in The World
7 Days
25 Days
15 Days
February
February-March
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
LITERATURE AND OTHER RESOURCES:
@ 160 Days
(there may still be
additional days of
instruction after the
SOL Test)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
LITERATURE
Dragonwings by Lawrence Yep - A Chinese boy, Moon Shadow, moves to Chinatown to be with his father who is working on a flying machine.
The novel depicts the lives of and discrimination against San Francisco’s Chinese immigrants in the early 1900’s.
The Breaker Boys by Pat Hughes - Nate's family owns collieries in Pennsylvania, but Nate keeps his relationship to "the boss" a secret when he
makes friends with 12-year-old Johnny, a Polish immigrant who works in the mines, just as he never talks at home about his contact with the
mining community.
Ashes to Roses by Mary Jane Auch - Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle
Shirtwaist Factory shortly before the 1911 fire in which 146 employees died.
Fire at the Triangle Factory by Holly Littlefield – two fourteen-year-old girls, sewing machine operators at the Triangle Shirtwaist Company, are
caught in the famous Triangle fire of 1911. Picture book.
A Real American by Richard Easton – Resentful of the Italian miners who inhabit his Pennsylvania town during the coal boom, an eleven-yearold boy discovers that being American has nothing to do with the color of your skin or the languages you speak.
DVDS
Goodbye Ms. Fourth of July: Story of a Greek immigrant girl who befriends an African American man in their small town in West Virginia in the
early 1900s. (Disney – TV movie)
WEBSITE
Immigration presentation from LOC – focuses on different groups, uses primary sources, including many photographs.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/
Interviews with Today’s Immigrants- LOC exhibit - Some of these short, easy to read interviews were done by Arlington students.
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/interv/toc.php
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it.
http://www.eyewitnesstohistory.com/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: US History, Civics and Economics from 1865 to the Present
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
BASIC VOCABULARY OF U.S. ECONOMY
Circular flow
choice
consumption
distribution
goods and services
incentives
CHARACTERISTICS OF U.S. ECONOMY
competition
consumer sovereignty
globalization
markets
profit
private property
opportunity cost
price
production
Resources: natural, human capital,
entrepreneurship
scarcity
supply and demand
specialization
TYPES OF BUSINESS OWNERSHIP
stock/stock market
partnership
corporation
proprietorship
HISTORY VOCABULARY
Big Business
Industrialization
Mass Production
Mechanization
Monopoly
New technology: steel, telephone,
electricity, railroad
Labor union
Assembly line
urban
rural
entrepreneur
investment/investor
robber baron
Transcontinental Railroad
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
Essential Understandings
Primary and secondary sources
enable us to examine evidence
closely and to place it in a broader
context.
Experiences may include but are not limited to the following:
 Use an analysis tool to analyze and interpret artifacts and primary and secondary sources.
Sample Analysis Tool
Title of Informational Source:
An artifact is an object or tool that
tells us about the people from the
past.
Key Elements
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
Source: Who created the source?
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Historical Perspective: Whose point of view
does it represent?
Analyzing and interpreting
includes identifying the important
elements of information sources in
order to make inferences and
generalizations and draw
conclusions.
Observation: What do you see?
Context: Where is the source located in terms of
time and place?
Analysis: What is the source’s impact on
history?
Evidence
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c)
analyzing information to create diagrams, tables, charts, graphs, and spreadsheets;
Essential Understandings
Experiences may include but are not limited to the following:
Close examination and
interpretation of various data and
images are essential to making
informed decisions.
 Organize the information presented in a founding document to illustrate the frequency with which a
specific fundamental political principle is referenced. Make inferences and draw conclusions about the
significance of that political principle.
 Organize information to illustrate the number and location of small businesses in a city, town, or county.
Make inferences and draw conclusions about the reasons why those businesses are located in various
areas, pinpointing specific political and economic reasons.
 Chart the daily activities of the governor of Virginia as reported by a newspaper, the executive branch
Web site, or an Internet blogger. Organize the information to determine which role the governor fills
most frequently.
The type of information being
presented determines the
organizational format.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining multiple cause-and-effect relationships that impact political and economic events;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
 Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,
economic, and political structure of the United States.
 Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects.
Relationships can have multiple
causes and effects.
Determining relationships
involves drawing conclusions
about the causes and effects.
The relationships (interactions)
between people, places, and
ideas have an enduring influence
on political and economic
decision making and events.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Explaining includes justifying why
the evidence credibly supports
the claim.
Example:
Event: Addition of the Bill of Rights to the United States Constitution
Cause
Event
Effect(s)
Debates between the
Bill of Rights added to
Guarantee of individual
Federalists and Anti-Federalists the United States
rights
about the Constitution’s specific Constitution
Protections from state and
limits on government power
federal infringements on
individual rights
 Determine how the choices of selected people or groups influenced United States history.
Example:
Event: Election of 1920
Choice
19th Amendment passed
Event
Election of 1920
Effect
Total popular vote increased
from 18.5 million to 26.8
million
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Essential Understandings
Decision-making models serve
several purposes. They can
help us
 make decisions for the
future
 better understand the
choices people faced in the
past
 analyze the outcomes of the
decisions that people
already made.
Effective decision making
requires weighing the expected
costs and benefits and
recommending solutions, using
a decision-making model.
Citizens manage their lives by
making choices.
Choices are based upon
alternatives that seem to be the
best because they involve the
least cost and the greatest
benefit.
Experiences may include but are not limited to the following:
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.
Problem: Which of the following responsibilities of citizenship is most important (other than voting)?
Criteria
Alternatives
Doesn’t take
much time
Greatest
impact
Affects a lot of
people
Communicating with government officials
Participating in political campaigns
Keeping informed about current issues
Respecting differing opinions in a diverse
society
Decision:
 Use a cost-benefit analysis chart.
Decision: Should the Electoral College system be used to elect the president of the United States?
Costs
Level of
Importance
1-5
A candidate who has not earned a
majority of the popular vote can
become president
Discourages voter turnout with the
winner-take-all scenario
Keeps third parties from having a
greater influence in an election
Total
Local governments may be
required to formulate, adopt, and
implement public policies in
response to international issues
and events.
Helps one
with voting
decisions
Benefits
Level of
Importance
1-5
Guarantees that states with small
populations have some representation in
the election process
Large-population states benefit because
candidates make a special effort to win
their electoral votes
Winner-take-all nature gives the
impression of a greater majority than the
popular vote
Total
International issues and events that would require policy decisions by local government officials could include the following:
 Public health concerns in the event of a pandemic
 Public safety in the event of an act of terrorism
 Economic development policies in response to the emerging global economy
 Policies to protect the environment (e.g., wildlife protection)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.11a
The student will apply social science skills to understand how economic decisions are made in the marketplace by
a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s
choice has an opportunity cost;
Essential Understandings
Essential Knowledge
Because of scarcity, consumers,
producers, and government
decision makers are forced to
make choices.
The problem of scarcity faces all individuals and organizations, including businesses and governments:
 We have unlimited wants, but our resources are limited.
 The goods and services we want exceed our ability to produce them.
 Scarcity forces consumers, producers, and governments to make difficult choices.
Whenever you make a choice,
you are actually making two
choices. This is because
whenever you choose to do one
thing, you are also choosing not
to do something else. What you
choose not to do is your
opportunity cost.
Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited
goods and resources require that choices be made.
Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or
make decisions about desired goods and services because these goods and services are limited.
All choices have opportunity
costs.
Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals
must consider the value of what is given up when making a choice.
Resources are factors of production that are used in the production of goods and services. Types of
resources are natural, human, capital, and entrepreneurship.
Production is the combining of human, natural, capital, and entrepreneurship resources to make goods
or provide services. Available resources and consumer preferences determine what is produced.
Consumption is the using of goods and services. Consumer preferences and price determine what is
purchased and consumed.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12a
The student will apply social science skills to understand the United States economy by
a) describing the characteristics of the United States economy, including limited government, private property, profit, markets,
consumer sovereignty, and competition;
Essential Understandings
The United States economy is
primarily a free market economy
but is characterized as a mixed
economy.
Essential Knowledge
The United States economy has characteristics of a free market economy, but because it has some
aspects of command and traditional economies it is characterized as a mixed economy.
Government intervenes in a market economy when the perceived benefits of a government policy
outweigh the anticipated costs.
Characteristics of the United States economy
 A market exists whenever buyers and sellers exchange goods and services.
 Free enterprise: Markets are generally allowed to operate without undue interference from the
government. Prices are determined by supply and demand as buyers and sellers interact in the
marketplace.
 Private property: Individuals and businesses have the right to own real and personal property as well
as the means of production without undue interference from the government. The government provides
a structure to define and enforce such property rights.
 Profit motive: Profit consists of earnings after all expenses have been paid. Individuals have the
opportunity to create a business and earn profits.
 Competition: Rivalry between producers and/or between sellers of a good or service usually results in
better-quality goods and services at lower prices.
 Consumer sovereignty: Consumers determine through purchases what goods and services will be
produced.
 Government involvement in the economy is limited. Most decisions regarding the production of goods
and services are made in the private sector.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12b
The student will apply social science skills to understand the United States economy by
b) describing how in a market economy supply and demand determine prices;
Essential Understandings
Both buyers and sellers respond
to price changes. When prices
change, buyers change the
quantity they are willing and able
to buy and sellers change the
quantity they are willing and able
to bring to market.
Neither supply nor demand alone
can set the price.
Essential Knowledge
Price
 Price is determined by the interaction of supply and demand.
 Price is the amount of money exchanged for a good or service.
Demand
 Demand is the amount of a good or service that consumers are willing and able to buy at different
prices during a given time period.
 Law of demand: Consumers will buy more of a good or service at lower prices and less at higher
prices.
 Higher prices for a good or service provide incentives for buyers to purchase less of that good or
service.
 Lower prices for a good or service provide incentives for buyers to purchase more of that good or
service.
Supply
 Supply is the amount of a good or service that producers are willing and able to offer for sale at each
possible price during a given period of time.
 Law of supply: Producers will produce more when they can sell at a high price and will produce less
when they can sell at a low price.
 Higher prices for a good or service provide incentives for producers to make or sell more of a good or
service.
 Lower prices for a good or service provide incentives for producers to make or sell less of a good or
service.
Equilibrium price
 Equilibrium price is the point where supply and demand meet.
 Everyone who wants to sell at that price can sell.
 Everyone who wants to buy at that price can buy.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12c
The student will apply social science skills to understand the United States economy by
c) describing the types of business organizations and the role of entrepreneurship;
Essential Understandings
There are three basic ways that
businesses organize to earn
profits.
Entrepreneurs play an important
role in all three types of business
organizations.
Essential Knowledge
Basic types of business ownership
 Proprietorship: A form of business organization with one owner who takes all the risks and all the
profits.
 Partnership: A form of business organization with two or more owners who share the risks and the
profits.
 Corporation: A form of business organization that is authorized by law to act as a legal entity regardless
of the number of owners. Owners share the profits. Owner liability is limited to the amount of their
investment.
Entrepreneur
 A person who takes a risk to produce and sell goods and services in search of profit
 May establish a business according to any of the three types of organizational structures
Entrepreneurs increase competition by bringing new goods and services to market or by delivering
products in innovative ways. They often foster technological progress and economic growth.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12d
The student will apply social science skills to understand the United States economy by
d) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact;
Essential Understandings
Resources, goods and services,
and money flow continuously
among households, businesses,
and markets in the United States
economy.
Essential Knowledge
The circular flow diagram is a way of visualizing and categorizing activity within an economy. Goods,
services, and resources flow in one direction. Money flows in the opposite direction.
Economic flow (circular flow)
 Households own the resources used in production, sell the resources, and use the income to purchase
products.
 Businesses buy resources; make products that are sold to individuals, other businesses, and the
government; and use the profits to buy more resources.
 When households and businesses spend money, the income is used by households to purchase goods
and services and by businesses to purchase resources.
 Governments use tax revenue from households and businesses to provide public goods and services.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12f
The student will apply social science skills to understand the United States economy by
f) analyzing the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological
innovations.
Essential Understandings
Virginia and the United States
pursue international trade in order
to increase wealth.
Essential Knowledge
Term to know
 global economy: Worldwide markets in which the buying and selling of goods and services by all
individuals, nations, and businesses takes place
Reasons that states and nations trade
 To obtain goods and services they cannot produce or cannot produce efficiently themselves
 To buy goods and services at a lower cost or a lower opportunity cost
 To sell goods and services to other countries
 To create jobs
Virginia and the United States specialize in the production of certain goods and services, which promotes
efficiency and growth.
Impact of technological innovations
 Innovations in technology (e.g., the Internet) contribute to the global flow of information, capital, goods,
and services.
 The use of such technology also lowers the cost of production.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13e
The student will apply social science skills to understand the role of government in the United States economy by
e) describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property
rights;
Essential Understandings
The United States government
passes laws and creates
agencies to protect consumer
rights and property rights,
competition in the marketplace,
labor, and the environment.
Essential Knowledge
A property right is a legal claim of ownership. Government helps define and enforce property rights.
Property ownership is protected by negotiated contracts that are enforceable by law. This process helps
beneficial exchanges take place.
Government agencies establish regulations that protect public health and safety, and promote
competition.
Consumers may take legal action against violations of consumer rights.
Some government agencies that protect consumers, labor, or the environment include the following:
 Consumers
o CPSC (Consumer Product Safety Commission)
o FDA (Food and Drug Administration)
 Labor
o OSHA (Occupational Safety and Health Administration)
o EEOC (Equal Employment Opportunity Commission)
 Environment
o EPA (Environmental Protection Agency)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;
Essential Understandings
Primary and secondary sources
enable us to examine evidence
closely and to place it in a
broader context.
Experiences may include but are not limited to the following:
 Use an analysis tool to analyze and interpret artifacts and primary and secondary sources.
Sample Analysis Tool
Title of Informational Source:
An artifact is an object or tool that
tells us about the people from the
past.
Key Elements
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
Source: Who created the source?
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Historical Perspective: Whose point of view
does the source represent?
Analyzing and interpreting
includes identifying the important
elements of information sources
in order to make inferences and
generalizations and draw
conclusions.
Observation: What do you see?
Context: Where is the source located in terms of
time and place?
Analysis: What is the source’s impact on
history?
Evidence
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) analyzing and interpreting geographic information to determine patterns and trends in United States history;
Essential Understandings
Experiences may include but are not limited to the following:
Analyzing and interpreting
involves identifying the important
elements of geographic sources
in order to make inferences and
generalizations and draw
conclusions.
The knowledge of geography and
the application of geographic
skills enable us to understand
relationships between people,
their behavior, places, and the
environment in order to solve
problems.
The physical geography of a
location had a direct impact on
the lives of people in the United
States and how they adapted to
their environment.
Geographic themes include
 location
 place
 regions
 movement
 human-environment
interaction.
 Acquire geographic information from a variety of sources, such as
o GIS (Geographic Information Systems)
o field work
o satellite images
o photographs
o maps, globes
o charts and graphs
o databases
o primary sources
o diagrams.
 Analyze the relationship between physical and human geography.
 Analyze geographic information related to movement of people, products, resources, ideas, and
language to determine patterns and trends throughout United States history.
 Examine maps of a location before and after a major conflict to discuss how the conflict affected the
social, political and economic landscape of an area.
 Use maps to explain how the location of resources influences the patterns, trends, and migrations of
populations.
Five themes of geography
 Location: Defined according to its position on the earth’s surface; where is it?
 Place: Locations having distinctive features that give them meaning and character that differ from other
locations; what is it like?
 Region: A unit on the earth's surface that has unifying characteristics; how are places similar or
different?
 Movement: The way people, products, and information move from one place to another; how do
people, goods, and ideas move from one location to another?
 Human-Environment Interaction: The relationship between people and their environment; how do
people relate to the physical world?
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1c
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;
Essential Understandings
Interpreting involves using
information found in charts,
graphs, and pictures to develop
an understanding of people,
places, or events and draw
conclusions.
Close examination and
interpretation of various data and
images are essential to making
informed decisions.
Experiences may include but are not limited to the following:




Use historical maps to analyze changes in population over time.
Gather information to explain resettlement of the American Indian population.
Use primary-source images to show how new inventions changed life in America.
Interpret photographs of the Civil Rights Movement. Discuss the photographer’s potential bias. Discuss
the potential bias of the audience. Discuss the potential bias the photographs might cause.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) using evidence to draw conclusions and make generalizations;
Essential Understandings
Critical examination and
evaluation of historical evidence
is essential to understanding the
past.
Drawing conclusions and making
generalizations involves
 observing and considering all
the facts, arguments, and
information
 considering what is already
known
 determining the certainty of
multiple answers based upon
the information presented
 predicting and adjusting
predictions, questioning,
restating main ideas, and
summarizing supporting
details.
Experiences may include but are not limited to the following:




Evaluate media and images as sources for drawing conclusions and making generalizations.
Draw conclusions about propaganda used during a selected time period.
Make generalizations using political cartoons to explain historical events.
After reading about an historical event, use a chart to draw conclusions or make generalizations about
a point of view.
Example:
Event: Industrialization
Somebody
Wanted
But
So What?
Captains of Industry
to expand their
businesses, using
lower-cost
production and a
growing labor force
these actions
created unsafe
working conditions.
Actions taken during
the Progressive
Movement gave rise
to organized labor
and workplace
improvements.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining relationships with multiple causes or effects in United States history;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
 Compare charts, graphs, and/or maps to determine the role diversity played in affecting the social,
economic, and political structure of the United States.
 Create flow charts, storyboards, and timelines to determine multiple causes and effects.
 Determine how the choices of selected individuals or groups influenced United States history.
People respond to and resolve
conflicts in a variety of ways,
resulting in relationships that
have many causes and differing
outcomes.
Example:
Diversity includes a variety of
perspectives, contributions, and
challenges.
Certain events in United States
history have multiple causes and
effects.
Conflicts often have multiple
causes and effects.
Event: Progressive Movement
Cause(s)
Harsh working conditions
Long working hours
Event
Progressive Movement
Effect(s)
Child labor laws
Organized labor unions
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Making connections includes
understanding that people,
events, and developments have
brought changes to the United
States.
Everyday life in the United States
today is different from everyday
life long ago.
Explaining includes justifying
thinking with supporting details.
 Create a graphic organizer to explain how industrialization changed life for people in the United States
during the early twentieth century.
 Use images to determine how the physical or cultural landscape changed in the United States after a
major event such as industrialization, the Harlem Renaissance, or World War II.
 Create a timeline to explain how the role of women has changed from the early twentieth century to
today due to significant events in United States history.
 Create a graphic organizer, using a variety of images and documents to explain the development and
uses of communication technology in the twentieth and twenty-first centuries.
 Create a timeline that depicts the development of transportation in United States history from 1865 to
the present.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to identify costs and benefits of a specific choice made;
Essential Understandings
Decisions concerning the
allocation and use of economic
resources affect individuals and
groups.
Critical examination and
evaluation of data is essential to
drawing conclusions.
The decision-making process
involves seeing the problem from
a variety of perspectives and
considering the consequences.
Decision-making models serve
several purposes. They can help
us
 make decisions for the future
 better understand the choices
people faced in the past
 analyze the outcomes of the
decisions that people already
made.
Choices are based upon
alternatives that seem to be the
best because they involve the
least cost and the greatest
benefit.
Experiences may include but are not limited to the following:
 Analyze the costs and benefits of decisions made in United States history. Determine the level of importance of
each cost and benefit. Determine whether the costs or the benefits have the greater impact on the final decision.
Historical event or decision: Mechanization of factories
Costs
Level of
Importance
(1-5)
Increased pollution
Increased amount of resources
Benefits
Level of
Importance
(1-5)
Employed various types of workers
Faster production
Total
Total
 Use a PACED decision-making model to evaluate decisions made in United States history by analyzing the
alternatives, criteria, and the decision made.
o Define the Problem
o List Alternatives
o Select Criteria
o Evaluate the Alternatives
o Decision
Problem: Which of the following amendments to the United States Constitution is most important?
Criteria
Alternatives
13th Amendment
14th Amendment
15th Amendment
19th Amendment
Decision:
Helped the most
people
Best example
of democracy
Changed
American
culture
Long-lasting
effects
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.2b
The student will use maps, globes, photographs, pictures, or tables for
b) explaining relationships among natural resources, transportation, and industrial development after 1865;
Essential Understandings
Advances in transportation linked
resources, products, and
markets.
Manufacturing areas were
clustered near centers of
population.
Essential Knowledge
Transportation resources
 Moving natural resources to eastern factories (e.g., iron ore to steel mills)
 Transporting finished products to national markets
 Locating factories near rivers and railroads to move resources and finished goods to markets
Examples of manufacturing areas
 Textile industry: New England
 Automobile industry: Detroit
 Steel industry: Pittsburgh
 Meatpacking industry: Chicago
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.2c
The student will use maps, globes, photographs, pictures, or tables for
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities
significant.
Essential Understandings
Essential Knowledge
A state is an example of a
political region. States may be
grouped as part of different
geographic regions, depending
upon the criteria used.
Cities serve as centers of trade
and have political, economic,
and/or cultural significance.
States grouped by geographic region
 Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York,
New Jersey, Pennsylvania
 Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South
Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas
 Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska,
South Dakota, North Dakota
 Southwest: Texas, Oklahoma, New Mexico, Arizona
 Western (Rocky Mountains): Colorado, Utah, Nevada, Montana, Wyoming, Idaho
 Pacific: Washington, Oregon, California
 Noncontiguous: Alaska, Hawaii
Cities grouped by geographic region
 Northeast: New York City, Boston, Pittsburgh, Philadelphia
 Southeast: Washington, D.C., Atlanta, New Orleans
 Midwest: Chicago, St. Louis, Detroit
 Southwest: San Antonio, Santa Fe
 Western (Rocky Mountains): Denver, Salt Lake City
 Pacific: San Francisco, Los Angeles, Seattle
 Noncontiguous: Juneau, Honolulu
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4d
The student will apply social science skills to understand how life changed after the Civil War by
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms
in response to industrialization;
Essential Understandings
Essential Knowledge
Between the Civil War and World Inventions that contributed to great change and industrial growth
War I, the United States was
 Electric lighting and mechanical uses of electricity (Thomas Edison)
transformed from primarily an
 Telephone service
agricultural society into one
 Railroads, which permitted large-scale, long-distance transport of goods
based on manufacturing and
Rise of big business led by captains of industry
services.
 Captains of industry (John D. Rockefeller, oil; Andrew Carnegie, steel; Cornelius Vanderbilt, shipping
and railroads; J.P. Morgan, banking)
Inventions had both positive and
Reasons for business growth
negative effects on society.
 National markets created by transportation advances
 Advertising
 Lower-cost production (assembly line)
 Lack of competition (monopolies and trusts)
Factors that promoted industrial growth in America
 Access to raw materials and energy sources
 Large work force (due to immigration)
 New inventions
 Financial resources
Examples of big business
 Railroads
 Oil
 Steel
 Coal
Postwar changes in farm and city life
 Mechanization (e.g., the reaper) reduced farm labor needs and increased production.
 Industrial development in cities created increased labor needs.
 Industrialization provided new access to consumer goods (e.g., mail order).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.4e
The student will apply social science skills to understand how life changed after the Civil War by
e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor,
women’s suffrage, and the temperance movement.
Essential Understandings
The effects of industrialization
and the Progressive Movement
led to reforms.
Essential Knowledge
Negative effects of industrialization
 Child labor
 Low wages, long hours
 Unsafe working conditions
 Impact on the environment
 Monopolies
 Triangle Shirtwaist Factory fire
Rise of organized labor
 Formation of unions; growth of American Federation of Labor
 Strikes (Homestead Strike, Pullman Strike)
Progressive Movement workplace reforms
 Improved safety conditions
 Reduced work hours
 Placed restrictions on child labor
Women’s suffrage movement
 Susan B. Anthony, Elizabeth Cady Stanton, Alice Paul, and Lucy Burns worked for women’s suffrage.
 The movement led to increased educational opportunities for women.
 Women gained the right to vote with passage of the 19th Amendment to the Constitution of the United
States.
Temperance movement
 Composed of groups opposed to the making and consuming of alcohol
 Supported legislation to ban alcohol (18th Amendment)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT VII: The Changing Role of the United States in the World: Imperialism and World War I
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the changing role of the United States in the world from the late 19th
century through World War I. In this unit, students will understand that:
● the United States emerged as a world power as a result of its involvement in the Spanish American War and World War I.
● industrialization has positive and negative consequences, especially related to weapons of war.
● citizens have certain duties and responsibilities during times of war, including serving in the military, if called.
● the media plays a role in shaping public opinion.
● the Senate’s refusal to ratify the Treaty of Versailles is an example of checks and balances in action.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● the effect of industrialization on the ability of the United States to play a larger role in the world.
● the growing power of the United States in the global economy.
● the duties and responsibilities of individuals during times of war.
● the role and powers of the national government during a time of war.
● the role of the branches of government and the balance of power among them in times of war and international conflict.
● the effects of war on individual liberties (e.g. the Selective Service Act of 1917, the Espionage Act of 1917, and the Sedition Act of
1918.)
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.3
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court.
SOL USII.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
g) explaining connections across time and place.
SOL USII.5
The student will apply social science skills to understand the changing role of the United States from the late nineteenth century through
World War I by
a) explaining the reasons for and results of the Spanish-American War;
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States; and
c) evaluating and explaining the reasons for the United States’ involvement in World War I and its international leadership role at
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
the conclusion of the war.
ENDURING UNDERSTANDING: Each branch of government has a role in responding to international events.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): Who should decide when a country should go to war and under what
circumstances? What is the proper balance between national security and individual liberties in a time of war?
PREVIEW ACTIVITY: Place students in groups and provide each group with a current newspaper. Have students cut out articles that
describe the United States’ involvement with other countries around the world. Have students share articles and as a class try to categorize
the types of involvement (military, economic, social, etc.)
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
V: Civil Rights Movements - Citizens Work for Justice
14 Days
25 Days
October-November
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
7 Days
25 Days
February
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
XI: How is Government Changing to Meet the Needs of The 21st Century?
Total:
15 Days
May-June
@ 160 Days
(there may still be additional days
of instruction after the SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
All Quiet on the Western Front (excerpts) by Erich Maria Remarque – Paul Baumer enlists with his classmates in the German army during
World War I. He is enthusiastic at first, but soon learns the fear and toll of life in the trenches.
Good bye Billy Radish by Gloria Skurzynski - Two boys living in a steel town in Pennsylvania in 1917 are coming of age, and Billy struggles
with two cultures. Both boys are faced with decisions as World War I rages overseas.
Casey Over There by Staton Rabin - After his older brother Casey goes off to fight in World War I, Aubrey and his family are so worried that
Aubrey writes a letter to Uncle Sam asking him to send Casey home. Picture book
When Christmas Comes Again: The World War I Diary of Simone Spencer by Beth Seidel Levine Teenage Simone's diaries for 1917 and 1918 reveal her experiences as a carefree member of New York Society, then as a "Hello girl," a
volunteer switchboard operator for the Army Signal Corps in France. Dear America series
Christmas in the Trenches by John McCutcheon - In 1914, British and German troops, dug into trenches in France, climbed out of their
trenches on Christmas Eve and met in between the lines, sharing gifts, food, and drink. The next day, the shooting resumed. Picture Book
DVDS
WEBSITES
BBC Schools Online: World War One: http://www.bbc.co.uk/schools/worldwarone/ - includes research information, animated version of In
Flanders Field, activities, and games.
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Eyewitness to History: stories about history from people who witnessed it.
http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
CIVICS VOCABULARY
Duties of Citizens
checks and
balances
3 branches
treaty
Alliances
HISTORY VOCABULARY
Nationalism
Treaty of Versailles
Allied Powers
Selective Service Act
Spanish American War
separation of powers
Central Powers
Yellow Journalism
Theodore Roosevelt
First Amendment Freedoms
Home Front
military
Roosevelt Corollary
Patriotism
Imperialism
Militarism
economic
social
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.3b
The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due
process and equal protection of the laws;
Essential Understandings
Essential Knowledge
The Constitution of the United
States establishes and protects
the citizens’ fundamental rights
and liberties.
Few rights, if any, are considered
absolute.
First Amendment freedoms
 Religion: Government may not establish an official religion, endorse an official religion, or unduly
interfere with the free exercise of religion.
 Speech: Individuals are free to express their opinions and beliefs.
 Press: The press has the right to gather and publish information, including that which criticizes the
government.
 Assembly: Individuals may peacefully gather.
 Petition: Individuals have the right to make their views known to public officials.
The Fifth and Fourteenth Amendments outline due process.
Fifth Amendment
 The Fifth Amendment protects citizens from being held for committing a crime unless they have been
charged by the police. It also guarantees due process, which means that the state and the country
have to respect a citizen’s legal rights.
Fourteenth Amendment
 The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United
States equal protection of the laws.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.1g
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
g) explaining connections across time and place;
Essential Understandings
Experiences may include but are not limited to the following:
Making connections includes
understanding that people,
events, and developments have
brought changes to the United
States.
Everyday life in the United States
today is different from everyday
life long ago.
Explaining includes justifying
thinking with supporting details.
 Create a graphic organizer to explain how industrialization changed life for people in the United States
during the early twentieth century.
 Use images to determine how the physical or cultural landscape changed in the United States after a
major event such as industrialization, the Harlem Renaissance, or World War II.
 Create a timeline to explain how the role of women has changed from the early twentieth century to
today due to significant events in United States history.
 Create a graphic organizer, using a variety of images and documents to explain the development and
uses of communication technology in the twentieth and twenty-first centuries.
 Create a timeline that depicts the development of transportation in United States history from 1865 to
the present.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.5a
The student will apply social science skills to understand the changing role of the United States from the late nineteenth century
through World War I by
a) explaining the reasons for and results of the Spanish-American War;
Essential Understandings
Essential Knowledge
The United States emerged as a
world power as a result of victory
over Spain in the SpanishAmerican War.
Economic interests and public
opinion often influence United
States involvement in
international affairs.
Reasons for the Spanish-American War
 Protection of American business interests in Cuba
 American support of Cuban rebels to gain independence from Spain
 Rising tensions between Spain and the United States as a result of the sinking of the USS Maine in
Havana Harbor
 Exaggerated news reports of events (yellow journalism)
Results of the Spanish-American War
 The United States emerged as a world power.
 Cuba gained independence from Spain.
 The United States gained possession of the Philippines, Guam, and Puerto Rico.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.5b
The student will apply social science skills to understand the changing role of the United States from the late nineteenth century
through World War I by
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States;
Essential Understandings
Essential Knowledge
Roosevelt expanded the Monroe
Doctrine as a way to prevent
European involvement in the
affairs of Latin American
countries.
Use of Big Stick Diplomacy
 Example: Building the Panama Canal
 Grew the United States Navy as a show of American power
Added the Roosevelt Corollary to the Monroe Doctrine
 Europe was warned not to interfere in the affairs of the Western Hemisphere; the United States would
exercise “international police power” in the Americas.
 The Roosevelt Corollary asserted the right of the United States to interfere in the economic matters of
other nations in the Americas.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.5c
The student will apply social science skills to understand the changing role of the United States from the late nineteenth century
through World War I by
c) evaluating and explaining the reasons for the United States’ involvement in World War I and its international leadership role at the
conclusion of the war.
Essential Understandings
Essential Knowledge
The United States’ involvement in
World War I set the stage for it to
emerge as a global superpower
later in the twentieth century.
Reasons for the United States’ involvement in World War I
 Inability to remain neutral
 German submarine warfare (sinking of the Lusitania)
 United States economic and political ties to Great Britain
 The Zimmermann Telegram
Major Allied Powers
 British Empire
 France
 Russia (until 1917)
 Serbia
 Belgium
 United States
Central Powers
 German Empire
 Austro-Hungarian Empire
 Bulgaria
 Ottoman Empire
United States leadership as the war ended
 At the end of World War I, President Woodrow Wilson prepared a peace plan known as the Fourteen
Points that called for the formation of the League of Nations, a peacekeeping organization.
 The United States Senate did not ratify the Treaty of Versailles because of a desire to resume prewar
isolationism. The United States did not become a member of the League of Nations.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT VIII: Boom To Bust - The Role of Government Expands
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social and economic changes of the 1920s and the government’s
response to the economic crisis of the 1930s. In this unit students will understand that:
● technology continued to improve and to expand progress into all areas of American life, and improved the standard of living for many
Americans.
● Prohibition was a failed experiment that led to an increase in the crime rate.
● millions of African Americans moved from the South to the North and Midwest in search of better jobs and less discrimination and
violence.
● the 1920s was a decade of social and cultural change, including new roles for women and a blossoming of African American culture
known as the Harlem Renaissance.
● the economic boom of the 1920s did not include everyone, and much of the boom was based on borrowed money.
● the Stock Market Crash of 1929 was one indicator that the economy was failing.
● the failing economy had a huge impact on ordinary Americans, many of whom lost jobs and homes.
● people with Liberal and Conservative views of government had different ideas about how the government should respond to the Great
Depression, resulting in a tense election between President Hoover and his challenger, Franklin D. Roosevelt.
● Roosevelt’s plan to end the Depression was called The New Deal and involved heavy government intervention in the economy.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● the different types of economic systems: including Free Market, Command, Mixed and a review of Traditional. (taught in 6th grade)
● the circular flow of economic activity. (introduced in 6th, reviewed in Unit 6)
● every choice has an opportunity cost.
● the intended and unintended consequences of government involvement in the economy.
● a comparison of political ideologies (e.g. conservative, liberal, radical).
● the characteristics of political parties, which often have very different ideas about the proper role of government. (the function of political
parties was introduced in 6th grade)
● in a mixed economy, the government intervenes when the benefits seem to outweigh the costs.
● the powers of the national government, with special emphasis on the executive branch and the President. (taught in 6th grade, this is a
good place to present example of how the separation of powers, checks and balances, and legislative process works)
● how private financial institutions (banks, credit unions) work, their role in encouraging savings and investment and extending credit, and
the role financial institutions play in the economy.
● how the government promotes and regulates competition in the market (e.g. FCC, EPA, FTC).
● how government spending influences the economy. ( a good place to look at the Federal Budget, how money is spent? ties in with
liberal and conservative approaches to government, as well as economic systems- how does the amount of money spent on different
categories vary between systems?)
● the role of the Federal Reserve in helping to regulate the economy.
● there are different forms of money.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards are indicated in bold.
SOL CE.11
The student will apply social science skills to understand how economic decisions are made in the marketplace by
a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s choice has
an opportunity cost; and
b) comparing and contrasting how traditional, free market, command, and mixed economies decide how to allocate their limited resources.
SOL CE.12
The student will apply social science skills to understand the United States economy by
e) explaining how financial institutions channel funds from savers to borrowers.
SOL CE.13
The student will apply social science skills to understand the role of government in the United States economy by
a) examining competition in the marketplace;
b) explaining how and why government provides certain goods and services;
c) describing how local, state, and federal governments allocate their budgets and collect taxes to pay for goods and services they provide;
d) explaining the structure and main function of the Federal Reserve System and how it acts as the nation’s central bank;
e) describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property
rights; and
f) explaining the role of government currency and analyzing the purpose of a money economy.
SOL CE.14
The student will apply social science skills to understand personal finance and career opportunities by
f) analyzing the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases,
contractual agreements, warranties, and guarantees.
SOL USII.6
The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth century by
a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural
electrification changed American life and the standard of living;
b) describing the social and economic changes that took place, including Prohibition and the Great Migration north and west;
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and
the Harlem Renaissance; and
d) analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New
Deal.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
ENDURING UNDERSTANDING: Government intervention may be necessary in times of crisis to meet the changing needs of society.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): What role should the federal government play in the daily lives of its citizens?
What is the proper role of the government in the economy?
PREVIEW ACTIVITY: Have students stand in the center of the room. Read a series of statements and ask students to move to one side of the
room to indicate if they agree and the other side of the room if they disagree. You can call on one or two students to share their opinions each
time, but don’t get bogged down in the issues. After working through some of the list, have students return to their seats. Introduce the spectrum
of government involvement in the economy: Liberal/Total Control on the left, and Conservative/No Control on the right. Tell students that a
conservative philosophy of government says that government should play a small role in people’s daily lives and that small groups, individuals,
churches, etc., should help people with their problems. A liberal philosophy says that the government should be actively involved in people’s
lives and should help solve people’s problems. To follow up, have students’ complete sensory figures to process the differences between
liberals and conservatives. Then lead into a question based on the enduring understanding: What role should government play on a daily basis
and in times of crisis?
See list of Agree/Disagree statements below.
Agree/Disagree Statements
● Government should provide food for people who are hungry.
● Government should provide medical care for people who don’t have insurance.
● Government should provide jobs for people who can’t find one.
● Government should pay for college for people who can’t afford to pay for it.
● Government should give homeless people a place to live.
● Government should require that everyone be paid at least $10 an hour.
● Government should allow anyone who wants a gun to have one.
● Government should make laws to protect people from pollution.
● Government should let companies do business the way they want.
● Government should let people do whatever they want.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
V: Civil Rights Movements - Citizens Work for Justice
14 Days
25 Days
October-November
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the
government adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
7 Days
25 Days
February
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be additional days
of instruction after the SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
The Great Migration: An American Story by Jacob Lawrence –tells the story of the Great Migration using many of Jacob Lawrence’s illustrations
from the Great Migration series. Picture book.
Witness by Karen Hesse - a series of poems express the views of various people in a small Vermont town, including a young black girl and a
young Jewish girl, during the early 1920s when the Ku Klux Klan is trying to infiltrate the town.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Dave at Night by Gail Carson Levine - When orphaned Dave is sent to the Hebrew Home for Boys where he is treated cruelly, he sneaks out at
night and is welcomed into the music and culture-filled world of the Harlem Renaissance.
The Babe and I by David Adler - While helping his family make ends meet during the Depression by selling newspapers, a boy meets Babe
Ruth. Picture book
Color Me Dark: The Diary of Nellie Lee Love, the Great Migration North by Patricia McKissack A girl writes in her diary about her family’s move
from Tennessee to Chicago in 1919, hoping to leave the racism and hatred of the South behind. Dear America series
Bessie Smith and the Night Riders by Sue Stauffacher - blues singer Bessie Smith single-handedly scares off Ku Klux Klan members who are
trying to disrupt her show one hot July night in Concord, North Carolina. 1927. Picture book
The House in the Mail by Rosemary and Tom Wells - In 1927, Emily's pa brings home a catalog that will change their lives forever. Inside are
pictures of houses - wonderful houses that feature all the latest appliances, including an electric refrigerator, a gas stove, and indoor plumbing.
The house will arrive on a freight train, all ready to be assembled! Picture book
Harlem Summer by Walter Dean Myers – Mark longs to be a jazz musician, and during the summer of 1925, he works in Harlem, New York, for
his idol, Fats Waller, and W.E.B. DuBois. Along the way, he meets many of the legends of the Harlem Renaissance.
Out of the Dust by Karen Hesse – Fourteen-year-old Billie Jo lives through constant dust storms, the death of her mother and unborn brother,
and an accident that leaves her piano-playing hands scarred during the Great Depression. Despite these tragedies, she hops a train west and
learns about her strength as a person.
No Promises in the Wind by Irene Hunt – Three boys leave home where times are tough and go to work at a carnival during the Great
Depression. Along the way they have to hunt for food and a place to stay, while playing music to make some money.
Year Down Yonder by Richard Peck – sequel to Long Way from Chicago. Set in the late 1930s in rural Illinois, where hard times still prevail.
Joey, the older grandchild, is working in a CCC camp and Mary Alice has come to stay with her grandmother for a year while her parents give
up their home.
Esperanza Rising by Pam Muanoz Ryan - Esperanza and her mother are forced to leave their life of wealth and privilege in Mexico to go work
in the labor camps of Southern California, where they must adapt to the harsh circumstances facing Mexican farm workers on the eve of the
Great Depression.
Roll of Thunder, Hear My Cry by Mildred Taylor - tells the story of one African American family fighting to stay together and strong in the face of
brutal racist attacks, illness, poverty, and betrayal in the Deep South of the 1930s.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Let the Circle Be Unbroken by Mildred Taylor - Sequel to Roll of Thunder, Hear My Cry continues the story of the Logan family in Mississippi
during the Depression. Their friend T.J. goes on trial for murder and stands before an all-white jury. Their cousin tries to pass for white. And
when Cassie's neighbor stands up for her right to vote, she and her cousin are driven from their home.
A Jar of Dreams by Yoshiko Uchida, Yoshiko - Eleven-year-old Rinko grows up in a closely-knit Japanese American family in California during
the Depression.
Dust for Dinner by Ann Turner - Jake narrates the story of his family's life in the Oklahoma dust bowl and the journey from their ravaged farm to
California during the Great Depression. Easy reader
Rose’s Journal: The Story of a Girl in the Great Depression by Marissa Moss - Rose keeps a journal of her family's difficult times on their farm in
Kansas during the days of the Dust Bowl in 1935.
Bud, Not Buddy by Christopher Paul Curtis - Bud holds all the remnants of his once loving home in a cardboard suitcase as he walks from Flint
to Grand Rapids, Michigan in search of a man he believes to be his father. Many people lend a hand especially a labor union leader who finds
Bud hiding at the side of the road.
Rudy Rides the Rails: A Depression Era Story. by Dandi Daley Mackall - a teenager leaves his home in Akron, OH, and takes to the rails to find
work and a better life in California in 1932. Despite his father's advice, "look out for you and yours, and nobody else," Rudy learns that people
who are down and out have to lean on others sometimes. Picture book
The Journal of C.J. Jackson: A Dust Bowl Migrant by William Durbin -13-year-old C.J. records in a journal the conditions of the Dust Bowl that
cause the Jackson family to leave their farm in Oklahoma and make the difficult journey to California, where they find a harsh life as migrant
workers. Dear America series
Nowhere to Call Home by Cynthia deFelice - rags-to-riches tale set in the time of Hoovervilles and bread lines follows a girl who takes up a
hobo’s life when her father’s factories go bankrupt and he kills himself during the Depression.
DVDS
Kitt Kittredge An American Girl (G) When her father's auto dealership is taken back by the bank, he is forced to head for Chicago to look for
work, leaving his family struggling to make ends meet by taking in borders. Kit's dream of becoming a great reporter leads her to write a portrait
of the boardinghouse run by her mother and an article about hobos that challenges many commonly held prejudices. Although rated G, the
movie presents a kid's view of the Depression in an entertaining and engaging narrative.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
WEBSITES
The Migration Series: Jacob Lawrence’s Art – from the Whitney Museum – activities, biography, and connections
http://www.whitney.org/jacoblawrence/art/index.html
Migrant Workers Photographs by Dorothea Lange, FSA photos - http://memory.loc.gov/ammem/fsahtml/fachap03.html
Posters from the WPA Collection - http://memory.loc.gov/ammem/wpaposters/highlights.html
The New Deal Network - http://newdeal.feri.org/
Picturing the 1930s from the Smithsonian American Art Museum - learn about the 1930s through exhibitions such as: The Depression, The New
Deal, The Country, Industry, Labor, The City, Leisure, and American People. Artworks from the museum are supplemented by other primary
source materials such as photographs, newsreels, and artists’ memorabilia. Students can gather artworks and place them in their bin so they
can create their own documentaries. http://americanart.si.edu/education/picturing_the_1930s/index.html
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams. * = introduced in 6th grade, ** = introduced in previous 7th grade
unit.
BANKING
GOVERNMENT
ECONOMICS
HISTORY VOCABULARY
VOCABULARY
VOCABULARY
VOCABULARY
consumer confidence
conservative
circular flow *
bootleggers/speakeasies Harlem Renaissance
credit
Executive Branch *
consumers/consumption
Dust Bowl
Herbert Hoover
Credit unions
EPA - Environmental
goods *
Fireside Chat
16th Amendment
Protection Agency
currency *
FCC - Federal
households
Franklin D. Roosevelt
19th Amendment **
Communications
Commission
deposit
FTC - Federal Trade
market economy **
Great Migration
21st Amendment
Commission
economic efficiency
Legislative Branch
public goods and services
New Deal
prosperity
Federal Reserve System
Liberal
producers/production *
Great Depression
NLRB- National Labor
Relations Board
financial capital *
political party *
regulation
CCC - Civilian
PWA - Public Works
Conservation Corps
Programs
inflation
President’s Cabinet *
resources *
Fair Labor Standards
Social Security
Act
Administration
interest
third party
scarcity *
FSA - Farm Security
TVA - Tennessee Valley
Administration
Authority
investment **
two-party system *
services
FDIC - Federal Deposit
WPA - Works Progress
Insurance Corporation
Administration
money
supply and demand *
savings
Standard of Living
speculation
Tariff *
stock
Tax Revenue *
soundness (re: banks)
Unemployment
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.11a
The student will apply social science skills to understand how economic decisions are made in the marketplace by
a) explaining that because of scarcity, consumers, producers, and governments must make choices, understanding that everyone’s
choice has an opportunity cost;
Essential Understandings
Essential Knowledge
Because of scarcity, consumers,
producers, and government
decision makers are forced to
make choices.
The problem of scarcity faces all individuals and organizations, including businesses and governments:
 We have unlimited wants, but our resources are limited.
 The goods and services we want exceed our ability to produce them.
 Scarcity forces consumers, producers, and governments to make difficult choices.
Whenever you make a choice,
you are actually making two
choices. This is because
whenever you choose to do one
thing, you are also choosing not
to do something else. What you
choose not to do is your
opportunity cost.
Scarcity is the inability to satisfy all wants at the same time. All resources and goods are limited. Limited
goods and resources require that choices be made.
Choice is selection of an item or action from a set of possible alternatives. Individuals must choose or
make decisions about desired goods and services because these goods and services are limited.
All choices have opportunity
costs.
Opportunity cost is what is given up when a choice is made (the second-best alternative). Individuals
must consider the value of what is given up when making a choice.
Resources are factors of production that are used in the production of goods and services. Types of
resources are natural, human, capital, and entrepreneurship.
Production is the combining of human, natural, capital, and entrepreneurship resources to make goods
or provide services. Available resources and consumer preferences determine what is produced.
Consumption is the using of goods and services. Consumer preferences and price determine what is
purchased and consumed.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.11b
The student will apply social science skills to understand how economic decisions are made in the marketplace by
b) comparing and contrasting how traditional, free market, command, and mixed economies decide how to allocate their limited
resources.
Essential Understandings
Essential Knowledge
Every country must develop an
economic system to determine
how to use its limited productive
resources.
The key factor in determining the
type of economy a country has is
the extent of government
involvement.
The greater the amount of
decision making that is left to the
individual, the closer a system is
to a free market system.
The greater the amount of
decision making that is left to a
centralized authority, the closer
the system is to a command
system.
The basic questions of economics
 What will be produced?
 How will it be produced?
 For whom will it be produced?
 Each type of economy answers the basic questions differently.
Traditional economy
 Economic decisions are based on custom and historical precedent.
 People often perform the same type of work as their parents and grandparents, regardless of ability or
potential.
Free market economy
 Private ownership of property/resources
 Profit motive
 Competition
 Consumer sovereignty
 Individual choice
 Minimal government involvement in the economy
Command economy
 Central ownership (usually by government) of property/resources
 Centrally planned economy
 Lack of consumer choice
Mixed economy
 Individuals and businesses are owners and decision makers for the private sector.
 The government is owner and decision maker for the public sector.
 The government’s role is greater than in a free market economy and less than in a command economy.
 Most economies today, including the United States economy, are mixed economies.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.12e
The student will apply social science skills to understand the United States economy by
e) explaining how financial institutions channel funds from savers to borrowers;
Essential Understandings
Private financial institutions help
facilitate an exchange of money
between savers and borrowers.
Essential Knowledge
Private financial institutions
 Include banks and credit unions
 Receive deposits and make loans
 Encourage saving and investing by paying interest on deposits
 Help provide financial capital (money) to people/businesses to start or grow businesses
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13a
The student will apply social science skills to understand the role of government in the United States economy by
a) examining competition in the marketplace;
Essential Understandings
The government promotes and
regulates marketplace
competition.
Essential Knowledge
Ways the government promotes marketplace competition
 Establishing and enforcing antitrust legislation to discourage the development of monopolies
 Enacting policies that encourage global trade
 Supporting business start-ups
Government agencies that regulate and promote competition in the marketplace
 FCC (Federal Communications Commission)
 SEC (Securities and Exchange Commission)
 FTC (Federal Trade Commission)
 These agencies oversee the way individuals and companies do business.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13b
The student will apply social science skills to understand the role of government in the United States economy by
b) explaining how and why government provides certain goods and services;
Essential Understandings
Government provides certain
goods and services that
individuals and businesses acting
alone cannot provide efficiently.
Essential Knowledge
Characteristics of most goods and services provided by government
 Provide benefits to many simultaneously
 Would not likely be available if individuals had to provide them
 Include such things as interstate highways, public schools, and national defense
Most economic decisions in the United States are made in the marketplace, but government also plays a
role in the economy by providing goods and services that markets cannot provide efficiently.
Ways governments pay for public goods and services
 Through tax revenue
 Through borrowed funds
 Through fees (e.g., park entrance fees)
 Through fines
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13c
The student will apply social science skills to understand the role of government in the United States economy by
c) describing how local, state, and federal governments allocate their budgets and collect taxes to pay for goods and services they
provide;
Essential Understandings
Every level of government—
federal, state, and local—requires
revenue to pay for goods and
services provided by the
government. Taxes and fees
levied on individuals and
businesses are the major source
of this revenue.
Local, state, and federal
governments determine how best
to use and allocate the money
they collect.
Essential Knowledge
In the United States, governments collect several different types of revenue or taxes from individuals and
businesses:
 The income tax is a main source of revenue for the federal government.
 Income taxes and sales tax are key sources of revenue for state governments.
 Property and sales taxes are key sources of revenue for most local governments.
Income tax: Payments made by individuals and corporations based on income received.
Sales tax: A tax consumers pay on many items they purchase. It is a percentage of the sale price.
Property tax: A tax levied on land and buildings. Property tax may also be levied on personal property,
such as boats or cars.
Federal government revenue pays for services such as national defense and homeland security, some
medical expenditures such as Medicare, payments to Social Security recipients, and interest payments on
the national debt.
Most state and local government revenue is spent on education, public health and welfare, road
construction and repair, and public safety, including police and fire departments.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13d
The student will apply social science skills to understand the role of government in the United States economy by
d) explaining the structure and main function of the Federal Reserve System and how it acts as the nation’s central bank;
Essential Understandings
The Federal Reserve System is
our nation’s central bank.
Essential Knowledge
As the central bank of the United States, the Federal Reserve System
 regulates banks to help ensure the soundness of the banking system and the safety of deposits
 influences the money supply and interest rates in the economy to keep inflation low and stable
 provides financial services to banks and the federal government.
The Federal Reserve System consists of a Board of Governors and 12 federal reserve banks.
The chairperson is appointed by the president and approved by the Senate.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13e
The student will apply social science skills to understand the role of government in the United States economy by
e) describing how governments regulate to protect consumers, labor, the environment, competition in the marketplace, and property
rights;
Essential Understandings
The United States government
passes laws and creates
agencies to protect consumer
rights and property rights,
competition in the marketplace,
labor, and the environment.
Essential Knowledge
A property right is a legal claim of ownership. Government helps define and enforce property rights.
Property ownership is protected by negotiated contracts that are enforceable by law. This process helps
beneficial exchanges take place.
Government agencies establish regulations that protect public health and safety, and promote
competition.
Consumers may take legal action against violations of consumer rights.
Some government agencies that protect consumers, labor, or the environment include the following:
 Consumers
o CPSC (Consumer Product Safety Commission)
o FDA (Food and Drug Administration)
 Labor
o OSHA (Occupational Safety and Health Administration)
o EEOC (Equal Employment Opportunity Commission)
 Environment
o EPA (Environmental Protection Agency)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.13f
The student will apply social science skills to understand the role of government in the United States economy by
f) explaining the role of government currency and analyzing the purpose of a money economy.
Essential Understandings
Essential Knowledge
Money is anything that is
generally accepted as a method
of payment for goods and
services.
When the United States government issues coins and currency, people accept it in exchange for goods
and services because they have confidence in the government.
Money makes it easier to trade,
borrow, save, and invest, and to
compare the value of goods and
services.
Money acts as a store of value, making it easier to save and invest.
Money acts as a medium of exchange, making trade easier.
Money acts as a measure of value, making it easier to compare the value of goods and services.
The three types of money generally used in the United States are
 coins
 currency
 deposits in bank accounts that can be accessed by checks and debit cards.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.14f
The student will apply social science skills to understand personal finance and career opportunities by
f) analyzing the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases,
contractual agreements, warranties, and guarantees.
Essential Understandings
Essential Knowledge
An awareness of personal talents,
interests, and aspirations is
needed to select a career.
Attitudes and behaviors that
support a strong work ethic
enhance career success.
Human capital refers to the combination of a person’s education, knowledge, skill, experience, health,
training, and talent. People develop their human capital through formal and informal education. People
who have invested in their own human capital have the potential to produce more, earn more, and choose
a career that is satisfying to them.
Career planning starts with self-assessment.
Employers seek employees who demonstrate the attitudes and behaviors of a strong work ethic.
There is a correlation among
skills, education, and income.
Changes in technology influence
the abilities, skills, and education
needed in the work force.
Higher skill and/or education levels generally lead to higher incomes.
Supply and demand also influence job income.
Employers seek individuals who have kept pace with technological changes by updating their skills.
Technological advancements create new jobs in the workplace.
Technology and information flows permit people to work across international borders. This structure
creates competition from foreign workers for United States jobs but also may create opportunities for
United States workers to work for companies based in other countries.
Being fiscally responsible includes making careful spending decisions, saving and investing for the future,
having insurance, keeping to a budget, and using credit wisely, as well as understanding how contracts,
warranties, and guarantees can protect the individual.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.6a
The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth
century by
a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile),
communication, and rural electrification changed American life and standard of living;
Essential Understandings
Essential Knowledge
Technology extended progress
into all areas of American life,
including neglected rural areas.
Results of improved transportation brought about by affordable automobiles
 Greater mobility
 Creation of jobs
 Growth of transportation-related industries (e.g., road construction, oil, steel, automobile)
 Movement to suburban areas
Invention of the airplane
 The Wright brothers
Use of the assembly line
 Henry Ford, automobile
 Rise of mechanization
Communication changes
 Development of the telephone (Alexander Graham Bell) and increased availability of telephones
 Development of the radio and broadcast industry
 Development of the movies
Ways electrification changed American life
 Labor-saving products (e.g., washing machines, electric stoves, water pumps)
 Electric lighting
 Entertainment (e.g., radio)
 Improved communications
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.6b
The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth
century by
b) describing the social and economic changes that took place, including prohibition and the Great Migration north and west;
Essential Understandings
Essential Knowledge
Reforms in the early twentieth
century could not legislate how all
people behaved.
Economic conditions and violence
led to the migration of people.
Prohibition was imposed by a constitutional amendment (the 18th Amendment) that made it illegal to
manufacture, transport, and sell alcoholic beverages.
Results of prohibition
 Speakeasies were created as places for people to drink alcoholic beverages.
 Bootleggers made and smuggled alcohol illegally.
 Prohibition was repealed by the 21st Amendment.
Great Migration north and west
 Jobs for African Americans in the South were scarce and low paying.
 African Americans faced discrimination and violence in the South.
 African Americans moved to cities in the North and Midwest in search of better employment
opportunities.
 African Americans also experienced discrimination and violence in the North and Midwest.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.6c
The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth
century by
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia
O’Keeffe, and the Harlem Renaissance;
Essential Understandings
Essential Knowledge
The 1920s and 1930s were
important decades for American
art, literature, and music.
The leaders of the Harlem
Renaissance drew upon the
heritage of African American
culture to establish themselves as
powerful forces for cultural
change.
Cultural climate of the 1920s and 1930s
 Art: Georgia O’Keeffe, an artist known for urban scenes and, later, paintings of the Southwest
 Literature: F. Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920s; John Steinbeck, a
novelist who portrayed the strength of poor migrant workers during the 1930s
 Music: Aaron Copland and George Gershwin, composers who wrote uniquely American music
Harlem Renaissance
African American artists, writers, and musicians based in Harlem revealed the freshness and variety of
African American culture:
 Art: Jacob Lawrence, a painter who chronicled the experiences of the Great Migration through art
 Literature: Langston Hughes, a poet who combined the experiences of African and American cultural
roots
 Music: Duke Ellington and Louis Armstrong, jazz musicians; Bessie Smith, a blues singer
The popularity of these artists spread beyond Harlem to the rest of society.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.6d
The student will apply social science skills to understand the social, economic, and technological changes of the early twentieth
century by
d) analyzing the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
Essential Understandings
Essential Knowledge
The optimism of the 1920s
concealed problems in the
American economic system and
attitudes about the role of
government in controlling the
economy.
Causes of the Great Depression
 People overspeculated on stocks, using borrowed money that they could not repay when stock prices
crashed.
 The Federal Reserve’s poor monetary policies contributed to the collapse of the banking system.
 High tariffs discouraged international trade.
 Many Americans had too much debt from buying consumer goods on installment plans.
The Great Depression and the
New Deal dramatically changed
the lives of most Americans and
began to change both their
understanding of the economic
system and the role of
government in American life.
Impact on Americans
 A large number of banks closed, and other businesses failed.
 One-fourth of workers were without jobs.
 Large numbers of people were hungry and homeless.
 Farmers’ incomes fell to low levels.
Franklin Roosevelt’s New Deal used government programs to help the nation recover from the
Depression.
Major features of the New Deal
 Social Security
 Federal work programs
 Environmental improvement programs
 Farm assistance programs
 Increased rights for labor
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT IX: World War II Broadens the Role of the United States in the World
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the causes of World War II, the reasons for U.S. entry into the war, and
the consequences of the war. In this unit, students will understand that:
● political and economic instability led to the rise of fascism in Europe.
● international events can force the United States to act even when it wants to remain neutral.
● the Japanese bombing of Pearl Harbor brought the USA into the war.
● major events of the war included the Battle of Midway and D-Day.
● the Holocaust was the systematic destruction of the Jews in Europe.
● the war had a significant impact on the home front, and on women, African Americans and workers.
● after Pearl Harbor, the government forced many Japanese Americans into internment camps.
● the government used propaganda to get the cooperation of the public.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● what can happen when a nation does not protect First Amendment freedoms (e.g. Germany).
● the influence of propaganda on public opinion (posters).
● the service and sacrifice required of citizens during a time of war (rationing, draft).
● the balance of power between the branches of government in times of war and international conflict.
● the effects of war on individual liberties (e.g. due process, Executive Order 9066/Japanese Internment).
● the decision to drop the atomic bomb- decisions have consequences. Why did the president have the right to decide on his own?
● How FDR carried out the different roles and powers of the Presidency.
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards are indicated in bold.
SOL CE.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
e) constructing informed, evidence-based arguments from multiple sources;
f) determining multiple cause-and-effect relationships that impact political and economic events;
h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;
i) applying civic virtue and democratic principles to make collaborative decisions; and
j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
SOL CE.6
The student will apply social science skills to understand the American constitutional government at the national level by
d) describing the roles and powers of the executive branch.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL CE.9
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the Constitution of
the United States by
d) explaining how due process protections seek to ensure justice.
SOL USII.7
The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
b) locating and describing the major events and turning points of the war in Europe and the Pacific; and
c) explaining and evaluating the impact of the war on the home front.
ENDURING UNDERSTANDING: Wartime can inspire sacrifice and contribute to domestic conflict.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): Should individuals be required to sacrifice during times of war? What role should
government play during a time of war?
PREVIEW ACTIVITY: Tell students that several bills have been proposed in Congress that could affect them. These bills have been proposed
in response to the threat of “home-grown” terrorists and the ongoing threats against the United States. (Unveil the bills one at a time, giving
students a minute or so to respond to each.) The bills include:
● everyone in the country must recite the Pledge of Allegiance every day
● all students must wear uniforms
● because so much of the music today promotes violence, only music approved by a new government agency on decency will be allowed
to played on the radio or sold
● the government will regulate television stations, and only content approved by the government will be allowed to be shown
● the government will regulate internet content
● upon turning 18, everyone must serve 2 years in the military
● ALL students from K-12 must join a new organization - NatYouth- an organization like the Boy Scouts that will promote good morals,
civic responsibility, and community service. Students would be required to attend meetings twice a week after school
● complaints about or criticism of these new rules would not be allowed, and would be punished
Allow students to react to the unfairness of the proposed rules. Reassure them that this is not true, and ask them why they are so upset.
Facilitate a general discussion about how the rules are unfair and how they violate our First Amendment Freedoms. Encourage students to
consider when and if restrictions such as these might be necessary in times of crisis. Introduce the idea that governments led by dictators- in
Germany, Japan and the Soviet Union, in particular- used rules such as these to gain control over their population.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
V: Civil Rights Movements - Citizens Work for Justice
14 Days
25 Days
October-November
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
7 Days
25 Days
February
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be additional days
of instruction after the SOL Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
I Have Lived A Thousand Years by Livia Bitton-Jackson – The story of a young Jewish girl and her family’s transformation from a secure life in
Budapest, their deportation to a Jewish ghetto, the horror of Aushwitz concentration camp, and her liberation at the end of World War II.
Farewell to Manzanar by Jeanne and James Houston – This is the true story of one spirited Japanese American family's experience as
internees at Manzanar Relocation Facility. Jeanne Watkatsuki is a 7-year-old girl who adapts and observes growing up behind barbed wire in
the United States.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Under the Blood-Red Sun by Graham Salisbury - Tomikazu Nakaji's biggest concerns are baseball and homework until life with his Japanese
family in Hawaii changes drastically after the bombing of Pearl Harbor.
Gadget by Paul Zindel - In 1945, having joined his father at Los Alamos, where he and other scientists are working on a secret project to end
World War II, thirteen-year-old Stephen becomes caught in a web of secrecy and intrigue.
The Journal of Scott Pendleton Collins: A World War II Soldier by Walter Dean Myers - A seventeen-year-old soldier from central Virginia
records his experiences in a journal as his regiment takes part in the D-Day invasion of Normandy and subsequent battles to liberate France.
Dear America series.
A Boy No More by Harry Mazer - After his father is killed in the attack on Pearl Harbor, Adam, his mother, and sister are evacuated from Hawaii
to California, where he must deal with his feelings about the war, Japanese internment camps, his father, and his own identity.
Heroes Don't Run by Harry Mazer – Sequel to A Boy No More. To honor his father who died during the Japanese invasion of Pearl Harbor,
seventeen-year-old Adam eagerly enlists in the Marines, survives boot camp, and faces combat on Okinawa.
Baseball Saved Us by Ken Mochizuki - A Japanese American boy learns to play baseball when he and his family are forced to live in an
internment camp during World War II, and his ability to play helps him after the war is over. Picture book
Terrible Things: An Allegory of the Holocaust, by Eve Bunting – Good introduction to the Holocaust. Picture book
So Far from the Sea by Eve Bunting –-recounts her family's 1972 visit to the site of the former Manzanar War Relocation Camp in eastern
California. Thirty years earlier, her father and his parents were interned there, along with 10,000 other Japanese Americans. Picture book
Willow Run by Patricia Reilly Giff - Meggie learns about different kinds of bravery from all of the people around her in Willow Run, Michigan,
where her father works in the B-24 bomber-building factory.
DVDS
Escape from Sobibor, 1987 (TV movie) True story about the largest escape from a Nazi death camp.
WEBSITES
BBC World War Two: Animated D-Day landings map http://www.bbc.co.uk/history/worldwars/wwtwo/launch_ani_d_day.shtml
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Dear Ms. Breed: Letters from Camp – a series of letters written by students in internment camps to the public librarian back home tell the story
of young Japanese Americans during World War Two. Video and sound files are incorporated in this Web exhibition to provide context for the
letters. http://www.janm.org/exhibitions/breed/title.htm
U.S. Holocaust Museum: Mapping Initiative – includes maps of camps, rescues, and resistance – great for inspiring questions.
http://www.ushmm.org/museum/exhibit/focus/maps/
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
CIVICS and ECONOMICS VOCABULARY
HISTORY VOCABULARY
civic duties *
civic responsibilities *
democracy
due process (Fifth and Fourteenth
Amendment)*
First Amendment freedoms
(religion, speech, press, assembly,
petition) *
Patriotism
Propaganda
common good
Commander in Chief
Chief Citizen
Chief Diplomat
Allies/Allied Powers (USA, Great Britain, Canada, Soviet
Union)
armed forces
atomic bomb
Axis Powers: Germany, Italy, Japan
Chief Executive
Battle of Midway
Chief Legislator
Chief of Party
Chief of State
Battle of Stalingrad
D-Day
dictator
draft
Executive Branch
Hiroshima
Holocaust
Home Front
Japanese
Internment
Lend-Lease
Act
Pearl Harbor
Rationing
Sacrifice
War Bonds
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1a
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) analyzing and interpreting evidence from primary and secondary sources, including charts, graphs, and political cartoons;
Essential Understandings
Primary and secondary sources
enable us to examine evidence
closely and to place it in a broader
context.
Experiences may include but are not limited to the following:
 Use an analysis tool to analyze and interpret artifacts and primary and secondary sources.
Sample Analysis Tool
Title of Informational Source:
An artifact is an object or tool that
tells us about the people from the
past.
Key Elements
A primary source is an artifact,
document, image, or other source
of information that was created
during the time under study.
Source: Who created the source?
A secondary source is a
document, image, or other source
of information that relates or
discusses information originally
presented elsewhere.
Historical Perspective: Whose point of view
does it represent?
Analyzing and interpreting
includes identifying the important
elements of information sources in
order to make inferences and
generalizations and draw
conclusions.
Observation: What do you see?
Context: Where is the source located in terms of
time and place?
Analysis: What is the source’s impact on
history?
Evidence
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d) determining the accuracy and validity of informtion by separating fact and opinion and recognizing bias;
Essential
Experiences may include but are not limited to the following:
Understandings
Not all primary and secondary
sources are reliable and accurate.
The context from the time period
of the primary or secondary
source can influence the
information included.
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select an event or issue. Explore multiple sources that report the same event or issue. Examine the
information to determine the accuracy and validity of the sources. Events or issues may include the
following:
o Presidential election
o School board election
o Action taken by local district court
o Legislation passed by the Virginia General Assembly
o Expansion of an Internet company
o Foreign acquisition of an American company
o Trade agreement between the United States and another nation
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1e
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
e) constructing informed, evidence-based arguments from multiple sources;
Essential Understandings
Analyzing various types of
sources with multiple points of
view produces an understanding
of ideas, concepts, and actions of
individuals or groups.
Critical evaluation and analysis of
multiple resources influence
interpretation of knowledge
gained and the formation of
opinions.
Constructing an informed
argument involves questioning
the sources used.
Evidence cited from multiple
sources increases the validity of
an argument.
Experiences may include but are not limited to the following:
 Select an issue. Gather information from a variety of sources (e.g., executive orders; founding
documents; foreign policy; political or business Web sites; social or political blogs) to argue the costs
and benefits of
o a local community action involving the local school board
o a state issue
o a national issue
o an international issue with local impact.
 Gather information from a variety of sources, assume a particular perspective from one time period,
and write a newspaper editorial persuading readers to adopt a chosen perspective.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1f
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
f) determining multiple cause-and-effect relationships that impact political and economic events;
Essential Understandings
Experiences may include but are not limited to the following:
A cause-and-effect relationship is
a relationship in which one event
(the cause) makes another event
(the effect) happen.
 Compare charts, graphs, and/or maps to determine the role that diversity played in affecting the social,
economic, and political structure of the United States.
 Create flowcharts, storyboards, diagrams, or timelines to explore multiple causes and effects.
Relationships can have multiple
causes and effects.
Determining relationships
involves drawing conclusions
about the causes and effects.
The relationships (interactions)
between people, places, and
ideas have an enduring influence
on political and economic
decision making and events.
Diversity creates a variety of
perspectives, contributions, and
challenges.
Explaining includes justifying why
the evidence credibly supports
the claim.
Example:
Event: Addition of the Bill of Rights to the United States Constitution
Cause
Event
Effect(s)
Debates between the
Bill of Rights added to
Guarantee of individual
Federalists and Anti-Federalists the United States
rights
about the Constitution’s specific Constitution
Protections from state and
limits on government power
federal infringements on
individual rights
 Determine how the choices of selected people or groups influenced United States history.
Example:
Event: Election of 1920
Choice
19th Amendment passed
Event
Election of 1920
Effect
Total popular vote increased
from 18.5 million to 26.8
million
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1h
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
h) using a decision-making model to analyze and explain the costs and benefits of a specific choice;
Essential Understandings
Experiences may include but are not limited to the following:
Decision-making models serve
 Use a PACED (Problem, Alternatives, Criteria, Evaluate, Decision) decision grid.
several purposes. They can help
us
Problem: Which of the following responsibilities of citizenship is most important (other than voting)?
 make decisions for the future
Criteria
Helps one with
 better understand the choices
Doesn’t take
Greatest
Affects a lot of
voting
people faced in the past
much
time
impact
people
Alternatives
decisions
 analyze the outcomes of the
Communicating with government
decisions that people already
officials
made.
Participating in political campaigns
Effective decision making
Keeping informed about current
requires weighing the expected
issues
costs and benefits and
Respecting differing opinions in a
recommending solutions, using a
diverse society
decision-making model.
Citizens manage their lives by
making choices.
Decision:
 Use a cost-benefit analysis chart.
Decision: Should the Electoral College system be used to elect the president of the United States?
Costs
Choices are based upon
alternatives that seem to be the
best because they involve the
least cost and the greatest
benefit.
Level of
Importance
1-5
A candidate who has not earned a majority
of the popular vote can become president
Discourages voter turnout with the winnertake-all scenario
Keeps third parties from having a greater
influence in an election
Total
Benefits
Guarantees that states with small
populations have some representation
in the election process
Large-population states benefit
because candidates make a special
effort to win their electoral votes
Winner-take-all nature gives the
impression of a greater majority than
the popular vote
Total
Level of
Importance
1-5
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1i
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
i) applying civic virtue and democratic principles to make collaborative decisions;
Essential Understandings
Civic virtue is the cultivation of
habits of personal living that are
viewed as important for the
success of the community.
Examples include but are not
limited to:
 Voting
 Volunteering
 Organizing a community
group
 Attending a city or school
board meeting
Collaboration is necessary in
order to be an effective learner
and citizen.
Experiences may include but are not limited to the following:
 Promote collaboration with others both inside and outside the classroom. Examples of collaboration
may include the following:
o Socratic seminar
o Two-way journaling
o Digital media (e.g., videoconferences)
 Explore the ethical and legal issues related to the access and use of information by
o properly citing authors and sources used in research
o validating Web sites
o reviewing written drafts so that the language and/or thoughts of others are given credit.
 Provide other students with constructive feedback on written assignments via the peer-editing process.
 Include the use of proper reference citations and distinguish one’s own ideas from information created
or discovered by others.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1j
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
j) defending conclusions orally and in writing to a wide range of audiences, using evidence from sources.
Essential Understandings
When presenting information in written
and oral form, one should consider the
purpose and point of view of the
information, as well as the audience for
whom it is intended.
Information can be acquired from various
sources.
Research is the search for knowledge,
using a variety of materials and sources
in order to discover facts, answer
questions, and draw conclusions.
Students present, listen critically, and
provide evidence to support opinions by
 distinguishing between fact and
opinion
 comparing and contrasting viewpoints
 presenting a convincing argument
 paraphrasing and summarizing what
is heard
 using language and vocabulary
appropriate to audience, topic, and
purpose
 organizing a presentation.
Experiences may include but are not limited to the following:
 Investigate the economic impact of littering in the local community. Determine the sources
needed for the investigation, gather and analyze the data, and develop a position on the issue.
Prepare a presentation for the student government association to persuade the council to get
involved and support the chosen position.
 Investigate school transportation routes of the local school division. Research the history of
transportation in the local community. Determine the sources to gather information and data.
Determine what issues or concerns there are for school transportation. Prepare a presentation
to deliver to the local school board about your concerns, and offer possible solutions.
 Survey campaign ads, both in print and on television or the Internet, for candidates running for
a local, state, or national office. Create a guide for voters to use when making decisions on
Election Day.
 Investigate a school issue that has a community impact. Prepare a brief speech to deliver to
the civic league, school board, or school administration about your concerns, and offer possible
solutions.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.6d
The student will apply social science skills to understand the American constitutional government at the national level by
d) describing the roles and powers of the executive branch.
Essential Understandings
The executive branch plays a key
role in the policymaking process.
Presidential power has grown in
the years since the Constitution
was ratified, but there are limits
on what the president can and
cannot do.
Essential Knowledge
Ways the executive branch influences policymaking
 Delivering an annual speech to Congress (State of the Union address)
 Proposing legislation
 Approving or vetoing legislation
 Appointing officials who help carry out the laws
 Issuing executive acts/orders
 Appealing directly through the media and communications with citizens
Cabinet departments, agencies, and regulatory groups execute the laws.
The president exercises power as
 chief of state: ceremonial head of the government
 chief executive: head of the executive branch of government
 chief legislator: proposer of the legislative agenda
 commander-in-chief: head of the nation’s armed forces
 chief diplomat: American foreign policy leader
 chief of party: leader of the political party that controls the executive branch
 chief citizen: representative of all of the people.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.9d
The student will apply social science skills to understand the judicial systems established by the Constitution of Virginia and the
Constitution of the United States by
d) explaining how due process protections seek to ensure justice.
Essential Understandings
The right to due process of law is
outlined in the 5th and 14th
Amendments to the Constitution
of the United States.
Due process of law protects
against unfair governmental
actions and laws.
Essential Knowledge
Term to know
 due process of law: The constitutional protection against unfair governmental actions and laws
Due process protections
 The 5th Amendment prohibits the national government from violating due process.
 The 14th Amendment prohibits state and local governments from violating due process.
The Supreme Court has extended the guarantees of the Bill of Rights, based upon the due process
clause.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.7a
The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
Essential Understandings
Essential Knowledge
Political and economic conditions
in Europe following World War I
led to the rise of fascism and to
World War II.
Causes of World War II
 Economic devastation in Europe resulting from World War I:
o Worldwide depression
o High war debt owed by Germany
o High inflation
o Massive unemployment
 Political instability marked by the rise of Fascism:
o Fascism is a political philosophy in which total power is given to a dictator; individual freedoms are
denied; and nationalism and, often, racism are emphasized.
o Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), and Hideki Tojo (Japan).
o These dictators led the countries that became known as the Axis Powers.
The rise of fascism threatened
peace in Europe and Asia.
As conflict grew in Europe and
Asia, American foreign policy
evolved from neutrality to direct
involvement.
The Allies
 Democratic nations (the United States, Great Britain, Canada) were known as the Allies. The Soviet
Union joined the Allies after being invaded by Germany.
 Allied leaders included Franklin D. Roosevelt and, later, Harry S. Truman (United States), Winston
Churchill (Great Britain), and Joseph Stalin (Soviet Union).
Gradual change in American policy from neutrality to direct involvement
 Isolationism (Great Depression, legacy of World War I)
 Economic and military aid to Allies (Lend-Lease program)
 Direct involvement in the war
War in the Pacific
 Rising tension developed between the United States and Japan because of Japanese aggression in
East Asia and the Pacific region.
 On December 7, 1941, Japan attacked the United States at Pearl Harbor.
 The United States declared war on Japan.
 Germany declared war on the United States.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.7b
The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
b) locating and describing the major events and turning points of the war in Europe and the Pacific;
Essential Understandings
Despite initial Axis success in
both Europe and the Pacific, the
Allies persevered and ultimately
defeated Germany and Japan.
The Holocaust is an example of
prejudice, discrimination, and
genocide taken to the extreme.
Essential Knowledge
Major events and turning points of World War II
 Germany invaded Poland, setting off war in Europe. The Soviet Union also invaded Poland and the
Baltic nations.
 Germany invaded France and captured Paris.
 Germany bombed London, and the Battle of Britain began.
 The United States gave Britain war supplies and old naval warships in return for military bases in
Bermuda and the Caribbean (Lend-Lease).
 Japan bombed Pearl Harbor.
 After Japan bombed Pearl Harbor, Germany declared war on the United States.
 The United States declared war on Japan and Germany.
 The United States was victorious over Japan in the Battle of Midway. This victory was the turning point
of the war in the Pacific.
 Germany invaded the Soviet Union. The Soviet Union defeated Germany at Stalingrad, marking the
turning point of the war in Eastern Europe.
 American and other Allied troops landed in Normandy, France, on D-Day to begin the liberation of
Western Europe.
 The United States dropped two atomic bombs on Japan (Hiroshima and Nagasaki) in 1945, forcing
Japan to surrender and ending World War II.
The Holocaust
 Anti-Semitism
 Aryan supremacy
 Systematic attempt to rid Europe of all Jews
 Tactics:
o Boycott of Jewish stores
o Discriminatory laws
o Segregation
o Ghettos
o Imprisonment and killing of Jews and others in concentration camps and death camps
 Liberation by Allied forces of Jews and others who survived in concentration camps
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.7c
The student will apply social science skills to understand the major causes and effects of American involvement in World War II by
c) explaining and evaluating the impact of the war on the home front.
Essential Understandings
Essential Knowledge
World War II affected every
aspect of American life.
American involvement in World War II brought an end to the Great Depression. Factories and workers
were needed to produce goods to win the war.
Americans were asked to make
sacrifices in support of the war
effort and the ideals for which
Americans fought.
Thousands of American women (e.g., Rosie the Riveter) took jobs in defense plants during the war.
Americans at home supported the war by conserving and rationing resources (e.g., victory gardens, ration
books, scrap drives).
The need for workers temporarily broke down some racial barriers (e.g., hiring in defense plants),
although discrimination against African Americans continued.
While many Japanese Americans served in the armed forces, others were treated with distrust and
prejudice, and many were forced into internment camps in the United States.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT X: The Cold War - The United States Becomes a Superpower
KEY HISTORY CONCEPTS: In this unit, the students will understand that:
● after WWII the world was dominated by two superpowers- the United States and the Soviet Union.
● the USA and USSR had VERY different beliefs about government and its role in the economy: capitalism and democracy vs.
communism.
● this difference in beliefs led to the Cold War- a stand-off between the world’s two superpowers and a race for power, allies, and
nuclear weapons that lasted for 45 years.
● U.S. political beliefs and values, and the desire to contain communism, led the USA to rebuild Europe and Japan.
● as a superpower, the USA took on a much larger role in the world and engaged in extensive military action to contain communism
in places like Korea and Vietnam.
● the United Nations was created to keep the peace.
● new technologies continued to develop, including nuclear weapons, jet engines, and computers, and continued to have an
increasing impact on American life.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize that:
● the USA and the USSR are on opposite sides of the continuum of government intervention in the economy.
● the founding American principles and documents inspired U.S. involvement in rebuilding Japan, the Marshall Plan, and the creation
of the United Nations and NATO.
● the media played an important role in keeping the public informed about our actions in Vietnam and contributed to the mass
protests against war.
● the importance of the Separation of Powers and Checks and Balances as they relate to the use of the military during the Cold War
and the War Powers Act.
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; and
d) determining the accuracy and validity of information by separating fact and opinion and recognizing bias.
SOL CE.10
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by
a) examining the impact of the media on public opinion and public policy; and
b) describing how individuals and interest groups influence public policy.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL CE.11
The student will apply social science skills to understand how economic decisions are made in the marketplace by
b) comparing and contrasting how traditional, free market, command, and mixed economies decide how to allocate their limited resources.
SOL USII.8
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as
superpowers, and the establishment of the United Nations;
b) describing the conversion from a wartime to a peacetime economy;
c) examining the role of the United States in defending freedom during the Cold War, including the wars in Korea and Vietnam,
the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women,
and minorities; and
e) evaluating and explaining the impact of international trade and globalization on American life.
ENDURING UNDERSTANDING: A difference in beliefs about the proper role of government in society and the economy can lead to conflict
within a nation and among nations, and can have global consequences.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did economic and political differences lead to the Cold War? How did this
conflict affect the U.S. economy and society? How does the media portrayal of a war impact citizens’ cooperation?
PREVIEW ACTIVITY: Read The Butter Battle Book by Dr. Seuss aloud to the class. It would be ideal to have it on a PowerPoint or have
multiple copies available so students could easily follow along. (See Google Drive folder.) As you read, ask students to write down each
time the situation escalates. After reading, ask students to reflect on these questions: Why were the two groups at war? Why do you think
they kept building bigger and bigger weapons? How could this story have ended? In small groups, create a short skit to illustrate one way
the story could have ended.
Talk with students about the deeper meaning of the book: Dr. Seuss wrote it as a political statement against the Cold War and to illustrate
Mutual Assured Destruction. Guide students to identify which side represents the USA (Yooks- blue) and which the USSR (Zooks – red)
and look for other examples of symbolism in the book. You can also discuss whether it is a good representation of the Cold War. Many
people argue that The Butter Battle Book was Dr. Seuss’ most controversial work. It has been criticized for the sense of fear it builds and for
the uncertain ending. It has also been criticized for oversimplifying the very real differences between the USA and the USSR during the
Cold War. Read a review of the book from The National Review, July 27, 1984,
http://findarticles.com/p/articles/mi_m1282/is_v36/ai_3363441/ in which the author accuses Seuss of trivializing those differences and
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
suggests that the standoff actually helped to keep the peace. Encourage students to keep these ideas in mind as they study this long
conflict.
TEXTBOOK ALIGNMENT: SEE FILES
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play
in a democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
V: Civil Rights Movements - Citizens Work for Justice
14 Days
25 Days
October-November
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the
government adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
7 Days
25 Days
February
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be additional
days of instruction after the SOL
Test)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
LITERATURE AND OTHER RESOURCES:
LITERATURE
And One For All by Theresa Nelson – Geraldine’s close relationship with her older brother Wing and his friend Sam changes when Wing
joins the Marines and Sam leaves for Washington, DC to join a peace march.
The Runner by Cynthia Voight – Set in the turbulent 1960’s, Bullet Tillerman must deal with both the integration of public schools and the
Vietnam War.
Catch a Tiger by the Toe by Ellen Levine – Set in the Bronx during the McCarthy era, twelve-year-old Jamie’s dad is fired from his job and
tried as a Communist.
The Butter Battle Book by Dr. Seuss - a man explains to his grandson the conflict that divides the Yooks and the Zooks in Dr. Seuss’
cautionary tale of the Cold War. Picture book
The Purple Heart by Marc Talbert - When his wounded father is sent home early from Vietnam, Luke finds it difficult to adjust.
Where Have All the Flowers Gone? The Diary of Molly MacKenzie Flaherty by Ellen Emerson White - In 1968 Massachusetts, after her
brother Patrick goes to fight in Vietnam, 15-year-old Molly records in her diary how she misses her brother, volunteers at a Veterans'
Administration Hospital, and tries to make sense of the Vietnam War and tumultuous events in the United States. Dear America series
Lost in the War – by Nancy Antle - Twelve-year-old Lisa Grey struggles to cope with a mother whose traumatic experiences as a nurse in
Vietnam during the war are still haunting her. Dear America series.
Little Cricket by Jackie Brown - After the upheaval of the Vietnam War reaches them, twelve-year-old Kia and her Hmong family flee from
the mountains of Laos to a refugee camp in Thailand and eventually to the alien world of Saint Paul, Minnesota.
The Journal of Patrick Seamus Flaherty: United States Marine Corps by Ellen Emerson White - An 18-year-old Marine records in a journal
his experiences in Vietnam during the siege of Khe Sanh. Dear America series.
The Wall by Eve Bunting – A boy travels to the Vietnam Veterans Memorial with his father to find his grandfather’s name. Picture book.
DVDS
WEBSITE
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics
Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students
should know to successfully understand course content and pass the SOL exams.
CIVICS and ECONOMICS VOCABULARY
HISTORY VOCABULARY
Accuracy
Free Market Economy
Containment
Soviet Union (USSR)
Bias
Mass Media
Cuban Missile Crisis
Space Race
Capitalism
Mixed Economy
Foreign Policy
Superpower
Command Economy
Op-Ed Pieces
Korean War
United Nations
Communism
public policy
Marshall Plan
Vietnam War
Democracy
public opinion
NATO
Warsaw Pact
Economic System
Source
Nuclear Weapons
Editorials
First Amendment
Rights
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1b
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
b) analyzing how political and economic trends influence public policy, using demographic information and other data sources;
Essential Understandings
Analysis includes identifying
important trends based on
demographic information and
other data sources.
Demographic information is often
used by governments and
businesses in the development of
policies and decisions.
Demographic information is
presented in a variety of forms,
including the following:
 Election data
 Economic data
 Census data
Experiences may include but are not limited to the following:
 Use data to determine how a current issue (e.g., immigration, civil rights) has changed over time and
resulted in public policy actions.
 Determine how the role of the media changed over three different campaigns for an elected office.
Analyze the political and economic trends that influenced the media coverage.
 Determine how the function of political institutions has changed over time due to the influence of public
policy, demographics, and political ideals.
 Examine the role of media and its impact on public policy over time.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.1d
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible
citizenship by
d)
determining the accuracy and validity of information by separating fact and opinion and recognizing bias;
Essential
Experiences may include but are not limited to the following:
Understandings
Not all primary and secondary
sources are reliable and accurate.
The context from the time period
of the primary or secondary
source can influence the
information included.
It is critical to determine the
accuracy and validity of
information and recognize bias to
draw informed conclusions, solve
problems, and make informed
decisions.
Facts can be verified with
evidence while opinions cannot.
Bias is partiality in favor of or
against one thing, person, or
group compared with another.
 Develop criteria or questions to evaluate a source. Consider the following when evaluating a source:
o Timeliness of the information
o Importance of the information
o Source of the information
o Reliability, truthfulness, and correctness of the content
o Reason the information exists
 Select an event or issue. Explore multiple sources that report the same event or issue. Examine the
information to determine the accuracy and validity of the sources. Events or issues may include the
following:
o Presidential election
o School board election
o Action taken by local district court
o Legislation passed by the Virginia General Assembly
o Expansion of an Internet company
o Foreign acquisition of an American company
o Trade agreement between the United States and another nation
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.10a
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
a) examining the impact of the media on public opinion and public policy;
Essential Understandings
The media inform policymakers
and influence public policy.
Essential Knowledge
Ways the media play an important role in setting the public agenda
 Focusing public attention on selected issues
 Offering a forum in which opposing viewpoints are communicated
 Holding government officials accountable to the public
Government officials use the media to communicate with the public.
Strategies for evaluating media
 Separating fact from opinion
 Detecting bias
 Evaluating sources
 Identifying propaganda
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.10b
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
b) describing how individuals and interst groups influence public policy;
Essential Understandings
Individuals and interest groups
influence public policy.
Essential Knowledge
Term to know
 lobbying: Seeking to influence legislators to introduce or vote for or against a bill
Individuals can influence public policy by
 participating in politics (e.g., voting, campaigning, seeking office)
 joining interest groups.
Individuals and interest groups influence public policy by
 identifying issues
 making political contributions
 lobbying government officials
 expressing opinions (e.g., through lobbying, demonstrating, writing letters or e-mail, using social
media).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.11b
The student will apply social science skills to understand how economic decisions are made in the marketplace by
b) comparing and contrasting how traditional, free market, command, and mixed economies decide how to allocate their limited
resources.
Essential Understandings
Essential Knowledge
Every country must develop an
economic system to determine
how to use its limited productive
resources.
The key factor in determining the
type of economy a country has is
the extent of government
involvement.
The greater the amount of
decision making that is left to the
individual, the closer a system is
to a free market system.
The greater the amount of
decision making that is left to a
centralized authority, the closer
the system is to a command
system.
The basic questions of economics
 What will be produced?
 How will it be produced?
 For whom will it be produced?
 Each type of economy answers the basic questions differently.
Traditional economy
 Economic decisions are based on custom and historical precedent.
 People often perform the same type of work as their parents and grandparents, regardless of ability or
potential.
Free market economy
 Private ownership of property/resources
 Profit motive
 Competition
 Consumer sovereignty
 Individual choice
 Minimal government involvement in the economy
Command economy
 Central ownership (usually by government) of property/resources
 Centrally planned economy
 Lack of consumer choice
Mixed economy
 Individuals and businesses are owners and decision makers for the private sector.
 The government is owner and decision maker for the public sector.
 The government’s role is greater than in a free market economy and less than in a command economy.
 Most economies today, including the United States economy, are mixed economies.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.8a
The student will apply social science skills to understand of the economic, social, and political transformation of the United States and
the world between the end of World War II and the present by
a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as
superpowers, and the establishment of the United Nations;
Essential Understandings
The Allied victory in World War II
led to the emergence of the
United States and the Soviet
Union as global superpowers.
The United States’ involvement in
World War II reshaped America’s
role in world affairs.
Essential Knowledge
Much of Europe was in ruins following World War II. Soviet forces occupied most of Eastern and Central
Europe and the eastern portion of Germany. The United States believed it was in its best interest to help
rebuild Europe and prevent political and economic instability.
Rebuilding efforts
 The United States instituted George C. Marshall’s plan to rebuild Europe (the Marshall Plan), which
provided massive financial aid to rebuild European economies and prevent the spread of communism.
 Germany was partitioned into East and West Germany. West Germany became democratic and
resumed self-government after a few years of American, British, and French occupation. East Germany
remained under the domination of the Soviet Union and did not adopt democratic institutions.
 Following its defeat, Japan was occupied by American forces. It soon adopted a democratic form of
government, resumed self-government, and became a strong ally of the United States.
Establishment of the United Nations
 The United Nations was formed near the end of World War II to create a body for the nations of the
world to try to prevent future global wars.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.8b
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
b) describing the conversion from a wartime to a peacetime economy;
Essential Understandings
The economic, social, and
political climate of the United
States changed after World War II
because of the development of
new technologies, changes in
mass media, and growth of mass
markets.
Essential Knowledge
Reasons for rapid growth of the American economy following World War II
 With rationing of consumer goods over, businesses converted from production of war materials to
consumer goods.
 Americans purchased goods on credit.
 The work force shifted back to men, and most women returned full time to family responsibilities.
 Labor unions merged and became more powerful; workers gained new benefits and higher salaries.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.8c
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
c) examining the role of the United States in defending freedom during the Cold War, including the wars in Korea and Vietnam, the
Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges;
Essential
Understandings
The United
States and the
Soviet Union
emerged from
World War II as
world powers,
triggering a
rivalry over
ideology and
national security.
The Cold War
was the central
organizing
principle in global
affairs for over 40
years.
Essential Knowledge
Term to know
 Cold War: The state of tension without actual fighting between the United States and the Soviet Union, which divided the world into two camps
Origins of the Cold War
 Differences in goals and ideologies between the United States and the Soviet Union (the two superpowers); the United States was democratic and
capitalist while the Soviet Union was dictatorial and communist
 The Soviet Union’s domination over Eastern European countries (Iron Curtain)
 American policy of containment (to stop the spread of communism)
 North Atlantic Treaty Organization (NATO) vs. Warsaw Pact (defense alliances)
Major conflicts in the post-World War II era that reflected Cold War tensions
 South Korea and the United States resisted Chinese and North Korean aggression. The conflict ended in a stalemate.
 Disagreements arose between the United States and the Soviet Union over the status of Berlin, eventually leading to the construction of the Berlin
Wall.
 The Cuban Missile Crisis occurred when the Soviet Union placed missiles in Cuba. The Soviets removed the missiles in response to a United States
blockade of Cuba, and the United States removed missiles from Turkey.
 The United States intervened to stop the spread of communism into South Vietnam (domino theory). Americans were divided over whether the
United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which United States troops withdrew.
 The Space Race between the United States and the Soviet Union was a contest to gain technological superiority (e.g., Sputnik, landing on the
moon).
 The Arms Race was the stockpiling of nuclear weapons as a deterrent to nuclear war.
Collapse of communism in Europe
 Breakup of the Soviet Union into independent countries
 Destruction of the Berlin Wall
New challenges
 Role of United States military intervention
 Environmental challenges
 Global issues, including trade, jobs, diseases, energy
 Rise/emergence of China as a global economic and military power
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.8d
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans,
women, and minorities;
Essential Understandings
Essential Knowledge
The United States experienced
an economic boom and social
transformation after World War II
that changed the way most
Americans lived and worked.
Factors leading to changing patterns in United States society
 Strong economy (healthy job market, increased productivity, increased demand for American products)
 Greater investment in education so Americans would have the ability to compete globally (National
Defense Education Act)
 The “baby boom,” which led to changing demographics
 Interstate highway system
 Evolving role of women (expected to play a supporting role in the family while increasingly working
outside the home)
 Large number of women entering the labor force
 Expansion of human rights
 African Americans’ aspirations for equal opportunities
Policies and programs expanding educational and employment opportunities
 The G.I. Bill of Rights gave educational, housing, and employment benefits to veterans.
 Harry S. Truman desegregated the armed forces.
 Civil Rights legislation led to increased educational, economic, and political opportunities for women
and minorities.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.8e
The student will apply social science skills to understand the economic, social, and political transformation of the United States and the
world between the end of World War II and the present by
e) evaluating and explaining the impact of international trade and globalization on American life.
Essential Understandings
After World War II, there was an
increase in globalization,
international trade, and
interdependence.
Essential Knowledge
Globalization is the linking of nations through trade, information, technologies, and communication.
Globalization involves increased integration of different societies.
Interdependence involves nations, countries, and societies depending on one another for goods, services,
action, or influence.
During the two decades following World War II, international trade expanded at a rapid pace.
Impact of globalization and international trade on American life
 Improvement of all communications (e.g., travel, telecommunications, Internet)
 Availability of a wide variety of foreign-made goods and services
 Outsourcing of jobs and decline of some American cities and industries
 Rise of international corporations
 Shift from manufacturing to a high-tech and service economy
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
UNIT XI: How is Government Changing to Meet the Needs of the 21st Century?
KEY HISTORY and CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize current issues facing Virginia and the
United States, including the increasing cost of political campaigns and the effects of big money on elections, as well as an increasingly global
economy. In this unit, students will understand that:
● the rising cost of political campaigns requires greater financial resources and can lead to a greater influence of groups like PACs on
elections. (The Citizens United Case would be a good issue to discuss to illustrate the effect campaign contributions have on elections.)
● the strategies for evaluating campaign speeches, literature and advertisements.
● the role of the media in elections (areas of historical focus could include the Nixon-Kennedy election and the impact of the televised
debates, the increasing use of campaign commercials, and a look at how Reagan used television to his advantage.)
● reasons why citizens fail to vote.
● factors that will predict if a citizen will vote.
● the role of third parties in elections, starting with Theodore Roosevelt.
● increasing globalization means that international events can have an impact on state and local decision-making.
● the Virginia and U.S. economies are increasingly connected to the global economy.
● technological innovations have contributed to this increasing globalization.
● 9/11 and other international events affect local government decisions.
STANDARDS OF LEARNING: This unit will address the following objectives:
Note: Power Standards below are indicated in bold.
SOL CE.5
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
a) describing the functions of political parties;
b) comparing and contrasting political parties;
c) analyzing campaigns for elective office, with emphasis on the role of the media;
d) evaluating and explaining the role of campaign contributions and costs; and
f) describing the role of the Electoral College in the election of the president and vice president.
SOL CE.10
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by
c) describing the impact of international issues and events on local decision making.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
SOL CE.14
The student will apply social science skills to understand personal finance and career opportunities by
a) identifying talents, interests, and aspirations that influence career choice;
b) identifying human capital such as attitudes and behaviors that strengthen the individual work ethic and promote career success;
c) identifying human capital such as abilities, skills, and education and the changing supply of and demand for them in the economy;
d) examining the impact of technological change and globalization on career opportunities;
e) describing the importance of education to lifelong personal finances; and
f) analyzing the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments,
purchases, contractual agreements, warranties, and guarantees.
SOL USII.9
The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and
early twenty-first centuries by
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life;
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically; and
d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.
ENDURING UNDERSTANDINGS: Federal, state and local governments will need to be flexible to meet the challenges of increasing
globalization. A democracy depends on citizens being aware of current issues and making informed decisions, especially in the voting booth.
CONCEPTUAL UNIT QUESTIONS (Essential Questions): How can state and local governments respond to the challenges of the 21st
century? What does it mean to make an informed decision? What role does money play in politics?
PREVIEW ACTIVITY: Ask students to read through newspapers or news websites to find articles about state or local governments in Virginia.
Ask them to note: what part of government is involved, and what role of government is being described?
Collect and play popular media clips of several candidates for the current election. Based on those clips have students rate the candidates.
Then as a group lead a discussion about why each student rated the candidates the way they did.
TEXTBOOK ALIGNMENT: SEE FILES
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
PACING GUIDE:
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. Introduction and Review of 6th Grade Content
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a
democracy?
II: Reconstruction – Extending Citizenship to Freedmen
7 Days
September-October
III: An Expanding Nation Leads to an Expansion of Citizenship
14 Days
October
IV: Progressives – How Citizens Influence Government
V: Civil Rights Movements - Citizens Work for Justice
14 Days
25 Days
October-November
November-December
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government
adapt to meet the changing needs of society? What role should the United States play in the world?
VI: The Rise of Big Business and Government’s Expanding Role in the Economy
20 Days
January
VII: The Changing Role of the United States in the World: Imperialism and WWI
VIII: Boom To Bust - The Role of Government Expands
7 Days
25 Days
February
February-March
IX: World War II Broadens The Role of the United States in The World
15 Days
March-April
X: Cold War - The United States Becomes a Superpower
7 Days
April
XI: How is Government Changing to Meet the Needs of The 21st Century?
15 Days
May-June
Total:
@ 160 Days
(there may still be additional
days of instruction after the SOL
Test)
LITERATURE AND OTHER RESOURCES:
LITERATURE
Nothing But the Truth by Avi – A ninth-grader’s suspension for singing “The Star-Spangled Banner” during homeroom becomes a national news
story.
Zlata’s Diary by Zlata Filipovic - This is a true diary of an 11-year-old girl describing life in Sarajevo nearly eight months before the shelling
began. It chronicles the wartime culture she experienced during that time.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
DVDS
WEBSITES
Picturing America: http://picturingamerica.neh.gov/
Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org
Scholastic: Our America section – includes activities and readings for each time period
http://teacher.scholastic.com/activities/our_america/index_noflash.htm
Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good
introduction to and review of certain topics Eyewitness to History: stories about history from people who witnessed it.
http://www.eyewitnesstohistory.com/
Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/
The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American
History http://www.americanhistory.si.edu/militaryhistory/
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should
know to successfully understand course content and pass the SOL exams.
ELECTION VOCABULARY
Campaign contributions
PAC - Political Action
Special Interest Groups
Debt
NSA - National Security
Group
Agency
campaign finance reform
Party Platform
Third Parties
Economic Development
Public Safety
Candidate
political campaign
Primary election
Globalization
Telecommunications
Democrat
political party *
Republican
Global Climate Change
General Election
Electoral College
Political Convention
Slate of Electors
interstate highway
Informed Decision
system
Nominee
CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing
LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc
SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework,
outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this
unit is studied.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5a
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
a) describing the functions of political parties;
Essential Understandings
Essential Knowledge
Political parties play a key role in
government and provide
opportunities for citizens to
participate in the political process.
Functions of political parties
 Recruiting and nominating candidates
 Educating the people about campaign issues
 Helping candidates win elections
 Monitoring actions of officeholders
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5b
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
b) comparing and contrasting the similarities and differences of political parties;
Essential Understandings
A two-party system characterizes
the American political process.
Although third parties rarely win
elections, they can play an
important role in public politics.
Essential Knowledge
Similarities between parties
 Organize to win elections
 Influence public policies
 Reflect both liberal and conservative views on the political spectrum
 Define themselves in a way that wins majority support by appealing to the center of the political
spectrum
Differences between parties
 Stated in party platforms and reflected in campaigning
Third parties (e.g., Green Party, Constitution Party, Libertarian Party)
 Introduce new ideas and/or press for a particular issue
 Often take votes away from the two major parties
 Often revolve around a political personality (e.g., Theodore Roosevelt)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5c
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
c) analyzing campaigns for elective office, with emphasis on the role of the media;
Essential Understandings
Voters evaluate information
presented in political campaigns
to make informed choices among
candidates.
The media play an important role
in the political process.
Essential Knowledge
Strategies for evaluating campaign speeches, literature, and advertisements for accuracy
 Separating fact from opinion
 Detecting bias
 Evaluating sources
 Identifying propaganda
Mass media roles in elections
 Identifying candidates
 Emphasizing selected issues
 Writing editorials, creating political cartoons, publishing op-ed pieces, posting to social media and blogs
 Broadcasting different points of view
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5d
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
d) evaluating and explaining the role of campaign contributions and costs;
Essential Understandings
Running for political office can be
very expensive.
Essential Knowledge
Rising campaign costs
 require candidates to conduct extensive fund-raising activities
 limit opportunities to run for public office
 give an advantage to wealthy individuals who run for office
 encourage the development of political action committees (PACs) and Super PACs
 give issue-oriented special-interest groups increased influence.
Campaign finance reform
 Rising campaign costs have led to efforts to reform campaign finance laws.
 Limits have been placed on the amount individuals may contribute to political candidates and
campaigns; however, individuals, business, and unions can donate unlimited amounts to PACs and
Super PACs (Citizens United v. Federal Election Commission).
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.5f
The student will apply social science skills to understand the political process at the local, state, and national levels of government by
f) describing the role of the Electoral College in the election of the president and vice president.
Essential Understandings
Essential Knowledge
The Electoral College process is
used to select the president and
vice president of the United
States.
The Electoral College casts the official vote for president and vice president.
The number of electors of each state is based on each state’s congressional representation (the number
of United States senators plus the number of representatives in the House).
Electoral College process
 Each political party chooses its slate of electors.
 After the popular vote, the electors cast their official votes.
 Most states have a “winner-take-all” system that awards all electors to the winning presidential
candidate.
 Candidates need 270 electoral votes to win, which favors the two-party system.
The winner-take-all system leads to the targeting of densely populated states for campaigning, although
candidates must pay attention to less populated states and swing states whose electoral votes may make
the difference in tight elections.
In most states, the party that wins the popular vote has its slate of electors cast the official vote for the
president.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.10c
The student will apply social science skills to understand how public policy is made at the local, state, and national levels of
government by
c) describing the impact of international issues and events on local decision making.
Essential Understandings
Local governments may be
required to formulate, adopt, and
implement public policies in
response to international issues
and events.
Essential Knowledge
International issues and events that would require policy decisions by local government officials could
include the following:
 Public health concerns in the event of a pandemic
 Public safety in the event of an act of terrorism
 Economic development policies in response to the emerging global economy
 Policies to protect the environment (e.g., wildlife protection)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD CE.14a, b, c, d, e, f
The student will apply social science skills to understand personal finance and career opportunities by
a) identifying talents, interests, and aspirations that influence career choice;
b) identifying human capital such as attitudes and behaviors that strengthen the individual work ethic and promote career success;
c) identifying human capital such as abilities, skills, and education and the changing supply of and demand for them in the economy;
d) examining the impact of technological change and globalization on career opportunities;
e) describing the importance of education to lifelong personal finances; and
f) analyzing the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments,
purchases, contractual agreements, warranties, and guarantees.
Essential Understandings
Essential Knowledge
An awareness of personal talents, Human capital refers to the combination of a person’s education, knowledge, skill, experience, health,
training, and talent. People develop their human capital through formal and informal education. People
interests, and aspirations is
who have invested in their own human capital have the potential to produce more, earn more, and choose
needed to select a career.
a career that is satisfying to them.
Attitudes and behaviors that
Career planning starts with self-assessment.
support a strong work ethic
enhance career success.
Employers seek employees who demonstrate the attitudes and behaviors of a strong work ethic.
There is a correlation among
Higher skill and/or education levels generally lead to higher incomes.
skills, education, and income.
Changes in technology influence
the abilities, skills, and education
needed in the work force.
Supply and demand also influence job income.
Employers seek individuals who have kept pace with technological changes by updating their skills.
Technological advancements create new jobs in the workplace.
Technology and information flows permit people to work across international borders. This structure
creates competition from foreign workers for United States jobs but also may create opportunities for
United States workers to work for companies based in other countries.
Being fiscally responsible includes making careful spending decisions, saving and investing for the future,
having insurance, keeping to a budget, and using credit wisely, as well as understanding how contracts,
warranties, and guarantees can protect the individual.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.9b
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life;
Essential Understandings
The period following World War II
leading up to the early twenty-first
century marked the “information
age.” New technologies in
communication, entertainment,
and business dramatically
changed American life.
Essential Knowledge
Industries benefiting from new technologies
 Airline industry (jet engine)
 Automobile industry and interstate highway system
 Mining industry
 Entertainment and news media industries
 Exploration of space
 Computer industry
 Satellite systems, telecommunications industry
 Internet, social media
Impact of new technologies on American life
 Increased domestic and international travel for business and pleasure
 Greater access to news and other information
 Cheaper and more convenient means of communication
 Greater access to heating and air-conditioning improved the quality of life and encouraged population
growth in certain areas of the country
 Decreased regional variation resulting from nationwide access to the same entertainment and
information provided by national television and radio programming, Internet services, and computer
games
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.9c
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically;
Essential Understandings
Representative citizens have
contributed to and influenced
America scientifically, culturally,
academically, and economically.
Essential Knowledge
Examples including but not limited to…
There have been contributions and influence of individuals during the second half of the twentieth and
early twenty-first centuries who have changed America:
 Scientific advancements include those related to medicine, technology, environment, and space.
 Cultural advancements include those related to music, media, art, communication, technology, and
architecture.
 Academic advancement include contributions to a field of study.
 Economic advancements include those related to banking, business, and industry.
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
STANDARD USII.9d
The student will apply social science skills to understand the key domestic and international issues during the second half of the
twentieth and early twenty-first centuries by
d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.
Essential Understandings
American foreign policy,
immigration policies, energy
policies, and environmental
policies affect people both in the
United States and in other
countries.
Key domestic and international
issues since World War II have
helped to shape the United States
government’s relationship with its
citizens and other nations.
Essential Knowledge
Foreign policy
 Changes in terrorist activities
 Varied global conflicts
 Changing relationships with other nations
Immigration
 Changing immigration policies
 More people try to immigrate to the United States than are allowed by law
Global environment
 Policies to protect the global environment
 Debate over climate change
 Conservation of water and other natural resources
Other issues
 Safety and security (Homeland Security Act)
 Energy issues (dependence on foreign oil)
 World health issues (global pandemics)
Arlington Public Schools
Social Studies Curriculum 2016
GRADE 7: U.S. History, Civics & Economics from 1865 to the Present
Textbook Alignment Chart
Grade 7- United States History Civics and Economics Part 1
Textbook: America: History of Our Nation: Civil War to Present (Pearson)
UNIT I: 6th Grade Review
Units
Student Textbook Pages
See textbook alignment Grade 6
UNIT II: Reconstruction – Extending Citizenship to Freedmen
Pages 542-573
UNIT III: An Expanding Nation Leads to an Expansion of
Citizenship
Pages 574-639
UNIT IV: Progressives - How Citizens Influence Government
Pages 640-675
UNIT V: Civil Rights Movements - Citizens Work for Justice
Pages 870-931- Also reference Civics in Practice and Civics Online
UNIT VI: Government’s Role in the Economy Expands: The Rise
of Big Business
Pages 604-675
UNIT VII: The Changing Role of the United States in the World:
Imperialism and WWI
Pages 676-731
UNIT VIII: Boom To Bust - The Role of Government Expands
Pages 732-797
UNIT IX: World War II Broadens the Role of the United States in
the World
Pages 798-831
UNIT X: Cold War - The United States Becomes a Superpower
Pages 832-869 and 902-931
UNIT XI: How is Government Changing to Meet the Needs of the
21st Century?
Pages 932-987