Unit: #1 Geography/Native American
Grade: 7th
Number
Performance Indicators to be mastered in this unit:
SS
1.1.1
Performance Indicator
explore the meaning of American culture by identifying the key ideas,
beliefs, and patterns of behavior, and traditions that help define it and
unite all Americans
SS
complete well-documented and historically accurate case studies about
1.3.1
individuals and groups who represent different ethnic, national, and religious
groups, including Native American Indians, in New York State and the
United States at different times and in different locations
SS
classify major developments into categories such as social, political,
1.3.4 economic, geographic, technological, scientific, cultural, or religious or
different ethnic, national and religious groups, including Native American
Indians, in the US, explaining their contributions to American society and
culture
SS
consider the sources of historic documents, narratives, or artifacts and
1.4.1
evaluate their reliability
SS
know the social and economic characteristics, such as customs, traditions,
2.1.1
child-rearing practices, ways of making a living, education and socialization
practices, gender roles, foods, and religious and spiritual beliefs that
distinguish different cultures and civilizations
SS 2.1.2 know some important historic events and developments of past civilizations
SS 3.1.1 map information about people, places, and environments
SS
investigate why people and places are located where they are located and
3.1.2 what patterns can be perceived in these locations
SS
describe the relationships between people and environments and the
3.1.3 connections between people and places
SS
understand the characteristics, functions, and applications of maps, globes,
3.1.4 aerial and other photographs, satellite-produced images, and models (Taken
from National Geography Standards, 1994)
SS
present geographic information in a variety of formats, including maps,
3.2.1 tables, graphs, charts, diagrams, and computer generated models
SS
interpret geographic information by synthesizing data and developing
3.2.2 conclusions and generalizations about geographic issues and problems
SS 5.1.2
7S2
7S4
7S5
7S6
7S11
7W1
7W2
7W3
7W6
7W7
7W8
7W14
7W22
7W30
7W31
7W34
7W35
7W42
7L1
7L3
7L5
7L6
7L7
7L8
7R1
7R 2
7R 3
7R 4
consider the nature and evolution of constitutional democracies
Use courtesy, example: avoid sarcasm, ridicule, dominating the conversation
and interrupting
Provide feedback by asking questions
Contribute to group discussions by offering comments to clarify ideas &
information
Ask & respond to questions to clarify an opinion, judgment, or information
Explain social, historical, & cultural features of text
Draw or write facts & ideas gathered from personal experience
Share writing & drawings with others
Develop original organized texts that contain characters, simple plot, &
setting using descriptive lang. to create a vivid image & using author’s voice
Use literary devices
Use creative language
Sequence events to advance a plot
Write 3 pages identify & describe character & their motivations
Demonstrate understanding of plot & theme
Identify an appropriate format for sharing info. w/ intended audience
Use paragraphing to organize ideas & information
Use effective vocabulary in expository writing
State a main idea, theme, or opinion & provide supporting details
Write personal reactions about experiences, events, & observations using a
form of social communication
Recognize social, historical, & cultural features in presentations of texts
Recall significant ideas & details
Listen to class lectures & small group/classroom discussions to comprehend
& interpret text, & plan writing
Listen to & follow multi step directions that provide info. about a task or
assignment
Participate as a listener in social conversation w/ 1 or more friends or
acquaintances
Use note taking and graphic organizers to record & organize info. & ideas
recalled from texts read aloud
Select texts on the basis of personal choice/interest or teacher selected
criteria from a variety of genres & authors
Read silently or aloud from a variety of genres, authors, and themes
Share reading experiences to build relationships with peers or adults
Compare motives of characters, causes of events, & importance of setting
to people, events & places in their own lives
7R 5
7R 6
Interpret characters, plot, setting, using evidence from text
Interpret characters, plot, setting, theme, author’s purpose & dialogue,
using evidence from text
7R 8 Recognize recurring themes in different texts
7R 9 Interpret theme using evidence from text
7R 14 Determine how the use and meaning of literary devices, such as symbolism,
metaphor, simile, foreshadowing, illustrations, flashback, & personification
convey the author’s message
7R 27 Identify & interpret literary elements (setting, plot, characters, rhythm,
rhyme) of different genres, using evidence from the text
7R 29 Recognize the types of language that are appropriate to social
communication
7R 31 Determine meaning of unfamiliar words using context clues, dictionary,
thesaurus, & structural analysis
Major Concepts:
Establish Reading/Writing Workshop
Fiction story elements to aid comprehension of text & to write fiction piece
Movement of people and goods
Relationship between people and their environment
Early American culture
Essential Understandings:
Literary elements of fiction
U.S. Geography
Native American culture/government
Geography of settlement patterns and the development of cultural patterns
Create & interpret map
Essential Questions:
1. How does geography affect how and where people live?
2. What are the political, social, and economic characteristics of Native American
cultures?
3. How do maps provide information about people, places, and geographic
features?
4. What impact did the Iroquois League of Nations have on the establishment of
the United States Constitution?
Essential S-VE Exit Behaviors:
Life Long Love of Learning
Self Discipline
Skills needed for mastery on performance indicators:
Establish Reading/Writing Workshop
-History of why
-Looks like at home/school
-How to Choose a Book
- Procedures for signing out a book
-Introduce Novel
-Choose Novel
-Fluency/Rate/Comprehension assessment
-Reading Log Expectations
-Model
-Guided practice
Assessing background knowledge
- Essential Questions
-Introduce-Write on own paper-Put in cover of folder
-Discuss prior knowledge
Understand Basic Geography(labeling maps, possible quizzes)
-Continents/Oceans
-N S E W
-Geographical features- definition, look like
-New York
-US/regions – “From Sea to Shining Sea” video
-‘Create Your Own Country’ Project
Establishing RW & WW
-Everyday students bring in sheet of examples of literary elements from previous
nights reading
-Students share examples of literary elements within pairs (may be reading
different books) 5 minutes, teachers rotate among pairs each day to check for
understanding
Basic Reading Comprehension
-genre characteristics (fiction)
-literary elements in literature (overview)
-specific literary elements studied right now in this unit in order to better
understand story being read
-How to identify major events in literature
-Students will be recording information on literary element sheets (see above)
Develop Map Reading Skills
-Identify features on a map ie; roads, highways, legend, Key
-teacher model & guided practice on locating points of interest on a map
-teacher model & guided practice on planning a short trip from point A to point B
Understand journal project expectations
-provide direction sheet on journal project
-Teacher model one leg of the trip (to a state that students will not choose);
planning destination,
calculating distance, geographical features, etc. filling in graphic organizer
Gather information
-Students plan 1st leg of trip
-Using resources provided by AAA and maps research geographical features,
occupations, points of
interest, etc.
Research on the internet *Teacher model 1st
-search engines to find navigation sites
-how to create directions using Mapquest or Google Maps
-What information is obtained from navigation sites
Write fictional journal entries (teacher models and then provides guided practice for
each step)
-including story elements into realistic fictional journal entries
-how to incorporate setting into a journal entry subtly
-How to include details about the region into the entry
Continue gathering information on different regions and writing journal entries
-Provide guidance on researching information
Publishing
-computer lab time to type entries
-illustrations for each entry
Presentations
-students share published entries in small groups
Reading Comprehension
-Read article on Migration Theory, summarize and map it
Constructed Response Question
-on Migration Theory
Listening Comprehension
-Meso Americans
Understand Iroquois way of life
-**Do this in learning stations with readings at each station addressing:
-Tribes; where and why they settled there
-Diagram of a village; house structure
-Iroquois confederacy
Compare and contrast
-Great Binding and the US constitution
Essay writing
Key Terms:
Archaeology
Artifact
Anthropology
Primary source
Secondary source
Pangea
Panthallassa
Iroquois Confederacy
League of Nations
Culture
Civilization
Geography
Geographical Feature
Plot
Setting *
Tone
Theme
Point of view *
Climax*
Conflict*
Resolution *
Character
Character traits (personality)
Characteristics (physical)
Flashback
foreshadowing
Mastery checks/culminating assessments:
On going Geography/Travel Journal
Essay- Explain how geography influenced Native American settlement and culture
Unit Test/Essential Questions
Notebook Check
Unit: #2 Colonialism & Exploration
Grade: 7
Approx. date: Mid October
Number
Performance Indicators to be mastered in this unit:
1.1.2
1.2.2
1.3.1
1.4.1
1.4.2
1.4.3
1.4.4
3.1.3
3.1.4
4.1.4
5.1.2
5.2.5
S3
S4
S5
Performance Indicator
Interpret the ideas, values, and beliefs contained in the Declaration of
Independence and the New York State Constitution and United States
Constitution, Bill of Rights, and other important historical documents.
Investigate key turning points in New York State and United States history
and explain why these events or developments are significant
Investigate key turning points in New York State and United States history
and explain why these events or developments are significant
Consider the sources of historic documents, narratives, or artifacts and
evaluate their reliability
Understand how different experiences, beliefs, values, traditions, and
motives cause individuals and groups to interpret historic events and issues
from different perspectives
Compare and contrast different interpretations of key events and issues in
New York State and United States history and explain reasons for these
different accounts
Describe historic events through the eyes and experiences of those who were
there
investigate why people and places are located where they are located and
what patterns can be perceived in these locations
describe the relationships between people and environments and the
connections between people and places
understand how people in the United States and throughout the world are
both producers and consumers of goods and services
consider the nature and evolution of constitutional democracies
value the principles, ideals, and core values of the American democratic
system based upon the premises of human dignity, liberty, justice, and
equality
Present examples, definitions, & direct references to the text in support of
ideas
Provide feedback by asking questions
Contribute to group discussions by offering comments to clarify ideas &
S6
S8
W1
W6
W9
W10
W23
W42
L2
L3
L5
L6
L7
L8
L11
R1
R2
R3
R8
R9
R11
R12
R14
R15
R16
R17
R18
R19
R21
information
Ask & respond to questions to clarify an opinion, judgment, or information
Connect, compare, & contrast ideas & information
Draw or write facts & ideas gathered from personal experience
Use literary devices
Write accurate & complete responses to questions about texts
Use relevant examples, reasons, & explanations to support ideas
Present clear analysis, using examples, details, & reasons from text
Write personal reactions about experiences, events, & observations using a
form of social communication
Identify essential details for note taking
Recall significant ideas & details
Listen to class lectures & small group/classroom discussions to comprehend &
interpret text, & plan writing
Listen to & follow multi step directions that provide info. about a task or
assignment
Participate as a listener in social conversation w/ 1 or more friends or
acquaintances
Use note taking and graphic organizers to record & organize info. & ideas
recalled from texts read aloud
Identify essential info. for note taking
Select texts on the basis of personal choice/interest or teacher selected
criteria from a variety of genres & authors
Read silently or aloud from a variety of genres, authors, and themes
Share reading experiences to build relationships with peers or adults
Recognize recurring themes in different texts
Interpret theme using evidence from text
Identify differing points of view/opinion
Use knowledge of structure, content, & vocabulary to understand text
Determine how the use and meaning of literary devices, such as symbolism,
metaphor, simile, foreshadowing, illustrations, flashback, & personification
convey the author’s message
Recognize how the author’s use of language creates images or feelings
Evaluate examples, details, or reasons used to support ideas.
Make, confirm, or revise predictions
Make inferences and draw conclusions based on explicit & implied info.
Apply thinking skills to interpret data, facts, & ideas from texts to define,
classify, & infer
Formulate questions to be answered by reading text
R27
R28
R31
Identify & interpret literary elements (setting, plot, characters, rhythm,
rhyme) of different genres, using evidence from the text
Identify poetic elements such as repetition, rhythm, & rhyming patterns in
order to interpret poetry
Determine meaning of unfamiliar words using context clues, dictionary,
thesaurus, & structural analysis
Major Concepts:
• Tolerance
• Movement of People and Goods
• Interdependence
• Cultural & Religious diversity
Essential Understandings:
• Explorers and their accomplishments
• Different beliefs and values of Natives & Settlers
• 4 freedoms
• Differences of New England, Middle, Southern colonies
Essential Questions:
• What were the major causes and effects of European exploration?
• What are the political and social roots of colonial settlements in the Americas?
• What role did geography play in the economy and the settlement of the
colonies?
Essential S-VE Exit Behaviors: Independent Thinker and Effective Communicator
Skills needed for mastery (& possible teaching strategies):
Assessing Background Knowledge
- Essential Questions
-Introduce-Write on own paper-Put in cover of folder
-Discuss prior knowledge
Introduce Explorers
-WWWs- Circumnavigate, Columbian exchange. Conquistador, tolerance
Reading Comprehension
-Country, Goal, Accomplishment, Impact of Explorers (Chart)
-Stations about each Explorer complete chart
-map routes
-Lost Roanoke Colony
-Slave trade- split into 3 groups, each responsible for Capture, Middle Passage, or
Auction
-Read article
-Watch powerpoint
Introduce Poetry
-WWWs-see below
-What is Poetry? - Class discussion
-How to read a poem
Interpret Poetry
Model the following using Robert Frost poem “Stopping by Woods on a Snowy Evening”
-Evaluate author’s style using Robert Frost poem
-Identify major concepts found in poetry.
-Love, tolerance, risk, hate, greed, freedom, hardships
-Define: Tolerance, risk, freedom, greed
-Review how to use context clues to figure out meanings of words
-Teach interpretation of overall poem, including theme, and author’s purpose.
-Discuss several interpretations of Frost’s poem , no right or wrong as long as you
have evidence
-Teach how to provide evidence to support interpretations
-Write favorite season poem- read and illustrated by partner
Analyze and Interpret Primary Sources
-Native Americans v. Explorer Debate – Shoestring format
-Present primary sources to students
-Students determine whether it is a pro Native or pro Explorer
-Journal Entry- Reflect on debate
Novel Discussion
- Conflict/Resolution Plot diagram
-Introduce theme into discussion
Vocabulary
-Using context clues complete Choosing a Settlement
-Choose settlement location- Write explanation of location
Listening Comprehension
- Colonial Atlas Movie
Poetry revisited
-review of tolerance, risk and freedom
-students read examples
-revisit author techniques; rhyme scheme, simile, and metaphor
-critiquing poetry appropriately; supporting with evidence
-Students complete Freedom’s Plow analytical questions
DBQ Assessment
-Front page
-Scaffolding Questions
-Using margins next to documents for Outside Info. & Bullet Number
-Outline
-Write essay
Key Terms (word wall words):
• Colony
• Triangular trade
• Pilgrim
• Middle passage
• Economy
• Interdependence
• Joint stock company
• Divine right
• Rhyme scheme
• Alliteration
• Onomatopoeia
• stanza
End of Unit Summative Evaluation:
Interpret Poetry
DBQ
Unit Test/Essential Questions
Notebook Check
Columbian exchange
Circumnavigate
Puritan
Conquistador
Tolerance
Mercantilism
Persecute
Rhyme
Repetition
Metaphor
Simile
Unit: #3 American Revolutionary War
Grade: 7
Number
Performance Indicators to be mastered in this unit:
R4
R6
R9
R10
R11
R17
R18
W10
W20
W23
W24
W25
W12
7L5
7L8
7L12
7S6
7S7
7S10
SS
1.1.2
SS
Performance Indicator
Compare motives of characters, causes of events, & importance of setting to
people, events & places in their own lives
Interpret characters, plot, setting, theme, author’s purpose & dialogue, using
evidence from text
Interpret theme using evidence from text
Distinguish between relevant and irrelevant info.
Identify differing points of view/opinion
Make, confirm, or revise predictions
Make inferences and draw conclusions based on explicit & implied info.
Use relevant examples, reasons, & explanations to support ideas
Draw conclusions & provide reasons for the conclusions
Present clear analysis, using examples, details, & reasons from text
Include relevant & exclude irrelevant info.
Use strategies such as note-taking, webbing, & mapping to organize writing
Write 3 pages to express opinions & support them through specific references
to text
Listen to class lectures & small group/classroom discussions to comprehend &
interpret text, & plan writing
Use note taking and graphic organizers to record & organize info. & ideas
recalled from texts read aloud
Distinguish between relevant & irrelevant info.
Ask & respond to questions to clarify an opinion, judgment, or information
Express opinions or judgments about information, ideas, opinions, themes, &
experiences
Present interpretations & support them through specific references to the
text
Interpret the ideas, values, and beliefs contained in the Declaration of
Independence and the New York State Constitution and United States
Constitution, Bill of Rights, and other important historical documents.
Investigate key turning points in New York State and United States history
1.2.2
SS
1.3.2
SS
1.3.3
SS
1.4.1
SS
1.4.2
SS
1.4.3
SS
1.4.4
SS
5.1.2
SS
5.2.5
and explain why these events or developments are significant
Gather and organize information about the important achievements and
contributions of individuals and groups living in New York State and the United
States
Describe how ordinary people and famous historic figures in the local
community, state, and the United States have advanced the fundamental
democratic values, beliefs, and traditions expressed in the Declaration of
Independence, the New York State and United States Constitutions, the Bill of
Rights, and other important historic documents.
Consider the sources of historic documents, narratives, or artifacts and
evaluate their reliability
Understand how different experiences, beliefs, values, traditions, and motives
cause individuals and groups to interpret historic events and issues from
different perspectives
Compare and contrast different interpretations of key events and issues in
New York State and United States history and explain reasons for these
different accounts
Describe historic events through the eyes and experiences of those who were
there
Consider the nature and evolution of constitutional democracies
Value the principles, ideals, and core values of the American democratic system
based upon the premises of human dignity, liberty, justice, and equality
Major Concepts:
• Change
• Power – economy
• Independence/Freedom – Choice
• Cause/Effect
• Conflict – internal (person vs. self), person vs. person, and person vs. society
• Character change
Essential Understandings:
• War affects a nation politically, socially, and economically.
• The struggle for power or freedom/choice can lead to conflict.
• People have varied perspectives on the same event.
• Conflict leads to change.
Essential Questions:
• What is a revolution? (Change – sometimes no conflict)
• How did different groups interpret the events leading to, during, and after the
American Revolution? How did these groups interact? (Point of
View/Perspectives)
• What were the key events of the American Revolution?
• Who were the key people involved in the American Revolution?
• What were the political, social, and economic causes of American Revolution?
(Causes)
• (Effects) What political, social, and economic changes took place because of the
American Revolution?
• (Effects) How did the revolution change people’s lives?
Essential S-VE Exit Behaviors: Social Responsibility
Skills needed for mastery (& possible teaching strategies):
•
•
•
•
•
•
•
•
•
•
•
•
•
Create “My Humanities Notebook” (binders)
French and Indian War
- Britain gaining power over the colonies – debt, taxes, lack of representation
(economic, political control)
- Lead to tension (conflict) between colonists and Britain
- Begin timeline
Introduction to Book Choice
Book Talks by teachers (on books the students may choose from)
Book Choice - “How to Choose a Book”
Paperwork for book sign out
Reading Log – model how to complete it
Students sign out books and start independent reading (each block includes
independent in-class reading time – entire unit)
Introduce American Revolution
- What is a revolution? ( discussion, examples, definition)
- Book browse (info. for K column)
- KWL chart
- American Revolution (background non-fiction) article
- Fact/Fluff/Thinking (teach strategy to determine important information
during reading)
Asking questions mini-lesson (Reading Strategy checklist)
Text features (non- narrative, non- fiction, titles, captions, headings) lesson
Review key people (Washington, Henry, Paine, Arnold, Jefferson, Sam Adams)
Short reading articles on each person- Pull out important info (review strategy to
determine important information during reading) - edhelper key people circle
worksheet.
Types of Conflict (examples)
- person vs. self (internal)
- person vs. person
•
•
•
•
•
- person vs. society
- person vs. environment
- Use personal life examples to explain/describe the four types listed above
Identifying conflict in literature (literary examples, discussion)
- Teacher models identifying conflict in a short text and models writing on a
post-it note to tag places where the conflict occurs
- Students will then continue to identify types of conflict in their independent
reading books with post-it notes
Support with evidence
Teacher models writing evidence (events from text) on post-it (why is this a
conflict?)
Students then support their post-its with evidence from text in their
independent reading
Texts
Characterization
- Teacher models reading of two short narrative texts (one about patriots and a
second on loyalists) to determine character traits
- These readings will be through the lenses of character’s actions, effect on
others, and speech to pull out traits
Independent Reading
- Students will continue to identify conflicts, but now will also determine
character traits of a main character
Causes of the American Revolution (Road to Independence article)
- Fact/Fluff/Thinking (worksheet; reinforcement of strategy to determine
important information during reading)
- Notes from “Road to American Revolution” (chart describing acts)
- Taxes Quick Write – Model and students complete: How
Did taxes impact the lives of the colonists? In your
answer share how taxes effected the everyday life of
colonists and how
taxes effected the colonists’ opinions of the British.
- Lack of representation (taxation without rep. article)
Fact/Fluff/Thinking and quick write: The colonists had a conflict with the
society in which they lived. The British ruled and taxed the colonists without
representation. Discuss a conflict you have experienced within our society.
As you discuss your person vs. society conflict, be sure to: state what the
conflict is and describe how it effects your life.
- Model and then students complete quick write - Describe three major causes
of the American Revolution.
- Add to timeline
•
•
•
•
•
•
Independent Reading Discussions
Students will be discussing in pairs or small groups (different books) on
character traits and types of conflicts found
Colonists Revolt (Patriot goals for revolt)
- Public opinion changes – different perspectives (Loyalists vs. Patriots);
document analysis modeling and practice
- Thomas Paine’s “Common Sense”
- Patrick Henry primary source
- Declaration of Independence
- Paul Revere’s description of the Boston Massacre
- Loyalists perspective – primary source documents
- Model and then students complete quick write – Describe the loyalists point of
view on one of these events…(i.e. the Declaration of Independence or
description of the Boston Massacre)
- Add to timeline
Key battle of the American Revolution (Saratoga, Lexington and Concord;
Washington, etc.)
- Students create research poster on a specific battle and share via a gallery
walk
- Research and gather visuals/information (computer lab?)
- Complete note-taking form during gallery walk
- Add to timeline
Synthesizing identification of conflict and character traits
Students will individually organize their post-it notes into 4 categories:
person vs. self, person vs. person, person vs. society and character traits for one
of the books that they read.
- Students will then create a timeline for each of the 4 categories
Same book group discussions:
Students will compare timelines created individually and then compiling the
agreed upon information onto one poster board
The students will then identify significant character changes
As a group the students will refer to their text to find reasons for the
changes and record these changes on a different colored post-it note and place
on the group’s timelines
A group graphic organizer will then be completed, by each student, to
summarize character changes and reasons for the changes (with a max. of 3
characters)
Text to Self connections
Students will individually complete the lower portion of the graphic organizer
identifying a conflict that took place in their own lives and resulted in a change in
•
•
•
•
•
themselves
They will then finish with a summary statement on their own conflicts and
their change
(In class/Take home?) cause/effect essay
See summative evaluation
Effects of the American Revolution
- Treaty of Paris, Britain gives up claims, colonists’ independence
- Inflation (colonies), declining economy (colonies), social classes redefined
- Foundations for a new government (lead in to next unit)
- Students move through stations focusing on each of the bullet points above
through readings and document analysis. Then students synthesize
information to answer the following quick write: The effects of the American
Revolution were both positive and negative. Explain one positive and one
negative effect of the American Revolution. In your response, be sure to:
identify one positive effect and give evidence supporting that it was positive;
identify one negative effect and give evidence supporting that it was negative
- Add to timeline
- Complete cause and effect chart using notes/information from cause and
effect lessons
DBQ – review document analysis; model and work as a whole group to construct
graphic organizer; complete essay
American Revolution Review Game construction and play
Unit Test
Unit Assessment(s):
• Quick writes
• American Revolution Review Game
End of Unit Summative Evaluation
• (ELA) Written – Students will write a cause and effect essay
• (SS) Written – Unit Test (multiple choice, short answer, and Constructed
Response Questions)
Unit: #4 US Constitution & Government
Grade 7
Number
Performance Indicators to be mastered in this unit:
SS
1.1.2
SS
1.3.2
SS
1.3..3
SS
1.4.1
SS
5.1.2
SS
5.1.1
SS
5.1.4
SS
5.2.1
SS
5.2.2
SS
5.2.3
SS
5.2.4
SS
5.2.5
Performance Indicator
-Interpret the ideas, values, and beliefs contained in the Declaration of
Independence and the New York State Constitution and United States
Constitution, Bill of Rights, and other important historical documents.
-Gather and organize information about the important achievements and
contributions of individuals and groups living in New York State and the
United States
Describe how ordinary people and famous historic figures in the local
community, state, and the United States have advanced the fundamental
democratic values, beliefs, and traditions expressed in the Declaration of
Independence, the New York State and United States Constitutions, the Bill
of Rights, and other important historic documents.
Consider the sources of historic documents, narratives, or artifacts and
evaluate their reliability
consider the nature and evolution of constitutional democracies
analyze how the values of a nation affect the guarantee of human rights and
make provisions for human needs
analyze the sources of a nation’s values as embodied in its constitution.
statutes and important court cases
understand how civic values reflected in United States and New York State
Constitutions have been implemented through laws and practices
understand that the New York State Constitution, along with a number of
other documents, served as a model for the development of the United
States Constitution
compare and contrast the development and evolution of the constitutions of
the United States and New York State
define federalism and describe the powers granted the the national and state
governments by the United States Constitution
value the principles, ideals, and core values of the American democratic
system based upon the premises of human dignity, liberty, justice, and
equality
SS
5.2.6
SS
5.3.1
SS
5.3.2
SS
5.3.4
ELA 7
R12
ELA 7
R13
ELA 7
R18
ELA 7
R19
ELA 7
R23
ELA 7
R24
ELA 7
R26
ELA7
W25
ELA 7
W27
ELA7
W29
ELA7
W31
ELA7
W34
ELA7
W35
ELA7
W38
ELA7
W39
understand how the United States and New York State Constitutions support
majority rule but also protect the rights of the minority
explain what citizenship means in a democratic society, how citizenship is
defined in the Constitution and other laws of the land, and how the definition
of citizenship has changed in the United States and New York State over
time
discuss the role of an informed citizen in today’s changing world
explain how Americans are citizens of their states and of the United States
Use knowledge of structure, content, & vocabulary to understand text
Compare & contrast info. from different sources
Make inferences and draw conclusions based on explicit & implied info. (SS:
expansion map)
Apply thinking skills to interpret data, facts, & ideas from texts to define,
classify, & infer
Use text features such as headings, captions, titles, table of contents, &
indexes to locate, understand, & interpret texts (PK and brainstorm)
Locate needed information in a text
Preview texts to assess content & organization to select texts useful for task
(Citizenship)
Use strategies such as note-taking, webbing, & mapping to organize writing
(SS: citizenship)
Use outlines & graphic organizers, such as semantic webs to plan reports
Adapt an organizational format, such as compare/contrast, appropriate for
critical analysis & evaluation
Use paragraphing to organize ideas & information
Use effective vocabulary in expository writing (SS: vocabulary terms/model
sentences)
State a main idea, theme, or opinion & provide supporting details
Use at least 3 sources of info. with appropriate citations, to develop reports
Cite sources in footnotes & bibliography using correct form
ELA7
W40
ELA7
W41
ELA7
L3
ELA7
L5
ELA7
L6
ELA7
L8
ELA7
L11
7S1
ELA7
S2
ELA7
S3
ELA7
S4
ELA7
S5
ELA7
S6
ELA7
S7
ELA7
S8
ELA7
S10
ELA7
S11
Connect, compare, & contrast ideas & info. from multiply sources
Produce clear well organized & well developed explanations, reports, accounts,
& directions that demonstrate understanding of a topic
Recall significant ideas & details
Listen to class lectures & small group/classroom discussions to comprehend &
interpret text, & plan writing (SS: citizenship)
Listen to & follow multi step directions that provide info. about a task or
assignment
Use note taking and graphic organizers to record & organize info. & ideas
recalled from texts read aloud
Identify essential info. for note taking
S-Prepare & give presentations on informational topics
S-Use courtesy, example: avoid sarcasm, ridicule, dominating the conversation
and interrupting (SS: citizenship)
S-Present examples, definitions, & direct references to the text in support of
ideas (Articles of Confederation)
S-Provide feedback by asking questions
S-Contribute to group discussions by offering comments to clarify ideas &
information
S- Ask & respond to questions to clarify an opinion, judgment, or information
(Articles of Confederation)
S-Express opinions or judgments about information, ideas, opinions, themes, &
experiences
S-Connect, compare, & contrast ideas & information
S-Present interpretations & support them through specific references to the
text
S-Explain social, historical, & cultural features of text
Major Concepts:
- Change
- Choices/Decision Making
- Political Systems
- Government
- Power
-Non-fiction text vs. fictional text (purpose)
-Persuasion
-Research
Essential Understandings:
- The purpose of government. (serve the people)
- The operation of the government. ( powers/responsibilities)
- The structure of the government ( 3 branches, Bi cameral, House, Senate))
- The development of the government. Early forms to present: Dec. of Independence
, Articles of Confederation, and Constitution.
- Citizens roles/ rights in a democracy (Citizenship/ Bill of Rights)
- Understand the relationships between federal, state, and local and compare the
structure (Driver’s license age / Currency)
- Rights guaranteed by the Constitution stemming from the Declaration of
Independence.
-Establish purpose for reading non-fiction text
-Identifying and using text features
-Identify a general idea and narrow it down for a more specific concept
-Hypothesis the impact of changing a specific element (effects of adding amendments
to Constitution)
-Provide specific details to support decision
-Effectively persuade an individual to agree with an opinion or view point
Essential Questions:
What were the strengths and weaknesses of the Articles of Confederation?
How are the NYS Constitution and U.S. Constitution similar?
What is the purpose of the U.S Constitution?
What are the differences between federal and state powers?
How does the separation of powers (3 branches of Govt.) promote the principles in
the Constitution?
Why is the Constitution a “living” document and how does it apply to our lives today?
Essential S-VE Exit Behaviors:
Social Responsibility
Independent thinker & effective communicator
Skills needed for mastery (& possible teaching strategies):
Assessing Background Knowledge
Essential Questions
WWW Rating Chart
Citizenship Test
Providing Background Information
WWWs
Map of expansion – U.S. 1783
A of Confederation (Cornell notes)
Reading Comprehension
-Citizenship- Magnet word for each paragraph & answer questions
-Articles of Confederation-Cornell notes
-Constitutional Convention-Cornell notes
Non-Fiction Reading Log -see log
-Confederation Weakens (teacher models)
- VA plan/ NJ plan, 3/5 compromise.
-3 Branches of government
- Next day completed poster
-Gallery walk to get information
-Next day-Claim your powers activity
Text Features
-Texts feature activity
Students examined texts and determined how they were set up, what was helpful
about the set up (features)
-Constitution Scavenger Hunt
- Chart weaknesses/ strengths of Govt. under Articles. Shay’s Rebellion
Persuasive Writing/Argument
-Completed note
-short debate position on recess – to have or not
-homework- paragraph on gum chewing
-next day opposite response
Inferring
-Checks & Balances/Separation of Powers Graphic Organizer w/ partner determine
checks- complete on flipchart
-Levels of Government-sticky notes
-Federal System Venn diagram showing the powers of National and State governments
under Articles. w/ partner
- Venn Diagram comparing Articles, Constitution, and NYS Constitution
-Students responsible for one amendment (use frayer model) and become expert,
share with others
-Constitution Survey
- Amendment process - - reading articles and short responses
- Why is the Constitution a “living” document? (Students will propose an
amendment and explain why it is needed and how it will benefit a democracy.
Writing Process Review.
Assessment:
- Throughout Unit: Short Response Quizzes/HW
- Activote Quiz
- DBQ – amendments and how they change (mini-unit CRQs as warm-ups,
homework, etc
- Mock Congressional Session
Key Terms:
Compare
Contrast
Venn Diagram
Non-fiction
Fiction
Primary source
Secondary source
Point of view
Hyperbole
Inference
Judgment
Biography
Autobiography
Style genre
Delegate
Convention
Constitution
Federalist
Anti-federalist
Confederation
Amendment
Separation of powers
Checks and balances
Ratify
Bill of Rights
Compromise
federal
Number
Unit: #5 Life in a New Nation
Grade: 7
Performance Indicators to be mastered in this unit:
1.1.2
SS
1.3.1
SS
Performance Indicator
-Interpret the ideas, values, and beliefs contained in the Declaration of
Independence and the New York State Constitution and United States
Constitution, Bill of Rights, and other important historical documents.
-Interpret the ideas, values, and beliefs contained in the Declaration of
Independence and the New York State Constitution and United States
Constitution, Bill of Rights, and other important historical documents.
1.3.2
SS
-Gather and organize information about the important achievements and
contributions of individuals and groups living in New York State and the
United States
1.3.3
SS
-Describe how ordinary people and famous historic figures in the local
community, state, and the United States have advanced the fundamental
democratic values, beliefs, and traditions expressed in the Declaration of
Independence, the New York State and United States Constitutions, the Bill
of Rights, and other important historic documents.
4.1.1
SS
-understand how people in the United States and throughout the world are
both producers and consumers of goods and services
5.1.2
SS
-analyze how the values of a nation affect the guarantee of human rights and
make provisions for human needs
5.1.3
SS
-analyze the sources of a nation’s values as embodied in its constitution.
statutes and important court cases
5.4.1
SS
respect the rights of others in discussions and classroom debates regardless
of whether or not one agrees with their viewpoint
5.4.2
SS
R1
-participate in negotiation and compromise to resolve classroom, school, and
community disagreements and problems
Select texts on the basis of personal choice/interest or teacher selected
criteria from a variety of genres & authors
Share reading experiences to build relationships with peers or adults
Compare motives of characters, causes of events, & importance of setting to
people, events & places in their own lives
R3
R4
R5
R6
R10
R12
R13
R19
R21
R22
R23
R24
R25
R26
R31
W2
W4
W5
W4
W5
W15
W16
W20
W23
W24
W25
W26
W27
W28
W29
W30
W31
W32
W33
Interpret characters, plot, setting, using evidence from text
Interpret characters, plot, setting, theme, author’s purpose & dialogue, using
evidence from text
Distinguish between relevant and irrelevant info.
Use knowledge of structure, content, & vocabulary to understand text
Compare & contrast info. from different sources
Apply thinking skills to interpret data, facts, & ideas from texts to define,
classify, & infer
Formulate questions to be answered by reading text
Locate & use school/public library resources
Use text features such as headings, captions, titles, table of contents, &
indexes to locate, understand, & interpret texts
Locate needed information in a text
Use indexes to locate info. & glossaries to define terms
Preview texts to assess content & organization to select texts useful for task
Determine meaning of unfamiliar words using context clues, dictionary,
thesaurus, & structural analysis
Share writing & drawings with others
Develop a narrative using an organizational plan such as chronology
Establish a consistent point of view (1st or 3rd person)
Develop a narrative using an organizational plan such as chronology
Establish a consistent point of view (1st or 3rd person)
Support ideas with examples, definitions, analogies, & direct references to
text
Compare/contrast ideas & info. from 2 sources
Draw conclusions & provide reasons for the conclusions
Present clear analysis, using examples, details, & reasons from text
Include relevant & exclude irrelevant info.
Use strategies such as notetaking, webbing, & mapping to organize writing
Take research notes, using a note-taking process,
Use outlines & graphic organizers, such as semantic webs to plan reports
Independently use a variety of resources to support spelling
Adapt an organizational format, such as compare/contrast, appropriate for
critical analysis & evaluation
Identify an appropriate format for sharing info. w/ intended audience
Use paragraphing to organize ideas & information
Use paraphrasing
Use graphics such as graphs, charts & diagrams, to enhance communication of
info.
W34
W35
W38
W39
W40
W41
7S3
7S4
7S5
7S6
7S7
7S8
7S10
7S11
7L1
7L2
7L7
7L10
7L12
Use effective vocabulary in expository writing
State a main idea, theme, or opinion & provide supporting details
Use at least 3 sources of info. with appropriate citations, to develop reports
Cite sources in footnotes & bibliography using correct form
Connect, compare, & contrast ideas & info. from mult. Sources
Produce clear well organized & well developed explanations, reports, accounts,
& directions that demonstrate understanding of a topic
S-Present examples, definitions, & direct references to the text in support
of ideas
S-Provide feedback by asking questions
S-Contribute to group discussions by offering comments to clarify ideas &
information
S- Ask & respond to questions to clarify an opinion, judgment, or information
S-Express opinions or judgments about information, ideas, opinions, themes, &
experiences
S-Connect, compare, & contrast ideas & information
S-Present interpretations & support them through specific references to the
text
S-Explain social, historical, & cultural features of text
Recognize social, historical, & cultural features in presentations of texts
Identify essential details for note taking
Participate as a listener in social conversation w/ 1 or more friends or
acquaintances
Identify missing or unclear information
Distinguish between relevant & irrelevant info.
Major Concepts:
- Places and Regions (Expansion)
- Diversity/ Human Rights
- Technology
- Government Interdependence
- Culture
- Change
- Environment/ Society
-nonfiction research
-note taking
-historical fiction independent reading
Essential Understandings:
- The development of Political Parties
- The effects of expansion on U.S. history
- Movement from an agrarian society to industrial methods
- U.S. involvement in foreign affairs
- The impact of Jacksonian democracy
- The development of government dealing with economic, political and social issues in the
new nation
-how to take notes on significant information
-compile notes into a textbook (nonfiction) format
Essential Question(s):
• How do the beliefs of different people shape a nation & help to form political
parties?
• What political, economic and social issues did the new nation face under the
Constitution?
• What was Jacksonian Democracy?
• What is Manifest Destiny and how did it effect the nation?
• How did social and economic life change as the U.S. began to move from an
agrarian to an industrial society?
Essential S-VE Exit Behavior: life long love of learning
Skills needed for mastery (& possible teaching strategies):
Background Knowledge
-Essential Questions
Novel Choice
- Timed reading
- Quick writes when novel completed
Project Presentation
PRE
-Explanation
-HWK –Read Monroe doctrine & identify 5 w’s
-Model research index card activity
-Model note taking- take highlighted and shorten to notes for cards
-Review Text features & share template for chapter (m:drive)
-Work cited fill in resource
- Determining Important Information
a. Identify purpose for reading
b. Identify important information in a text (based on the reader’s purpose)
c. Use text features as an aid in determining important information
d. Review fact versus opinion (as needed)
During
-Fact/fiction (worksheet)
-Sort Index Cards (see flipchart)
-Paraphrasing - Index cards to rough draft
-leveled questioning (see flipchart)
-Teacher revisions for content (students read novels)
-Editing self- mechanics
-Editing peer- read for clarification & mechanics
-Publish final draft of individual chapters
-Teachers pick best chapters & bind book
- book signing party
Reading Comprehension
-Notes on Washington’s Precedents
-Short Reading on Washington’s Presidency
* Exit activity: How did Washington leave a lasting effect on our nation and how
it’s governed/ structured?
- Readings on Hamilton and Jefferson
* Exit activity: Describe the differences between the two political parties. What
party would you associate yourself with and why?
Listening Comprehension
- ESPN play by play – students take notes
- “Duel at Dawn” Read aloud – students take notes
- Using five senses students write news article as an eyewitness reporter
- Share articles using inside/outside circle
- show youtube video of milk commercial
Note taking from class textbook
-Read Chapter on Political Parties
-Notes on Political Parties: Democratic- Republicans and Federalists
* Assignment: Using notes on Political Parties -explain your position on one of the
following issues National Bank, Tariffs, Alien and sedition Acts, view on Govt. and
economy and interpretation of government. (responses should be 1 complete
paragraph in length.)
-Read Chapter on Challenges to Federal Power
-Notes chart/ short reading articles and questions on: Creation of National Bank,
Whiskey Rebellion, Alien Sedition acts ,McCulloch vs. Maryland.
-Read Chapter on American Foreign Policy
-Read Articles on Neutrality, Jay’s Treaty Embargo act, Monroe Doctrine
* Assignment- Short answer responses to open ended questions about Challenges
to federal Govt. and Foreign Policy
- Read War of 1812 chapter.
*students assigned a part of the war to research, compile the information and
final copy with text and illustrations/graphics
*museum walk of non-fiction displays
*Notes on War of 1812 Cause / effect chart
*summarize War of 1812: causes, events, & effects
- Read Powers of Judicial Branch Chapter (#6)
- Reading (Edhelper) Powers of the Judicial Branch
*students sort between significant and insignificant (fact vs fluff) highlighting
with 2 colors
* using significant information students create their own note using pictures,
text, diagrams, or anything else that will be useful to communicate the
information
-Assign articles to read for HWK
-Notes: The Supreme Court Landmark Cases/ Short articles about each case.
Students in groups present info. in jigsaw format.
* Marbury vs. Madison
* Dred Scott vs. Sanford
* McCulloch vs. Maryland
* Plessy vs. Ferguson
* Gibbons vs. Ogden
- Read chapter on Andrew Jackson
*DBQ – part 1 (documents) and part 2 (outline)
-Manifest Destiny
*Frayer model after reading article
*label territories on a map
-Westward expansion
*who moved west – fill out graphic organizer using information from articles
*how they moved west – railroad, steamboat, stage coach, wagon trains
*Donner Party – students read article & discuss then literature response essay on
character
perspective (“what would you do if you were in that situation?”
*Transcontinental Railroad – video
*RAFT assignment
Independent Novel Discussions
- theme, tone, point of view
- in groups, students discuss one of the books they read and fill in graphic
organizer
Mastery checks/culminating assessments:
• Exit/entrance task (with specified lessons)
• Parallel Task containing multiple-choice questions, short answer, and essay
(connecting with essential question)
• Identified homework assignments
• Anecdotal evidence from independent practice elements of assignments