Seventh Grade Social Studies 2015-­‐2016 Curriculum Guide Iredell-­‐Statesville Schools 2015-­‐2016 7th grade Social Studies Curriculum Guide 1 Seventh Grade Social Studies Table of Contents Purpose and Use of Documents ............................................................................................................................................................. …...3 College and Career Readiness Anchor Standards for Reading.………………………………………………………………………………………………………………..4 College and Career Readiness Anchor Standards for Writing…………………………………………………………………………………………………………………..5 Year at a Glance/Curriculum Calendar ................................................................................................................................................... ……6-­‐7 Unit Standards/I Can/ I Will Statements………………………………………………………………………………………………………………………………………………..8-­‐37 Instructional Resources by Unit…………………………………………………………………………………………………………………………………………………………38 – 42 Tiered Vocabulary for each Unit…………………………………………………………………………………………………………………………………………………………..43-­‐52 2015-­‐2016 7th grade Social Studies Curriculum Guide 2 Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. • The “At-­‐a-­‐Glance” provides a snapshot of the recommended pacing of instruction across a semester or year. • Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. • The academic vocabulary or content language is listed under each standard. There are 30-­‐40 words in bold in each subject area that should be taught to mastery. • The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 2015-­‐2016 7th grade Social Studies Curriculum Guide 3 College and Career Readiness Anchor Standards for Reading The K-­‐12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-­‐specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 2015-­‐2016 7th grade Social Studies Curriculum Guide 4 College and Career Readiness Anchor Standards for Writing The K-­‐12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-­‐specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐
structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’ Taken from Common Core Standards (www.corestandards.org) 2015-­‐2016 7th grade Social Studies Curriculum Guide 5 2015-­‐16 Iredell-­‐Statesville Schools – 7th Grade Social Studies A Year at a Glance GENERAL PACING UNITS with Suggested Dates QUARTER 1 1. Introduction to 7th Grade Social Studies (Aug. 24-­‐Sept.4) 2. Renaissance/Reformation (Sept. 8-­‐24) 3. Exploration (Sept. 28-­‐Oct. 9) 4. Enlightenment/Revolution (Oct. 12-­‐Nov.10) 1. Industrial Revolution (Nov. 12-­‐Dec. 18, continued from Enlightenment/Revolution Unit, Q 1) 2. Imperialism (Jan. 4-­‐15) QUARTER 2 1. WWI (Jan. 21-­‐Feb. 5) 2. WWII (Feb. 8-­‐March 11) 3. Cold War (March 13-­‐into Q 4) QUARTER 3 QUARTER 4 1. Cold War (April 4-­‐15, Continued from Q 3) 2. Contemporary Global Issues (April 18-­‐May 20) 2015-­‐2016 7th grade Social Studies Curriculum Guide 6 2015-­‐16 Iredell-­‐Statesville Schools – 7th Grade Social Studies Annual Leave
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Introduction to 7th
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2015-­‐2016 7th grade Social Studies Curriculum Guide T
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2015-2016 Calendar
2015-2016 7th Grade Social
Studies Curriculum Calendar
APPROVED 01/12/15
JULY
Contemporary Global
Issues
*This calendar is tentative and
may change depending on
changes to ISS calendar and
weather delays/cancelations
7 These topics/units/ objectives will be incorporated in instruction throughout the year. Guide students to make connections to current events and historic events. Introduction to 7th Grade Social Studies Geography & Environments, Basic Government & Economic Systems Resources Land Forms (explanation of how land forms affect civilization) Preservation efforts Natural Disasters Response to Environ. Conditions Demographic Trends 7.G.1.2 Explain how demographic lead to conflict, negotiation, and compromise in modern societies and regions I can explain how conflict leads to conflict, negotiation, and compromise in modern societies and regions. 7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement). I can recognize that physical features of a place may influence the settlement patterns of modern societies and regions. I can understand human response to environmental conditions. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will analyze specific movements in history to support the idea that population leads to conflict, negotiation, and compromise. I will cite specific examples of how populations tend to settle in areas where there are sufficient resources to meet their needs. I will understand the ways humans respond to environmental conditions. I will list and define environmental conditions. I will classify landforms of a place that may influence the settlement patterns. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Primary Source Secondary Source Perspective Interaction Coordinates Scale Citizen Economy Geography Continent Hemisphere Landforms Physical Features Land use Constitution Tier 3 Latitude Longitude GPS 8 7.G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions. I can identify how maps, charts, graphs, geographic data and available technology tools are used to organize information about geographic phenomena. 7.G.1.3 Explain how natural disasters, preservation efforts, and human modification of the environment affect modern societies and regions I can explain how natural disasters or preservation efforts may cause positive or negative effects in both societies and/ or regions of the world. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will interpret information in and draw conclusions from maps, charts, graphs, geographic data and available technology tools about the social, economic, political, and environmental issues. I will explain strategies and steps that various non-­‐governmental organizations and governmental agencies may undertake in order to respond to environmental disasters. Monarchy Theocracy Oligarchy Democracy Republic Market economy Traditional economy Mixed economy Command Economy Civilization Arid Geography/ Geographer Carography/ Cartographer Demography/ Demographer 9 7.G.1.3 Explain how natural disasters, preservation efforts, and human modification of the environment affect modern societies and regions I can explain how natural disasters or preservation efforts may cause positive or negative effects in both societies and/ or regions of the world. 7.H.1.2 Summarize the literal meaning of historical documents in order to establish context. I can understand the literal meaning of a historical document. I can apply the meaning to multiple events/time periods. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will know strategies and steps that various non-­‐governmental organizations and governmental agencies may undertake in order to response to environmental disasters. I will organize the information in order to understand multiple historic events/eras. I will read and interpret the meanings of unit-­‐specific documents. 10 7.C&G.1.3 Compare the requirements for (e.g. age, gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service) I can identify that the responsibilities of citizenship are different depending upon the values and beliefs of a particular society. I will identify and explain the requirements and responsibilities for citizenship in various nations around the world. 2015-­‐2016 7th grade Social Studies Curriculum Guide 11 7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances) I can identify various international economic alliances throughout the modern world. I will compare and contrast various international economic alliances. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I can recognize different types of charts and graphs and how to appropriately select them to most effectively display the data. I will analyze a variety of documents that share multiple views on historical issues. 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). 2015-­‐2016 7th grade Social Studies Curriculum Guide I will create charts, graphs, and maps to organize or compare information and illustrate historic events. 12 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism, market, mixed, command and traditional economies) 7.E.1.4 Explain how personal financial decision-­‐making impacts quality of life (e.g. credit, savings, investing, borrowing and giving) 7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can summarize my understanding of various economic systems. I will know key terms relating to the various economic systems such as capitalism, socialism, communism, market, command, mixed and traditional economies I can explain the differences I will recognize the between positive and negative benefits of saving, financial decisions and the investing, giving, impact both may have on life. methods people use to save, invest, create wealth, how to use credit, borrow responsibly, and understand the factors that may negatively impact quality of life. I can create my own charts, I will use data from graphs, and historical diaries, ship manifests, narratives to explain events or tax records, maps, issues. magazine and newspaper articles, or literature to explain historical issues. 13 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). 7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns). I can illustrate ways that innovation in communication allows people and ideas to travel from place to place with greater ease. I will give examples of innovation allowing people and ideas to travel with greater ease. I can recognize different types of charts and graphs and how to appropriately select them to most effectively display the data. I will produce a map depicting the explorers and the spread of ideas and goods. 2015-­‐2016 7th grade Social Studies Curriculum Guide 14 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-­‐ governmental groups and religious, political factions). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify cultural expressions of the past which may be reflected in various modern societies. I will explain cultural expressions such as archives, works of art, places of worship and monuments, and other forms including: language, music and dance, festivities, rituals and traditional craftsmanship. I can recognize that the source I will compare various of political power in a society sources of political does not always rest in the power in a society such hands of governmental as wealthy land authority. owners, religious groups, heads of state, etc. 15 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). I can recognize societies and regions may unite around shared principles of ethics. I can recognize common values and beliefs may serve to build relationships among various cultural groups. I can identify differing cultural values and belief systems in a society that may serve as a source of conflict. I will identify that cultural exchange contributes to mutual understanding between societies and peoples which can prevent prejudice and hate. I will illustrate how cultural groups are more alike than they are different. I will compare instances in which different cultural groups united around issues such as humanitarian efforts, shared religious beliefs, etc. I will compare instances where cultural groups were in opposition to one another such as disputes over belief systems, religious and other practices. 2015-­‐2016 7th grade Social Studies Curriculum Guide 16 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism). 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (colonialism, imperialism, globalization and interdependence.) 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I will define and give examples of equality, liberalism, republicanism, one-­‐
man-­‐one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. I can explain how competition for resources affects the economic relationship among nations. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. 17 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). (Q1) The Renaissance & Reformation The Italian Renaissance Humanism The Northern Renaissance The Reformation The Scientific Revolution The Age of Exploration Renaissance art 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-­‐ governmental groups and religious, political factions). 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can summarize the main characteristics of various economic systems. I will compare and contrast two of the above words. I will define the following terms: Capitalism, Socialism, Communism, Market Economies, Command economies, Mixed economies, and traditional economies. I can recognize that the source I will compare various of political power in a society sources of political does not always rest in the power in a society such hands of governmental as wealthy land authority. owners, religious groups, heads of state, etc. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I will analyze a variety of documents that share multiple views on historical issues. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Perspective Innovations Reform Persecution Philosophy Globalization Denomination Realism Doctrine 18 (architecture, music, painting, drawings, etc.) 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context Exploration Columbian Exchange 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context. 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can understand the literal meaning of a historical document. I can apply the meanings to multiple situations/time periods. I will organize the information to understand multiple situations. I will read and interpret the meaning of unit specific documents. I can understand the literal I will organize the meaning of a historical information to document. understand multiple situations. I can apply the meanings to multiple situations/time I will read and periods. interpret the meaning of unit specific documents. I can compare that there are I will examine all sides multiple perspectives to of a conflict. understand and analyze in order to determine the effects I will examine the of any type of conflict. causes and effects of conflict. I can recognize that conflict may begin as an idea or movement and result in violence. Heresy Tier 3 Printing Press Secular Humanism Counter-­‐
reformation Vernacular 95 Theses Protestant Catholic Excommunication Renaissance Monarchy 19 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify types of interactions: Military, Economic, Social, and Scientific. I will define Military, economic, social and scientific interactions. 20 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I will define and give examples of equality, liberalism, republicanism, one-­‐
man-­‐one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. 21 (Q1) The Enlightenment & Revolution British Philosophers French Philosophers American Philosophers Enlightenmen
t as a Cause of Revolution 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-­‐ governmental groups and religious, political factions). 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions 2015-­‐2016 7th grade Social Studies Curriculum Guide I can recognize that the source of political power in a society does not always rest in the hands of governmental authority. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Innovation I can use different sources of I will analyze a variety Democracy Colony information from multiple of documents that Balance of Power perspectives (i.e. race/ethnic share multiple views groups, gender, on historical issues. Tier 3 socioeconomic status, political Scientific affiliation, time periods) to Revolution understand a particular event Peninsular or issue. Mulattos I can understand changing I will survey the Spanish Creoles demographic trends i.e. ethnic changing Mestizos makeup, may cause internal demographics of conflict among a nation’s region that may cause Nationalism population or may cause conflict or compromise Estates General Geocentric/ different groups to between differing Heliocentric compromise in order to ethnic groups. Theory achieve common goals. Enlightenment Natural Rights Separation of Powers I will compare various sources of political power in a society such as wealthy land owners, religious groups, heads of state, etc. 22 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society I can describe how expressions of culture may bring about political and social change by exposing political and social issues. 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I can illustrate how innovation in communication allows people and ideas to travel from place to place with greater ease. 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). 2015-­‐2016 7th grade Social Studies Curriculum Guide I will give examples of how art and other expressions of culture give people self-­‐
respect, belief in the future, and a platform for freedom of speech and expression. I will analyze a variety of documents that share multiple views on historical issues. Reign of Terror Declaration of the Rights of Man Absolute Monarchy Constitutional Monarchy Social Contract American Revolution French Revolution Latin American Revolutions I will give examples of innovation allowing people and ideas to travel with greater ease. 23 (Q1) Enlightenment & Revolutions, continued Exploration & Global Exchange Enlightenment & Revolution Seven Years War as a cause for revolution French Revolution 7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions I can recognize that rapid population growth may lead to internal conflict over scarce resources. 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can summarize the main characteristics of various economic systems. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will list the factors that explain population growth and decline in areas i.e. the lack of arable/fertile land, the relocation of industry, war (refugee population) and political strife, access to health care, and environmental conditions (weather, climate, landforms). I will define the following terms: capitalism, socialism, communism, market economies, Command economies, mixed economies, and traditional economies Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Epidemic
Nation-State
Interdependence
Pandemic
Missionary
Migration
Colonization
Imperialism
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Great Dying
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24 (Q2) Industrial Revolution 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). I can recognize societies and regions may unite around shared principles of ethics. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will define and give examples of equality, liberalism, republicanism, one-­‐
man-­‐one vote, and rule of law, socialism, and reason as the primary source of legitimacy and authority, natural rights of man. I will identify that cultural exchange contributes to mutual understanding between societies and peoples which can prevent prejudice and hate. Conquistadors
Encomienda
Mercantilism
Capitalism
Cape of Good
Hope
Northwest Passage
Trade Route
Slave Route
Sovereignty
Ethnocentric
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Use Explain Construct 25 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence) 7.H.1.2 Summarize a literal meaning of historical documents in order to establish context 7.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can explain how competition for resources affects the economic relationship among nations. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. I can understand the literal meaning of a historical document. I will read and interpret the meaning of unit specific documents. I can use different sources of information from multiple perspectives (i.e. race/ethnic groups, gender, socioeconomic status, political affiliation, time periods) to understand a particular event or issue. I will analyze a variety of documents that share multiple views on historical issues. Compare Summarize Analyze Evaluate Innovation Democracy Colony Balance of Power
Tier 3 Scientific Revolution Peninsular Mulattos Spanish Creoles Mestizos Nationalism Estates General Geocentric/Helioc
entric Theory Enlightenment Natural Rights 26 7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can explain that colonization, conquest, and imperialism may alter a people’s way of life in positive and negative ways. I will give examples of how these may alter a people’s way of life. I will define colonization, conquest and imperialism. Separation of Powers Reign of Terror Declaration of the Rights of Man Absolute Monarchy Constitutional Monarchy Social Contract American Revolution French Revolution Latin American Revolutions 27 (Q2) Imperialism The effects of Imperialism on Asia and Africa Sepoy Rebellion Boer War Opium Wars Boxer Rebellion Japanese Imperialism The relationship between industrializati
on and imperialism 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States 7.H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify multiple organization, human and capital resources that are needed to address issues with global consequences. I can explain various motivations for participating in global consensus building efforts may impact how different groups work together. I will explain and demonstrate a knowledge of motivations for the person/ groups’ participation in the global problem solving process as well as the criteria used to evaluate the effectiveness of international cooperative efforts such as the ability to meet the objectives set forth by the group. I can illustrate how innovation I will give examples of in communication allows innovation allowing people and ideas to travel people and ideas to from place to place with travel with greater greater ease. ease. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Colonization
Industrialization
Partitioned
Infrastructure
Alliances
Stalemate
Inflation
Propaganda
Ration
Infrastructure
Scarcity
Cultural
Superiority
Decolonization
Imperialism
Tier 3
British East India
Company
Panama Canal
Suez Canal
28 7.E.1.1 Explain how competition for resources affects the economic relationship among nations (colonialism, imperialism, globalization and interdependence). I can explain how competition for resources affects the economic relationship among nations. I will define and give examples of: Colonialism, Imperialism, Globalization, and Interdependence. 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can summarize the main characteristics of various economic systems. I will define the following terms: capitalism, socialism, communism, market economies, command economies, mixed economies, and traditional economies. 2015-­‐2016 7th grade Social Studies Curriculum Guide Roosevelt
Corollary
Monroe Doctrine
Social Darwinism
Sphere of
Influence
Hegemony
Scramble for
Africa
White Man’s
Burden
Trench Warfare
Treaty of
Versailles
League of Nations
Nationalism
Triple Alliance
Triple Entente
Berlin Conference
29 7.C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism, socialism, & fascism). 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-­‐ governmental groups and religious, political factions). 7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify the ideas found in intellectual, scientific, and cultural movements may have implications for the development of future political thought and governmental development. I will define and give examples of equality, liberalism, republicanism, one-­‐
man-­‐one vote, rule of law, socialism, reason as the primary source of legitimacy and authority, natural rights of man. I can recognize that the source I will compare various of political power in a society sources of political does not always rest in the power in a society such hands of governmental as wealthy land authority. owners, religious groups, heads of state, etc. I can describe how expressions of culture may bring about political and social change by exposing political and social issues. I will give examples of how art and other expressions of culture give people self-­‐
respect, belief in the future, and a platform for freedom of speech and expression. 30 (Q2-­‐3) League of WWI Nations (Q3) WWII Cold War (Cold War unit continues in Q4) 7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. I can create my own charts, graphs, and historical narratives to explain events or issues. 7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States). I can identify how multiple organizations are often needed to address issues with global consequences. I can recognize that human and capital resources are needed to address issues with global consequences. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will use data from diaries, ship manifests, tax records, maps, magazine and newspaper articles, or literature to explain historical issues. I will evaluate the effectiveness of League of Nations and its evolution into the United Nations. I will examine the creation of the League of Nations. I will identify the issues with global consequences that need human and capital resources. Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Sanctions
Isolationism
Ghettos
Genocide
Holocaust
War Crimes
Sovereignty
Persecution
Embargo
Appeasement
Propaganda
Atomic Bomb
31 (Q4) The Cold War Contemporary Global Issues 7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies). I can summarize the main characteristics of various economic systems. 7.C&G.1.3 Compare the requirements for (e.g. age. gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service). I can determine the requirements for and responsibilities of citizenship of a nation may differ based on type of government and the values and beliefs of that society. 2015-­‐2016 7th grade Social Studies Curriculum Guide I will compare and contrast two of the above words. I will define the following terms: capitalism, socialism, communism, market economies, command economies, mixed economies, and traditional economies I will list and compare the responsibilities of citizenship in various nations around the world such as voting, taxes and military service. I will list and compare the requirements for citizenship in various nations around the world such as age, gender, legal and economic status. Tier 3 Final Solution
Militarism
Axis Powers
Allied Powers
Blitzkrieg
Meiji Restoration
Nuremberg Trials
D-Day
Anti-Semitism
Totalitarian
Fascism
Mein Kempf
Nazi Party
United Nations
Tier 2 Use Explain Construct Compare Summarize Analyze Evaluate Liberation
Inflation
Superpowers
Containment
Refugee
32 7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism). 7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify differing cultural values and belief systems in a society that may serve as a source of conflict. I can identify how diseases impact modern societies differently. I can identify that the causes of diseases can be man-­‐made or found in nature. I can recognize that cultural ideas will impact how disease is recognized, accepted and treated within modern societies. I will compare instances where cultural groups were in complete opposition to one another such as disputes over belief systems and religious and other cultural practices. I will compare the impact of the same disease on two different modern societies. I will list diseases in modern societies. I will debate their acceptance and treatments. I will categorize diseases based on their causes. Partition
Negotiations
Cultural
Revolution
Deterrence
Decolonization
Infrastructure
Nuclear war
Tier 3 Cuban Missile
Crisis
Space Race
Command
Economy
Traditional
Economy
United Nations
Iron Curtain
Marshall Plan
Korean War
Domino Theory
Third World
Truman Doctrine
NATO
Warsaw Pact
Arms Race
33 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change) affect modern societies and regions. 2015-­‐2016 7th grade Social Studies Curriculum Guide I can identify various NGOS (local, national and international) and government agencies respond to natural disasters. I can identify how human modifications to the environment may have positive and negative implications. I will list strategies and steps that various non-­‐
governmental organizations and governmental agencies may undertake in order to respond to environmental disasters. I will list ways that human modifications to the environment have positive and negative implications. Communism
Vietnam War
Guerilla Warfare
38th Parallel
Vietcong
Mandate of
Heaven
Khmer Rouge
Demilitarized
Zone
Tier 2 Use Explain Construct Compare 34 7.E.1.4 Explain how personal financial decision-­‐making impacts quality of life (e.g. credit, savings, investing, borrowing and giving). 2015-­‐2016 7th grade Social Studies Curriculum Guide I can understand how making good economic decisions may lead to a better quality of life. I can understand how making bad personal financial decisions may have negative implications for the larger society. I will identify the benefits of saving, investing and giving. I will identify methods people use to save, invest, and create wealth. I will demonstrate how to use credit and borrowing responsibly. I will identify factors that may negatively impact quality of life e.g. accumulating too much debt, not planning for the future, and spending more than earn. Summarize Analyze Evaluate AIDS
Specialization
Import
Export
Birth Rate
Death Rate
Life Expectancy
Quality of Life
Fertility Rate
Greenhouse Effect
Globalization
Outsourcing
Pandemic
Epidemic
Sanctions
Deforestation
Desertification
Natural Disaster
Climate Change
35 2015-­‐2016 7th grade Social Studies Curriculum Guide Overpopulation
Natural Resources
Tier 3
Cuban Missile
Crisis
Space Race
Command
Economy
Traditional
Economy
United Nations
Iron Curtain
Marshall Plan
Korean War
Domino Theory
Third World
Truman Doctrine
NATO
Warsaw Pact
Arms Race
Communism
Vietnam War
Guerilla Warfare
38th Parallel
Vietcong
Mandate of
Heaven
Khmer Rouge
Demilitarized
Zone
36 Communism Independence movements in Africa, Asia, and the Americas Korean Conflict Middle East Conflict Vietnam Apartheid Emergence of Global Organizations 7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances) I can describe how expressions of culture may bring about political and social change by exposing political and social issues. I will compare and contrast various international economic alliances 2015-­‐2016 7th grade Social Studies Curriculum Guide 37 Unit Topics
1. Geography
&
Environments
Resources
Latitude Longitude Song: (Polka)
http://www.kidsknowit.com/educational-songs/play-educationalsong.php?song=Longitude%20and%20Latitude
L to J 7th grade vocabulary (year long)
http://www.iss.k12.nc.us/Page/50820
Third World Farmer - Simulation Game about life of a farmer in the third world:
http://www.itu.dk/people/hermund/3wf/index_content.html
Ayiti - Simulation about life of the poor in Haiti: http://www.tigweb.org/tiged/projects/ayiti/
Walking Around Europa - Quizzes about Euorpean geography current and past:
http://www.europa.learningtogether.net/
Geosense - Competition game locating cities and countries around world:
http://www.geosense.net/
Sheppard Software, Geography Games: http://www.sheppardsoftware.com/Geography.php
Mapmaking Activity: http://www.harcourtschool.com/activity/mapmaker/mapmaker.html
2. Systems:
Economic &
Government
Systems
powerof26.org
icivics.org
http://quizlet.com/10150080/types-of-government-systems-flash-cards/ (Types of Govern.)
Govt. Conversation starter
http://www.youtube.com/watch?v=HLUX0y4EptA
National Budget Simulator: http://www.econedlink.org/national-budget-simulator.php
2015-­‐2016 7th grade Social Studies Curriculum Guide 38 3. The
Renaissance
https://www.khanacademy.org/humanities/art-history/art-history-1400-1500-renaissance-initaly-and-the-north
Digital Scriptorium - Medieval and Renaissance Manuscripts:
http://bancroft.berkeley.edu/digitalscriptorium/
http://www.history.com/topics/italian-renaissance
http://www.fordham.edu/Halsall/mod/modsbook02.asp#Protestant Reformation
Galileo’s Life:
http://video.pbs.org/video/2036276385
The Renaissance Connection: http://www.renaissanceconnection.org/index2.cfm
Early Modern British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/early-modern.htm
Renaisssance and Reformation Blendspace Lesson:
https://www.blendspace.com/lessons/kfK9awmqp2ADlA/renaissance-and-reformation
4. The
Enlightenment
https://www.khanacademy.org/humanities/history/1600s-1800s
Timeline:
http://www.historyteacher.net/EuroProjects/DBQ1998-1999/DBQTimeLine%207-99.htm
Jeopardy Review:
Enlightenment Age Review 1
http://iss.schoolwires.com/cms/lib4/NC01000579/Centricity/Domain/726/Jeopardy%20review%20game.ppt
2015-­‐2016 7th grade Social Studies Curriculum Guide 39 http://www.fordham.edu/Halsall/mod/modsbook10.asp
5. Revolutions
https://www.khanacademy.org/humanities/history/1600s-1800s/french-revolutiontutorial/v/french-revolution--part-1
French
Revolution: http://www.history.com/topics/napoleon
http://www.fordham.edu/Halsall/mod/modsbook13.asp
Lady Gaga You Tube French Revolution video https://www.youtube.com/watch?v=wXsZbkt0yqo
French Revolution History in a Nutshell You Tube video https://www.youtube.com/watch?v=VEZqarUnVpo Primary Source Activity looking at British newspaper reaction to French Revolution:
http://www.nationalarchives.gov.uk/education/lessons/lesson36.htm
http://www.youtube.com/watch?v=eutUTVpdWDc (Industrial Revolution)
6. Imperialism/ https://www.khanacademy.org/humanities/history/euro-hist/world-war-I-tutorial/v/empiresNationalism
before-world-war-i
Napoleon: http://www.history.com/topics/napoleon
http://www.fordham.edu/Halsall/mod/modsbook17.asp (Nationalism)
Empire and Industry in British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/empire-industry.htm
7. WWI &
WWII
https://www.khanacademy.org/humanities/history/euro-hist/world-war-I-fighting/v/schlieffenplan-and-the-first-battle-of-the-marne
2015-­‐2016 7th grade Social Studies Curriculum Guide 40 https://www.khanacademy.org/search?page_search_query=World+War+II
http://www.historyplace.com/worldwar2/timeline/ww2time.htm
http://www.youtube.com/watch?v=Q78COTwT7nE (WWII)
Early 20th Century British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/early-20th-century.htm
Interwar British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/interwar.htm
Second World War British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/world-war-two.htm
8. The Cold
War Era
https://www.khanacademy.org/humanities/history/euro-hist/cold-war/v/communism
http://www.fordham.edu/Halsall/mod/modsbook50.asp (Eastern Europe)
http://www.fordham.edu/Halsall/mod/modsbook49.asp (Western Europe)
Postwar British History Activities and Lessons:
http://www.nationalarchives.gov.uk/education/postwar.htm
Tools / Other
Internet Archive - A variety of digital sources: http://archive.org/index.php
Time Rime - Interactive TImeline: http://timerime.com/
Scribble Maps - Draw on and Share Maps: http://scribblemaps.com/
Dipity - Interactive, Multimedia TImeline: http://www.dipity.com/
Remanum - Civilization Strategy Game:
http://browsergame.remanum.com/?ad=10781_1111191000
Rise of Europe - Civilization Strategy Games:
http://onlinegame.riseofeurope.com/?ad=10781_1111191000
Repositories of Primary Sources - Links to universities around the world with digitized
2015-­‐2016 7th grade Social Studies Curriculum Guide 41 primary sources: http://www.uiweb.uidaho.edu/special-collections/Other.Repositories.html
www.livebinders.com - Help students showcase their work for both teachers and parents
www.schoology.com - Through this social site, teachers can manage lessons, engage
students, share content, and connect with other educators.
www.kerpoof.com - Students can get creative with their learning with games, interactive
activities, drawing tools, and more that are both fun and educational.
YouTubeTimeMachine - Historical videos dating back as far as 1860: http://yttm.tv/
www.sascurriculumpathways.com - Interactive standards-based resources.
2015-­‐2016 7th grade Social Studies Curriculum Guide 42 7th Grade Social Studies Tiered Vocabulary
Tier 1: Basic Vocabulary
Tier 1 consists of the most basic vocabulary and typically does not require explicit instruction. These terms commonly appear in the spoken language.
Tier 2: High Frequency Words
Tier 2 words are important for reading comprehension and are often used across a variety of environments and content areas. They are more challenging for
students, especially when seen in print.
Tier 3: Low-Frequency (Context Specific)
Tier 3 words are low-frequency words that occur in specific domains and subject areas. They are typically used within a specific subject area and are an integral
part of instruction and content. These terms are taught explicitly within the content area.
Introduction to 7th Grade Social Studies
Tier 1
Environment Religion Community Population Map Government Culture Society Region Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Primary Source Secondary Source Perspective Interaction Coordinates Scale Citizen Economy Geography Continent Hemisphere 2015-­‐2016 7th grade Social Studies Curriculum Guide Tier 3
Latitude Longitude GPS Monarchy Theocracy Oligarchy Democracy Republic Market economy Traditional economy Mixed economy Command economy Civilization Arid Geography/Geographer 43 Landforms Physical Features Land use Constitution Cartography/Cartographer Demography/Demographe Renaissance and Reformation
Tier 1
Leader Movement Communication Power Technology Radical Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Perspective
Innovations
Reform
Persecution
Philosophy
Globalization
Denomination
Realism
Doctrine
Heresy
Tier 3
Printing Press
Secular
Humanism
Counter-Reformation
Vernacular
95 Theses
Protestant
Catholic
Excommunication
Renaissance
Monarchy
Significant People
Gutenberg
Da Vinci
Michelangelo
Machiavelli
2015-­‐2016 7th grade Social Studies Curriculum Guide 44 Shakespeare
Luther
Calvin
Enlightenment and Revolution
Tier 1
Change
Fairness
Rights
Rebellion
Reason Logic Government
Equality
Freedom
Slavery
Power
Independent
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Innovation Democracy Colony Balance of Power
Tier 3
Scientific Revolution
Peninsular
Mulattos
Spanish Creoles
Mestizos
Nationalism
Estates General
Geocentric/Heliocentric
Theory
Enlightenment
Natural Rights
Separation of Powers
Reign of Terror
Declaration of the Rights of
Man
Absolute Monarchy
Constitutional Monarchy
Social Contract
American Revolution
French Revolution
Latin American Revolutions
Significant People
Locke
Montesquieu
Bolivar
Napolean
2015-­‐2016 7th grade Social Studies Curriculum Guide 45 Voltaire
Rousseau
Hobbes
L’Overture
Jefferson
King Louis XVI
De San Martin
Hidalgo
Exploration and Global Exchange
Tier 1
Racism
Conflict
Conquest
Power
Gold
Glory
God
Technology
Movement
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Epidemic
Nation-State
Interdependence
Pandemic
Missionary
Migration
Colonization
Imperialism
Tier 3
Great Dying
Triangular Trade
Columbian Exchange
Conquistadors
Encomienda
Mercantilism
Capitalism
Cape of Good Hope
Northwest Passage
Trade Route
Slave Route
Sovereignty
Ethnocentric
Indentured Servitude
Significant People
2015-­‐2016 7th grade Social Studies Curriculum Guide 46 Dias
Hudson
Balboa
Cartier
Cook
Drake
Columbus
DeGama
Pizarro
DeSoto
Industrial Revolution
Tier 1
Invention
Inventor
Machine
Farming
Factory
Produce
Strike
Transportation
Labor
Resources
Poverty
Pollution
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Immigration
Raw Materials
Industrialization
Interchangeable Parts
Domestic System
Revolution
Economic
Political
Modernization
Productivity
Textile
Tenement
Urbanization
Monopoly
Tier 3
Laissez-Faire
Push Factor
Pull Factor
Socialism/Marxism
Bourgeoisie
Communism
Supply and Demand
Demographics
Mass Production
Agricultural Revolution
Capitalism
Labor Union
Assembly Line
Steam Engine
Significant People
2015-­‐2016 7th grade Social Studies Curriculum Guide 47 James Watt
John Kay
Eli Whitney
Rockefeller
Carnegie
Adam Smith
Imperialism/World War I
Tier 1
Conquer
Compete
Pride
Loyalty
Nation
Persuade
Power
Superior
Trade
Interaction
Racism
Isolation
Neutral
Progress
Leader
War
Independent
Cecil Rhodes
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Colonization
Industrialization
Partitioned
Infrastructure
Alliances
Stalemate
Inflation
Propaganda
Ration
Infrastructure
Scarcity
Cultural Superiority
Decolonization
Imperialism
Tier 3
British East India Company
Panama Canal
Suez Canal
Roosevelt Corollary
Monroe Doctrine
Social Darwinism
Sphere of Influence
Hegemony
Scramble for Africa
White Man’s Burden
Trench Warfare
Treaty of Versailles
League of Nations
Nationalism
Triple Alliance
Triple Entente
Berlin Conference
Significant People
Theodore Roosevelt
2015-­‐2016 7th grade Social Studies Curriculum Guide 48 Rudyard Kipling
Franz Ferdinand
Woodrow Wilson
James Monroe
Otto Von Bismarck
World War II
Tier 1
Conflict
Unite
Struggle
War
Change
Challenge
Destroy
Violence
Authority
Bomb
Victory
Defeat
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Sanctions
Isolationism
Ghettos
Genocide
Holocaust
War Crimes
Sovereignty
Persecution
Embargo
Appeasement
Propaganda
Atomic Bomb
2015-­‐2016 7th grade Social Studies Curriculum Guide Tier 3
Final Solution
Militarism
Axis Powers
Allied Powers
Blitzkrieg
Meiji Restoration
Nuremberg Trials
D-Day
Anti-Semitism
Totalitarian
Fascism
Mein Kempf
Nazi Party
United Nations
49 Significant People
Mussolini
Stalin
Hitler
Churchill
Roosevelt
Truman
Cold War
Tier 1
Occupation
Power
Control
War
Conflict
Change
Surrender
Combat
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate Liberation
Inflation
Superpowers
Containment
Refugee
Partition
Negotiations
Cultural Revolution
Deterrence
Decolonization
Infrastructure
Nuclear war
Tier 3
Cuban Missile Crisis
Space Race
Command Economy
Traditional Economy
United Nations
Iron Curtain
Marshall Plan
Korean War
Domino Theory
Third World
Truman Doctrine
NATO
Warsaw Pact
Arms Race
Communism
Vietnam War
Guerilla Warfare
38th Parallel
Vietcong
Mandate of Heaven
Khmer Rouge
Demilitarized Zone
Significant People
2015-­‐2016 7th grade Social Studies Curriculum Guide 50 Stalin
Churchill
Kennedy
Castro
Mao Zedon
Kim Il-Sung
Kim Jong Il
Ho Chi Min
Ngo Dihn Dum
Pol Pot
MacArthur
Contemporary Global Issues
Tier 1
Hunger
Poverty
Education
Disease
Environment
Land
Water
Support
Economy
Oil
Aggression
Health
Trade
Peace
Tier 2
Use Explain Construct Compare Summarize Analyze Evaluate AIDS
Specialization
Import
Export
Birth Rate
Death Rate
Life Expectancy
Quality of Life
Fertility Rate
Greenhouse Effect
Globalization
Outsourcing
Pandemic
Epidemic
Sanctions
Deforestation
Desertification
2015-­‐2016 7th grade Social Studies Curriculum Guide Tier 3
GDP
OPEC
WTO
NAFTA
WHO
EU
PLO
NATO
G20
Developing Country
Developed Country
Rwandan Genocide
Crisis in Darfur
Crisis in Sudan
Comparative Advantage
Weapons of Mass
Destruction
Arab Spring
Coalition
Desert Storm
Iran-Iraq War
Arab-Israeli Wars
Fundamentalism
Theocracy
51 Natural Disaster
Climate Change
Overpopulation
Natural Resources
Fossil Fuels
Ethnic Cleansing
Refugee
Asylum Seeker
Renewable
Non-Renewable
European Union
Sustainable
Dictatorship
Global Market
Treaty
Shiite Muslim
Islamic Revolution
*CONT. NEXT PAGE!
Significant People
Hutu & Tutsi
Clinton
George H. Bush
George W. Bush
Reagan
Hussein
Lost Boys (Sudan)
Obama
Kim Jung Un
Gaddafi
2015-­‐2016 7th grade Social Studies Curriculum Guide 52