OWEGO APALACHIN CENTRAL SCHOOL DISTRICT
OWEGO, NY
January 8, 2009
SOCIAL STUDIES 7 CURRICULUM
PROPOSAL:
It is proposed that the Board of Education adopt the Social Studies
7 Curriculum for students in the Owego Apalachin Central School
District.
DISTRICT
COMMITMENT:
There are no additional monies required beyond those currently
budgeted for in the 2008 - 2009 school year.
RECOMMENDATION:
It is recommended that the Board of Education adopt the Social
Studies 7 Curriculum for students in the Owego Apalachin Central
School District.
PREPARED BY:
Christina Bangel, Owego Apalachin Middle School
Stephen McGovern, Owego Apalachin Middle School
Thomas Birosak, Owego Apalachin Middle School (Consultant)
PROCESSED BY:
Bernard C. Dolan, Jr.
Associate Superintendent
RECOMMENDED BY:
Dr. William C. Russell
Superintendent of Schools
* * Full year
‰ Half year
‰ Quarter
** Curriculum:
‰ Scope and Sequence
‰ Modifications
‰ Review and Revision:
Christina Bangel and Stephen McGovern
Special Education Consultant Tom Birosak
Additional Readers – Sixth Grade Social Studies Teachers
‰ half year course ‰ quarter ‰ other __________________
Date Submitted: August 1, 2008
Approval Date:
Written by:
Duration: ** full year course
Grade Level(s): 7
Course: American History: Pre-History to Civil War
Subject: Social Studies
Full year
Half year
Project:
OWEGO APALACHIN CENTRAL SCHOOL DISTRICT
CURRICULUM COVER PAGE
Identify and understand the Social Sciences
Distinguish between and give examples of primary and secondary sources
Define culture
Identify early human migration routes and explain why humans came to the Americas
Identify aspects of early Native American cultures that developed in North and South America
Know the social and economic characteristics of the Native American groups of New York
Identify the contributions of the Native American groups of New York to New York, United States and world history
Duration: 7 weeks
New York State Standards:
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding
of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
1.1 The study of New York State and United States history requires an analysis of the development of American culture, its
diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate
the connections and interactions of people and events across time and from a variety of perspectives.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and United States
history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance,
reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and
competing interpretations of different historical developments.
x
x
x
x
x
x
x
Established Goals:
Stage 1 – Desired Results
1
#/Placement of Unit:
Unit:
Global Heritage of the American people
Course Title: American History: Pre-History to Civil War
Subject: Grade 7 Social Studies
Owego Apalachin Central School District
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and
other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making
units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and
nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of economic
decision making, and the interdependence of economies and economic systems throughout the world.
3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments
over the Earth’s surface.
3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions,
physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted
from The National Geography Standards, 1994: Geography for Life)
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes,
developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of important
ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and
interactions of people across time and space and the ways different people view the same event or issue from a variety of
perspectives.
2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing
on important turning points in world history help organize the study of world cultures and civilizations.
2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the important
roles and contributions of individuals and groups.
2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of
history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand
the concepts of change and continuity over time.
The first Americans came from Asia
Primary and secondary sources are examples of historical
evidence
Different cultures developed in the Americas thousands of
years ago
Geography and climate had an impact on the unique
characteristics of different cultures in the Americas
Iroquois and Algonquian cultures existed in New York State
and influenced New York and United States government
and society
Different people view the same event or issues from a
variety of perspectives
x
x
The six social sciences and their roles in the study of
history
The difference between and examples of primary and
secondary sources
Students will know…
x
x
x
x
x
x
Understandings:
Students will understand that…
How do social sciences help historians research the
past and predict the future?
How did geographic factors affect political, social and
economic aspects of the Aztec, Incan and Mayan
civilizations?
How did the political, social and economic
characteristics of early Native American cultures impact
the history of North and South America?
How did geography influence the development of early
Native American cultures?
x
x
Formulate social science questions and define social
science issues and problems
Compare and contrast the Aztec, Incan and Mayan
cultures
Students will be able to…
x
x
x
x
Essential Questions:
necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic
civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of
participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and
civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
(Adapted from The National Standards for Civics and Government, 1994)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Explain the unique cultural contributions of the Aztec,
Incan and Mayan civilizations
Interpret and analyze primary sources for content
Locate North and South America on a world map
Locate and map early human migration patterns
Describe the geographic factors of New York State that
affected settlement patterns
Compare and contrast the Iroquois and Algonquian
cultures
Make a direct correlation between the Iroquois form of
government and the impact that had on the writing of
the United States Constitution
Interpretation (mini projects i.e. individual and groups)
Class discussions
Reading and note taking activities using outlines and
graphic organizers
Completion of required unit resource guide
Create political cartoons
Venn diagrams
Student created poster comparing and contrasting Iroquois
and Algonquian cultures
Journal entries
x
x
x
x
x
x
x
Tests (short answer, multiple choice, document
interpretation, constructed response)
Quizzes (fill in, matching, multiple choice, primary and
secondary sources)
Power Point presentations
Critical thinking questions
Document based questions
Present information by using media and other
appropriate visuals such as tables, charts, and graphs
to communicate ideas and conclusions
Informal observation of participation
Stage 2 – Assessment Evidence
Other Evidence:
What factors define a culture
Theories of early human migration
The cultural components and contributions of each of the
major Native American groups of North and South America
Names and locations in New York State of the six tribes of
the Iroquois Nation
How Native American groups adapted to their environments
The role of women in Iroquois society
How the Iroquois form of government impacted the
formation of the United States government
The social and economic characteristics such as customs,
traditions, child-rearing practices, gender roles, foods and
religious and spiritual beliefs that distinguish different
cultures and civilization
Performance Tasks:
x
x
x
x
x
x
x
x
Student generated notes
Atlas Activity
Readings on North and South American native cultures
Creation Myth skit
Video presentations
Analysis of the flag of Iroquois Confederacy
Memorize and sing the Iroquois song
Play Iroquois games
Iroquois sign language
Iroquois glyph writing
Vocabulary graphic organizers
Artistic representation of an Iroquois village
Creation of student generated study guide for unit test
Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Current events pertaining to the topic
Sources:
x American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
x Atlas of American History (NYSTROM)
x Library and internet sources
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Learning Activities:
Stage 3 – Learning Plan
Determine how Europeans lived during the Middle Ages and the Renaissance
Understand the causes of European exploration and the impact of European exploration and settlement on Native
Americans and Europeans
Examine the factors that influenced where Europeans established colonies in the Americas
Identify advances in technology that led to increased European exploration
Explain the roles and contributions of key individuals and groups of people in the development of social, political,
cultural, and religious practices during the colonial period
Analyze how European colonial communities satisfied their basic needs and wants through the use of limited
resources
Identify early governments that developed in the American colonies
New York State Standards:
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
1.1 The study of New York State and United States history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and
x
x
x
x
x
x
x
Established Goals:
Stage 1 – Desired Results
#/Placement of Unit: 2
Unit: European Exploration &
Colonization of America
Duration: 10 weeks
Course Title: American History: Pre-History to Civil War
Subject: Grade 7 Social Studies
Owego Apalachin Central School District
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United
3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and
regions, physical settings (including natural resources), human systems, environment and society, and the use of
geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
3.2 Geography requires the development and application of the skills of asking and answering geographic questions;
analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The
National Geography Standards, 1994: Geography for Life)
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of
important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and
the connections and interactions of people across time and space and the ways different people view the same event
or issue from a variety of perspectives.
2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and
focusing on important turning points in world history help organize the study of world cultures and civilizations.
traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and
United States history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the
importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the
importance of changing and competing interpretations of different historical developments.
x
x
x
x
x
x
x
Many factors led to the exploration and colonization
of North and South America
Different geographic factors had an effect on
European exploration and colonization
Many European countries established colonies in the
Americas
European colonization had a drastic impact on the
people and environment in the Americas
The first European colonies established in the United
States were founded for specific reasons
New York State was first settled by the Dutch and
English
Different geographic factors in the New England,
Understandings:
Students will understand that…
x
x
x
x
x
What were the motivating factors for European
exploration and how did these factors impact
colonization of the Americas?
How did European exploration affect both
Europeans and Native Americans?
Who were some of the key players in European
exploration and what technological advances did
they use to accomplish their goals?
How did geography play a role in the settlement
patterns of the Americas?
How did political, social and economic structures
develop in the European colonies in the United
States?
Essential Questions:
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the
U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of
government and civic life; and the differing assumptions held by people across time and place regarding power,
authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
States and other societies develop economic systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity
problem through market and nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of
economic decision making, and the interdependence of economies and economic systems throughout the world.
What life was like in Europe during the Middle Ages
and the Renaissance
The reasons for European exploration
How geographic factors influenced European
exploration
What European countries established colonies in the
Americas
The effects of European colonization on Native
American groups and the landscape of the Americas
The overall significance of major European explorers
The reasons for the first European settlements in the
United States
The political, social and economic systems
developed in the United States
The differences between the New England, New
France, New Spain and New Netherland settlements.
The similarities and differences between New
England, Middle and Southern English colonies
x
x
x
x
x
x
x
x
Describe what life was like in Europe during the
Middle Ages and the Renaissance.
Explain the various reasons for the exploration of the
Americas.
Discuss how geographic factors influenced
European exploration
Identify key explorers and their contributions to
European exploration
Map the routes of major explorers
Debate the pros and cons of European exploration
on the Americas
Explain the reasons for the first European
settlements in the United States
Create a map of the Triangle Trade routes
Students will be able to…
Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence:
x Journal entries
x Tests (short answer, multiple choice, document
interpretation, constructed response)
x Interpretation (mini projects i.e. individual and
groups)
x Quizzes (fill in, matching, multiple choice, primary
and secondary sources)
x Class discussions
x
x
x
x
x
x
x
x
x
x
Students will know…
Middle and Southern colonies led to different political
and economic systems
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Document based questions
Present information by using media and other
appropriate visuals such as tables, charts, and
graphs to communicate ideas and conclusions
Power Point presentations
Informal observation of participation
Analysis of political cartoons
Student generated notes
Creating a map of early European claims in America
Atlas activities
Readings on European Explorers and exploration
Readings on early New York State
Reading and discussion of the Mayflower Compact
Student created map of the 13 English colonies
Memorize and sing a song about Magellan
Video presentations
Vocabulary graphic organizers
Creation of student generated study guide for unit test
Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Current events pertaining to the topic
Stage 3 – Learning Plan
Critical thinking questions
Reading and note taking activities using outlines and
graphic organizers
Completion of required unit resource guide
Create political cartoons
Web quest of life in the 13 English Colonies
Web quest of New York State
Venn Diagram – compare/contrast Jamestown and
Plymouth colonies
Creation of explorer “baseball” cards
Student writing – obituary of European Explorer
Learning Activities:
x
x
x
x
x
x
x
x
x
Sources:
x American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
x Atlas of American History (NYSTROM)
x Library and internet sources
A Nation is Created
Unit:
Stage 1 – Desired Results
#/Placement of Unit:
3
Duration: 5 weeks
Course Title: American History: Pre-History to Civil War
Recognize that economic, political and cultural conflict between the colonies and Great Britain led to a desire for
colonial independence
Development of the unique colonial culture led to a need for independence
The course of a revolution can be affected by internal and external forces
A revolution can have a profound effect on the economic, political, and social fabric of a nation
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
1.1 The study of New York State and United States history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and
traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across time and from a variety of perspectives.
New York State Standards:
x
x
x
x
Established Goals:
Social Studies Seventh Grade
Subject:
Owego Apalachin Central School District
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity
problem through market and nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of
economic decision making, and the interdependence of economies and economic systems throughout the world.
3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and
regions, physical settings (including natural resources), human systems, environment and society, and the use of
geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of
important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and
the connections and interactions of people across time and space and the ways different people view the same event
or issue from a variety of perspectives.
2.2 Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and
focusing on important turning points in world history help organize the study of world cultures and civilizations.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and
United States history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the
importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the
importance of changing and competing interpretations of different historical developments.
x
x
x
x
x
x
x
The American colonies won their independence from
Great Britain
The values of a nation affect the guarantee of human
rights and make provisions for human needs
The first governments of the United States were
formed during the Revolutionary War period
Different experiences, beliefs, values, traditions and
motives cause individuals and groups to interpret
historic events from different perspectives
Societies and nations attempt to satisfy their basic
needs and wants by utilizing capital, natural and
human resources
Important historical figures played major roles
throughout the course of the American Revolution
Major battles of the Revolutionary War occurred in
Understandings:
Students will understand that…
x
x
x
x
x
x
Were the colonists justified in declaring their
independence?
Was the Revolutionary War inevitable?
What role did leadership, commitment and luck play
in the American victory over the British?
How did political, economic and social issues bring
people together against the British?
Was the American Revolution a “revolution” for all of
the participants? Why or why not?
What were the results of the American Revolution?
Essential Questions:
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the
U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of
government and civic life; and the differing assumptions held by people across time and place regarding power,
authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
5.2 The state and federal governments established by the Constitutions of the United States and the State of New
York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system
of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)
x
x
x
x
x
x
x
x
x
x
x
x
x
Identify causes and effects of events prior to and
during the American Revolution
Explain why the Second Continental Congress is
considered to be the first government of the new
nation
Discuss the values and ideals incorporated in the
Declaration of Independence
Analyze artwork from the Revolutionary era
Explain how France helped to end the war
Discuss the events on a timeline in the move toward
independence
Describe the roles of key revolutionary leaders such
as Washington, Adams, Jefferson, Franklin, Paine,
Cornwallis, Sons of Liberty etc.
Explain key arguments made by Patriots for
independence and by Loyalists against
independence
Students will be able to…
Interpretation (mini projects i.e. individual and
groups)
Journal entries
Class discussions
Document based questions
Critical thinking questions
x
x
x
Tests (short answer, multiple choice, document
interpretation, constructed response)
Quizzes (fill in, matching, multiple choice, primary
and secondary sources)
Present information by using media and other
appropriate visuals such as tables, charts, and
Stage 2 – Assessment Evidence
Other Evidence:
That colonists united against British control
The basic military strategies used in the Revolution
The major documents of the independence
movement and how were they produced
How a revolution effects the economic, political and
social fabric of a nation
That the battle at Saratoga was the turning point of
the revolution
The impact of allies, military strategies and fighting
for a cause
That women and African Americans played a role in
the war effort
The terms of the Treaty of Paris
The strengths and weaknesses of the colonists and
the British
The contributions made by key players in the
American Revolutionary War
Performance Tasks:
x
x
x
x
x
x
x
x
x
x
New York
Students will know…
Analyzing political cartoons
Revolutionary War thermometer graphic display of Revolutionary timeline events
Student generated notes
Readings on the Revolutionary War
Video presentations
Vocabulary graphic organizers
Creation of student generated study guide for unit test
Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Current events pertaining to the topic
Atlas activities
Classroom debate - Patriot vs. Loyalist
Sources:
x American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
x Atlas of American History (NYSTROM)
x Library and internet sources
x
x
x
x
x
x
x
x
x
x
x
graphs to communicate ideas and conclusions
Reading and note taking activities using outlines and
graphic organizers
x Informal observation of participation
x Power Point presentations
x Completion of required unit resource guide
x Create political cartoons
x Student created book based on the causes of the
American Revolution
x Step by step battle maps of the Revolution
x Write an obituary of a key player in the American
Revolution
Stage 3 – Learning Plan
Learning Activities:
x
x
Declaration of Independence
The Constitution was written to create a more effective government for the United States
The Constitution is considered a “living document” because it can be amended
The Bill of Rights protects the rights and liberties of Americans
Understand the political and legal principles of the Bill of Rights and Constitution
Understand how the United States developed a new identity under the Constitution
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
1.1 The study of New York State and United States history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and
traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and
United States history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the
importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the
New York State Standards:
x
x
x
x
x
Established Goals:
Stage 1 – Desired Results
Duration: 4 weeks
#/Placement of Unit: 4
Unit:
Experiments in Government
Course Title: American History: Pre-History to Civil War
Subject: Social Studies Seventh Grade
Owego Apalachin Central School District
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the
U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of
government and civic life; and the differing assumptions held by people across time and place regarding power,
authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
5.2 The state and federal governments established by the Constitutions of the United States and the State of New
York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system
of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity
problem through market and nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of
economic decision making, and the interdependence of economies and economic systems throughout the world.
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of
important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and
the connections and interactions of people across time and space and the ways different people view the same event
or issue from a variety of perspectives.
2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the
important roles and contributions of individuals and groups.
importance of changing and competing interpretations of different historical developments.
The Articles of Confederation was the first written
form of government for the United States
The Constitution was written to create a more
effective government for the United States
The Constitution endures because it balances power,
fosters compromise and provides for change
The Bill of Rights protects the rights and liberties of
Americans from the abuses of government
The New York State Constitution served as a model
for the United States Constitution
x
x
x
x
x
x
x
x
The role of key people to include: James Madison,
Benjamin Franklin, George Washington, Thomas
Jefferson, Alexander Hamilton
The weaknesses of the Articles of Confederation,
The impact of Shays’ Rebellion on the newly formed
government
Why the Constitutional Conventions were convened
How compromise played a role in the creation of the
United States Constitution
The importance of judicial review
How ideas of the Albany Plan of Union were
incorporated into the United States Constitution
The Bill of Rights needed to be added before the
Students will know…
x
x
x
x
x
Understandings:
Students will understand that…
Essential Questions:
x
x
x
x
x
x
x
Debate the pros and cons of the Articles of
Confederation
Analyze powers of the state and national
governments under the Articles
Explain the major compromises of the Constitutional
Convention
Identify the three branches of government and their
responsibilities
Identify, describe and give examples of the first ten
amendments (Bill of Rights)
Describe and give examples of the system of checks
and balances
Discuss the importance of one or more key people in
What is a government and how does a government
affect society?
x How did the first United States government operate?
x What is a constitution and how does it guide a
nation?
x What problems existed in the United States under
the Articles of Confederation?
x Why does the Constitution still work today?
x How are the liberties of Americans protected?
x How did the New York State Constitution reflect the
principles embodied in the Declaration of
Independence?
Students will be able to…
x
x
x
the new government
Recognize their duties and responsibilities as
citizens
Learning Activities:
x Create a political cartoon
x Atlas activity
x Readings on Constitution
x Mock Constitutional Convention
x Video presentations
x Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Stage 3 – Learning Plan
Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence:
x Informal observation of participation
x Journal entries
x Present information by using media and other
x Document Based Questions
appropriate visuals such as tables, charts, and
graphs to communicate their ideas and conclusions
x Interpretation (mini projects i.e. individual and
groups)
x Tests (short answer, multiple choice, document
interpretation, constructed response)
x Class discussions
x
Quizzes (fill in, matching, multiple choice, primary
x Critical thinking questions
and secondary sources)
x Reading and note taking activities using outlines and
graphic organizers.
x Web quests
x Write a journal entry on an assigned topic dealing
with the creation of the new government
Constitution could be ratified
Completion of required unit resource guide
Creation of student generated study guide for unit test
Analyze and interpret primary sources for content
Define and discuss the duties and responsibilities of an American citizen
Venn diagram – compare and contrast the powers of state and national governments
Current events pertaining to the topic
Sources:
x American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
x Library and internet sources
x Articles of Confederation
x Constitution
x
x
x
x
x
x
Duration: 4 weeks
Analyze how the growth of the United States led to the development of political parties
Evaluate how United States domestic and foreign policy decisions influenced the United States and World history
Discuss how the United States transitioned from an agrarian to an industrial nation
Assess how the need for land and natural resources led to the growth of the United States to the Pacific Ocean
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
1.1 The study of New York State and United States history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and
traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and
United States history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the
importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the
importance of changing and competing interpretations of different historical developments.
New York State Standards:
x
x
x
x
Established Goals:
Stage 1 – Desired Results
5
#/Placement of Unit:
Unit:
Life in the New Nation
Course Title: American History: Pre-History to Civil War
Subject: Grade 7 Social Studies
Owego Apalachin Central School District
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity
problem through market and nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of
economic decision making, and the interdependence of economies and economic systems throughout the world.
4.2 Economics requires the development and application of the skills needed to make informed and well-reasoned
3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and
regions, physical settings (including natural resources), human systems, environment and society, and the use of
geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
3.2 Geography requires the development and application of the skills of asking and answering geographic questions;
analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The
National Geography Standards, 1994: Geography for Life)
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
2.1 The study of world history requires an understanding of world cultures and civilizations, including an analysis of
important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and
the connections and interactions of people across time and space and the ways different people view the same event
or issue from a variety of perspectives.
2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the
important roles and contributions of individuals and groups.
2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the
theories of history, hypothesize about why interpretations change over time, explain the importance of historical
evidence, and understand the concepts of change and continuity over time.
x
x
x
x
x
x
Political parties developed in the United States
based on varying beliefs of a growing nation
The young nation faced many economic, political
and social issues
The Louisiana Purchase had positive and negative
influences on the growth of the United States
Westward expansion had a profound impact on
Native American cultures
The growth of the United States as an industrial
nation and westward expansion led to increased
tensions between Northern and Southern states
The growth of the United States led to many reform
movements which have had a direct impact on our
Understandings:
Students will understand that…
x
x
x
x
How does government affect society?
What changes did America face when transitioning
from an agrarian to industrial society?
How did American foreign policy decisions lead to
the growth of the United States as a world power?
How did new inventions lead the United States into
the industrial era?
Essential Questions:
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the
U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of
government and civic life; and the differing assumptions held by people across time and place regarding power,
authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
5.2 The state and federal governments established by the Constitutions of the United States and the State of New
York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system
of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994.
economic decisions in daily and national life.
x
x
x
x
x
x
x
x
x
Compare the beliefs of the first political parties
Explain the economic, social and political issues
faced by America in the 1800’s and outline how they
were addressed
Demonstrate the positive and negative impacts of
the Louisiana Purchase
Discuss how the United States developed an
industrial society and what impacts this transition
had on the United States
Detail the affects of American expansion on Native
American groups
Outline the events that led to increased tensions
between Northern and Southern states
Summarize the roles and achievements of key
persons in New York and United States history, and
specifically the Reform Movements
Students will be able to…
Interpretation (mini projects i.e. individual and
groups)
Class discussions
x
x
Tests (short answer, multiple choice, document
interpretation, constructed response)
Quizzes (fill in, matching, multiple choice, primary
Stage 2 – Assessment Evidence
Other Evidence:
Why and how political parties developed
The different economic, social and political issues
faced by America in the early 1800’s
The positive and negative impacts of the Louisiana
Purchase on the growth of the United States
The impact of country’s transition from an agrarian to
an industrial-based society
How Native American groups were affected by the
westward expansion of the United States
The causes of tension between Northern and
Southern states as a result of the growth of the
United States
Why reform movements were necessary in the
United States and how their changes are evident in
the United States today
Performance Tasks:
x
x
x
x
x
x
x
Students will know…
x
modern American society
The ideals expressed by the Declaration of
Independence, Bill of Rights, and Constitution were
advanced by key persons in United States history.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
and secondary sources)
Present information by using media and other
appropriate visuals such as tables, charts, and
graphs to communicate their ideas and conclusions
Power Point presentations
Informal observation of participation
x
x
x
x
Sources:
American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
Atlas of American History (NYSTROM)
Library and internet sources
Declaration of Independence
Analyzing political cartoons
Student generated notes
Video presentations
Vocabulary graphic organizers
Creation of student generated study guide for unit test
Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Current events pertaining to the topic
Atlas activities
Learning Activities:
Stage 3 – Learning Plan
Journal entries
Critical thinking questions
Reading and note taking activities using outlines and
graphic organizers
Completion of required unit resource guide
Document based questions
Create political cartoons
Stage 1 – Desired Results
Identify the economic, social and political differences between the North and South that led to the Civil War
Understand that Northern and Southern states had different views over the issue of slavery which divided the
country prior to the Civil War
Explain how the failure to compromise led to conflict
Enumerate the strengths and weaknesses of the Northern and Southern states had a direct impact on the outcome
of the Civil War
Analyze the contributing factors leading to Southern secession
1. History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New
York.
1.1 The study of New York State and United States history requires an analysis of the development of American
culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and
traditions.
1.2 Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across time and from a variety of perspectives.
1.3 Study about the major social, political, economic, cultural, and religious developments in New York State and
New York State Standards:
x
x
x
x
x
Established Goals:
Duration: 4 weeks
#/Placement of Unit:
Unit: Division and Reunion: The Civil War
6
Course Title: American History: Pre-History to the Civil
Subject: 7th Grade Social Studies
War
Owego Apalachin Central School District
4. Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United
States and other societies develop economic systems and associated institutions to allocate scarce resources, how major
decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity
problem through market and nonmarket mechanisms.
4.1 The study of economics requires an understanding of major economic concepts and systems, the principles of
economic decision making, and the interdependence of economies and economic systems throughout the world.
3. Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of people, places, and
environments over the Earth’s surface.
3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and
regions, physical settings (including natural resources), human systems, environment and society, and the use of
geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
3.2 Geography requires the development and application of the skills of asking and answering geographic questions;
analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The
National Geography Standards, 1994: Geography for Life)
2. World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad sweep of history from a variety of
perspectives.
2.3 Study of the major social, political, cultural, and religious developments in world history involves learning about the
important roles and contributions of individuals and groups.
2.4 The skills of historical analysis include the ability to investigate differing and competing interpretations of the
theories of history, hypothesize about why interpretations change over time, explain the importance of historical
evidence, and understand the concepts. of change and continuity over time.
United States history involves learning about the important roles and contributions of individuals and groups.
1.4 The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the
importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the
importance of changing and competing interpretations of different historical developments.
A series of events and their resulting conditions led
to the American Civil War
Different experiences, beliefs, values, traditions and
motives caused individuals and groups to interpret
historic events and issues from different perspectives
x
x
x
The development and progress of the Civil War
Key turning points in the Civil War in New York State
How the North differed from the South before 1860
Students will know…
x
x
Understandings:
Students will understand that…
How did divergent political, economic and social
factors lead to the Civil War?
What were the conflicting perspectives on slavery?
What were the initial political, social and economic
ramifications of the Civil War?
x
x
x
Identify cause and effect
Interpret and analyze primary sources for content
Examine differing viewpoints relating to issues that
Students will be able to…
x
x
x
Essential Questions:
5. Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the
U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of
citizenship, including avenues of participation.
5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of
government and civic life; and the differing assumptions held by people across time and place regarding power,
authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)
5.2 The state and federal governments established by the Constitutions of the United States and the State of New
York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system
of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)
4.2 Economics requires the development and application of the skills needed to make informed and well-reasoned
economic decisions in daily and national life.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
caused the Civil War
Analyze and interpret primary sources for content
Describe the cultural connections between people
and places
Compare and contrasts the strengths and
weaknesses of the Northern and Southern states
Locate the Northern and Southern states on a map
Discuss the causes of the Civil War
Interpretation (mini projects i.e. individual and
groups)
Class discussions
Critical thinking questions
Reading and note taking activities using outlines and
graphic organizers
Completion of required unit workbook
An Document Based Questions
Analyze a political cartoon
Completion of required unit resource guide
Create a political cartoon
An original creative writing piece based on the Civil
War
Write a journal entry on an assigned topic pertaining
x
x
x
x
x
x
Tests (short answer, multiple choice, document
interpretation, constructed response)
Journal entries
Quizzes (fill in, matching, multiple choice, primary
and secondary sources)
Present information by using media and other
appropriate visuals such as tables, charts, and
graphs to communicate ideas and conclusions
Informal observation of participation
Power Point presentations
Stage 2 – Assessment Evidence
Other Evidence:
How African Americans lived in the South
How the Dred Scott Decision, Kansas-Nebraska Act,
Compromise of 1850, founding of the Republican
Party and the Fugitive Slave Laws intensified
differences between the North and the South
The impact of John Brown invading Harpers Ferry
Why the Southern states seceded from the Union
The strengths and weaknesses of both the North and
the South leading into the Civil War
The role of Abraham Lincoln in the preservation of
the Union
Which states seceded from the Union
Performance Tasks:
x
x
x
x
x
x
x
Incorporate local history into early stages of the Civil War
Atlas activities
Readings on Civil War related topics
Video presentations
Analysis of the Confederate Flag
Completion of required unit resource guide
Creation of student generated study guide for unit test
Vocabulary exercises (i.e. flashcards, vocabulary lists, application)
Current events pertaining to the topic
Stage 3 – Learning Plan
Sources:
x American History: The Early Years to 1877 (Glencoe McGraw Hill, 2001)
x Atlas of American History (NYSTROM)
x Library and internet sources
x
x
x
x
x
x
x
x
x
Learning Activities:
x
to the Civil War
Web quests