Randolph Township Schools
Randolph Middle School
Grade Seven Social Studies:
Civics and World Geography
Curriculum
“A passive and ignorant citizenry will never create a sustainable world.”
Andrew Gaines
Department of Humanities
Lisa DiAgostino, Supervisor
Curriculum Committee
Jacqueline Fik
Stephanie Gregory
Young-Sil Park
Dawn Rauth
Rich Sackerman
Curriculum revised
August 2015
Board approval date
September 8, 2015
1
Randolph Township Schools
Department of Humanities
Seventh Grade Civics and World Geography
Table of Contents
Section
Page
Mission Statement and Education Goals – District
3
Affirmative Action Compliance Statement
3
Educational Goals – District
4
Introduction
5
Curriculum Pacing Chart
6
Appendix A
37
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Randolph Township Schools
Mission Statement
We commit to inspiring and empowering all students in Randolph schools to reach their full
potential as unique, responsible and educated members of a global society.
.
Randolph Township Schools
Affirmative Action Statement
Equality and Equity in Curriculum
The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The
curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with
others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion,
disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972
3
RANDOLPH TOWNSHIP BOARD OF EDUCATION
EDUCATIONAL GOALS
VALUES IN EDUCATION
The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is
realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate
them in all that we do as a school system.
We believe:
• The needs of the child come first.
• Mutual respect and trust are the cornerstones of a learning community.
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community and
Board of Education members.
• A successful learning community communicates honestly and openly in a non-threatening environment.
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those
needs in professional and supportive ways.
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires
review and revision based on evolving research, practices and experiences.
Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.
4
Randolph Township Schools
Department of Humanities
Seventh Grade Civics and World Geography
Introduction
The seventh grade social studies program is a dual curriculum of United States civics instruction and world geography studies.
Students expand on their understanding of democracy and civic participation that are introduced in sixth grade, exploring in
more detail the structure of government and their rights and responsibilities as United States citizens. Students will apply their
understanding of active domestic citizenship as they study world geography from the perspective of being citizens of the
world. The major themes of geography will frame that study and include the diversity of customs and traditions, as well as
economic and social aspects of the people of the world. Students will develop an understanding of the vital role geography
plays in the development of nations and regions. This course will be guided by the New Jersey Core Curriculum Content
Standards in the Social Studies, the Common Core Standards for Literacy in History/Social Studies, and the standards and
goals established by the Randolph Township Board of Education.
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Seventh Grade Civics and World Geography
SUGGESTED TIME
ALLOTMENT
5 weeks
4 weeks
3 weeks
I
II
III
8 weeks
4 weeks
IV
V
7 weeks
2 weeks
4 weeks
3 weeks
VI
VII
VIII
IX
UNIT NUMBER
CONTENT - UNIT OF STUDY
Civics: Citizenship & Government in Our Lives
Civics: The Foundations of Government
Civics: Elections in the United States
(Flexibly scheduled unit based on the current election cycle)
Civics: The Constitution
Geography: Tools of Geography
Economic Indicators
Electronic Mapping
Geography: Population Patterns
Geography: Methods of Adaptation
Geography: Natural Resources and Consumption
Geography: Global Awareness and Problem Solving
6
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit I: Citizenship & Government in Our Lives
TRANSFER: Students will be able to exemplify the characteristics of effective citizenship through active involvement in their school community.
GOALS:
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
NJCCCS:
6.1.8.A.3.b Evaluate the effectiveness of the
fundamental principles of the Constitution (i.e., consent
of the governed, rule of law, federalism, limited
government, separation of powers, checks and
balances, and individual rights) in establishing a federal
government that allows for growth and change over
time.
6.1.8.A.3.c Determine the role that compromise played
in the creation and adoption of the Constitution and Bill
of Rights.
6.1.8.D.3.b Explain why the Declaration of
Independence was written and how its key principles
evolved to become unifying ideas of American
democracy
CCSS for Literacy if History/Social Studies
RH.6-8.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well
as inferences drawn from the text.
RH.6-8.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or
opinions
RH.6-8.4 Determine the meaning of words and
phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
WHST.6-8.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.2a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
Effective democracy is based upon citizen involvement and
an awareness of the government in their daily lives.
What is citizenship?
The United States government provides a framework of
services and laws for the American people.
What is the purpose of government?
American citizens have certain rights, privileges, and
responsibilities.
What are the responsibilities of being an
American citizen?
Immigrants have brought their unique cultures to the
United States, and their way of life is constantly mixing
with and influencing the culture of America.
What are the core values of American
democracy?
KNOWLEDGE
What are ways that citizens can get involved in
the political process?
How are citizens impacted by the government
on a daily basis?
SKILLS
Students will know:
Students will be able to:
The government agencies impact the lives of citizens in
multiple ways, including administering law, providing
services and insuring freedoms.
Research a government agency and share its
relevance with their peers.
Define citizenship and elements of government.
Being an effective citizen requires voting, expressing
opinions, respecting divergent thinking, and being
informed on key issues.
7
WHST.6-8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or
other information and examples.
WHST.6-8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or
other information and examples.
WHST.6-8.2c Use appropriate and varied transitions
to create cohesion and clarify the relationships among
ideas and concepts.
WHST.6-8.2d Use precise language and domainspecific vocabulary to inform about or explain the
topic.
WHST.6-8.2e Establish and maintain a formal style
and objective tone.
WHST.6-8.2f Provide a concluding statement or
section that follows from and supports the information
or explanation presented.
The purpose of the United States government is to help
people cooperate, provide services, provide laws, and
guarantee freedoms.
Good government meets the needs of the people and
respects the rights of its citizens. The actions of the
government affect citizens directly and indirectly.
The American values of equality, liberty, and justice
guarantee basic rights and freedoms.
A person can become a U.S. citizen by birth or through the
naturalization process.
US Census reveals the demographic breakdown of the
population and shows the need for Congressional
redistricting and distribution of federal funds.
Citizenship requires responsibilities such as compulsory
education, payment of taxes, voting, and adherence of
community rules.
VOCABULARY: citizen, government, agencies, federal,
democracy, equality, liberty, justice
KEY TERMS: demographics, effective citizenship,
naturalization, census, core values, civic participation,
bureaucracy
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Identify similarities among the characteristics of
good citizens and exemplify them in their daily
lives.
Examine how the actions of the government affect
the lives of its citizens.
Analyze equality, liberty and justice and why they
are important to the U.S.
Trace the pathway to citizenship (natural-born and
naturalized).
Define the census and discuss why the census is
important.
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Federal Agency research and write up
Think, pair, share
Skills and knowledge-based assessments
Exit tickets
Rubrics
Analytic responses
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess prior knowledge and identify learning goals for the unit
Government agency research activity
Learning aids for naturalization
Simulation: Naturalization process
Communicate characteristics of effective citizenship within the school community
Up Front and Junior Scholastic articles
DBQ: Compulsory Voting: Should Americans Be Required to Vote?
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RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit I: Citizenship
Curriculum Pacing Chart
SUGGESTED
TIME
ALLOTMENT
5 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit 1—A Tradition of Democracy
Civics in Our Lives
Who Are U.S. Citizens?
The American People Today
Massing, Gregory I. Civics in Practice: Principles of Government
and Economics (2011)
Up Front magazine
Junior Scholastic magazine
DBQ: Compulsory Voting: Should Americans Be Required to
Vote?
10
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit II: The Foundations of Government
TRANSFER: Students will be able to identify an emerging, democratic society and pose correlations to America’s own struggles to achieve a democratic
government.
GOALS:
NJCCCS:
6.1.8.A.2.b Explain how and why early government
structures developed, and determine the impact of these
early structures on the evolution of American politics
and institutions.
6.1.8.A.3.a Examine the ideals found in the
Declaration of Independence, and assess the extent to
which they were fulfilled for women, African
Americans, and Native Americans during this time
period.
6.1.8.A.3.b Evaluate the effectiveness of the
fundamental principles of the Constitution (i.e., consent
of the governed, rule of law, federalism, limited
government, separation of powers, checks and
balances, and individual rights) in establishing a federal
government that allows for growth and change over
time.
6.1.8.A.3.c Determine the role that compromise played
in the creation and adoption of the Constitution and Bill
of Rights.
6.1.8.D.3.b Explain why the Declaration of
Independence was written and how its key principles
evolved to become unifying ideas of American
democracy
CCSS for Literacy in History/Social Studies
RH.6-8.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or
opinions.
RH.6-8.4 Determine the meaning of words and
phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information
(e.g., sequentially, comparatively, causally).
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Governments are divided into either democratic or nondemocratic types.
What are the characteristics of a successful
government?
The Declaration of Independence not only serves as a
document stating America’s desire to break away from
Britain but as a lasting symbol of freedom for all
Americans.
What impact, if any, might the Declaration of
Independence continue to have on people?
Constant struggle to achieve democracy has existed
throughout the world and history.
What prompts political change?
KNOWLEDGE
SKILLS
Students will know:
Non-democratic governments include monarchies,
dictatorships, and theocracies.
Students will be able to:
Identify the different forms of democratic and nondemocratic governments.
Democratic governments include both direct and
representative democracies.
Compare and contrast the various forms of
democratic and non-democratic governments.
Examine the different roles and purposes of
government.
Not only does the Declaration of Independence express
America’s desire of self-rule and protection of human
rights, but it also serves as a symbol of our freedom.
11
Extract the ideals of self-rule and the protection of
human rights as written in the Declaration of
Independence.
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.10 By the end of grade 8, read and
comprehend history/social studies texts in the grades 6–
8 text complexity band independently and proficiently.
WHST.6-8.1a Introduce claim(s) about a topic or
issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons
and evidence logically.
WHST.6-8.1b Support claim(s) with logical
reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using
credible sources.
WHST.6-8.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1d Establish and maintain a formal style.
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
WHST.6-8.2a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
WHST.6-8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or
other information and examples.
WHST.6-8.2c Use appropriate and varied transitions
to create cohesion and clarify the relationships among
ideas and concepts.
WHST.6-8.2f Provide a concluding statement or
section that follows from and supports the information
or explanation presented.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
The impact of Enlightenment philosophy on the writing of
the Declaration of Independence
Struggles for democracy continue to occur around the
world.
VOCABULARY: democracy, dictatorship, primary
source, secondary source, framework, declaration,
revolution
KEY TERMS: natural (basic) rights, direct democracy,
representative democracy, theocracy, monarchy, federal,
revolution, Articles of Confederation, Enlightenment
12
Apply knowledge of democratic and nondemocratic
governments in current issues.
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Primary source analysis rubric
Think, pair, share
Skills and knowledge-based assessments
Pre-assessments
Exit tickets
Rubrics
Analytic response to transfer goal
KEY LEARNING EVENTS AND INSTRUCTIONS:
Pre-assess prior knowledge and identify learning goals for the unit
Text analysis: Declaration of Independence
Visual analysis: Articles of Confederation
Graphic organizer: Democratic v. nondemocratic governments
Article analysis on current/recent struggles for Democracy
DBQ: Declaration of Independence: Which Ideal Is the Most Important?
13
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit II: The Foundations of Government
Curriculum Pacing Chart
SUGGESTED
TIME
ALLOTMENT
4 Weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit II—The Foundations of Government
Different types of government
The Declaration of Independence
Articles of Confederation
Massing, Gregory I. Civics in Practice: Principles of Government
and Economics (2011)
DBQ: Declaration of Independence: Which Ideal Is the Most
Important?
14
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit III: Elections in the United States
TRANSFER: Students will practice citizenship and civic responsibility through informed decision-making in current elections.
GOALS:
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
NJCCCS:
6.1.8.A.3.f Explain how political parties were formed
and continue to be shaped by differing perspectives
regarding the role and power of federal government.
6.3.8.A.1 Deliberate on a public issue affecting an
upcoming election, consider opposing arguments, and
develop a reasoned conclusion.
6.3.8.D.1 Engage in simulated democratic processes
(e.g., legislative hearings, judicial proceedings,
elections) to understand how conflicting points of view
are addressed in a democratic society.
CCSS for Literacy in History/Social Studies:
RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
RH.6-8.9 Analyze the relationship between a primary
and secondary source on the same topic.
WHST.6-8.1a Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and
evidence logically.
WHST.6-8.1b Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using
credible sources.
WHST.6-8.1c Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
WHST.6-8.1d Establish and maintain a formal style.
Political participation is a vital and basic aspect of civic
involvement.
How might voting be both a right and a
responsibility?
What are different ways individuals can be
involved in the political process?
Voters discern a candidate’s position on issues in order to
inform their vote.
KNOWLEDGE
How might democracy benefit from education?
How do we determine which issues are
important?
SKILLS
Students will know:
Students will be able to:
Gathering information is an important step in order to make
an informed decision concerning a candidate or public
question.
Critically evaluate information, point of view and
sources relating to federal and state elections.
Informed citizens analyze media to assess different
viewpoints while evaluating for bias, opinion, and
stereotypes.
The American political system consists of two main
political parties, Democratic and Republican, as well as,
many independent third parties based on special interest.
15
Assess candidates based upon their positions on key
issues.
Compare and contrast the two main political parties.
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.6 Use technology, including the Internet, to
produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
WHST.6-8.7 Conduct short research projects to answer
a question (including a self-generated question), drawing
on several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
WHST.6-8.8 Gather relevant information from multiple
print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard
format for citation.
The responsibility of voting is the means through which
citizens can affect the actions of government.
Vote in a mock election and predict how the results
would impact state and/or national government.
The vehicle for acquiring factual information on current
issues can be skewed based on opinions and perspectives.
Distinguish between fact and opinion when
researching current issues.
VOCABULARY: election, ballot, liberal, conservative,
moderate, initiative, recall
KEY TERMS: political party, polling stations, electorate,
incumbent, primary, Democrat, Republican, Independent,
social issues, political issues, economic issues, Super
Tuesday, referendum
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
The Choice Is Yours: Using multiple media sources, research candidates and public questions on the local, state and/or federal level
Think, pair, and share
Pre-assessment
Analysis of key campaign issues
Skills and knowledge-based assessments
Exit tickets
Rubrics
School-wide election for presidential, primary, or ballot initiative voting
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-Assess prior knowledge of the election process and the candidates.
Ideological questionnaire regarding political spectrum
Simulation: Voter registration
Timeline: Election process
Mock election
16
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit III: Elections in the United States
Curriculum Pacing Chart
SUGGESTED
TIME
ALLOTMENT
3 Weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit III—Elections in the United States
Current media clips and periodicals
17
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
UNIT IV: The Constitution
TRANSFER: Students will dissect the enduring values of the Constitution to determine how it continues to impact their lives today.
GOALS
NJCCCS:
6.1.8.A.3.b Evaluate the effectiveness of the
fundamental principles of the Constitution (i.e., consent
of the governed, rule of law, federalism, limited
government, separation of powers, checks and balances,
and individual rights) in establishing a federal
government that allows for growth and change over
time.
6.1.8.A.3.c Determine the role that compromise played
in the creation and adoption of the Constitution and Bill
of Rights.
6.1.8.A.3.d Compare and contrast the Articles of
Confederation and the United States Constitution in
terms of the decision-making powers of national
government.
6.1.8.A.3.g Evaluate the impact of the Constitution and
Bill of Rights on current day issues.
6.1.8.B.3.b Determine the extent to which the
geography of the United States influenced the debate on
representation in Congress and federalism by
examining the New Jersey and Virginia plans.
6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th,
and 15th Amendments to the United States Constitution
from multiple perspectives.
CCSS for Literacy in History/Social Studies:
RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.3 Identify key steps in a text’s description of a
process related to history/social studies (e.g., how a bill
becomes law, how interest rates are raised or lowered).
RH.6-8.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific
to domains related to history/social studies.
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The Constitution is an agreement between the citizens of
the United States and the government. The people will
grant powers to the government, and, in return, the
government will carry out the goals of the Constitution.
Why does there appear to be a need to for
written rules of government?
The United States established different branches of
government in order to ensure a checks and balances
system for those in power.
What can happen if a person or persons in
government are given unlimited power?
The freedoms expressed in the Bill of Rights are essential
to our democratic system.
What rights should be guaranteed by a
government?
The federal system allows state governments to serve the
needs of their citizens while cooperating as a united
country.
Are local and state-level governments
necessary? Why or why not?
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
The Constitution is an enduring document that can be
revised.
Examine the Constitution of the United States and
describe reasons why the Constitution has been able
to endure.
The Constitution outlines the three branches of
government: the Executive Branch, the Judicial Branch,
and the Legislative Branch.
Identify and define the three branches of
government.
18
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.10 By the end of grade 8, read and
comprehend history/social studies texts in the grades 6–
8 text complexity band independently and proficiently.
WHST.6-8.1a Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons
and evidence logically.
WHST.6-8.1b Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using
credible sources.
WHST.6-8.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1d Establish and maintain a formal style.
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5 With some guidance and support from
peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.7 Conduct short research projects to answer
a question (including a self-generated question),
drawing on several sources and generating additional
related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.9 Draw evidence from informational texts
to support analysis reflection, and research.
WHST.6-8.8 Gather relevant information from
multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
following a standard format for citation.
The framers of the Constitution set up a “checks and
balances” system within the Constitution that prevents one
group or person from having too much power.
Compare and contrast the three branches of
government and evaluate their significance to the
system of checks and balances.
The Bill of Rights makes up the first ten amendments of the Evaluate the Bill of Rights and argue its relevance
Constitution and creates a framework for our democratic
for America today.
system.
Certain powers are granted exclusively to the states, while
others are shared with the national government.
Appraise the value of a checks and balances system
as it pertains to state and local powers.
Powers, including school policies, marriage laws, and
voting regulations, are designated to the state and local
levels.
Predict the outcome of a government lacking a
checks and balances system.
Compare and contrast the federal, state, and local
powers.
VOCABULARY: Constitution, compromise, veto,
amend, amendment, enduring, framework
KEY TERMS: branches of government, federalism,
check and balances, elastic clause, bicameral, separation of
power, legislative, judicial, executive, reserved, concurrent,
delegated, Bill of Rights, Preamble, Full Faith and Credit
Clause
19
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Primary source analysis
Skills and knowledge-based assessments
Graphic organizer: Three Branches of Government
Constitution analysis activity
Graphic organizer: Checks and Balances
DBQ: Search and Seizure: Did the Government Go Too Far?
DBQ: How Does the Constitution Guard Against Tyranny?
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess students’ prior knowledge of the Constitution
Federalism activity
DBQ: How Does the Constitution Guard Against Tyranny? or Search and Seizure: Does the Government Go Too Far?
Graphic organizer: Branches of government
Graphic organizer: Bill of Rights
20
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CIVICS
Unit IV: The Constitution
Curriculum Pacing Chart
SUGGESTED
TIME
ALLOTMENT
8 Weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit IV: The Constitution
A New Constitution
Ideals of the Constitution
The Three Branches of Government
The Bill of Rights
Guaranteeing Other Rights
Massing, Gregory I. Civics in Practice: Principles of Government
and Economics (2011)
DBQ: Search and Seizure: Did the Government Go Too Far?
DBQ: How Does the Constitution Guard Against Tyranny?
21
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
UNIT V: Tools of Geography
TRANSFER: Students will be able to use their knowledge of the tools of geography to apply to real situations within the global community.
GOALS
NJCCCS:
6.3.8.B.1 Evaluate alternative land use proposals and
make recommendations to the appropriate
governmental agency regarding the best course of
action.
CCSS for Literacy in History/Social Studies
RH.6-8.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific
to domains related to history/social studies
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.10 By the end of grade 8, read and comprehend
history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
WHST.6-8.2a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
WHST.6-8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or
other information and examples.
WHST.6-8.2c Use appropriate and varied transitions to
create cohesion and clarify the relationships among
ideas and concepts.
WHST.6-8.2d Use precise language and domainspecific vocabulary to inform about or explain the
topic.
WHST.6-8.2e Establish and maintain a formal style
and objective tone.
WHST.6-8.2f Provide a concluding statement or section
that follows from and supports the information or
explanation presented.
ENDURING UNDERSTANDINGS
Every place on earth can be defined by its location.
There are many ways to classify information about the
world.
Geographers use a variety of tools, including indicators of
development, to obtain information about the global
community.
KNOWLEDGE
ESSENTIAL QUESTIONS
What are the different ways that locations can be
obtained?
How do maps help people understand the
world?
How can geographers determine the level of
development within a country?
SKILLS
Students will know:
Titles, legends and scales are needed to read maps.
Students will be able to:
Analyze maps using titles and legends.
The earth is divided in many ways such as the four
hemispheres, the seven continents, and the four oceans.
Identify in which hemispheres places are located.
Locate continents and oceans in the world.
Locations on earth are marked in two ways. Relative
location is where a place is located based on another place.
Absolute location is based on latitude and longitude
coordinates.
Mark absolute location using longitude and latitude
coordinates.
Describe the location of places in relation to other
places.
22
Data including but not limited to GDP per capita,
unemployment rates, and number of physicians per 1000
people can explain the overall well-being of people in a
society/country.
Analyze data to determine the overall well-being of
people in a society/country.
Thematic maps, such as political, physical, and special
purpose maps, present information related to one theme or
topic.
Interpret the purpose of thematic maps.
Use key terms to create and label maps.
VOCABULARY: legend, continents, scale, geography,
rotation, orbit, revolution, per capita
KEY TERMS: relative location, absolute location,
latitude, longitude, compass rose, hemispheres, map grid
lines, axis, thematic maps, landforms, water forms, GDP,
Prime Meridian, Equator, political map, physical map,
Tropic of Cancer, Tropic of Capricorn, North Pole, South
Pole, Arctic Circle, Antarctic Circle, Temperate Zones,
Polar Zones, Tropical Zones, indicators of development,
developed nation, developing nation, infant mortality rate,
literacy rate, life expectancy, percentage of internet and
cellphone users
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Country creation map assignment
Skills and knowledge-based assessments
Electronic mapping
Analytic responses
Geo-terms graphic organizer
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess students prior knowledge and identify learning goals for the unit
Phase card activity
Introductory CIA Fact book activity
Electronic Mapping
Student Interactive Notebook
23
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Geography
UNIT V: Tools of Geography
SUGGESTED
TIME
ALLOTMENT
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit VI—The Geographer’s World
The Tools of Geography
Spatial Way of Thinking
Hart, Diane et al. Geography Alive! Regions and People (2011).
24
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
UNIT VI: Population Patterns
TRANSFER: Students will examine and reference the United Nation’s Sustainable Development Goals to categorize geographic, social, and economic factors
impacting the lives of people around the world.
GOALS:
NJCCCS:
RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information
of a primary or secondary source; provide an
accurate summary of the source distinct from prior
knowledge or opinions.
RH.6-8.4 Determine the meaning of words and
phrases as they are used in a text, including
vocabulary specific to domains related to
history/social studies
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.10 By the end of grade 8, read and
comprehend history/social studies texts in the grades
6–8 text complexity band independently and
proficiently.
WHST.6-8.1a Introduce claim(s) about a topic or
issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
WHST.6-8.1b Support claim(s) with logical
reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or
text, using credible sources.
WHST.6-8.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1d Establish and maintain a formal style.
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
There are connections between where people live and how
that location influences their lives.
What geographic factors affect people’s lives?
Population levels influence a country’s ability to provide
basic necessities of life.
How does a country meet the challenges created
by a large, growing and/or dense population?
Economic, social, and environmental factors influence the
policies of a country.
What factors influence the policy decisions of a
country?
KNOWLEDGE
Students will know:
SKILLS
Students will be able to:
Climate and physical features determine population patterns.
Evaluate a region in terms of its location, climate,
and physical features.
Population density affects the way people live such as
housing, transportation, land use, and health.
Evaluate the effect of population density on
transportation, land use, housing, and health.
Population density can be influenced by governmental
actions.
Debate the public issues created by population
growth.
A large and growing population creates challenges for a
country such as dealing with pollution, dealing with a lack
of natural resources, and providing for its citizens.
Analyze population pyramids.
VOCABULARY: economic, social, political, population
growth, environmental, rural, urban, suburban
25
Analyze indicators of development.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5 With some guidance and support from
peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.9 Draw evidence from informational
texts to support analysis reflection, and research.
KEY TERMS: ecumene, population density, population
distribution, plural society, sustainable development, birth
rate, death rate, rate of natural increase
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Skills and knowledge-based assessment
Power of the pyramids population analysis activity
Analytic responses
CIA World Factbook data analysis
Graphic organizer: Indicators of development
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess prior knowledge and identify learning goals for the unit
Simulation: Population density
Visual analysis of population pyramids
Demographic analysis and application
26
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Geography
Unit VI: Population Patterns
SUGGESTED
TIME
ALLOTMENT
7 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Canada and the United States
Settlement Patterns and Ways of Life in Canada
Europe and Russia
Population Dilemmas in Europe
Monsoon Asia
Population Density in Japan: Life in a Crowded
Country
China: The World’s Most Populous Country
27
Hart, Diane et al. Geography Alive! Regions and People (2011).
DBQ: Was the One Child Policy a Good Idea?
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
UNIT VII: Methods of Adaptation
TRANSFER: Students will predict adaptations related to a changing environment that are likely to occur in the future and posit the resulting implications to them
personally.
GOALS:
NJCCCS:
6.2.8.B.1.b Compare and contrast how nomadic and
agrarian societies used land and natural resources.
CCSS for Literacy in History/Social Studies
RH.6-8.4 Determine the meaning of words and phrases
as they are used in a text, including vocabulary specific
to domains related to history/social studies
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.10 By the end of grade 8, read and comprehend
history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
WHST.6-8.2a Introduce a topic clearly, previewing
what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to
achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
WHST.6-8.2b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or
other information and examples.
WHST.6-8.2c Use appropriate and varied transitions to
create cohesion and clarify the relationships among
ideas and concepts.
WHST.6-8.2d Use precise language and domainspecific vocabulary to inform about or explain the
topic.
WHST.6-8.2e Establish and maintain a formal style
and objective tone.
WHST.6-8.2f Provide a concluding statement or
section that follows from and supports the information
or explanation presented.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Technological developments are often prompted by the
desire to improve efficiency.
How might people use technology to make life
more efficient?
Migration affects the lives of people and the character of the
places where they live.
Why do people change locations?
People are influenced by their physical geography;
adaptation to those influences is necessary for survival and
can have intended and unintended consequences.
How might people respond to changing
environmental factors?
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
Technology is an increasingly global phenomenon and
exists in many facets of human interaction.
Brainstorm and evaluate ways technology has
changed life.
Geographic migration can be caused by natural disasters or
climate change.
Explain desertification and its impact on nomadic
people.
Adaptation is necessary to ensure the survival of people.
Predict likely adaptations due to changing
environment.
Connect historical examples of migration to the
varied types of migration.
28
VOCABULARY: drought, nomads, monsoon, technology,
oasis, adaptation, consequences
KEY TERMS: desertification, marginal land, atmospheric
pressure, orographic effect, rain shadow, Sahel, trade winds,
cash crops, shifting agriculture
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Skills and knowledge-based assessment
Analytic responses
Graphic organizer: Climate analysis activity
Presentations on how climate change would cause adaptation
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess prior knowledge and identify learning goals for the unit
Analyze visual depictions, climate graphs, and map locations
Student Interactive Notebook
Group presentation
Reading strategies with primary sources
29
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
Unit VII: Methods of Adaptation
SUGGESTED
TIME
ALLOTMENT
2 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Africa
Hart, Diane et al. Geography Alive! Regions and People (2011).
Life in the Sahara and Sahel: Adapting to a Desert
Region
Monsoon Asia
Waiting for the Rains: The Effects of Monsoons in
South Asia
30
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
UNIT VIII: Natural Resources and Consumption
TRANSFER: Students will formulate ways to advance the United Nation’s Sustainable Development Goal to ensure environmental sustainability.
GOALS:
NJCCCS:
6.3.8.B.1 Evaluate alternative land use proposals and
make recommendations to the appropriate
governmental agency regarding the best course of
action.
CCSS for Literacy in History/Social Studies
RH.6-8.1 Cite specific textual evidence to support
analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge
or opinions.
RH.6-8.4 Determine the meaning of words and
phrases as they are used in a text, including
vocabulary specific to domains related to
history/social studies
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
RH.6-8.10 By the end of grade 8, read and
comprehend history/social studies texts in the grades
6–8 text complexity band independently and
proficiently.
WHST.6-8.1a Introduce claim(s) about a topic or
issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons
and evidence logically.
WHST.6-8.1b Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Natural resources are unevenly distributed around the world.
What effect does the distribution of natural
resources have on an area?
Earth’s natural resources are limited.
Should there be limitation on the use of natural
resources? Why?
Human environmental interaction can have positive and
negative effects.
How are humans affected by changes they make
to their physical environment?
The value of a natural resource is dependent on supply, use,
and demand.
How might the value of natural resources change
over time?
Patterns of consumption are indicators of development.
What might a country’s consumption patterns
indicate?
KNOWLEDGE
SKILLS
Students will know:
Students will be able to:
Resources are renewable and nonrenewable. Certain
resources on earth have a limited availability to our growing
population.
Identify the different types of renewable and
nonrenewable resources.
Consumption patterns of natural resources by various groups
can create political, economic and physical conflicts.
Analyze, evaluate, compare and contrast
perspectives of conflicting use of natural resources
31
WHST.6-8.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1d Establish and maintain a formal style.
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5 With some guidance and support from
peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.9 Draw evidence from informational texts
to support analysis reflection, and research.
Geographers study consumption patterns to determine a
country’s level of well-being.
Analyze types of food and material consumption
levels and determine a country’s level of
development.
Need for and use of natural resources lead to positive and
negative geopolitical relationships.
Prioritize and interpret the importance of given
natural resources.
Interdependent countries rely on one another for resources,
technology, and trade.
Analyze examples of interdependence.
VOCABULARY: globalization, natural resources,
distribution, consumption, interdependency
KEY TERM: sustainable development, renewable resource,
nonrenewable resources, free trade
ASSESSMENT EVIDENCE: Students will show their learning by
Skills and knowledge-based assessment
DBQ: Should the United States Drill for Oil in Alaska’s Wilderness?
Analytic responses
KEY LEARNING EVENTS AND INSTRUCTION:
Pre-assess prior knowledge and identify learning goals for the unit
Hungry Planet/Material World
Map Analysis: Cartograms
Processing activity: Political cartoons
32
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
Unit VIII: Natural Resources and Consumption
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
4 weeks
Canada and the United States
Consumption Patterns in the United States: The Impact
of Living Well.
Southwest and Central Asia
Oil in Southwest Asia: How “Black Gold” Has Shaped a
Region.
Latin America
Land Use Conflict in the Amazon
33
Hart, Diane et al. Geography Alive! Regions and People (2011).
DBQ: Should the United States Drill for Oil in Alaska’s
Wilderness?
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
UNIT IX: Global Awareness and Problem Solving
TRANSFER: Students will formulate ways to advance the United Nation’s Sustainable Development Goal to ensure environmental sustainability.
GOALS:
NJCCCS:
6.3.8.B.1 Evaluate alternative land use proposals and
make recommendations to the appropriate
governmental agency regarding the best course of
action
CCSS for Literacy in History/Social Studies
RH.6-8.4 Determine the meaning of words and
phrases as they are used in a text, including
vocabulary specific to domains related to
history/social studies
RH.6-8.6 Identify aspects of a text that reveal an
author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
RH.6-8.7 Integrate visual information (e.g., in charts,
graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and
reasoned judgment in a text.
WHST.6-8.1a Introduce claim(s) about a topic or
issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons
and evidence logically.
WHST.6-8.1b Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources
WHST.6-8.1e Provide a concluding statement or
section that follows from and supports the argument
presented.
WHST.6-8.4 Produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5 With some guidance and support from
peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose
and audience have been addressed.
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The United Nations serves as an agent of global awareness
and collaboration amongst all members of the global
community.
What is the purpose of the United Nations in the
21st century?
Every citizen in the global community is responsible for, or
plays a part in, sustainable development.
How can global citizens influence change on a
local level?
KNOWLEDGE
Students will know:
How can the United Nations reach its goals to
promote awareness of key issues?
SKILLS
Students will be able to:
The goals of the United Nations are to take action on issues
confronting humanity in the 21st century, such as peace and
security, climate change, sustainable development, human
rights, disarmament, gender equality, and food production.
Through these actions, the United Nations has become a
mechanism for governments to find areas of agreement to
solve problems together.
Different ways of participating in sustainable development
Ensure availability and sustainable management of
water and sanitation for all
Ensure access to affordable, reliable, sustainable and
modern energy for all
Ensure sustainable consumption and production
patterns
Take urgent action to combat climate change and its
impacts
34
Identify the common social, political, economic and
environmental themes present within the UN goals.
Determine ways to spread awareness of the United
Sustainable Development Goals including
conserving the use of oceans, sustaining
consumption and production patterns, and ensuring
access of water, through an informed process of
decision-making to protect the planet through shared
responsibility.
Conserve and sustainable use the oceans, seas, and
marine resources for sustainable development
Protect, restore and promote sustainable use of
terrestrial ecosystems, sustainably manage forests,
combat desertification, and halt and reserve land
degradation and halt biodiversity loss
The United Nations Sustainable Development goals and
how they came to be.
Determine how they, as citizens of the global
community, may advance sustainable development.
VOCABULARY: United Nations, sustainable,
conservation, biodiversity, equitable
KEY TERMS: Access to water and sanitation, access to
affordable, reliable, sustainable and modern energy, ensure
sustainable production and consumption, supply chain,
desertification
ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:
Problem-Based Learning (PBL) on United Nations Development Goals
KEY LEARNING EVENTS AND INSTRUCTION:
PBL on United Nations Development Goals
35
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Geography
Unit IX: Global Awareness and Problem Solving
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
3 weeks
United Nations
Foundations
United Nations Sustainable Development Goals 6, 7, 12,
14, 15
36
United Nations Sustainability Goals
CIA World Factbook
Appendix A
Texts:
Civics in Practice, Holt (2009). ISBN 978-1-03-099509-5
Geography Alive! Regions and People, TCI (2011). ISBN 978-1-58371-452-2
37