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Orangeburg Consolidated School District Five Curriculum Pacing Guide 2012 - 2013 Social Studies Grade 7 Acknowledgements We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave time and professional knowledge to modify and enhance the curriculum pacing guides to move our students and district towards being a world-class organization. Patsy Goodwin - 6th Grade ELA (Bethune-Bowman Middle/High School) Karen Watson - 6th Grade ELA (Howard Middle School) Rosalyn Florence - 7th Grade ELA (North Middle/High School) Ayanna Glover - 6th Grade Math (Clark Middle School) Marcella Nesbitt - 6th Grade Math (Bethune-Bowman Middle/High School) Tracy Brown - 7th Grade Math (Bethune-Bowman Middle/High School) Tamika Dickerson - 7th Grade Math (North Middle/High School) Craner Gourdine - 8th Grade Math (Clark Middle School) Crystal Bryant - 6th Grade Science (Bethune-Bowman Middle/High School) Jared Cannon - 6th Grade Science (Clark Middle School) Mabelle Lucas -7th Grade Science (Clark Middle School) Katherine Mack - 7th Grade Science (Bethune-Bowman Middle/High School Lisa Benton - 8th Grade Science (Clark Middle School) Rolanda Jenkins - 8th Grade Science (Howard Middle School) Edward Bui - 6th Grade Social Studies (North Middle/High School) Marilyn Doctor - 6th Grade Social Studies (Clark Middle High School) Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary. Week of Aug. 20th - Aug. 24th Aug. 20th - Aug. 24th Indicator Review Weak Standards from 2011 - 2012 Instructional Strategies Review Skills Resources Review Skills Assessment Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st Week of Aug. 27th - Aug. 31st Aug. 27th - Aug. 31st Indicator 7-1.1 Compare the colonial claims and the expansion of European powers through 1770. (old indicator 7-1.1) Instructional Strategies 1. 2. Define and discuss vocabulary. Quadrant A Using a world map, identify the nations of Europe that explored and colonized the world. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Use maps to observe and interpret geographic information and relationships. Quadrant A 3. Using a world map, draw the routes the various explorers took. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Use maps to observe and interpret geographic information and relationships. Quadrant A 4. Create a newspaper article relating to the journey of one of the explorers. Establish chronological order in constructing one’s own historical narratives. Quadrant D 5. Create an explorer’s scrapbook picturing things he would have seen on his journey. Include fish, birds, plants, people,physical features, etc. Make and record observations about the physical and human characteristics of places. Quadrant D Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 662, 663, 667, 668, 691, 694 TWE 662, 663, 667, 668, 691, 694 Other Resources: Performance Education: World History Series Teacher Toolbook - Imperialism Atlas of World History The Last 500 Years Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com PASS Coach- pg. 12-15, 20-25, 26-29 Assessment Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st Week of Sept. 3rd - Sept. 7th Sept. 3rd Indicator Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday) Sept. 4th - Sept. 7th Indicator 7-1.3 Summarize the policy of mercantilism as a way of building a nation’s wealth, including government policies to control trade. (old indicator 7-1.6) Instructional Strategies 1. 2. 3. 4. Define and discuss the vocabulary terms. Quadrant A Discuss imports and exports. Have students make a list of U.S. imports and exports. Write a paragraph describing what life would be like if we weren’t able to get goods from other countries. Resources Text: Glencoe/McGraw-Hill Journey Across Time Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?p age=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 30-33 Assessment Week of Sept. 10th - Sept. 14th Sept. 10th - Sept. 12th Indicator 7-1.4 Analyze the beginnings of capitalism and the ways that it was affected by mercantilism, the developing market economy, international trade, and the rise of the middle class. (old indicator 7-1.6) Instructional Strategies 1. Compare and contrast capitalism with communism and socialism. 2. Create a chart which displays specific countries and the goods they imported and exported throughout this period in history. Describe the middle class in today’s society. Discuss the development of the middle class during this time period. Resources Text: Glencoe/McGraw-Hill Journey Across Time Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?p age=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies Assessment Week of Sept. 10th - Sept. 14th Sept. 13th - Sept. 14th Indicator 7-1.5 Compare the differing ways that European nations developed political and economic influences, including trade and settlement patterns, on the continents of Asia, Africa, and the Americas. (old indicator 7-1.3, 7-1.4, 7-1.5) Instructional Strategies 1. 2. 3. 4. 5. 6. Discuss why Europeans traveled to Asia. Using a world map, draw the routes explorers took and list the goods traded. Write a diary entry from the viewpoint of a Hindu learning about Christianity for the first time at a trading post in India. Make a list of changes that occurred in Asia as a result of trade with Europeans. Share ideas. Then discuss the changes Europeans saw as a result of trade with Asia. Define and discuss the vocabulary terms. Quadrant A Discuss the 3 types of gold (black/slavery, white/ivory, yellow/gold) that the Portuguese discovered as they progressively explored the coast of West Africa in their search for the Indies. Quadrant A This indicator belongs in the 19th century in reference to colonizing. The slave trade fits into the time period. Resources Text: Glencoe/McGraw-Hill Journey Across Time Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 26- 29 Other Resources: Atlas of World History The Last 500 Years Assessment Week of Sept. 17th - Sept. 21th Sept. 17th - Sept. 21st Indicator 7-2.1 Analyze the characteristics of limited government and unlimited government that evolved in Europe in the 1600s and 1700s. . (old indicator 7-2.1) Instructional Strategies 1. Students compare and contrast characteristics of limited and unlimited governments. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Construct maps, graphs, tables, and diagrams to display social studies information. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B 2. Discuss the Glorious Revolution in England. Quadrant A 3. Students complete a timeline of the spread of limited governments throughout Europe following the Glorious Revolution. 4. Have students complete a list of totalitarian and authoritarian leaders throughout history. Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 686-689 TWE 686-689 Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 38-41 Other Resources: Atlas of World History The Last 500 Years Assessment Week of Sept. 24th - Sept. 28th Sept. 24th - Sept. 28th Indicator 7-2.2 Explain how the scientific revolution challenged authority and influenced Enlightenment philosophers, including the importance of the use of reason, the challenges to the Catholic Church, and the contributions of Galileo and Sir Isaac Newton. (old indicator 7-3.1) Instructional Strategies 1. Lecture on the causes/achievements/contributions of the Scientific Revolution. Explain the interaction between scientific thought and traditional religious beliefs Identify the scientific method and explain its importance to modern science Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 2. Students construct a concept web which illustrates the events and circumstances which led to the Scientific Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Quadrant B 3. Students construct a time line of important contributions of the Scientific Revolution. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Measure and calculate calendar time. Create and interpret data on time lines. Quadrant A 4. Construct a chart with the headings: Contributor, Country, Field, Accomplishment. The rows should include the names of Copernicus, Galileo, and Newton. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 670, 677, 678, 679 TWE 670, 677, 678, 679 Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 54-57 Other Resources: Atlas of World History The Last 500 Years Human Heritage: 523 - 525 Assessment Week of Oct. 1st - Oct. 5th Oct. 1st - Oct. 5th Indicator 7-2.3 Analyze the Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that challenged absolutism and influenced the development of limited government. (old indicator 7-2.2) Instructional Strategies 1. 2. 3. 4. Students generalize about how Locke’s ideas on constitutionalism were reflected in the causes and impact of England’s Glorious Revolution. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Students analyze quotes from Enlightenment thinkers. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant B Students compare and contrast political philosophies of Locke, Rousseau, and de Montesquieu. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B Lecture/Question & Answer – Enlightenment Ideas. Have students write summary paragraphs from notes. Quadrant AStudents create their own political philosophy. They must tell why they think governments should exist and explain the relationship between people and government. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 686-689 TWE 686-689 Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach pg. 38-41 Other Resources: Atlas of World History The Last 500 Years Assessment Week of Oct. 8th - Oct. 12th Oct. 8th - Oct. 12th Indicator 7-2.5 Explain how the Enlightenment influenced the American and French revolutions leading to the formation of limited forms of government, including the relationship between people and their government, the role of constitutions, the characteristics of shared powers, the protection of individual rights, and the promotion of the common good. (old indicator 7-2.2, 7-2.3, 7-3.2) Instructional Strategies 1. 2. 3. 4. 5. 6. Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role in society. Quadrant B Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political and military figures. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Highlight the important events from the American Revolution which dealt with political philosophies and explain their influence on the French and other Europeans. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Students brainstorm on what they think are the characteristics of an unjust government and then come up with a class definition. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Ask students if anything would encourage them to participate in a revolution against the government. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Lead students in a debate about which is more important: liberty or peace. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Resources Websites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 42-49 Other Resources: Performance Education: World History Series Teacher Toolbook – Three Revolutions Atlas of World History The Last 500 Years Human Heritage: 513 – 520 Assessment Week of Oct. 15th - Oct. 19th Oct. 15th - Oct. 19th Indicator 7-3.1 Explain the causes, key events, and outcomes of the French Revolution, including the storming of the Bastille, the Reign of Terror, and Napoleon’s rise to power. (old indicator 7-3.2) Instructional Strategies 1.Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 2.Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role in society. Quadrant B 3. Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political and military figures. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 4. Highlight the important events from the American Revolution which dealt with political philosophies and explain their influence on the French and other Europeans. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 5.Students brainstorm on what they think are the characteristics of an unjust government and then come up with a class definition. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 6. Ask students if anything would encourage them to participate in a revolution against the government. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 7.Lead students in a debate about which is more important: liberty or peace. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE: 714-723 TWE: 714- 723 Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach:58-60 Other Resources: Performance Education: World History Series Teacher Toolbook – Three Revolutions Atlas of World History The Last 500 Years Human Heritage: 513 - 520 Assessment Week of Oct. 22nd - Oct. 26th Oct. 22nd - Oct. 25th Indicator 7-3.2 Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy. (old indicator 7-3.6) Instructional Strategies 1. 2. 3. National Anthem Activity a. Students will brainstorm about things that make them proud about the United States. b. Place students in groups of 3 -4. Each group should have a group leader, singer/reciter, writer(s). c. Each group must write an anthem (poem, song, or rap) which highlights the things about the United States that they are proud of. d. Students will recite or sing their anthem for the class. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant D Nationalism and the Olympics show video clips explain how feelings of nationalism have influenced the Olympics Quadrant A Use maps of Germany and Italy to show pre-unification and unified states. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant A Teach about the rise and fall of Napoleon’s empire. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 5. Students complete “Historical Bio-Poem” of Napoleon Bonaparte. Use a variety of media to develop and organize integrated summaries of social studies information. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 744, 745, 746, 747, 748, 754, 756 TWE 744, 745, 746, 747, 748, 754, 756 4. Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 72-75 Other Resources: Atlas of World History The Last 500 Years Human Heritage: 572 – 576, 561 - 56 Assessment Oct. 26th Indicator Professional Development/Workdays Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays Week of Oct. 29th - Nov. 2nd Oct. 29th - Nov. 2nd Indicator 7-3.3 Explain how the Haitian, Mexican, and South American revolutions were influenced by Enlightenment ideas as well as by the spread of nationalism and the revolutionary movements in the United States and Europe. (old indicator 73.3) Instructional Strategies 1. 2. 3. 4. Explain the divisions in colonial Latin American societies. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant A Students take notes on Latin American Independence movements. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Students create charts which compare and contrast different Latin American independence movements including the Haitian Revolution, those led by Simón Bolívar, and the Mexican Revolution of 1810 which was led by Father Miguel Hidalgo. Quadrant B Students write a summary of main events about the independence movements in Latin America. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 749, 750, 751 TWE 749, 750, 751 Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 62-65 Other Resources: Southern Center for International Studies: Latin America in Transition: 33–39, 41-49 Performance Education: World History Series Teacher Toolbook – Three Revolutions, 147 Atlas of World History The Last 500 Years World Explorer - The United States and Canada: 50 55 World Explorer - Latin America: 84 – 85 World Explorer - Geography Tools and Concepts: 113 - 117 Assessment Week of Nov. 5th - Nov. 9th Nov. 5th Indicator 7-3.4 Explain how the Industrial Revolution caused economic, cultural, and political changes around the world. (old indicators 7-3.4, 7-3.5, 7-4.2) Instructional Strategies 1. Use census data to infer the effects of the Industrial Revolution on England as a society. Include migration patterns and standards of living. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use statistics and other quantitative techniques to interpret and evaluate social studies information. Quadrant B 2. Lecture on Industrial Revolution. Include inventions, working conditions, impact on governments, factors leading to industrialization in Europe, the United States, and Japan. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 3. Divide students into groups of 3 – 5 and assign each group a job. Explain the working conditions of that job. Each group will consist of an employer, government official, and employee(s). Each group writes and performs a skit where the members identify a conflict, offer suggestions, and reach a solution. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 4. Explain how the Industrial Revolution led industrialized nations to become more powerful and eventually to conquer other lands in search of natural resources and world markets for factory-made goods. Locate, gather, and process information from a variety of primary and secondary sources including maps. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant A 5. Identify socialism and highlight the major shift in power from the rich to the poor. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Resources Text: SE TWE Glencoe/McGraw-Hill Journey Across Time 724, 725, 726, 727, 728, 729, 730, 732, 735, 736, 742-743, 756 724, 725, 726, 727, 728, 729, 730, 732, 735, 736, 742-743, 756 Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Assessment Benchmark #2 Testing Window: Nov. 5th - Nov. 16th Nov. 6th Indicator Election Day (Holiday) Instructional Strategies Election Day (Holiday) Election Day (Holiday) Resources Election Day (Holiday) Assessment Election Day (Holiday) Week of Nov. 5th - Nov. 9th Nov. 7th - Nov. 9th Indicator 7-3.5 Analyze the ways that industrialization contributed to imperialism in India, Japan, China, and African regions, including the need for new markets and raw materials, the Open Door Policy, and the Berlin Conference of 1884. (old indicators 7-4.1 & 7-4.5) Instructional Strategies 1. 2. 3. Define and discuss the vocabulary terms. Quadrant A Briefly describe the concept of rivalries between the European nations of Great Britain, France, Germany, the Netherlands, Belgium, etc. using terms from the vocabulary list. Quadrant A In order for students to understand the economic origins of imperialism show them a map of the natural resources of Africa, Asia, and Oceania. They label key resources on the map. Use maps to observe and interpret geographic information and relationships. Quadrant A Resources Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg. 80-83, 92-95 Other Resources: Performance Education: World History Series Teacher Toolbook – Imperialism Atlas of World History The Last 500 Years World History: The Human Odyssey Assessment Benchmark #2 Testing Window: Nov. 5th - Nov. 16th Week of Nov. 12th - Nov. 16th Nov. 12th - Nov. 16th Indicator 7-3.6 Explain reactions to imperialism that resulted from growing nationalism, including the Zulu wars, the Sepoy Rebellion, the Opium Wars, the Boxer Rebellion, and the Meiji Restoration. (old indicator 7-4.4 Instructional Strategies 1. 2. 3. 4. 5. Define and discuss the vocabulary terms. Quadrant A Label a map of Africa, India, and China showing the locations of the Zulu War, Sepoy Rebellion, and the Boxer Rebellion. Use maps to observe and interpret geographic information and relationships. Quadrant A Discuss the role of religion in the Sepoy Rebellion in regards to the cartridges for the Enfield rifles. Quadrant A Discuss why these native revolts were destined to fail. Consider multiple perspectives of documents and stories. Quadrant A Watch films on the rebellions to see if Hollywood was true to history in its recreations. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 765, 768, 774 TWE 765, 768, 774 Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg.88-91 Other Resources: Performance Education: World History Series Teacher Toolbook – Imperialism Atlas of World History The Last 500 Years Film Film Film Film – Zulu – Zulu Dawn – 55 Days at Peking – Shaka Zulu Assessment Benchmark #2 Testing Window: Nov. 5th - Nov. 16th Week of Nov. 19th - Nov. 23rd Nov. 19th - Nov. 20th Indicator Review weak skills Instructional Strategies Review weak skills Resources Review weak skills Assessment Nov. 21st - Nov. 23rd Indicator Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday) Week of Nov. 26th - Nov. 30th Nov. 26th - Nov. 30th Indicator 7-3.7 Explain the causes and effects of the Spanish-American War as a reflection of American imperialist interests, including acquisitions, military occupations, and status as an emerging world power. (old indicator 7-4.3) Instructional Strategies 1. Define and discuss the vocabulary terms. Quadrant A 2. Discuss (compare and contrast) the terms of Manifest Destiny and imperialism as causes and effects of the Spanish American War. Quadrant A 3. Students will label a map of the world with territories gained by the war and other related causes to show the extent of American expansion. Use maps to observe and interpret geographic information and relationships. Quadrant A 4. Students will read excerpts from Mahan’s book to better understand our rise to a world power. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant A Resources Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach- pg.84-87 Other Resources: The Influence of Sea Power Upon History Performance Education: World History Series Teacher Toolbook – Imperialism Atlas of World History The Last 500 Years World History: The Human Odyssey Assessment Week of Dec. 3rd - Dec. 7th Dec. 3rd - Dec. 7th Indicator 7-4.1 Explain the causes and course of World War I, including militarism, alliances, imperialism, nationalism, the assassination of Archduke Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the war. (old indicator 7-5.1) Instructional Strategies 1. Use a graphic organizer to summarize the causes of the Great Depression (include the stock market crash of 1929). Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant A 2. Invite a senior citizen to come to your class and speak about his/her life during the Depression. They may also discuss joining the armed forces during World War II. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant A 3. Read Europe and Russia, p. 52. Tell students that between WWI and WWII huge numbers of people were unemployed. Provide students with these world wide unemployment figures: 1930 – 11%, 1932 – 29%, 1934 – 17%, 1936 – 13%, 1938 – 11%. Students create a line graph reflecting this data. Quadrant A 4. Listen to Alabama’s “Song of the South.” Discuss what the lyrics mean (example – “wall street fell”, “Roosevelt’s going to save us all”). Consider multiple perspectives of documents and stories. Quadrant A 5. Write a paragraph to explain in chronological order the events that caused WWI and eventually the United States’ entry into the war. Establish chronological order in constructing one’s own historical narratives. Quadrant A 7. Students make a paper chain. On each loop, write the events that led to World War I. Establish chronological order in constructing one’s own historical narratives. Quadrant A 8. Watch video on WWI, found at http://www.Unitedstreaming.com. This site has videos on all subjects, blackline masters that can be printed, and other teaching resources. Quadrant A Resources Text: Glencoe/McGraw-Hill Journey Across Time SE: 780, 781, 782, 783, 784, 785, 786, 787, 788, 792, 793, 794 TWE: 706, 707, 758, 780, 781, 782, 783, 784, 785, 786, 787, 788, 792, 793, 794, 797 Web Sites: Reading Quest: Making Sense in Social Studies (graphic organizer, select “strategies”) – http://www.readingquest.org Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach-100-105 Other Resources: Performance Education: World History Series Teacher Toolbook – World War I Atlas of World History The Last 500 Years Human Heritage: Chapter 37, Sections 1 and 2 The United States and Canada: 46 Europe and Russia: 59 - 62 Assessment Week of Dec. 10th - Dec. 14th Dec. 10th - Dec. 14th Indicator 7-4.2 Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations. (old indicator 7-5.2) Instructional Strategies 1. 2. Students design their own Treaty of Versailles. What would it state? Have a place for signatures. Quadrant D Explain the characteristics of the League of Nations. Students compile ideas on a chart. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B 3. Look at data on changes in population. Students make observations on population movement. Create a bar graph or line graph to display changes. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Use statistics and other quantitative techniques to interpret and evaluate social studies information. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 790, 791 TWE 790, 791 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach-106-109 Other Resources: Performance Education: World History Series Teacher Toolbook – World War I Atlas of World History The Last 500 Years Human Heritage: Chapter 37, Sections 1 and 2 The United States and Canada: 47 Europe and Russia: 46, 128 Assessment Week of Dec. 17th - Jan. 4th Dec. 17th - Jan. 2nd Indicator Winter Break Instructional Strategies Winter Break Winter Break Resources Winter Break Assessment Winter Break Jan. 3rd - Jan. 4th Indicator 7-4.3 Explain the causes and effects of the worldwide depression that took place in the 1930s, including the effects of the economic crash of 1929. (old indicator 7-5.3) Winter BWinter Break Instructional Strategies 1. Use a graphic organizer to summarize the causes of the Great Depression (include the stock market crash of 1929). Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant A 2.Invite a senior citizen to come to your class and speak about his/her life during the Depression. They may also discuss joining the armed forces during World War II. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant A 3.Read Europe and Russia, p. 52. Tell students that between WWI and WWII huge numbers of people were unemployed. Provide students with these world wide unemployment figures: 1930 – 11%, 1932 – 29%, 1934 – 17%, 1936 – 13%, 1938 – 11%. Students create a line graph reflecting this data. Quadrant A 4.Listen to Alabama’s “Song of the South.” Discuss what the lyrics mean (example – “wall street fell”, “Roosevelt’s going to save us all”). Consider multiple perspectives of documents and stories. Quadrant A Winter Break Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 805, 806, 807, 809, 814, 815, 854 TWE 805, 806, 807, 809, 814, 815, 854 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach-110-113 Other Resources: Performance Education: World History Series Teacher Toolbook – World War I, p. 83 Atlas of World History The Last 500 Years “Song of the South” (music) Human Heritage: Chapter 37, Section 2 The United States and Canada: 47 Winter Break Assessment Winter Break Week of Jan. 7th - Jan. 11th Jan. 7th - Jan. 11th Indicator 7-4.4 Compare the ideologies of socialism, communism, fascism, and Nazism and their influence on the rise of totalitarian governments after World War I in Italy, Germany, Japan, and the Soviet Union as a response to the worldwide depression. (old indicators 7-5.3, 7-5.4, 7-4.5) Instructional Strategies 1. 2. 3. Write a bio-poem for Hitler, Stalin, or other important historical figure. Quadrant B Students will work in groups to discuss the major drawbacks of living under an unlimited government and hypothesize if there are any advantages to living under an unlimited government. Quadrant B Students trace an outline of their bodies on white paper. In groups, write the name of a historical figure (ex. Stalin) and list characteristics and/or accomplishments of that person. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 808, 809, 810, 811, 812 TWE 808, 809, 810, 811, 812 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach-114-117 Other Resources: Performance Education: World History Series Teacher Toolbook – Rise of Dictators Atlas of World History The Last 500 Years Human Heritage: Chapter 37, Section 2 Europe and Russia: 62, 128 - 129 Asia: 34 Assessment Week of Jan. 14th - Jan. 18th Jan. 14th - Jan. 17th Indicator 7-4.5 Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the “Final Solution,” the Lend-Lease program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the islandhopping campaigns, and the bombing of Hiroshima and Nagasaki. (old indicator 7-5.5)Winter BreWin Break Instructional Strategies 1. Examine newspapers from the 1930s to identify causes of World War II and track each from first identification in 1939. Explain change and continuity over time. Quadrant A 2. Color-code a map of the world to show which countries had alliances in WWII. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant A 3. Discuss the role specifically identified persons played in the pre-war era. Create a biographical sketch of each. Quadrant A 4. Show how the world changed during and after WWII. Explain change and continuity over time. Quadrant B 5. Journal Entry: Why do we have wars? Share with the class. Quadrant B 6. Name some important effects of WWII. 7. Students color-code a map showing the division of Germany and Berlin. Explain how the Berlin Wall affected lives of Germans. Use maps to observe and interpret geographic information and relationships. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant B 8. Read Europe and Russia, p. 127. Students create a Venn diagram to compare and contrast lifestyle differences between East and West Germany. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B 9. Create a time line for WWII events. Create and interpret data on time lines. Quadrant A Winter Break Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 813, 814, 815, 816, 817, 818, 819, 825, 826, 827, 828, 829, 830, 854 TWE 706, 707, 813, 814, 815, 816, 817, 818, 819, 825, 826, 827, 828, 829, 830, 854 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach-118-125 Other Resources: Performance Education: World History Series Teacher Toolbook – World War II Atlas of World History The Last 500 Years Human Heritage: Chapter 37, Section 3 The United States and Canada: 48 Europe and Russia: 63, 129 Asia: 46 – 47Winter Break Assessment Winter Break Jan. 18th Indicator Professional Development/Workday Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Jan. 21st - Jan. 25th Jan. 21st - Jan. 22nd Indicator Martin Luther King Jr. Day (Holiday) Martin Luther King Jr. Day (Holiday) Professional Development/Workday Professional Development/Workday Jan. 23rd - Jan. 25th Indicator 7-4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region. (old indicator 7-5.6, 7-6.3, 7-7.4) Instructional Strategies 1. Discuss restrictions on liberties of Jews in Nazi-controlled Germany (i.e. had to wear yellow star declaring ethnicity, could not shop in certain places). What events and circumstances led to these restrictions? Make a list of restrictions that you might follow for a day and write a journal entry summarizing your feelings and reflecting on whether or not something similar to what happened in Germany could happen in the United States. Quadrant B 2. Role play how the Holocaust affected a German soldier, Jewish citizen, and/or their descendants. Consider multiple perspectives of documents and stories. Quadrant A 3. Read Aloud – The Final Journey. Quadrant A 4. Tell students about the kindertransport (a way many children escaped the Holocaust). Read selections about real life stories of the children and their lives today in Ten Thousand Children. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant A 5. Define and discuss the vocabulary terms. Quadrant A 6. Label a map of mid-eastern countries showing what European nations controlled. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 7. Label a map of mid-eastern nations showing “trouble spots”. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 8. Discuss the role of OPEC and oil on the rest of the world. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant A Define and discuss the vocabulary terms. Quadrant A 9. Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South Africa during apartheid. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 10. Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e. blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant B 11. Read Martin’s I have a dream speech. Quadrant A 12. Students brainstorm their perceptions about a specific group of people before studying about the group. After the lesson, students delete the responses that were false and star responses that were true. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 840, 841, 852, 872, 879, 884, 886, 897, 943 TWE 840, 841, 852, 872, 879, 884, 886, 897, 943 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 126-129, 144-147, 168-171 Other Resources: Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19 Atlas of World History The Last 500 Years Human Heritage: Chapter 38, Section 3, 637-638; Chapter 9, Section 2 The United States and Canada: 48 Europe and Russia: 50-51, 87, 151 Africa: 47-52 Assessment Week of Jan. 28th - Feb. 1st Jan. 28th - Feb. 1st Indicator 7-6.2 Compare features of nationalist and independence movements in different regions in the post–World War II period, including Mohandas Gandhi’s role in the nonviolence movement for India’s independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa. (old indicators 7-6.4, 7-7.4)WinterWinter Break Instructional Strategies 1. 2. Define and discuss the vocabulary terms. Quadrant A Show the film Gandhi. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 3. Label maps of Africa and Asia showing the dates of independence. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 4. Label a map of India showing East and West Pakistan and Bangladesh. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 5. Students research (library, Internet, etc.) the countries of Africa and Asia to see which ones had nationalist or independence movements. This could be mapped or a brief biography of the leaders of these movements could be written and presented to the class. Plan and organize a geographic research project (e.g., specify a problem, pose a research question or hypothesis, identify data sources). Quadrant B 6. Define and discuss the vocabulary terms. Quadrant A 7. Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South Africa during apartheid. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 8. Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e. blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant B 9. Read Martin’s I have a dream speech. Quadrant A 10. Students brainstorm their perceptions about a specific group of people before studying about the group. After the lesson, students delete the responses that were false and star responses that were true. Quadrant B Winter Break Resources Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 148-151,168-171 Other Resources: Performance Education: World History Series Teacher Toolbook – Imperialism, pp. 88, 91-93 (Gandhi), pp. 94-98 (Africa) Atlas of World History The Last 500 Years Film – Gandhi Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19 Atlas of World History The Last 500 Years Human Heritage: Chapter 38, Section 3, 637-638; Chapter 9, Section 2 The United States and Canada: 48 Europe and Russia: 50-51, 87, 151 Africa: 47-52Winter Break Assessment Winter Break Week of Feb. 4th - Feb. 8th Feb. 4th - Feb. 8th Indicator 7-5.5 Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald Reagan, and the failures of communist economic systems. (old indicator 7-7.1) 7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU). (old indicator 7-7.1) Instructional Strategies 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Define and discuss terms from the vocabulary. Quadrant A Create a chronological timeline of leaders, events, etc. that led to the fall of the Soviet Union as well as the Soviet satellites. Distinguish between past, present, and future time. Establish chronological order in constructing one’s own historical narratives. Create and interpret data on time lines. Explain change and continuity over time. Quadrant A Discuss the “peaceful” revolution in Poland. Quadrant A Use primary and secondary sources to study the impact of the Internet on communication. Compare communication before and after the existence of the Internet and e-mail. Include use of Internet in schools. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant B Make a paper chain of events that links World War I to the Depression to World War II to the Cold War to the fall of communism. Create and interpret data on time lines. Explain change and continuity over time. Quadrant A Compare and contrast Russia before, during, and after communism. Quadrant B Create a comic strip illustrating life in Russia after communism. Quadrant B Discuss causes of the Cold War. Quadrant A Define communism and explain how the former Soviet Union treated its people. Quadrant A Write an essay on how your life would be different if you lived in a communist country. Quadrant B Color and label a map of the former Soviet Union showing the countries it broke apart in 1991. Construct maps, graphs, tables, and diagrams to display social studies information. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Quadrant A Students write and practice skits that bring to life different events in world history. Students present to the class, dressed in costumes (without cue cards/scripts). Example: World War I, Holocaust, Russian Revolution, etc. Quadrant D Resources Text: Glencoe/McGraw-Hill Journey Across Time TWE 706, 882 For support: SE/TWE: 881-883, 905 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 156-159 Other Resources: Performance Education: World History Series Teacher Toolbook – The Cold War, pp. 176-181 Atlas of World History The Last 500 Years Human Heritage: Chapter 38, Chapter 39, Section 1 Europe and Russia: 63 – 65, 88, 90 Assessment Week of Feb. 11th - Feb. 15th Feb. 11th - Feb. 15th Indicator 7-6.5 Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet. (old indicator 7-7.3)nter Break Instructional Strategies 1. Define and discuss the vocabulary terms. Quadrant A 1. Find a film that highlights environmental problems to make students aware of the problems (possibly The Day After Tomorrow). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 2. Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A 3. Discuss local growth patterns in relation to plants and animals. Quadrant A 4. Students do Atlas Activity in Africa, pp. 6-7. Discuss the causes and consequences of desertification. Make and record observations about the physical and human characteristics of places. Quadrant A W Break Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 871, 890 TWE 871, 890 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 164-167 Other Resources: Performance Education: World History Series Teacher Toolbook – The World Today Atlas of World History The Last 500 Years Human Heritage: Chapter 39, Section 3 The United States and Canada: 57 - 59 Latin America: 58 - 59 Europe and Russia: 29 Asia: 74 - 75 Africa: 6 – 7, 56 - 57 Winter Break Assessment Winter Break Week of Feb. 18th - Feb. 22nd Feb. 18th Indicator President's Day (Holiday) Instructional Strategies President's Day (Holiday) President's Day (Holiday) Resources President's Day (Holiday) Assessment President's Day (Holiday) Feb. 19th - Feb. 22nd Indicator 7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization, including global influences on the environment and the efforts by citizens and governments to protect the natural environment. (old indicator s 7-7.2, 7-7.3, 7-7.7. Instructional Strategies 1. 2. Define and discuss the vocabulary terms. Quadrant A Compare and contrast forms of communication throughout the 20th century with emphasis on the Cold War. Make and record observations about the physical and human characteristics of places. Quadrant B 3. Make a timeline showing the invention of the various technologies as they developed. Distinguish between past, present, and future time. Establish chronological order in constructing one’s own historical narratives. Create and interpret data on time lines. Explain change and continuity over time. Quadrant A 4. Discuss/chart the positives and negatives of television, computers, the Internet, etc. Consider multiple perspectives of documents and stories. Quadrant B 5. Write this statement on the board: “The invention of the computer has produced changes in our society.” Students work with partners to assess the validity of this statement by giving specific examples (i.e. The invention of the computer allows people to get work done faster than writing by hand.) (You may use any technology for this activity. Apply geographic models, generalizations, and theories to the analysis, interpretation, and presentation of geographic information. Quadrant B 6. Define and discuss the vocabulary terms. Quadrant A 7. Find a film that highlights environmental problems to make students aware of the problems (possibly The Day After Tomorrow). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 8. Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A 9. Discuss local growth patterns in relation to plants and animals. Quadrant A 10. Students do Atlas Activity in Africa, pp. 6-7. Discuss the causes and consequences of desertification. Make and record observations about the physical and human characteristics of places. Quadrant A 11. Define and discuss the vocabulary terms. Quadrant A 12. Hold a class debate on one or more of the vocabulary terms. Half the class must be chosen to defend each side. Each side chooses the top three points to defend its side of the argument. The class hears from three spokespersons from each side. After the debate, each student decides which side he/she personally agrees with and writes a paper explaining his/her reasoning. Consider multiple perspectives. Resources PASS Coach Pgs. 160-163,164-167, Other Resources: Atlas of World History The Last 500 Years CD-ROM – “Material World” Assessment Week of Feb. 25th - Mar. 1st Feb. 25th - Mar. 1st Indicator 7-4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region. (old indicators 7-5.6, 7-6.3, 7-7.4)Winter BreakWinter Break Instructional Strategies 1. Discuss restrictions on liberties of Jews in Nazi-controlled Germany (i.e. had to wear yellow star declaring ethnicity, could not shop in certain places). What events and circumstances led to these restrictions? Make a list of restrictions that you might follow for a day and write a journal entry summarizing your feelings and reflecting on whether or not something similar to what happened in Germany could happen in the United States. Quadrant B 2. Role play how the Holocaust affected a German soldier, Jewish citizen, and/or their descendants. Consider multiple perspectives of documents and stories. Quadrant A 3. Read Aloud – The Final Journey. Quadrant A 4. Tell students about the kindertransport (a way many children escaped the Holocaust). Read selections about real life stories of the children and their lives today in Ten Thousand Children. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant A 5. Define and discuss the vocabulary terms. Quadrant A 6. Students make a timeline using major events. Create and interpret data on time lines. Quadrant A 7. Students will label a map with “hot spots” in the Cold War. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A 8. Define and discuss the vocabulary terms. Quadrant A 9. Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South Africa during apartheid. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B 10. Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e. blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant BWinter Break Resources Daily Analogies for Social Studies PASS Coach Pgs. 126-129, 144-147,168-171 Other Resources: Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19 Atlas of World History The Last 500 Years Human Heritage: Chapter 38, Section 3, 637-638; Chapter 9, Section 2 The United States and Canada: 48 Europe and Russia: 50-51, 87, 151 Africa: 47-52 Winter Break Assessment Winter Break Week of Mar. 4th - Mar. 8th Mar. 4th - Mar. 8th Indicator 7-6.4 Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by religions. (old indicator 7-7.5) Instructional Strategies 1. 2. 3. 4. 5. Define and discuss the vocabulary. Quadrant A List prominent women who ran their country or played a key role in their country’s development in the 20th/21st centuries. Quadrant A Discuss why women throughout history have been discriminated against. Consider multiple perspectives of documents and stories. Quadrant A Students research the Women’s Rights Movement and choose one of the American women who helped to fight for equal rights and create a dramatic presentation demonstrating some of their heroic acts or create a PowerPoint showing facts and pictures. Establish chronological order in constructing one’s own historical narratives. Quadrant B Students make a chart to display the following: a list of selected countries around the world the major religion(s) or each country the role of women in each country Students make connections between the religion of the country and how that culture views women. Consider multiple perspectives of documents and stories. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 841 TWE 685, 841, 872 For support: SE/TWE: 915 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ Assessment Benchmark #3 Testing Window: Mar. 4th - Mar. 15th Week of Mar. 11th - Mar. 15th Mar. 11th - Mar. 15th Indicator 7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU). (old indicators 7-7.1, 7-7.6)Winter Break Instructional Strategies 1. Define and discuss terms from the vocabulary. Quadrant A 2. Create a chronological timeline of leaders, events, etc. that led to the fall of the Soviet Union as well as the Soviet satellites. Distinguish between past, present, and future time. Establish chronological order in constructing one’s own historical narratives. Create and interpret data on time lines. Explain change and continuity over time. Quadrant A 3. Discuss the “peaceful” revolution in Poland. Quadrant A 4. Use primary and secondary sources to study the impact of the 5. Make a paper chain of events that links World War I to the Depression to World War II to the Cold War to the fall of communism. Create and interpret data on time lines. Explain change and continuity over time. Quadrant A 6. Define and discuss the vocabulary terms. Quadrant A 7. On a map, locate countries that are members of specific trade organizations (NAFTA, EEC, or EU). 8. Have students list ways that we communicate globally. 9. Have students draw a house on a big piece of construction paper. Winter Break Resources Text: Glencoe/McGraw-Hill Journey Across Time SE 889-892 TWE 889-892 Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 156-159 Winter Break Assessment Benchmark #3 Testing Window: Mar. 4th - Mar. 15th Week of Mar. 18th - Mar. 22nd Mar. 18th - Mar. 22nd Indicator 7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization, including global influences on the environment and the efforts by citizens and governments to protect the natural environment. (old indicators 7-7.3, 7-7.7)inter BrWinter Break Instructional Strategies 1. Define and discuss the vocabulary terms. Quadrant A 2. Find a film that highlights environmental problems to make students aware of the problems (possibly The Day After Tomorrow). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A 3. Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A 4. Discuss local growth patterns in relation to plants and animals. Quadrant A Winter Break Resources Web Sites: Teaching resources, videos, blackline masters – www.unitedstreaming.com S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481 Toolboxforteachers.com http://www.toolboxforteachers.com/ ETV Streamline SC http://www.scetv.org/education/streamlinesc/ Study Island www.studyisland.com Daily Analogies for Social Studies PASS Coach Pgs. 164-167 Text: Glencoe/McGraw-Hill Journey Across Time SE 871, 890 TWE 871, 890 Other Resources: Performance Education: World History Series Teacher Toolbook – The World Today Winter Break Assessment Winter Break Week of Mar. 25th - Mar. 29th Mar. 25th - Mar. 28th Indicator Re-teach Standards 7-1 and 7-2 Winter Break Instructional Strategies Re-teach Standards 7-1 and 7-2/Review for PASS Winter Break Resources Re-teach Standards 7-1 and 7-2/Review for PASS Winter Break Assessment Winter Break Mar. 29th Indicator Professional Development/Workday Instructional Strategies Professional Development/Workday Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Week of Apr. 1st - Apr. 12th Apr. 1st - Apr. 5th Indicator Spring Break (Holiday) Instructional Strategies Spring Break (Holiday) Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday) Apr. 8th - Apr. 12th Indicator Re-teach Standards 7-3/Review for PASS Break Winter Break Instructional Strategies Re-teach Standards 7-3/Review for PASS Winter Break Resources Re-teach Standards 7-3/Review for PASS Winter Break Assessment Winter Break Week of Apr. 15th - Apr. 19th Apr. 15th - Apr. 19th Indicator Re-teach Standards 7-4/Review for PASS Instructional Strategies Re-teach Standards 7-4/Review for PASS Resources Re-teach Standards 7-4/Review for PASS Assessment Week of Apr. 22nd - Apr. 26th Apr. 22nd - Apr. 26th Indicator Re-teach Standards 7-5/Review for PASS Winter Break Winter Break Instructional Strategies Re-teach Standards 7-5/Review for PASS Winter Break Resources Re-teach Standards 7-5/Review for PASS Winter Break Assessment Winter Break Week of Apr. 29th - May 3rd Apr. 29th - May 3rd Indicator Re-teach Standard 7-6/Review for PASS r Break Winter Break Instructional Strategies Re-teach Standard 7-6/Review for PASS Winter Break Resources Re-teach Standard 7-6/Review for PASS Winter Break Assessment Winter Break Week of May 6th - May 10th May 6th - May 10th Indicator PASS Testing Winter Break Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment PASS May 7-17, 2013 Winter Break Week of May 13th - May 17th May 13th - May 17th Indicator PASS Testing Winter Break Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment PASS May 7-17, 2013 Winter Break Week of May 20th - May 24th May 20th - May 24th Indicator Review weak standards Winter Break Winter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Week of May 27th - May 31st May 27th - May 31st Indicator Review Weak Standards Winter BrWinter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Week of Jun. 3rd - Jun. 7th Jun. 3rd - Jun. 6th Indicator Winter BreWinter Break Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Jun. 7th Indicator Teacher Workday Instructional Strategies Teacher Workday Teacher Workday Resources Teacher Workday Assessment Teacher Workday