Download Seventh Grade - Delta RV Schools

Delta RV Seventh Grade Social Studies
Revised-2010
Social Studies: 7th Grade
Principles of Constitutional Democracy
Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Principles
expressed in
documents
shaping
constitutional
democracy in
the United
States
Students will:
analyze responsibilities
governments and
citizens need to accept
to become effective in a
constitutional
democracy.
1.6
1.10
4.2
Skill/Concept
A
1
Assessment
List responsibilities of governments
and citizens in a constitutional
democracy and explain their
relative importance. Students will
compare and contrast the
following: limited government,
rule of law, majority rule, minority
rights.
Students will define in
writing—limited
government, rule of
law, majority rule, and
minority rights.
Students will take lecture notes and
discuss the various types of
governments and the way they
work—including limited and
unlimited government
Class participation
Rubric scoring
Review notes
Social Studies: 7th Grade
World History
Content Standard 2b: Knowledge of continuity and change in the history of the world
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
C
1.6
1.8
Strategic Thinking
Students will:
investigate Europe in the
Middle Ages, including:
rise of kingdoms,
Institutions and feudalism, the Crusades.
events of
European
Civilization
during the
Middle Ages
Assessment
1.10
R
After reading information from other Rubric scoring guide
resources, create a cause and effect
for graphs
graphic to show how the Crusades
were a factor in the rise of kingdoms Lecture notes
and the abolition of feudalism.
Review notes
Students will understand the effects
of the Crusades had on all of Europe Map skills worksheets
and grasp how they led into the
Renaissance.
investigate Feudal Japan
including: Rise of War
Lords and Art.
Japanese
institutions and
culture
1.6
R
1.8
T
1.9
G
1.10
D
Extended Thinking
D
2
Students will make a graph to
Scoring rubric for
compare feudal systems of Japan and graph of feudal
Europe and judge which was more
systems
successful.
Class discussion
Social Studies: 7th Grade
World History
Content Standard 2b: Knowledge of continuity and change in the history of the world
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Students will:
examine and compare the
Mayan, Aztec and Incan
cultures.
1.9
1.10
Strategic Thinking
E
2.1
Native Latin
American
cultures
Assessment
Through lecture, examination and
comparison, the students will look at
the Aztec, Inca, and Mayan Empires
and their interactions with the
European world.
Review notes
Students will read, discuss and map
the various cultures of Africa.
Students will use textbook, internet
research and maps to obtain
information.
Vocabulary assessment
Cultural
features of the
historic
African
Empires
investigate African
Empires, including:
agriculture, arts, gold
production and the transSaharan caravan trade
and spread of Islam into
Africa.
1.6
R
1.8
T
1.9
R
1.10
G
Strategic Thinking
F
D
3
Review notes
Map scoring rubric
Social Studies: 7th Grade
Principles and Processes of Governance Systems
Content Standard 3: Knowledge of principles and processes of governance systems
Concepts
Measurable Learner
Process
Integrated
DOK
Objective
Standards
Skills
Principles
and process
of
government
Students will:
compare and contrast
limited and unlimited
governments
(examples—democratic
and authoritarian
governments)
1.6
1.8
1.10
Strategic Thinking
A
R
4
Instructional Strategies/Student
Activities/Resources
Assessment
Students will site examples of how
both limited and unlimited work in
various countries of the world.
Class discussion
Students will construct a T-chart
comparing the characteristics of
limited and unlimited governments.
Rubric scoring for Tcharts or other graphic
organizers
Graphic organizers
A
Students will:
apply the following
economic concepts:
1.6
1.10
W
Investment
3.8
Skill/Concept
Social Studies: 7th Grade
Economic Concepts and Principles
Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
1.10
Economic
concepts Productivity
2.1
W
3.5
Skill/Concept
Strategic Thinking
1.6
1.6
Gross Domestic Product
1.10
W
Extended Thinking
1.2
5
Students will apply their knowledge to
decide how a family’s funds will be
either spend toward needed goods,
saved for future expenditures, or
invested to increase net worth. They
will create budgets, graphs, flow charts,
etc., to show better decisions or
different outcomes.
Class discussion
Scoring rubrics for
budgets or other
graphic organizers
Internet research
Students will research on the internet Students will report
the productivity of a restaurant chain their findings with
of their choice to see how they make charts and graphs.
a profit in the business world.
Students will write a
brief paragraph
showing their
company’s ideas and
profit making skills.
Students will conduct research on
the internet to identify the current
Gross Domestic Product for the
United States.
Student will read the textbook about
the United States’ Gross Domestic
Product and compare it to the rest of
the world.
Class discussion after
textbook reading and
research
Creation of maps and
charts
Scoring rubric for
maps and charts
Social Studies: 7th Grade
Economic Concepts and Principles
Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Students will:
apply the following
economic concepts:
Process
Standards
1.6
1.10
Inflation
3.5
Economic
concepts
Integrated
Skills
DOK
Strategic Thinking
A
Measurable Learner
Objective
1.3
2.1
Profit and Profit Motive
4.6
Skill Concept
Concepts
6
Instructional Strategies/Student
Activities/Resources
Assessment
The students will use newspaper and
magazines to discuss the different
periods of inflation in the United
States and how it has affected our
local economy.
Research on internet
The students will observe and
evaluate how our senior stand makes
a profit.
Students will
determine cost factors
and profit in our senior
stand.
Scoring rubric for
graphs or charts
Class discussion
Rubric for scoring any
charts or graphs
Social Studies: 7th Grade
Economic Concepts and Principles
Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Interpreting
the past,
explaining
the present
and
predicting
the future of
economic
decision
Students will:
interpret the past,
explain the present and
predict future
consequences of
economic decision.
1.6
1.10
3.8
Skill/Concept
Strategic Thinking
C
R
7
Students will use our current events
magazine to read and discuss recent
health care problems throughout
the world. They will also watch a
movie about the effects our current
healthy care system can have on a
family during rough times.
Current events review
Movie analysis
Class discussion
Notes review
Social Studies: 7th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographic study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
A
1.5
satellite images,
globes, charts,
graphs and
databases) and
how to evaluate
and use them
Skill/Concept
Students will:
use computer programs,
globes, charts, graphs,
and databases to gather
Geographic
information for
research sources
(examples—maps, constructing a map.
T
Students will read and discuss
various chapters in the textbook
pertaining to the five themes of
geography as well as studying the
physical geography of certain parts
of the world
Review notes and
worksheets
Students will construct maps of
given location of continents, oceans,
and major topographic features as
civilizations spread.
Rubric scoring of map
drawings
Students will be given a series of
possible events that could occur in
our world. They must problem solve
based upon places, using absolute
and relative locations.
Students will
demonstrate
understanding by
discussion in the
classroom and teacher
observation.
B
1.5
locate the world’s continents,
oceans and major topographic
features as civilizations.
Skill/Concept
Use of the
geography of
Missouri, the
United States,
the Americas,
and world to
make
predictions and
solve
problems:
Location
locate major cities, states of
the United Stats and national
in historical context.
R
locate and describe geographic
places (such as European
capital cities), using absolute
and relative location,
especially as people were able
to define them more
accurately.
8
Students will research on the internet Lecture notes review
the effects of tornadoes, hurricanes,
floods, fires, earthquakes, and
volcanoes and learn how each of
these major events is dealt with
throughout the world.
Social Studies: 7th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
explain physical
characteristics, such as
climate, topography,
relationship to water and
ecosystems.
Place
1.5
G
explain human
characteristics, such as
people’s education,
language, diversity,
economies, religions
settlement patterns, ethnic
background and political
system.
Recall
C
R
D
Students will be discussing and
analyzing climate, topography,
relationship to water and ecosystems.
Class discussion
Students will be discussing and
analyzing people’s education, language,
diversity, economies, religions,
settlement patterns, ethnic backgrounds
and political system.
Review notes
Class participation
Students will study chapter three plus
many more chapters to learn the
geography of various parts of the world
through its five themes.
D
Relationships
within places
describe a variety of
ecosystems, and explain
where they may be found
and how physical
processes and human
activities may change
them.
1.5
Strategic Thinking
Extended Thinking
describe how physical
processes shape the
physical environment.
T
9
Students will make a list of different
ecosystems. Teacher led discussion
will focus on how physical processes
shape the physical environment and
how human activity may change
them.
Students will do extensive research
on the internet of Hurricane Katrina
and how it changed the people and
the land in its path.
Class participation
Brief paper on
Hurricane Katrina
Rubric scoring of brief
paper
Review notes
Social Studies: 7th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
identify and describe world wide
patterns of resource distribution.
Humanenvironment
interaction
1.6
G
R
identify how technology and
culture have influenced resource
use in the past.
Skill/Concept
Extended Thinking
F
D
identify and explain
environmental consequences of
how people use resources from
historical examples.
T
R
identify and explain the effect of
natural forces upon human
activities from historical
experiences.
Students will be introduced through
reading in textbooks and computer
internet research patterns of resource
distribution, resources used in the past,
the environmental consequences of how
people use resources from historical
examples, and the effects of natural
forces upon human activities from
historical experiences.
Create brief report
Rubric scoring of brief
report
Notes review
Each student will give a brief report on
a natural disaster and tell how it affected
the people and their lives from various
viewpoints—economically, physically,
and mentally.
G
1.6
G
R
D
Recall
Relationships
between and
among places
explain causes and
effects of migration
streams, movements of
people to job markets,
barriers to human
movement and how
people overcome such
barriers.
A teacher led discussion will walk back
through history when major events have
caused people to move. What was the
cause and effect of the movement?
Examples are: depression, 1921 stock
market crash, Hurricane Katrina, Native
American Indians displaced to
reservations, etc.
Through reading of the textbook,
students will learn about events that
caused the people to move throughout
the world from a cause and effect
perspective
10
Students will create Tcharts to demonstrate
cause and effects of
human movement
Scoring rubric for Tchart
Review notes
Social Studies: 7th Grade
Elements of Geographical Study and Analysis
Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions) and their relationship to changes in society and the environment
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Assessment
Objective
Standards
Skills
Activities/Resources
Students will:
explain how regions of
the world relate to one
another and change over
time.
1.6
Recall
H
Region
Through current events: Iraq War,
New Orleans flood during Hurricane
Katrina, etc. Students will analyze
how these events relate to other
regions.
Teacher observation of
class discussion
Students will use our current events
magazines, newspapers, and TV to
study the Iraq War and its effects on
U.S. politics, economics, and public
relations.
Teacher observation
With teacher led discussion students
will see how geography affected the
regions and compare and contrast
with how the geography is used
today. Students will take lecture
notes.
Teacher observation
I
use geography to
interpret the past, explain
the present and a plan for
the future
1.6
Skill/Concept
Use of
geography
11
Review notes
Social Studies: 7th Grade
Relationships of Individual and Groups to Institutions and Traditions
Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Knowledge of
how needs of
individuals are
met
Students will:
analyze how the needs of
individuals are met by
families, friends, groups
and organizations, such
as governments,
businesses, schools,
religious institutions and
charities in the United
States and other nations.
1.6
Strategic Thinking
Extended Thinking
A
R
Students will research on the internet
the tsunami of 2005 and find places
still in need of relief. They will then
find a fund-raiser and donate money
to the relief efforts.
Assessment
Teacher observation of
research and fund
raising effort by
students
Review notes
C
Effects of
actions,
cultural,
traditions and
institutions
1.6
Strategic Thinking
analyze how cultural
traditions, human actions
and institutions affect
people’s behavior.
R
12
Students will look at the government
in Iraq both before and after the
recent war and try to list both
positive and negative differences.
Describe how the effects of the
culture and traditions of the citizens
helped to develop the present
government.
Students will create Tcharts for positive and
negative differences in
government.
Rubric scoring guide
Social Studies: 7th Grade
Relationships of Individual and Groups to Institutions and Traditions
Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Students will:
identify how laws and
events affect members of
and relationships among
groups.
1.6
Effect of laws
and events on
relationships
Extended Thinking
D
T
Assessment
Students will study various
movements in the United States and
the laws that affected its
membership—examples—civil
rights, women’s movement, and the
prohibition movement. Students
will write a brief report on a chosen
subject.
Class discussion
Students will study the history of
unions in the United States and see
how they have affected
employer/employee relationships.
Class participation
Rubric scoring guide
for brief report
G
1.6
1.10
Strategic Thinking
Methods of
resolving
conflicts
evaluate constructive
processes or methods for
resolving conflicts.
(identify the problem, list
alternates and list criteria
for judging the
alternatives, evaluate the
alternatives, and make
the decision.)
W
13
Review notes
Social Studies: 7th Grade
Tools of Social Science Inquiry
Content Standard 7: Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps and documents
Concepts
Measurable Learner
Process
Integrated
DOK
Instructional Strategies/Student
Objective
Standards
Skills
Activities/Resources
Using primary
and secondary
sources
Students will:
select, investigate, and
present topic using
primary and secondary
resources, such as oral
interviews, artifacts,
journals, documents,
photos and letters.
1.6
1.7
Strategic Thinking
A
R
Assessment
Students will use the internet to see
how the prices of goods and services
have changed in the United States in
the past fifth years. Students will
create charts and/or graphs.
Teacher observation
Students will use their textbook to
study the Crusades and their effect
on Europe and Asia. Students will
create a timeline, T-chart or graph to
show the effects of the Crusades
Teacher observation
Scoring guide for
charts and/or graphs
B
1.6
1.7
Skill/Concept
Strategic Thinking
Using maps,
graphs,
statistics,
timelines,
charts, and
diagrams
create maps, graphs,
timelines, charts, and
diagrams to interpret,
draw conclusions and
make predictions.
W
14
Scoring guide for
chart, timeline, or
graph
15