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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