Download Seventh Grade Social Studies Syllabus/Pacing Guide

Seventh Grade Social Studies Syllabus/Pacing Guide
2014-2015
The first semester of seventh grade social studies curriculum introduces students
to cultures of the East, with emphasis on the contemporary geography of Africa and Asia.
Through the study of geography students learn the locations of significant places in each
of these world regions; explore cultural and natural features that characterize each region;
trace movement of people, ideas, and products within the regions; and discover ways that
regions can be divided into sub-regions. Historical background is provided to enable
students to understand how a region developed from the past to the present. Differences
in governments and economies are examined. The economy of each region and its role in
the global economy is explored with special attention paid to economic ties with the
United States. Students examine public issues of global significance in these regions and
work to resolve them through study, discussion, and writing. Using a variety of media,
students compile, analyze, and present geographic and economic data pertaining to the
regions.
The second half of the course is devoted to the study of the first three eras in
World History. These units lay a foundation for the future study of World History in
high school. Calling on the geography, economics and civics that they have previously
studied, students learn about earliest humans, their migration and settlement patterns.
Students explore how the emergence of pastoral and agrarian societies set the stage for
the development of powerful empires, a trade network and the diffusion of skills and
ideas. World religions, their growth, spread and influence are studied.
Major assignments listed for each unit are examples of projects used and are subject to
change.
Unit 1 Abstract: Geography of the Eastern Hemisphere (app. 3 weeks)
In this unit students use the fundamental themes of geography to explore the Eastern Hemisphere. Throughout the unit
students connect back to sixth grade by comparing the geography of the Eastern Hemisphere and Western Hemisphere.
The unit begins with the students analyzing a wide variety of maps of the Eastern Hemisphere, using the themes of
location, place, and region to understand the similarities and differences between the two hemispheres. They continue to
explore different ways the Eastern Hemisphere can be divided into regions including both physical and cultural regions.
Working in small groups, students gather information about significant physical features of the Eastern Hemisphere
including landforms, bodies of water, and vegetation. A series of maps and graphic data describing the climate regions
are used by pairs of students to construct climate graphs comparing two different places. The graphs and other data are
used to make generalizations about the impact of climate on the people and culture of the regions. Building on the
concept of human characteristics students make additional generalizations regarding population and settlement patterns
through an analysis of historical and modern maps as well as satellite images. Students then synthesize what they have
learned in the unit during a lesson on human/environment interaction in which they explore various ways people have
modified different environments in the Eastern Hemisphere as well as ways in which people have adapted to physical
changes in the environment. Finally, students combine what they have learned about the geography of the Eastern and
Western Hemispheres as they take a global look at the geography of Earth.
Grade Level Content Expectations Covered: 7-G1.1.1, G1.1.2, G1.2.1, G1.2.3, G1.2.4, G1.2.5, G1.3.1, G1.3.2, G2.1.1,
G2.1.2, G2.2.1, G3.1.1, G4.3.1, G4.3.2, G5.2.1
Focus Questions
1.
What are the significant physical and human characteristics of the Eastern Hemisphere?
2.
How is the geography of the Eastern Hemisphere different from the geography of the Western Hemisphere?
How is it alike?
3.
How have humans used, adapted to, and modified different environments in the Eastern Hemisphere?
Major Assignment: Five Themes of Geography booklet/poster for Asia/Africa
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Unit 2 Abstract: Africa: People, Places, and Issues (app. 5 weeks)
The unit begins with a “TWL” (Think, Want to Know, Learn) anticipatory set quick write activity to identify
students’ knowledge of Africa. Over the course of the unit the students check the accuracy of their entries.
Using the geographic themes of location and place, they explore significant African landforms, bodies of
water, vegetation zones, and climate zones and discuss various ways Africa can be divided into regions.
The next two lessons provide an overview of African history with a specific focus on colonialism and how it
impacted the people and cultures of Africa. They continue to explore this concept in subsequent lessons as
they study the colonial legacy and its effects on current political systems and economies. Students examine
cultural diversity in Africa through an analysis of images, languages, and religions and then expand their
knowledge of culture by looking at changing gender roles, urbanization and ethnic conflict.
In order to address economics, students compare several African countries with regard to foreign debt, monoeconomies, reliance on foreign goods, and the links between these issues and colonialism.
In a civics lesson, students compare pre-colonial political systems in Africa with post-colonial political
systems. They also read a series of short newspaper articles describing democratic movements in Africa.
Through the lens of conflict and cooperation students explore border disputes, religious intolerance, and
ethnic conflicts, examining ways the nations of Africa are working to resolve them. These ideas are expanded
in the next lesson in which students explore the history, goals, and projects of the African Union.
Students research environmental issues in Africa including deforestation, soil erosion, toxic waste trade,
decline of fisheries, and wildlife management. This leads to a lesson in which they explore an environmental
issue in depth. Students apply what they have learned by exploring ways in which Africa is connected to other
areas of the world beginning with the United States. Connections studied include historical links, cultural
connections, trade, foreign aid, debt, and environmental issues. In a final lesson, students analyze a public
issue such as whether or not the United States should increase its foreign aid to African nation. They
compose a persuasive essay taking a position on the issue and justifying their position with a reasoned
argument.
GLCEs Covered: 7-H1.4.2, G1.1.1, G1.2.6, G1.3.1, G1.3.3, G2.1.1, G2.2.1, G4.1.1, G4.4.1, G5.1.1, C1.1.1,
C4.3.2, C4.3.3, E3.1.1, E3.3.1, P3.1.1; 6-C3.6.2, C4.3.1
Focus Questions
1. In what ways are the countries and cultures of Africa alike and different?
2.
What are some important connections between the past and the present in Africa?
3.
In what ways are the countries of Africa connected to each other and to the world?
Major Assignment: African Issues Project
Unit 3 Abstract: West Asia: People, Places, and Issues (app. 5 weeks)
In this unit students explore the social, economic, political, and environmental issues of West Asia. Building on Unit 1,
students use the geographic themes of location, place, and region to explore significant physical features of West Asia
focusing on sub-regions of Southwest Asia, Central Asia, and South Asia. Students assess the impact of physical
changes such as drought, earthquakes, and flooding and how people have adapted to these changes. Students use
timelines, maps, and other resources to review the history of this region. Emphasis is placed on the importance of this
area in ancient history and its location as the birthplace of several world religions. Both these ideas will be studied in
depth in later world history units of seventh grade. In a culture-based lesson students compare and contrast photographs
and histories of significant architectural structures of this region including the Taj Mahal in India, the Ka’aba in Mecca, and
the Hagia Sophia in Istanbul, Turkey. Students read a selection of short folktales from various cultures of West Asia and
make inferences about cultural beliefs and values based on the tales.
Focus is then placed on important economic activities of India including cotton production, the manufacturing of computer
software, and its film industry. They identify the economic relationships between the U.S. and India, describing the
importance of trade to these national economies. Gathering information about the economies of a variety of countries in
West Asia including Kuwait, Israel, Bangladesh, and Afghanistan, they compare and contrast the characteristics. Then
they apply what was learned in a brief analysis of trade and trade networks which connect this region with other regions of
the world.
In a civics lesson, students first compare the government of India with the government of the United States, both of which
are democratic republic. Next, they compare the government of India, the monarchy of Saudi Arabia, and the theocratic
republic of Iran. They explore attempts to create a new democratic government in Iraq and make reasoned predictions
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about its future. In a lesson with both cultural and political implications, students explore conflict in this region, by first
Identifying common causes of conflict which they have learned about in previous units from sixth grade and in the seventh
grade unit on Africa. Working in small groups they research a specific conflict in this region including the Arab/Israeli
conflict, the Sri Lanka Civil War, the conflict over Kashmir, the Iraq War, the conflict between Turks and Kurds, and the
conflict in Afghanistan. After groups share the causes and effects of their assigned topic, the class identifies patterns and
themes among the conflicts of this region. In a culminating activity, students return to their small groups and design a plan
for the resolution of a current conflict in West Asia.
Students synthesize what they have learned in the unit by exploring environmental issues in this region and the
subsequent connections to history, economic activities, population growth, and political issues.
GLCEs Covered: 7-H1.4.2, G1.1.1, G1.2.6, G4.3.1, G4.4.1, G5.1.1, G5.1.3, G5.2.1, C1.1.1, C3.6.1, C4.3.2, E3.1.1,
E3.3.1; 6-C4.3.1
Focus Questions
1.
In what ways are the sub-regions, countries and cultures of West Asia alike and different?
2.
What are some of the causes and effects of conflict in this region?
3.
What are some of the important connections between the past and the present in West Asia?
Major Assignment: Shrinking of the Aral Sea poster/power point
Unit 4 Abstract: East Asia: People, Places, and Issues (app. 5 weeks)
In this unit students explore the social, economic, political, and environmental issues of East Asia. The unit begins with a
review of the geography of Asia which was covered in a previous unit. Students use the geographic themes of location,
place, and region to explore significant physical features of East Asia. Using a variety of resources including maps,
satellite images, graphs, and charts, they apply their geographic knowledge in a lesson on population patterns and issues.
Using timelines, maps, and other resources, students acquire an overview of the history of this region. Emphasis is placed
on the concept of cultural diffusion over time and in particular, the influence of China. Students explore art and music as
cultural components by comparing art traditions such as Korean true view painting, Hmong storycloth, Japanese painting,
and Chinese porcelain. Students then compare traditional music of Japan with Japanese rock music. Students make
inferences about cultural beliefs and values based on the art and music traditions.
Focus is then placed on the primary economic activities of China. They make inferences as to how these activities impact
China’s main trading partners including the United States. Students gather and compare information about the economies
of a variety of countries in East Asia including Malaysia, Japan, North Korea, and Singapore. Then they apply the
information in a brief analysis of trade and trade networks which connect this region with other regions of the world.
In a civics lesson, students compare the governments of the United States, China, Myanmar, and Japan and identify
major differences. In a lesson with both cultural and political implications students explore both past and present conflicts
in this region including the Vietnam War, the current North/South Korea tension, political/religious conflicts in Indonesia,
and the China/Tibet conflict. Students then work as a class to identify patterns and themes among the conflicts. Working
in small groups, students design a plan for the resolution of a current conflict in East Asia.
Students synthesize what they have learned in the unit by exploring environmental issues in this region and the
subsequent connections to history, economics, population growth, and political issues. They explore the building of the
Three Gorges Dam in China and analyze the positive and negative consequences of this project. In the final lesson,
students compare various definitions of globalization and then analyze its impact on international economic and political
relationships. Using the information they have gathered, students individually compose a persuasive essay addressing the
advantages or disadvantages of globalization.
GLCEs Covered: 7-H1.4.2, G1.1.1, G1.2.4, G1.2.6, G1.3.2, G2.1.1, G4.1.1, G4.3.1, G4.3.2, G5.1.1, G5.1.3, C1.1.1,
C3.6.1, C4.3.2, E2.3.1, E3.1.1, E3.1.4, E3.3.1; 6-G6.1.1, C4.3.1
Focus Questions
1. In what ways are the sub-regions, countries and cultures of East Asia alike and different
2. What are some important connections between the past and the present in East Asia?
3. How does globalization impact on international economic and political relationships?
Major Assignments: East Asia economics chart, Sadako, Are You Smarter Than a Seventh Grader?
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Unit 5 Abstract: Era 1: The Beginnings of Human Society: Beginnings to 4000 B.C.E. (app. 4 weeks)
This unit lays the foundation for the subsequent seventh grade world history units as well as the high school world history
course. It begins with an introduction to historical inquiry in which students explore approaches used in the study of history
relating to time and space, followed by an examination of the processes and goals of historical inquiry. A brief artifactbased inquiry activity completes this introduction. Next, students look at cultural adaptations including technological
advances and the development of language and investigate how these adaptations may have resulted in the migration of
people to new regions of the world. Building on this knowledge they study the characteristics of early hunter-gatherer
societies and explore how social scientists such as archaeologists gather evidence from the distant past. Students then
explore the causes of the Agricultural Revolution and the characteristics of early agrarian societies. To illustrate the
importance of comparison in understanding world history they compare hunter-gatherer societies and early farming
societies. Finally, students investigate the consequences of the Agricultural Revolution and gather evidence to develop an
argument for or against the claim that the Agricultural Revolution was a major turning point in world history.
GLCEs Covered: 7-H1.1.1, H1.1.2, H1.2.1, H1.2.5, H1.4.2, W1.1.1, W1.1.2, W1.2.1, W1.2.2, W2.1.1; 6-W1.1.2, W1.2.1
Focus Questions
1. Why did people migrate and settle throughout the world?
2. How were the first hunter-gatherer societies and the first farming societies similar and how were they different?
3. What were the major causes and consequences of the Agricultural Revolution?
Major Assignment: Debate- Was the Agricultural Revolution a turning point in world history?
Unit 6 Abstract: Era II: Early Civilizations and the Emergence of Pastoral Peoples: 4000-1000 B.C.E. (app. 4 weeks)
This unit explores the development of early civilizations and pastoral societies. It begins with a review of the Agricultural
Revolution and the creation of a simple timeline that is used throughout the unit. By analyzing photographs of an ancient
city and making inferences based on them, students explore how the development of agriculture had multiple effects
including surplus food and complex societies. Students then examine the characteristics of a civilization and apply this
knowledge to a brief study of four early river valley civilizations. After researching Mesopotamia and Egypt in depth, the
students create a Venn diagram to compare the two civilizations. Using maps, photographs and informational text they
switch their focus to a study of the growth of pastoral societies in Central Asia. They apply what they have learned about
these pastoral nomads by comparing them to the settled peoples they studied earlier in the unit. This leads to an analysis
of the causes and effects of the migrations of pastoral peoples into the settled areas during the second millennium B.C.E.
Students then focus on the Americas as they explore the Olmec civilization and compare it to the civilizations they have
previously studied. Concrete examples of cultural diffusion and the ways goods, ideas, and technology were exchanged
are identified and reviewed. Finally, connections are made between history and geography as students explore ways in
which the people of the various civilizations and pastoral societies adapted to and modified their respective environments.
GLCEs Covered: 7-H1.2.4, H1.4.1, H1.4.3, W1.2.3, W2.1.2, W2.1.3, W2.1.4, W2.1.5, G6.1.2; 6-W2.1.1, W2.1.2, W2.1.3, W2.1.4
Focus Questions
1. How did the lives of people change during the development of early agricultural civilizations and pastoral
societies?
2.
3.
How were early civilizations alike and different and how did they differ from pastoral societies?
What types of inter-regional and regional interactions were evident during this era?
Major Assignment: Early Civilization Timeline
Unit 7 Abstract: Era III: Classical Traditions and Major Empires: (app. 4 weeks)
1000 B.C.E. - 300 B.C.E.
This unit explores the development of classical civilizations and the emergence of empires during the era from 1000
B.C.E. to 300 C.E. A focus is placed on the concept of empire and factors influencing the rise and fall of empires. The unit
begins with connections back to the previous era and a review of the growth of civilization in Mesopotamia. Using this
region as an example, students grapple with the characteristics of an empire by exploring the land takeovers. Students
expand their understanding in a series of lessons on major empires including Persia, India, China, Greece, Rome, Egypt,
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Kush, Axum, and Bantu. As students proceed through the lessons a timeline is constructed and relevant information is
summarized on a series of graphic organizers. Students explore the differences between the empires in Afroeurasia. A
global viewpoint is established once again as students explore trade networks and the diffusion of technology, ideas and
goods. Students investigate the connections of how civics and geography influenced the growth of empires. In a
culminating lesson, students use their timelines, graphic organizers, notes and other resources to compare and contrast
the empires and classical civilizations they have studied.
GLCEs Covered: 7-H1.2.6, W3.1.1, W3.1.2, W3.1.3, W3.1.4, W3.1.5, W3.1.6, W3.1.7, W3.1.8, W3.1.9, W3.1.10, C1.1.1;
6-W#.1.1, W3.1.2, W3.1.3, C1.1.1
Focus Questions
1. How did several factors lead to the rise and fall of empires during this era?
2. How did classical civilizations and empires during this era interact with each other and the environment?
3. How did classical civilizations and empires during this era impact future eras up to the present time?
Major Assignment: Major Empires graphic organizers
Unit 8 Abstract: Era III: World Religions (app. 4 weeks)
This unit explores the characteristics of major world religions and belief systems that developed and expanded during Era
III as well as how they influenced the region of Afroeurasia. Islam has been included even though this religion originated
in the next era. The unit begins with a discussion seeking to answer the question: “What is religion?” After exploring the
term ‘world religion’ students investigate factors that led some religions to develop into world religions. Common to
lessons two through seven is the use of a primary source and a connection to literature through a religious tale such as
those featured in the Traditional Religious Tales Series by Anita Ganeri. Students identify the geographic center of the
religion and its spread through the 3rd Century C.E. While taking virtual tours of places of worship and reading different
versions of the ‘Golden Rule’, students gather information and complete a chart describing characteristics of each religion.
In the culminating lesson, students use the information gathered to write a short essay comparing and contrasting the
religions studied. This lesson includes a summary discussion in which students describe specific ways the religions
unified people’s perceptions of the world and contributed to the cultural integration of Afroeurasia during Era III. The
teacher shares a list of questions relating to world religions that will be answered in high school such as: How and where
did these religions continue to spread? How did these religions change in subsequent eras? How and why did some of
these religions come into conflict? In addition, connections are made to the present through an exploration of current data
relating to these religions as well as current issues relating to religious conflict.
GLCEs Covered: 7-H1.2.6, H1.4.1, W3.2.1, W3.2.2, W3.2.3; 6-H1.2.5, H1.4.1
Focus Questions
1. How and where did each of the world religions and belief systems originate and grow?
2. What are the primary beliefs and practices of the world religions and belief systems?
3. How did world religions and belief systems contribute to the cultural integration of Afroeurasia?
Major Assignment: Short essay comparing and contrasting the major world religions (chart may be included)
Public Discourse, Decision Making, and Citizen Involvement (1-2 weeks)
Students will clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize
various perspectives, and generate and evaluate alternative resolutions. Students will deeply examine policy issues in
group discussions and debates to make reasoned and informed decisions. They will write persuasive/argumentative
essays expressing and justifying decisions on public policy issues. Students will plan and conduct activities intended to
advance views on matters of public policy, report the results, and evaluate effectiveness.
GLCEs Covered: 7-P3.1.1, P4.2.1, P4.2.2, P4.2.3
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