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South Plainfield Public Schools Curriculum Guide Honors Social Studies Grade 7 Authors: Joe Blondo Melody Haggerty Supervisor: Kedra Gamble Curriculum Coordinator: Paul C. Rafalowski Board Approved on: August 29, 2012 1 Table of Contents South Plainfield Public Schools Board of Education Members and Administration Page: 3 Recognitions Page: 4 District Mission Statement Page: 5 Index of Courses Page: 6 Curriculum Guide Page: 7-53 2 Members of the Board of Education Jim Giannakis, President Sharon Miller, Vice President Carol Byrne John T. Farinella, Jr. Christopher Hubner William Seesselberg Joseph Sorrentino Gary Stevenson Central Office Administration Dr. Stephen Genco, Superintendent of Schools Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools Mr. James Olobardi, Board Secretary/ BA Mr. Frank Esposito, Director of Special Services Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies Mr. Vincent Parisi, Supervisor of Math and Science Mrs. Marlene Steele, Supervisor of Transportation Mrs. Annemarie Stoeckel, Supervisor of Technology Ms. Elaine Gallo, Director of Guidance Mr. Al Czech, Director of Athletics Mr. Paul Rafalowski, Curriculum Coordinator 3 Recognitions The following individuals are recognized for their support in developing this Curriculum Guide: Grade/Course Writer(s) Kindergarten: Joy Czaplinski and Patricia Publik Grade 1: Mary Beth Boschen and Laura Mottley Grade 2: Cate Bonanno and Maria Sottiriou Grade 3: Angela Raimondo-Hajduk and Teresa Luck Grade 4: Laura McCreesh Grade 5: Rebecca Gross and Dana Hauck Grade 6: Rebecca Gross and Dana Hauck Grade 7: Joe Blondo and Melody Haggerty Grade 8: Joe Bennett and Barbara Pinelli World History Miten Shah and Ken Skillman United States History 1 Frances Flannery and Miten Shah United States History 2 Brandon Crosby and Frances Flannery Government Brandon Crosby Law Brandon Crosby Sociology Brandon Crosby Genocide Studies Frances Flannery International Relations Miten Shah Supervisors: Supervisor of LAL and Social Studies: Ms. Kedra Gamble Supervisor of Mathematics and Science: Mr. Vince Parisi Curriculum Coordinator: Mr. Paul C. Rafalowski Supervisor of Technology: Ms. Annemarie Stoeckel 4 South Plainfield Public Schools District Mission Statement To ensure that all pupils are equipped with essential skills necessary to acquire a common body of knowledge and understanding; To instill the desire to question and look for truth in order that pupils may become critical thinkers, life-long learners, and contributing members of society in an environment of mutual respect and consideration. It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum Content Standards at all grade levels. Adopted September, 2008 5 Index of Social Studies Courses Elementary Schools (Franklin, Kennedy, Riley, Roosevelt) Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grant School Grade 5 Grade 6 Middle School Grade 7 Grade 8 High School World History Academic World History Honors World History United States History 1 Academic United States History 1 Honors United States History 1 United States History 2 Academic United States History 2 Honors United States History 2 Advanced Placement United States History Genocide Studies Sociology Government Law International Relations Economics and Financial Literacy 6 South Plainfield Public Schools Curriculum Guide Content Area: Social Studies Grade Level: 7th Grade Course Title: Grade 7 Honors Social Studies Unit 1: Middle East 5 Weeks Unit 2: Central and Southeast Asia 5 Weeks Unit 3: Africa 4 Weeks Unit 4: Europe / Oceana 6 Weeks Unit 5: Central America 3 Weeks Unit 6: South America 4 Weeks Board Approved on: August 29, 2012 7 South Plainfield Public Schools Curriculum Guide Content Area: Social Studies Grade Level: 7th Grade Course Title: Grade 7 Honors Social Studies Unit 7: North America 6 Weeks Unit 8: Cumulative Knowledge Test 3 Weeks Board Approved on: August 29, 2012 8 Unit 1 Content Area – Social Studies Unit Title – The Middle East Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and the history of the Middle East. Students will be able to demonstrate a connection between the Middle East and the spread of human civilization. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Strand(s) – A. Civics, Government, and Human Rights Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of 9 societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 10 Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Era The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Content Statement(s) – The Classical Civilizations of the Mediterranean World, India, and China: Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8. C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 11 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as 12 needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of the Middle East and how do they impact human civilization? What are the current political divisions within the Middle East? Unit Enduring Understandings There are physical and political subdivisions of the Middle East. The development of Judaism, Islam, and Christianity has impacted relationships within the Middle East. Terminology: Exotic Rivers, oasis, dynasty, Imams, Sunni, Shi’ism, Bedouins, OPEC, Ayatollahs, theocracy, Potash, magnesium, Zionism, Holocaust, Kurds, sultans, mandates, souks, and secular, Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of the Middle East. Students will understand how the development of three major world religions has impacted relationships within the Middle East. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. Commercial Project Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Students will be able to demonstrate how physical features affect the lives of inhabitants of the land. 13 Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 14 Unit 2 Content Area – Social Studies Unit Title – Central and Southeast Asia Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and the history of Central and Southeast Asia. Students will be able to demonstrate a connection between the Middle East and Central / Southeast Asia through commerce and trade. Interdisciplinary Connections - ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Strand(s) – A. Civics, Government, and Human Rights Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. 15 Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. Strand(s) – C. Economics, Innovation, and Technology 16 Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Era The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Content Statement(s) – The Classical Civilizations of the Mediterranean World, India, and China: Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8. C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the 17 values of classical societies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the 18 relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of Central and Southeast Asia and how do they impact human civilization? What are the current political divisions within Central and Southeast Asia? Unit Enduring Understandings There are physical and political subdivisions of Central and Southeast Asia. Central and Southeast Asia are affected by weather and other natural hazards. Terminology: Subcontinent, cottage industries, jute, storm surge, graphite, paddy, intensive agriculture, double cropping, aquaculture, special economic zones, Chishima current, Japan current, tsunami, flyaway, martial law, subsidies, work ethic, export economy, trade surplus, urban agglomeration, arboreal, domino theory, wats, klongs, ASEAN, archipelago, lahars, endemic species, and kampongs, Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of Central and Southeast Asia. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. Commercial Project Students will examine how weather and other natural hazards affect the physical environment of Central and Southeast Asia. Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. 19 Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 20 Unit 3 Content Area – Social Studies Unit Title – Africa Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and a brief summary of the history of Africa. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment 21 Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 22 6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Era The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Content Statement(s) – The Classical Civilizations of the Mediterranean World, India, and China: Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8. C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Strand(s) – D. History, Culture, and Perspectives 23 Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. 24 Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of Africa and how do they impact human civilization? What are the current political divisions within Africa Unit Enduring Understandings There are physical and political subdivisions of Africa. The current political divisions within Africa affect the relationship between the nations of Africa and other regions of the world Terminology: erg, reg, depressions, wadis, free port, fellahin, Sahel, desertification, dual economies, tsetse fly, gum arabic, genocide, escarpment, biodiversity, veld, and informal sector. Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of Africa. Students will examine how the political subdivisions of Africa affect other regions of the world. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. Commercial Project 25 Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 26 Unit 4 Content Area – Social Studies Unit Title – Europe / Oceania Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and a brief summary of the history of Europe and Oceania. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skill. Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, 27 Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved 28 weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Era The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Content Statement(s) – The Classical Civilizations of the Mediterranean World, India, and China: Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8. C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Strand(s) – D. History, Culture, and Perspectives 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 29 Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 30 WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of Europe / Oceania and how they impact human civilization? What are the current political divisions within Europe and Oceania? Unit Enduring Understandings There are physical and political subdivisions of Europe and the major island nations of Oceania. The current political divisions within Europe affect their relationship with the United States. The current political divisions within Europe affect the economies of each nation. Terminology: Aborigines, Maori, economy of scale, Intertropical convergence zone, atoll, exclusive economic zone, copra, phosphates, fjords, polders, dikes, navigable, North Atlantic Drift, loess, sequent occupants, famine, constitutional monarchy, nationalized, primate city, European Union, cosmopolitan, uninhabitable, geysers, socialism, alliances, balance of powers, confederation, cantons, neutral, multilingual, exclave, ghetto, complimentary region, autonomy, cork, renaissance, microstates, city-states, and enclave. Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of Europe and Oceania. Students will examine how the current political divisions within Europe affect their relationship with the United States. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. - Commercial Project Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Students will examine how current political divisions within Europe affect the economies of 31 each nation. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 32 Unit 5 Content Area – Social Studies Unit Title – Central America Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and the international relationships of Central America. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 33 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 34 Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. 35 -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of Central America and how do they impact human civilization? What are the current political divisions within Central America? How economics and terrorism impact the relationships between the Central American nations and the world. Unit Enduring Understandings There are physical and political subdivisions of Central America. Current political divisions within Central America affect their relationship with the United States. Politics and financial inequalities affect the relationship between the Central American nations and major world powers. Terminology: mangrove, bauxite, ecotourism, mulattos, cacao, Santeria, and Caricon, 36 Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of Central America. Students will examine how the current political divisions within Central America affect their relationship with the United States and other world powers. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. Commercial Project Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Students will examine how current political divisions within Central America affect the economies of each nation. Students will demonstrate knowledge of the political and financial causes of international terrorism within Central America. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today. Technology, outside articles / readings. 37 Unit 6 Content Area – Social Studies Unit Title – South America Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, political divisions, economic components and national problems within South America. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. 38 Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment 39 Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. 40 Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of South America and how do they impact human civilization? What are the current political divisions within South America? How economics and other national issues impact the relationships between the South American nations and the world. Unit Enduring Understandings There are physical and political subdivisions of South America. The current political divisions within South America affect their relationship with the United States. Politics and financial inequalities affect the relationship between the South American nations and major world powers. Terminology: Tepuis, tree line, tar sands, Mercosur, minifundia, favelas, land-locked, terrorism. 41 Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of South America. Students will examine how the current political divisions within South America affect their relationship with the United States and other world powers. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. - Commercial Project Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Students will examine how current political divisions within South America affect the economies of each nation. Students will demonstrate knowledge of the major issues that plague South American nations Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 42 Unit 7 Content Area – Social Studies Unit Title – North America Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will understand the natural environments, regional subdivisions, and economic tendencies of The United States and Canada. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, 43 Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 44 Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an 45 understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of North America and how do they impact human civilization? What are the current regional subdivisions within North America? How the economies of the United States and Canada vary between each region. Unit Enduring Understandings There are physical and political subdivisions of North America. The physical features of each region within North America impacts the economy of each subdivision. Terminology: Continental Divide, barrier islands, piedmont, fall line, basins, hot spot, natural hazards, alluvial soils, newsprint, megalopolis, corn belt, dairy belt, wheat belt, silicon valley, textiles, metropolitan area, arable, smog, NAFTA, gentrification, super power, trade deficit, provinces, hinterland, parliament, consensus, regionalism, and separatism. 46 Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of North America. Students will examine the makeup of the regional subdivisions of The United States and Canada. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. - Commercial Project Students will examine how the economies of The United States and Canada are varied and their impact on other nations of the world. Evidence of Learning (Formative & Summative) Map quizzes of the political divisions. Map quizzes of the physical features. Unit test on the political and physical components of the region. Student graded projects. Students will understand the varied political and regional differences within The United States and Canada. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 47 Unit 8 Content Area – Social Studies Unit Title – Cumulative Knowledge Test Target Course/Grade Level – Grade 7 Honors Social Studies Unit Summary/Rationale – During this unit, students will review the natural environments, regional subdivisions, and economic tendencies of each unit in preparation of a cumulative course examination. Interdisciplinary Connections – ELA, Science, Math, Art. Technology Integration – Smart Board, computer / projector, DVD player, internet, and You-Tube videos. 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy. 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era The Beginnings of Human Society Strand(s) – A. Civics, Government, and Human Rights Content Statement(s) – The Beginnings of Human Society: Paleolithic and Neolithic Ages: Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.1.a: Explain the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, 48 Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Content Statement(s) – Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations: Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Strand(s) – A. Civics, Government, and Human Rights Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. Strand(s) – B. Geography, People, and the Environment Cumulative Progress Indicator(s) (CPI) – 6.2.8. B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 49 Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Era The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Content Statement(s) – The Classical Civilizations of the Mediterranean World, India, and China: Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Strand(s) – C. Economics, Innovation, and Technology Cumulative Progress Indicator(s) (CPI) – 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. C.3.b: Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8. C.3.c: Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. Strand(s) – D. History, Culture, and Perspectives Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this 50 time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1: Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. -Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. Production and Distribution of Writing WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 51 WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis reflection, and research. Unit Essential Questions What are the natural environments of each region of the world and how do they impact human civilization? What are the current political divisions within each region of the world? Unit Enduring Understandings There are physical and political subdivisions of the major regions of the world. Each region of the world interacts with the other regions. Terminology: Various political and physical features of each region covered in this course. Goals/Objectives Students will be able to Students should be able to identify the physical and political subdivisions of the major regions of the world. Learning Activities/Instructional Strategies - Power Point presentations Smart Board interactive lessons. Map activities Internet videos and web search projects DVD films Students create a Golf Course of the physical environments. - Student created atlas. 52 Evidence of Learning (Formative & Summative) Unit test on the political and physical components of the region. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources- Holt Rinehart &Winston. (2005). World Geography Today., technology, outside articles / readings. 53