Download Unit Plan Design Template - South Plainfield Public Schools

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
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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,
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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.
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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
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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.
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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.
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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.
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