Download 7th Grade Social Studies Pacing Guide 2012

Orangeburg
Consolidated School
District Five
Curriculum Pacing Guide
2012 - 2013
Social Studies
Grade 7
Acknowledgements
 We would like to thank the following teachers for their dedication to the
students of Orangeburg Consolidated School District Five. These teachers gave
time and professional knowledge to modify and enhance the curriculum pacing
guides to move our students and district towards being a world-class
organization.
Patsy Goodwin - 6th Grade ELA (Bethune-Bowman Middle/High School)
Karen Watson - 6th Grade ELA (Howard Middle School)
Rosalyn Florence - 7th Grade ELA (North Middle/High School)
Ayanna Glover - 6th Grade Math (Clark Middle School)
Marcella Nesbitt - 6th Grade Math (Bethune-Bowman Middle/High School)
Tracy Brown - 7th Grade Math (Bethune-Bowman Middle/High School)
Tamika Dickerson - 7th Grade Math (North Middle/High School)
Craner Gourdine - 8th Grade Math (Clark Middle School)
Crystal Bryant - 6th Grade Science (Bethune-Bowman Middle/High School)
Jared Cannon - 6th Grade Science (Clark Middle School)
Mabelle Lucas -7th Grade Science (Clark Middle School)
Katherine Mack - 7th Grade Science (Bethune-Bowman Middle/High School
Lisa Benton - 8th Grade Science (Clark Middle School)
Rolanda Jenkins - 8th Grade Science (Howard Middle School)
Edward Bui - 6th Grade Social Studies (North Middle/High School)
Marilyn Doctor - 6th Grade Social Studies (Clark Middle High School)
Reminder: This document is in draft form. Based on the most current and
future data, the pacing may change. Please only print one semester at a time
as changes may be made by the team as deemed necessary.
Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator
Review Weak Standards from 2011 - 2012
Instructional Strategies
Review Skills
Resources
Review Skills
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
7-1.1 Compare the colonial claims and the expansion of European powers through 1770. (old indicator 7-1.1)
Instructional Strategies
1.
2.
Define and discuss vocabulary. Quadrant A
Using a world map, identify the nations of Europe that explored and colonized the world. Ask geographic
questions: Where is it located? Why is it there? What is significant about its location? How is its
location related to that of other people, places, and environments? Use maps to observe and interpret
geographic information and relationships. Quadrant A
3.
Using a world map, draw the routes the various explorers took. Ask geographic questions: Where is it
located? Why is it there? What is significant about its location? How is its location related to that of
other people, places, and environments? Use maps to observe and interpret geographic information
and relationships. Quadrant A
4.
Create a newspaper article relating to the journey of one of the explorers. Establish chronological order in
constructing one’s own historical narratives. Quadrant D
5.
Create an explorer’s scrapbook picturing things he would have seen on his journey. Include fish, birds, plants,
people,physical features, etc. Make and record observations about the physical and human
characteristics of places. Quadrant D
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE 662, 663, 667, 668, 691, 694
TWE 662, 663, 667, 668, 691, 694
Other Resources:
Performance Education: World History Series Teacher Toolbook - Imperialism
Atlas of World History
The Last 500 Years
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
PASS Coach- pg. 12-15, 20-25, 26-29
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator
7-1.3 Summarize the policy of mercantilism as a way of building a nation’s wealth, including government policies to
control trade. (old indicator 7-1.6)
Instructional Strategies
1.
2.
3.
4.
Define and discuss the vocabulary terms. Quadrant A
Discuss imports and exports.
Have students make a list of U.S. imports and exports.
Write a paragraph describing what life would be like if we weren’t able to get goods from other countries.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?p age=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 30-33
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 12th
Indicator
7-1.4 Analyze the beginnings of capitalism and the ways that it was affected by mercantilism, the developing market
economy, international trade, and the rise of the middle class. (old indicator 7-1.6)
Instructional Strategies
1. Compare and contrast capitalism with communism and socialism.
2. Create a chart which displays specific countries and the goods they imported and exported throughout this
period in history.
Describe the middle class in today’s society. Discuss the development of the middle class during this time period.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?p age=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 13th - Sept. 14th
Indicator
7-1.5 Compare the differing ways that European nations developed political and economic influences, including trade
and settlement patterns, on the continents of Asia, Africa, and the Americas. (old indicator 7-1.3, 7-1.4, 7-1.5)
Instructional Strategies
1.
2.
3.
4.
5.
6.
Discuss why Europeans traveled to Asia.
Using a world map, draw the routes explorers took and list the goods traded.
Write a diary entry from the viewpoint of a Hindu learning about Christianity for the first time at a trading post in
India.
Make a list of changes that occurred in Asia as a result of trade with Europeans. Share ideas. Then discuss the
changes Europeans saw as a result of trade with Asia.
Define and discuss the vocabulary terms. Quadrant A
Discuss the 3 types of gold (black/slavery, white/ivory, yellow/gold) that the Portuguese discovered as they
progressively explored the coast of West Africa in their search for the Indies. Quadrant A
This indicator belongs in the 19th century in reference to colonizing. The slave trade fits into the time period.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 26- 29
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator
7-2.1 Analyze the characteristics of limited government and unlimited government that evolved in Europe in the
1600s and 1700s. . (old indicator 7-2.1)
Instructional Strategies
1.
Students compare and contrast characteristics of limited and unlimited governments. Interpret and
synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts,
photographs, documents, and interviews. Construct maps, graphs, tables, and diagrams to display
social studies information. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts,
diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and
other artifacts. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize
social studies information. Quadrant B
2.
Discuss the Glorious Revolution in England. Quadrant A
3.
Students complete a timeline of the spread of limited governments throughout Europe following the Glorious
Revolution.
4.
Have students complete a list of totalitarian and authoritarian leaders throughout history.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE
686-689
TWE
686-689
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 38-41
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
7-2.2 Explain how the scientific revolution challenged authority and influenced Enlightenment philosophers, including
the importance of the use of reason, the challenges to the Catholic Church, and the contributions of Galileo and Sir
Isaac Newton. (old indicator 7-3.1)
Instructional Strategies
1.
Lecture on the causes/achievements/contributions of the Scientific Revolution.
 Explain the interaction between scientific thought and traditional religious beliefs
 Identify the scientific method and explain its importance to modern science
Use a variety of media to develop and organize integrated summaries of social studies information.
Quadrant A
2.
Students construct a concept web which illustrates the events and circumstances which led to the Scientific
Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Quadrant B
3.
Students construct a time line of important contributions of the Scientific Revolution. Interpret calendars, time
lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons,
architectural drawings, documents, letters, censuses, and other artifacts. Measure and calculate
calendar time. Create and interpret data on time lines. Quadrant A
4.
Construct a chart with the headings: Contributor, Country, Field, Accomplishment. The rows should include the
names of Copernicus, Galileo, and Newton. Interpret calendars, time lines, maps, charts, tables, graphs,
flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters,
censuses, and other artifacts. Interpret and synthesize information obtained from a variety of sources –
graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Select and design
appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Construct
maps, graphs, tables, and diagrams to display social studies information. Quadrant A
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE 670, 677, 678, 679
TWE 670, 677, 678, 679
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 54-57
Other Resources:
Atlas of World History
The Last 500 Years
Human Heritage: 523 - 525
Assessment
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 5th
Indicator
7-2.3 Analyze the Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that
challenged absolutism and influenced the development of limited government. (old indicator 7-2.2)
Instructional Strategies
1.
2.
3.
4.
Students generalize about how Locke’s ideas on constitutionalism were reflected in the causes and impact of
England’s Glorious Revolution. Interpret and synthesize information obtained from a variety of sources –
graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of
media to develop and organize integrated summaries of social studies information. Quadrant B
Students analyze quotes from Enlightenment thinkers. Interpret and synthesize information obtained from a
variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.
Quadrant B
Students compare and contrast political philosophies of Locke, Rousseau, and de Montesquieu. Select and
design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information.
Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables,
diagrams, texts, photographs, documents, and interviews. Construct maps, graphs, tables, and
diagrams to display social studies information. Quadrant B
Lecture/Question & Answer – Enlightenment Ideas. Have students write summary paragraphs from notes.
Quadrant AStudents create their own political philosophy. They must tell why they think governments should
exist and explain the relationship between people and government. Interpret and synthesize information
obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and
interviews. Use a variety of media to develop and organize integrated summaries of social studies information.
Quadrant B
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE
686-689
TWE
686-689
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach pg. 38-41
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Oct. 8th - Oct. 12th
Oct. 8th - Oct. 12th
Indicator
7-2.5 Explain how the Enlightenment influenced the American and French revolutions leading to the formation of
limited forms of government, including the relationship between people and their government, the role of constitutions,
the characteristics of shared powers, the protection of individual rights, and the promotion of the common good. (old
indicator 7-2.2, 7-2.3, 7-3.2)
Instructional Strategies
1.
2.
3.
4.
5.
6.
Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and
calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and
diagrams to display social studies information. Quadrant A
Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role
in society. Quadrant B
Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political
and military figures. Use a variety of media to develop and organize integrated summaries of social
studies information. Quadrant B
Highlight the important events from the American Revolution which dealt with political philosophies and explain
their influence on the French and other Europeans. Use a variety of media to develop and organize
integrated summaries of social studies information. Quadrant B
Students brainstorm on what they think are the characteristics of an unjust government and then come up with a
class definition. Use a variety of media to develop and organize integrated summaries of social studies
information. Quadrant A
Ask students if anything would encourage them to participate in a revolution against the government. Use a
variety of media to develop and organize integrated summaries of social studies information. Quadrant
A Lead students in a debate about which is more important: liberty or peace. Use a variety of media to
develop and organize integrated summaries of social studies information. Quadrant B
Resources
Websites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 42-49
Other Resources:
Performance Education: World History Series Teacher Toolbook – Three Revolutions
Atlas of World History
The Last 500 Years
Human Heritage: 513 – 520
Assessment
Week of Oct. 15th - Oct. 19th
Oct. 15th - Oct. 19th
Indicator
7-3.1 Explain the causes, key events, and outcomes of the French Revolution, including the storming of the Bastille,
the Reign of Terror, and Napoleon’s rise to power. (old indicator 7-3.2)
Instructional Strategies
1.Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and
calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams
to display social studies information. Quadrant A
2.Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role in
society. Quadrant B
3. Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political and
military figures. Use a variety of media to develop and organize integrated summaries of social studies
information. Quadrant B
4. Highlight the important events from the American Revolution which dealt with political philosophies and explain their
influence on the French and other Europeans. Use a variety of media to develop and organize integrated
summaries of social studies information. Quadrant B
5.Students brainstorm on what they think are the characteristics of an unjust government and then come up with a class
definition. Use a variety of media to develop and organize integrated summaries of social studies information.
Quadrant A
6. Ask students if anything would encourage them to participate in a revolution against the government. Use a variety
of media to develop and organize integrated summaries of social studies information. Quadrant A
7.Lead students in a debate about which is more important: liberty or peace. Use a variety of media to develop and
organize integrated summaries of social studies information. Quadrant B
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE: 714-723
TWE: 714- 723
Web Sites: S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach:58-60
Other Resources:
Performance Education: World History Series Teacher Toolbook – Three Revolutions
Atlas of World History
The Last 500 Years
Human Heritage: 513 - 520
Assessment
Week of Oct. 22nd - Oct. 26th
Oct. 22nd - Oct. 25th
Indicator
7-3.2 Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including
the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy. (old
indicator 7-3.6)
Instructional Strategies
1.
2.
3.
National Anthem Activity
a. Students will brainstorm about things that make them proud about the United States.
b. Place students in groups of 3 -4. Each group should have a group leader, singer/reciter, writer(s).
c. Each group must write an anthem (poem, song, or rap) which highlights the things about the United States
that they are proud of.
d. Students will recite or sing their anthem for the class.
Use a variety of media to develop and organize integrated summaries of social studies information.
Quadrant D
Nationalism and the Olympics
 show video clips
 explain how feelings of nationalism have influenced the Olympics
Quadrant A
Use maps of Germany and Italy to show pre-unification and unified states. Interpret information obtained
from maps, aerial photographs, satellite-produced images, and geographic information systems.
Quadrant A
Teach about the rise and fall of Napoleon’s empire. Use a variety of media to develop and organize
integrated summaries of social studies information.
Quadrant A
5.
Students complete “Historical Bio-Poem” of Napoleon Bonaparte. Use a variety of media to develop and
organize integrated summaries of social studies information. Locate, gather, and process information
from a variety of primary and secondary sources including maps. Quadrant C
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
744, 745, 746, 747, 748, 754, 756
TWE 744, 745, 746, 747, 748, 754, 756
4.
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 72-75
Other Resources:
Atlas of World History
The Last 500 Years
Human Heritage: 572 – 576, 561 - 56
Assessment
Oct. 26th
Indicator
Professional Development/Workdays
Professional Development/Workdays
Instructional Strategies
Professional Development/Workdays
Resources
Professional Development/Workdays
Assessment
Professional Development/Workdays
Week of Oct. 29th - Nov. 2nd
Oct. 29th - Nov. 2nd
Indicator
7-3.3 Explain how the Haitian, Mexican, and South American revolutions were influenced by Enlightenment ideas as
well as by the spread of nationalism and the revolutionary movements in the United States and Europe. (old indicator 73.3)
Instructional Strategies
1.
2.
3.
4.
Explain the divisions in colonial Latin American societies. Interpret information obtained from maps, aerial
photographs, satellite-produced images, and geographic information systems. Quadrant A
Students take notes on Latin American Independence movements. Use a variety of media to develop and
organize integrated summaries of social studies information. Quadrant A
Students create charts which compare and contrast different Latin American independence movements
including the Haitian Revolution, those led by Simón Bolívar, and the Mexican Revolution of 1810 which was led
by Father Miguel Hidalgo. Quadrant B
Students write a summary of main events about the independence movements in Latin America. Use a variety
of media to develop and organize integrated summaries of social studies information. Quadrant A
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
749, 750, 751
TWE
749, 750, 751
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 62-65
Other Resources:
Southern Center for International Studies: Latin America in Transition: 33–39, 41-49
Performance Education: World History Series Teacher Toolbook – Three Revolutions, 147
Atlas of World History
The Last 500 Years
World Explorer - The United States and Canada: 50 55
World Explorer - Latin America: 84 – 85
World Explorer - Geography Tools and Concepts: 113 - 117
Assessment
Week of Nov. 5th - Nov. 9th
Nov. 5th
Indicator
7-3.4 Explain how the Industrial Revolution caused economic, cultural, and political changes around the world. (old
indicators 7-3.4, 7-3.5, 7-4.2)
Instructional Strategies
1.
Use census data to infer the effects of the Industrial Revolution on England as a society. Include migration
patterns and standards of living. Interpret and synthesize information obtained from a variety of sources –
graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use statistics and
other quantitative techniques to interpret and evaluate social studies information. Quadrant B
2.
Lecture on Industrial Revolution. Include inventions, working conditions, impact on governments, factors
leading to industrialization in Europe, the United States, and Japan. Use a variety of media to develop and
organize integrated summaries of social studies information. Quadrant A
3.
Divide students into groups of 3 – 5 and assign each group a job. Explain the working conditions of that job.
Each group will consist of an employer, government official, and employee(s). Each group writes and performs
a skit where the members identify a conflict, offer suggestions, and reach a solution. Use a variety of media to
develop and organize integrated summaries of social studies information. Quadrant B
4.
Explain how the Industrial Revolution led industrialized nations to become more powerful and eventually to
conquer other lands in search of natural resources and world markets for factory-made goods. Locate, gather,
and process information from a variety of primary and secondary sources including maps. Interpret and
synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts,
photographs, documents, and interviews. Quadrant A
5.
Identify socialism and highlight the major shift in power from the rich to the poor. Use a variety of media to
develop and organize integrated summaries of social studies information. Quadrant A
Resources
Text:
SE
TWE
Glencoe/McGraw-Hill Journey Across Time
724, 725, 726, 727, 728, 729, 730, 732, 735, 736, 742-743, 756
724, 725, 726, 727, 728, 729, 730, 732, 735, 736, 742-743, 756
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Nov. 6th
Indicator
Election Day (Holiday)
Instructional Strategies
Election Day (Holiday)
Election Day (Holiday)
Resources
Election Day (Holiday)
Assessment
Election Day (Holiday)
Week of Nov. 5th - Nov. 9th
Nov. 7th - Nov. 9th
Indicator
7-3.5 Analyze the ways that industrialization contributed to imperialism in India, Japan, China, and African regions,
including the need for new markets and raw materials, the Open Door Policy, and the Berlin Conference of 1884. (old
indicators 7-4.1 & 7-4.5)
Instructional Strategies
1.
2.
3.
Define and discuss the vocabulary terms. Quadrant A
Briefly describe the concept of rivalries between the European nations of Great Britain, France, Germany, the
Netherlands, Belgium, etc. using terms from the vocabulary list. Quadrant A
In order for students to understand the economic origins of imperialism show them a map of the natural
resources of Africa, Asia, and Oceania. They label key resources on the map. Use maps to observe and
interpret geographic information and relationships. Quadrant A
Resources
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg. 80-83, 92-95
Other Resources:
Performance Education: World History Series Teacher Toolbook – Imperialism
Atlas of World History
The Last 500 Years
World History: The Human Odyssey
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov. 12th - Nov. 16th
Nov. 12th - Nov. 16th
Indicator
7-3.6 Explain reactions to imperialism that resulted from growing nationalism, including the Zulu wars, the Sepoy
Rebellion, the Opium Wars, the Boxer Rebellion, and the Meiji Restoration. (old indicator 7-4.4
Instructional Strategies
1.
2.
3.
4.
5.
Define and discuss the vocabulary terms. Quadrant A
Label a map of Africa, India, and China showing the locations of the Zulu War, Sepoy Rebellion, and the Boxer
Rebellion. Use maps to observe and interpret geographic information and relationships. Quadrant A
Discuss the role of religion in the Sepoy Rebellion in regards to the cartridges for the Enfield rifles. Quadrant A
Discuss why these native revolts were destined to fail. Consider multiple perspectives of documents and
stories. Quadrant A
Watch films on the rebellions to see if Hollywood was true to history in its recreations. Use a variety of media
to develop and organize integrated summaries of social studies information. Quadrant A
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
765, 768, 774
TWE 765, 768, 774
Web Sites:
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg.88-91
Other Resources:
Performance Education: World History Series Teacher Toolbook – Imperialism
Atlas of World History
The Last 500 Years
Film
Film
Film
Film
– Zulu
– Zulu Dawn
– 55 Days at Peking
– Shaka Zulu
Assessment
Benchmark #2 Testing Window: Nov. 5th - Nov. 16th
Week of Nov. 19th - Nov. 23rd
Nov. 19th - Nov. 20th
Indicator
Review weak skills
Instructional Strategies
Review weak skills
Resources
Review weak skills
Assessment
Nov. 21st - Nov. 23rd
Indicator
Thanksgiving (Holiday)
Instructional Strategies
Thanksgiving (Holiday)
Thanksgiving (Holiday)
Resources
Thanksgiving (Holiday)
Assessment
Thanksgiving (Holiday)
Week of Nov. 26th - Nov. 30th
Nov. 26th - Nov. 30th
Indicator
7-3.7 Explain the causes and effects of the Spanish-American War as a reflection of American imperialist interests,
including acquisitions, military occupations, and status as an emerging world power. (old indicator 7-4.3)
Instructional Strategies
1. Define and discuss the vocabulary terms. Quadrant A
2. Discuss (compare and contrast) the terms of Manifest Destiny and imperialism as causes and effects of the Spanish
American War. Quadrant A
3. Students will label a map of the world with territories gained by the war and other related causes to show the extent of
American expansion. Use maps to observe and interpret geographic information and relationships. Quadrant A
4. Students will read excerpts from Mahan’s book to better understand our rise to a world power. Locate, gather, and
process information from a variety of primary and secondary sources including maps. Quadrant A
Resources
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach- pg.84-87
Other Resources:
The Influence of Sea Power Upon History
Performance Education: World History Series Teacher Toolbook – Imperialism
Atlas of World History
The Last 500 Years
World History: The Human Odyssey
Assessment
Week of Dec. 3rd - Dec. 7th
Dec. 3rd - Dec. 7th
Indicator
7-4.1 Explain the causes and course of World War I, including militarism, alliances, imperialism, nationalism, the
assassination of Archduke Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the
war. (old indicator 7-5.1)
Instructional Strategies
1.
Use a graphic organizer to summarize the causes of the Great Depression (include the stock market crash of
1929). Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social
studies information. Quadrant A
2.
Invite a senior citizen to come to your class and speak about his/her life during the Depression. They may also
discuss joining the armed forces during World War II. Interpret and synthesize information obtained from a
variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.
Quadrant A
3.
Read Europe and Russia, p. 52. Tell students that between WWI and WWII huge numbers of people were
unemployed. Provide students with these world wide unemployment figures: 1930 – 11%, 1932 – 29%, 1934 –
17%, 1936 – 13%, 1938 – 11%. Students create a line graph reflecting this data. Quadrant A
4.
Listen to Alabama’s “Song of the South.” Discuss what the lyrics mean (example – “wall street fell”,
“Roosevelt’s going to save us all”). Consider multiple perspectives of documents and stories. Quadrant A
5.
Write a paragraph to explain in chronological order the events that caused WWI and eventually the United
States’ entry into the war. Establish chronological order in constructing one’s own historical narratives.
Quadrant A
7.
Students make a paper chain. On each loop, write the events that led to World War I.
Establish chronological order in constructing one’s own historical narratives. Quadrant A
8.
Watch video on WWI, found at http://www.Unitedstreaming.com. This site has videos on all subjects, blackline
masters that can be printed, and other teaching resources. Quadrant A
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE:
780, 781, 782, 783, 784, 785, 786, 787, 788, 792, 793, 794
TWE: 706, 707, 758, 780, 781, 782, 783, 784, 785, 786, 787, 788, 792, 793, 794, 797
Web Sites:
Reading Quest: Making Sense in Social Studies (graphic organizer, select “strategies”) – http://www.readingquest.org
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach-100-105
Other Resources:
Performance Education: World History Series Teacher Toolbook – World War I
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 37, Sections 1 and 2
The United States and Canada: 46
Europe and Russia: 59 - 62
Assessment
Week of Dec. 10th - Dec. 14th
Dec. 10th - Dec. 14th
Indicator
7-4.2 Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the
Treaty of Versailles, the shifts in national borders, and the League of Nations. (old indicator 7-5.2)
Instructional Strategies
1.
2.
Students design their own Treaty of Versailles. What would it state? Have a place for signatures. Quadrant D
Explain the characteristics of the League of Nations. Students compile ideas on a chart. Select and design
appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant
B
3.
Look at data on changes in population. Students make observations on population movement. Create a bar
graph or line graph to display changes. Interpret calendars, time lines, maps, charts, tables, graphs, flow
charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters,
censuses, and other artifacts. Use statistics and other quantitative techniques to interpret and evaluate
social studies information. Select and design appropriate forms of graphs, diagrams, tables, charts, to
organize social studies information. Quadrant B
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
790, 791
TWE 790, 791
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach-106-109
Other Resources:
Performance Education: World History Series Teacher Toolbook – World War I
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 37, Sections 1 and 2
The United States and Canada: 47
Europe and Russia: 46, 128
Assessment
Week of Dec. 17th - Jan. 4th
Dec. 17th - Jan. 2nd
Indicator
Winter Break
Instructional Strategies
Winter Break
Winter Break
Resources
Winter Break
Assessment
Winter Break
Jan. 3rd - Jan. 4th
Indicator
7-4.3 Explain the causes and effects of the worldwide depression that took place in the 1930s, including the effects
of the economic crash of 1929. (old indicator 7-5.3)
Winter BWinter Break
Instructional Strategies
1. Use a graphic organizer to summarize the causes of the Great Depression (include the stock market crash of 1929).
Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information.
Quadrant A
2.Invite a senior citizen to come to your class and speak about his/her life during the Depression. They may also
discuss joining the armed forces during World War II. Interpret and synthesize information obtained from a variety
of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant A
3.Read Europe and Russia, p. 52. Tell students that between WWI and WWII huge numbers of people were
unemployed. Provide students with these world wide unemployment figures: 1930 – 11%, 1932 – 29%, 1934 – 17%,
1936 – 13%, 1938 – 11%. Students create a line graph reflecting this data. Quadrant A
4.Listen to Alabama’s “Song of the South.” Discuss what the lyrics mean (example – “wall street fell”, “Roosevelt’s going
to save us all”). Consider multiple perspectives of documents and stories. Quadrant A
Winter Break
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
805, 806, 807, 809, 814, 815, 854
TWE 805, 806, 807, 809, 814, 815, 854
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach-110-113
Other Resources:
Performance Education: World History Series Teacher Toolbook – World War I, p. 83
Atlas of World History
The Last 500 Years
“Song of the South” (music)
Human Heritage: Chapter 37, Section 2
The United States and Canada: 47
Winter Break
Assessment
Winter Break
Week of Jan. 7th - Jan. 11th
Jan. 7th - Jan. 11th
Indicator
7-4.4 Compare the ideologies of socialism, communism, fascism, and Nazism and their influence on the rise of
totalitarian governments after World War I in Italy, Germany, Japan, and the Soviet Union as a response to the
worldwide depression. (old indicators 7-5.3, 7-5.4, 7-4.5)
Instructional Strategies
1.
2.
3.
Write a bio-poem for Hitler, Stalin, or other important historical figure. Quadrant B
Students will work in groups to discuss the major drawbacks of living under an unlimited government and
hypothesize if there are any advantages to living under an unlimited government. Quadrant B
Students trace an outline of their bodies on white paper. In groups, write the name of a historical figure (ex.
Stalin) and list characteristics and/or accomplishments of that person. Quadrant B
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
808, 809, 810, 811, 812
TWE 808, 809, 810, 811, 812
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach-114-117
Other Resources:
Performance Education: World History Series Teacher Toolbook – Rise of Dictators
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 37, Section 2
Europe and Russia: 62, 128 - 129
Asia: 34
Assessment
Week of Jan. 14th - Jan. 18th
Jan. 14th - Jan. 17th
Indicator
7-4.5 Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism,
the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the “Final Solution,” the Lend-Lease
program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the islandhopping campaigns, and the bombing of Hiroshima and Nagasaki. (old indicator 7-5.5)Winter BreWin Break
Instructional Strategies
1.
Examine newspapers from the 1930s to identify causes of World War II and track each from first identification in
1939. Explain change and continuity over time. Quadrant A
2.
Color-code a map of the world to show which countries had alliances in WWII. Ask geographic questions:
Where is it located? Why is it there? What is significant about its location? How is its location related
to that of other people, places, and environments? Quadrant A
3.
Discuss the role specifically identified persons played in the pre-war era. Create a biographical sketch of each.
Quadrant A
4.
Show how the world changed during and after WWII. Explain change and continuity over time. Quadrant B
5.
Journal Entry: Why do we have wars? Share with the class. Quadrant B
6.
Name some important effects of WWII.
7.
Students color-code a map showing the division of Germany and Berlin. Explain how the Berlin Wall affected
lives of Germans. Use maps to observe and interpret geographic information and relationships. Ask
geographic questions: Where is it located? Why is it there? What is significant about its location?
How is its location related to that of other people, places, and environments? Quadrant B
8.
Read Europe and Russia, p. 127. Students create a Venn diagram to compare and contrast lifestyle differences
between East and West Germany. Select and design appropriate forms of graphs, diagrams, tables,
charts, to organize social studies information. Quadrant B
9.
Create a time line for WWII events. Create and interpret data on time lines. Quadrant A
Winter Break
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
813, 814, 815, 816, 817, 818, 819, 825, 826, 827, 828, 829, 830, 854
TWE 706, 707, 813, 814, 815, 816, 817, 818, 819, 825, 826, 827, 828, 829, 830, 854
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach-118-125
Other Resources:
Performance Education: World History Series Teacher Toolbook – World War II
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 37, Section 3
The United States and Canada: 48
Europe and Russia: 63, 129
Asia: 46 – 47Winter Break
Assessment
Winter Break
Jan. 18th
Indicator
Professional Development/Workday
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Resources
Professional Development/Workday
Assessment
Professional Development/Workday
Week of Jan. 21st - Jan. 25th
Jan. 21st - Jan. 22nd
Indicator
Martin Luther King Jr. Day (Holiday)
Martin Luther King Jr. Day (Holiday)
Professional Development/Workday
Professional Development/Workday
Jan. 23rd - Jan. 25th
Indicator
7-4.6
Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to
eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of
nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.
(old indicator 7-5.6, 7-6.3, 7-7.4)
Instructional Strategies
1.
Discuss restrictions on liberties of Jews in Nazi-controlled Germany (i.e. had to wear yellow star declaring
ethnicity, could not shop in certain places). What events and circumstances led to these restrictions? Make a
list of restrictions that you might follow for a day and write a journal entry summarizing your feelings and
reflecting on whether or not something similar to what happened in Germany could happen in the United States.
Quadrant B
2.
Role play how the Holocaust affected a German soldier, Jewish citizen, and/or their descendants. Consider
multiple perspectives of documents and stories. Quadrant A
3.
Read Aloud – The Final Journey. Quadrant A
4.
Tell students about the kindertransport (a way many children escaped the Holocaust). Read selections about
real life stories of the children and their lives today in Ten Thousand Children. Locate, gather, and process
information from a variety of primary and secondary sources including maps. Quadrant A
5.
Define and discuss the vocabulary terms. Quadrant A
6.
Label a map of mid-eastern countries showing what European nations controlled. Construct maps, graphs,
tables, and diagrams to display social studies information. Quadrant A
7.
Label a map of mid-eastern nations showing “trouble spots”. Construct maps, graphs, tables, and diagrams
to display social studies information. Quadrant A
8.
Discuss the role of OPEC and oil on the rest of the world. Ask geographic questions: Where is it located?
Why is it there? What is significant about its location? How is its location related to that of other
people, places, and environments? Quadrant A Define and discuss the vocabulary terms. Quadrant A
9.
Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South
Africa during apartheid. Use a variety of media to develop and organize integrated summaries of social
studies information. Quadrant B
10.
Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e.
blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant B
11.
Read Martin’s I have a dream speech. Quadrant A
12.
Students brainstorm their perceptions about a specific group of people before studying about the group. After
the lesson, students delete the responses that were false and star responses that were true. Quadrant B
Resources
Text:
Glencoe/McGraw-Hill Journey Across Time
SE
840, 841, 852, 872, 879, 884, 886, 897, 943
TWE
840, 841, 852, 872, 879, 884, 886, 897, 943
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 126-129, 144-147, 168-171
Other Resources:
Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 38, Section 3, 637-638; Chapter 9, Section 2
The United States and Canada: 48
Europe and Russia: 50-51, 87, 151
Africa: 47-52
Assessment
Week of Jan. 28th - Feb. 1st
Jan. 28th - Feb. 1st
Indicator
7-6.2 Compare features of nationalist and independence movements in different regions in the post–World War II
period, including Mohandas Gandhi’s role in the nonviolence movement for India’s independence, the emergence of
nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa. (old
indicators 7-6.4, 7-7.4)WinterWinter Break
Instructional Strategies
1.
2.
Define and discuss the vocabulary terms. Quadrant A
Show the film Gandhi. Use a variety of media to develop and organize integrated summaries of social
studies information. Quadrant A
3.
Label maps of Africa and Asia showing the dates of independence. Construct maps, graphs, tables, and
diagrams to display social studies information. Quadrant A
4.
Label a map of India showing East and West Pakistan and Bangladesh. Construct maps, graphs, tables, and
diagrams to display social studies information. Quadrant A
5.
Students research (library, Internet, etc.) the countries of Africa and Asia to see which ones had nationalist or
independence movements. This could be mapped or a brief biography of the leaders of these movements could
be written and presented to the class. Plan and organize a geographic research project (e.g., specify a
problem, pose a research question or hypothesis, identify data sources). Quadrant B
6.
Define and discuss the vocabulary terms. Quadrant A
7.
Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South
Africa during apartheid. Use a variety of media to develop and organize integrated summaries of social
studies information. Quadrant B
8.
Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e.
blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant B
9.
Read Martin’s I have a dream speech. Quadrant A
10.
Students brainstorm their perceptions about a specific group of people before studying about the group. After
the lesson, students delete the responses that were false and star responses that were true. Quadrant B
Winter Break
Resources
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 148-151,168-171
Other Resources:
Performance Education: World History Series Teacher Toolbook – Imperialism, pp. 88, 91-93 (Gandhi), pp. 94-98
(Africa)
Atlas of World History
The Last 500 Years
Film – Gandhi
Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 38, Section 3, 637-638;
Chapter 9, Section 2
The United States and Canada: 48
Europe and Russia: 50-51, 87, 151
Africa: 47-52Winter Break
Assessment
Winter Break
Week of Feb. 4th - Feb. 8th
Feb. 4th - Feb. 8th
Indicator
7-5.5 Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in
Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald
Reagan, and the failures of communist economic systems. (old indicator 7-7.1)
7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent
changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and
Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU). (old
indicator 7-7.1)
Instructional Strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Define and discuss terms from the vocabulary. Quadrant A
Create a chronological timeline of leaders, events, etc. that led to the fall of the Soviet Union as well as the
Soviet satellites. Distinguish between past, present, and future time. Establish chronological order in
constructing one’s own historical narratives. Create and interpret data on time lines. Explain change
and continuity over time. Quadrant A
Discuss the “peaceful” revolution in Poland. Quadrant A
Use primary and secondary sources to study the impact of the Internet on communication. Compare
communication before and after the existence of the Internet and e-mail. Include use of Internet in schools.
Locate, gather, and process information from a variety of primary and secondary sources including
maps. Quadrant B
Make a paper chain of events that links World War I to the Depression to World War II to the Cold War to the fall
of communism. Create and interpret data on time lines. Explain change and continuity over time.
Quadrant A
Compare and contrast Russia before, during, and after communism. Quadrant B
Create a comic strip illustrating life in Russia after communism. Quadrant B
Discuss causes of the Cold War. Quadrant A
Define communism and explain how the former Soviet Union treated its people. Quadrant A
Write an essay on how your life would be different if you lived in a communist country. Quadrant B
Color and label a map of the former Soviet Union showing the countries it broke apart in 1991. Construct
maps, graphs, tables, and diagrams to display social studies information. Ask geographic questions:
Where is it located? Why is it there? What is significant about its location? How is its location related
to that of other people, places, and environments? Quadrant A
Students write and practice skits that bring to life different events in world history. Students present to the class,
dressed in costumes (without cue cards/scripts). Example: World War I, Holocaust, Russian Revolution, etc.
Quadrant D
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
TWE 706, 882
For support: SE/TWE: 881-883, 905
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 156-159
Other Resources:
Performance Education: World History Series Teacher Toolbook – The Cold War, pp. 176-181
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 38, Chapter 39, Section 1
Europe and Russia: 63 – 65, 88, 90
Assessment
Week of Feb. 11th - Feb. 15th
Feb. 11th - Feb. 15th
Indicator
7-6.5 Explain the significance and impact of the information, technological, and communications revolutions, including
the role of television, satellites, computers, and the Internet. (old indicator 7-7.3)nter Break
Instructional Strategies
1. Define and discuss the vocabulary terms. Quadrant A
1.
Find a film that highlights environmental problems to make students aware of the problems (possibly The Day
After Tomorrow). Interpret and synthesize information obtained from a variety of sources – graphs,
charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to
develop and organize integrated summaries of social studies information. Quadrant A
2.
Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A
3.
Discuss local growth patterns in relation to plants and animals. Quadrant A
4.
Students do Atlas Activity in Africa, pp. 6-7. Discuss the causes and consequences of desertification. Make
and record observations about the physical and human characteristics of places. Quadrant A
W Break
Resources
Text: Glencoe/McGraw-Hill Journey Across
Time
SE
871, 890
TWE 871, 890
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 164-167
Other Resources: Performance Education: World History Series Teacher Toolbook – The World Today
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 39, Section 3
The United States and Canada: 57 - 59
Latin America: 58 - 59
Europe and Russia: 29
Asia: 74 - 75
Africa: 6 – 7, 56 - 57
Winter Break
Assessment
Winter Break
Week of Feb. 18th - Feb. 22nd
Feb. 18th
Indicator
President's Day (Holiday)
Instructional Strategies
President's Day (Holiday)
President's Day (Holiday)
Resources
President's Day (Holiday)
Assessment
President's Day (Holiday)
Feb. 19th - Feb. 22nd
Indicator
7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and
industrialization, including global influences on the environment and the efforts by citizens and governments to protect
the natural environment. (old indicator s 7-7.2, 7-7.3, 7-7.7.
Instructional Strategies
1.
2.
Define and discuss the vocabulary terms. Quadrant A
Compare and contrast forms of communication throughout the 20th century with emphasis on the Cold War.
Make and record observations about the physical and human characteristics of places. Quadrant B
3.
Make a timeline showing the invention of the various technologies as they developed. Distinguish between
past, present, and future time. Establish chronological order in constructing one’s own historical
narratives. Create and interpret data on time lines. Explain change and continuity over time. Quadrant
A
4.
Discuss/chart the positives and negatives of television, computers, the Internet, etc. Consider multiple
perspectives of documents and stories. Quadrant B
5.
Write this statement on the board: “The invention of the computer has produced changes in our society.”
Students work with partners to assess the validity of this statement by giving specific examples (i.e. The
invention of the computer allows people to get work done faster than writing by hand.) (You may use any
technology for this activity. Apply geographic models, generalizations, and theories to the analysis,
interpretation, and presentation of geographic information. Quadrant B
6.
Define and discuss the vocabulary terms. Quadrant A
7.
Find a film that highlights environmental problems to make students aware of the problems (possibly
The Day After Tomorrow). Interpret and synthesize information obtained from a variety of
sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.
Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A
8.
Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A
9.
Discuss local growth patterns in relation to plants and animals. Quadrant A
10.
Students do Atlas Activity in Africa, pp. 6-7. Discuss the causes and consequences of desertification.
Make and record observations about the physical and human characteristics of places. Quadrant A
11. Define and discuss the vocabulary terms. Quadrant A
12. Hold a class debate on one or more of the vocabulary terms. Half the class must be chosen to defend each side.
Each side chooses the top three points to defend its side of the argument. The class hears from three spokespersons
from each side. After the debate, each student decides which side he/she personally agrees with and writes a paper
explaining his/her reasoning. Consider multiple perspectives.
Resources
PASS Coach Pgs. 160-163,164-167,
Other Resources:
Atlas of World History
The Last 500 Years
CD-ROM – “Material World”
Assessment
Week of Feb. 25th - Mar. 1st
Feb. 25th - Mar. 1st
Indicator
7-4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to
eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of
nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.
(old indicators 7-5.6, 7-6.3, 7-7.4)Winter BreakWinter Break
Instructional Strategies
1. Discuss restrictions on liberties of Jews in Nazi-controlled Germany (i.e. had to wear yellow star declaring ethnicity,
could not shop in certain places). What events and circumstances led to these restrictions? Make a list of restrictions
that you might follow for a day and write a journal entry summarizing your feelings and reflecting on whether or not
something similar to what happened in Germany could happen in the United States. Quadrant B
2. Role play how the Holocaust affected a German soldier, Jewish citizen, and/or their descendants. Consider multiple
perspectives of documents and stories. Quadrant A
3. Read Aloud – The Final Journey. Quadrant A
4. Tell students about the kindertransport
(a way many children escaped the Holocaust). Read selections about real life stories of the children and their lives
today in Ten Thousand Children. Locate, gather, and process information from a variety of primary and
secondary sources including maps. Quadrant A
5. Define and discuss the vocabulary terms. Quadrant A
6. Students make a timeline using major events. Create and interpret data on time lines. Quadrant A
7. Students will label a map with “hot spots” in the Cold War. Construct maps, graphs, tables, and diagrams to
display social studies information. Quadrant A
8. Define and discuss the vocabulary terms. Quadrant A
9. Create a Venn diagram comparing/contrasting inequality in the United States during segregation and in South Africa
during apartheid. Use a variety of media to develop and organize integrated summaries of social studies
information. Quadrant B
10. Students create posters displaying words and artwork demanding civil rights for a chosen group of people (i.e.
blacks in South Africa, Africans under European colonialism, Jew during the Holocaust, etc.). Quadrant BWinter Break
Resources
Daily Analogies for Social Studies
PASS Coach Pgs. 126-129, 144-147,168-171
Other Resources:
Performance Education: World History Series Teacher Toolbook – The World Today, pp. 17-19
Atlas of World History
The Last 500 Years
Human Heritage: Chapter 38, Section 3, 637-638; Chapter 9, Section 2
The United States and Canada: 48
Europe and Russia: 50-51, 87, 151 Africa: 47-52
Winter Break
Assessment
Winter Break
Week of Mar. 4th - Mar. 8th
Mar. 4th - Mar. 8th
Indicator
7-6.4 Compare the social, economic, and political opportunities for women in various nations and societies around the
world, including those in developing and industrialized nations and within societies dominated by religions. (old indicator
7-7.5)
Instructional Strategies
1.
2.
3.
4.
5.
Define and discuss the vocabulary. Quadrant A
List prominent women who ran their country or played a key role in their country’s development in the 20th/21st
centuries. Quadrant A
Discuss why women throughout history have been discriminated against. Consider multiple perspectives of
documents and stories. Quadrant A
Students research the Women’s Rights Movement and choose one of the American women who helped to fight
for equal rights and create a dramatic presentation demonstrating some of their heroic acts or create a
PowerPoint showing facts and pictures. Establish chronological order in constructing one’s own historical
narratives. Quadrant B
Students make a chart to display the following:
 a list of selected countries around the world
 the major religion(s) or each country
 the role of women in each country
Students make connections between the religion of the country and how that culture views women. Consider
multiple perspectives of documents and stories. Select and design appropriate forms of graphs,
diagrams, tables, charts, to organize social studies information. Quadrant B
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
841
TWE 685, 841, 872
For support: SE/TWE: 915
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
Week of Mar. 11th - Mar. 15th
Mar. 11th - Mar. 15th
Indicator
7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent
changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and
Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU). (old
indicators 7-7.1, 7-7.6)Winter Break
Instructional Strategies
1. Define and discuss terms from the vocabulary. Quadrant A
2. Create a chronological timeline of leaders, events, etc. that led to the fall of the Soviet Union as well as the
Soviet satellites. Distinguish between past, present, and future time. Establish chronological order in
constructing one’s own historical narratives. Create and interpret data on time lines. Explain change
and continuity over time. Quadrant A
3. Discuss the “peaceful” revolution in Poland. Quadrant A
4. Use primary and secondary sources to study the impact of the 5. Make a paper chain of events that links
World War I to the Depression to World War II to the Cold War to the fall of communism. Create and interpret
data on time lines. Explain change and continuity over time. Quadrant A
6. Define and discuss the vocabulary terms. Quadrant A
7. On a map, locate countries that are members of specific trade organizations (NAFTA, EEC, or EU).
8. Have students list ways that we communicate globally.
9. Have students draw a house on a big piece of construction paper. Winter Break
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE
889-892
TWE 889-892
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 156-159
Winter Break
Assessment
Benchmark #3 Testing Window: Mar. 4th - Mar. 15th
Week of Mar. 18th - Mar. 22nd
Mar. 18th - Mar. 22nd
Indicator
7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and
industrialization, including global influences on the environment and the efforts by citizens and governments to protect
the natural environment. (old indicators 7-7.3, 7-7.7)inter BrWinter Break
Instructional Strategies
1. Define and discuss the vocabulary terms. Quadrant A
2. Find a film that highlights environmental problems to make students aware of the problems (possibly The Day After
Tomorrow). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables,
diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize
integrated summaries of social studies information. Quadrant A
3. Label or highlight problem areas of the world such as drought, flooding, acid rain, etc. Quadrant A
4. Discuss local growth patterns in relation to plants and animals. Quadrant A
Winter Break
Resources
Web Sites:
Teaching resources, videos, blackline masters – www.unitedstreaming.com
S3 Curriculum Link
http://scde.mrooms.org/index.php?page=14481
Toolboxforteachers.com
http://www.toolboxforteachers.com/
ETV Streamline SC
http://www.scetv.org/education/streamlinesc/
Study Island
www.studyisland.com
Daily Analogies for Social Studies
PASS Coach Pgs. 164-167
Text:
Glencoe/McGraw-Hill Journey Across Time
SE
871, 890
TWE 871, 890
Other Resources:
Performance Education: World History Series Teacher Toolbook – The World Today
Winter Break
Assessment
Winter Break
Week of Mar. 25th - Mar. 29th
Mar. 25th - Mar. 28th
Indicator
Re-teach Standards 7-1 and 7-2
Winter Break
Instructional Strategies
Re-teach Standards 7-1 and 7-2/Review for PASS
Winter Break
Resources
Re-teach Standards 7-1 and 7-2/Review for PASS
Winter Break
Assessment
Winter Break
Mar. 29th
Indicator
Professional Development/Workday
Instructional Strategies
Professional Development/Workday
Professional Development/Workday
Resources
Professional Development/Workday
Assessment
Professional Development/Workday
Week of Apr. 1st - Apr. 12th
Apr. 1st - Apr. 5th
Indicator
Spring Break (Holiday)
Instructional Strategies
Spring Break (Holiday)
Spring Break (Holiday)
Resources
Spring Break (Holiday)
Assessment
Spring Break (Holiday)
Apr. 8th - Apr. 12th
Indicator
Re-teach Standards 7-3/Review for PASS
Break
Winter Break
Instructional Strategies
Re-teach Standards 7-3/Review for PASS
Winter Break
Resources
Re-teach Standards 7-3/Review for PASS
Winter Break
Assessment
Winter Break
Week of Apr. 15th - Apr. 19th
Apr. 15th - Apr. 19th
Indicator
Re-teach Standards 7-4/Review for PASS
Instructional Strategies
Re-teach Standards 7-4/Review for PASS
Resources
Re-teach Standards 7-4/Review for PASS
Assessment
Week of Apr. 22nd - Apr. 26th
Apr. 22nd - Apr. 26th
Indicator
Re-teach Standards 7-5/Review for PASS
Winter Break
Winter Break
Instructional Strategies
Re-teach Standards 7-5/Review for PASS
Winter Break
Resources
Re-teach Standards 7-5/Review for PASS
Winter Break
Assessment
Winter Break
Week of Apr. 29th - May 3rd
Apr. 29th - May 3rd
Indicator
Re-teach Standard 7-6/Review for PASS
r Break
Winter Break
Instructional Strategies
Re-teach Standard 7-6/Review for PASS
Winter Break
Resources
Re-teach Standard 7-6/Review for PASS
Winter Break
Assessment
Winter Break
Week of May 6th - May 10th
May 6th - May 10th
Indicator
PASS Testing
Winter Break
Winter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
PASS May 7-17, 2013
Winter Break
Week of May 13th - May 17th
May 13th - May 17th
Indicator
PASS Testing
Winter Break
Winter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
PASS May 7-17, 2013
Winter Break
Week of May 20th - May 24th
May 20th - May 24th
Indicator
Review weak standards
Winter Break
Winter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
Winter Break
Week of May 27th - May 31st
May 27th - May 31st
Indicator
Review Weak Standards
Winter BrWinter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
Winter Break
Week of Jun. 3rd - Jun. 7th
Jun. 3rd - Jun. 6th
Indicator
Winter BreWinter Break
Instructional Strategies
Winter Break
Resources
Winter Break
Assessment
Winter Break
Jun. 7th
Indicator
Teacher Workday
Instructional Strategies
Teacher Workday
Teacher Workday
Resources
Teacher Workday
Assessment
Teacher Workday