MIDDLETOWN PUBLIC SCHOOLS UNITED STATES ......UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet 6/12/2013 Middletown Public

MIDDLETOWN PUBLIC SCHOOLS�

UNITEDSTATESHISTORY1900‐PRESENTCURRICULUM�Grade 7�

Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet 6/1/2013

UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet

6/12/2013 Middletown Public Schools 1

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Websites explorelearning. http://american http://bensguid http://betterlesson http://edsiteme http://memory. http://memory. http://memory. http://oldfashione

ji5vJ5bUCFQSg4Ao http://teacher.sch http://www.arch http://www.bes http://www.billo http://www.civi http://www.civi http://www.free http://www.histor http://www.loc.go http://www.myw http://www.nat http://www.tea http://www.usm www.choices.ed www.commonco www.corestanda www.hippocamp www.hippocamp www.history.com www.liberty.pbs www.ride.ri.gov



.com (Gizmo™) history.si.edu/perfectue.gpo.gov/subject.htmln.com/directory/sixth_grant.neh.gov/special_fealoc.gov/ammem/ndlpeloc.gov/learn/lessons/ploc.gov/learn/start/indededucation.com/civics.htmod0mQAaw olastic.com/researchtools/hives.gov/education/lesthistorysites.net/ ofrightsinstitute.org/insced.org/index.php?pagced‐ri.org/const.htm e.ed.gov/HandSS.cfm rycentral.com/Civics/indexov/teachers/classroommatwonderfulworld.org ionalgeographic.com/xchushistory.org mint.gov/kids/teachers/du ore.org/maps ards.org pus.com pus.net (on‐line text)m (videos) s.com v


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ENDURING KNOWLEDGE and STEM

UNIT

INDICATORS/BENCHMARKSMiddletown Public Schools

INSTRUCTIONALSTRATEGIES

RESOURCES ASSESSMENTS

CIVICS AND GOVERNMENT

C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

HISTORICAL THINKING

Chronological thinking, Historical

comprehension Historical analysis and

interpretation, historical research capabilities

Historical issues – analysis and decision‐making

Students demonstrate an understanding of origins, forms, and purposes of government by… C&G 1 (7‐8) –1 C&G 1 (7‐8) –1a Identifying and explaining the origins and basic functions of government

Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills

Identify and explain three sections of the Constitution

Differentiate, compare and contrast three branches of government

Civics in Practice , chapters 1‐4

Academic vocabulary Amendments Articles Executive Judicial Legislative Preamble Separation of

powers

C&G 1 (7‐8) –1b Comparing and contrasting different forms of government (e.g., dictatorship, democracy, theocracy, republic, monarchy)


Chart government types through democracy, World War I, and World War II

Explain the causes of World War I in 1914 and the reason for the declaration of United States neutrality ERA 7, 2B#1

Analyze the factors contributing to the rise of fascism, national socialism, and communism in the inter war period. ERA 8, 3A#1


Academic vocabulary Absolute monarchy Communism Constitutional

Monarchy Democracy Socialism Theocracy

C&G 1 (7‐8) –1c Explaining what happens when political structures do or do not meet the needs of people (e.g., democracy v. anarchy)


Women suffrage Academic vocabulary Civil rights

Teachers Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g.

analyzing, synthesizing, predicting, evaluating, creating, etc.

Webb’s Depth of Knowledge, 2,3,4, skill/conceptual understanding, strategic reasoning, extended reasoning

Models historical thinking skills: chronological thinking, historical comprehension historical analysis and


historical issues – analysis and decision‐making

Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and

responsibility by choosing their own topics for inquiry

Textbook Civics in Practice The American Nation, Civil War to Present

Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive

boards Websites explorelearning.co

m (Gizmo™) http://americanhist

ory.si.edu/perfectunion/experience/index.html

http://bensguide.gpo.gov/subject.html#government

http://edsitement.neh.gov/special_features_view.asp?id=1

http://memory.loc.gov/ammem/ndlpedu/collections/

http://memory.loc.gov/learn/lessons/psources/pshome.html

http://memory.loc.gov/learn/start/index.html

http://www.archives.gov/education/lessons/civil‐rights‐act/activities.html#standards

http://www.besthistorysites.net/

REQUIRED COMMON ASSESSMENTS Common

Formative Assessments

Common Summative Assessments

SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments, e.g. o Role playing ‐

bodily kinesthetic

o Graphic organizing ‐ visual

o Collaboration ‐ interpersonal

Oral presentations Primary sources




UNIT




o Assess the effects of women suffrage on politics. ERA 7, 3D#2

Prohibition o Examine the rise of religious

fundamentalism and the clash between traditional moral values and changing ideas as exemplified in the controversy over Prohibition and the scope trial. ERA 7, 3A#4

Civil rights o Explain the origins of the post‐civil rights

movement and the role of the NAACP in the legal assault on segregation. ERA 9, 4A#1

o Evaluate the Warren’s Court reasoning in Brown v. Board of Education and its significance in advancing civil rights. ERA 9, 4A#2

o Explain the resistance to civil rights in the South between 1954 and 1956. ERA 9, 4A#3

o Analyze the leadership and ideology of Martin Luther King Jr. and Malcolm X in the civil rights movement. ERA 9, 4A#4

The American Nation, Civil War to Present , chapters 20‐30

Prohibition Suffrage

C&G 1 (7‐8) –1d Explaining how geography and economics influence the structure (or policies) of government


Explain the response of management and government at different levels to labor strife in different regions of the country. ERA 6, 3B#4


Academic vocabulary Labor Labor union Solidarity

involving exploration of open questions that challenge students’ thinking

involving students in active participation in the classroom and the wider community

involving students in both independent inquiry and cooperative learning;

involving students in reading, writing, observing, discussing, and debating

building upon students’ prior knowledge

Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence

organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)

two column note taking 5‐3‐1 QAR Read around the text Facilitate integration of the Applied Learning Standards (SCANS): Communication Critical thinking Problem solving Reflection/evaluation Research Provide rubrics and models

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp

http://www.civiced.org/index.php?page=lesson_plans

http://www.civiced‐ri.org/const.htm

http://www.free.ed.gov/HandSS.cfm

http://www.mywonderfulworld.org

http://www.nationalgeographic.com/xpeditions/atlas/

http://www.teachushistory.org

http://www.usmint.gov/kids/teachers/lessonPlans/presidential/download.cfm

www.choices.edu www.commoncore.

org/maps www.corestandards

.org www.hippocampus.

com www.hippocampus.

net (on‐line text) www.history.com

(videos) www.liberty.pbs.co

m www.ride.ri.gov Materials Maps

Problem/Performance based/common tasks

Rubrics/checklists

o argument writing

o Informational writing

Tests and quizzes Technology Text comparison Timeline Writing genres

o Argument o Informational o Research

3‐2‐1


Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed by… C&G 1 (7‐8)–2

TEACHER NOTES Use formative assessment to guide

RESOURCE NOTESTextbook Civics in Practice

ASSESSMENT NOTES REQUIRED




UNIT




C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals.

C&G 1 (7‐8)–2a Comparing and contrasting the key stages of development of the rule of law, as presented in various enduring/significant documents (e.g., Magna Carta, Preamble of U.S. Constitution, U.N. Rights of the Child, “I Have A Dream” speech).


Civil Rights o “I Have a Dream” Speech

Analyze the impact of the Great Depression

on the American family and on ethnic and racial minorities. ERA 8, 1B#3

Explain the origins of the postwar civil rights movement and the role of the NAACP in the legal assault on segregation. ERA 9, 4A #1

Evaluate the Warren Court’s reasoning in Brown v. Board of Education and its significance in advancing civil rights. ERA 9, 4A #2

Explain the resistance to civil rights in the South between 1954 and 1965. ERA 9, 4A #3

Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm X in the civil rights movement and evaluate their legacies. ERA 9, 4A #4

The American Nation, Civil War to Present , chapters 29

Academic vocabulary Civil rights Ideology NAACP Segregation

C&G 1 (7‐8)–2b Explaining why the rule of law is necessary to the role of government (e.g., debate/ Robert’s Rules of Order, classroom procedures)


Assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation. ERA 9, 4A #5

The American Nation, Civil War to Present , chapters 29

Academic vocabulary Dejure to defacto Discrimination

C&G 1 (7‐8)–2c Defining and identifying the nature of authority and sources of power

Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills Academic vocabulary

instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Models historical thinking skills: chronological thinking, historical comprehension historical analysis and











organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts,

The American Nation, Civil War to Present














COMMONASSESSMENTS Common




bodily kinesthetic



Oral presentations Primary sources Problem/Performa

nce based/common tasks

Rubrics/checklists o argument

writing




UNIT




Explain the Nixon administration’s involvement in Watergate and examine the role of the media in exposing the scandal. ERA 10, 1A #3

The American Nation, Civil War to Present , chapters 28, 30

Impeachment Watergate

scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)

two column note taking 5‐3‐1 QAR Read around the text Provide rubrics and models





Materials Maps

o Informational writing

Tests and quizzes Technology Text comparison Timeline Writing genres


3‐2‐1

CIVICS AND

GOVERNMENT C&G 2: The Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

Students demonstrate an understanding of United States government (local, state, national) by… C&G 2 (7‐8) –1 C&G 2 (7‐8) –1a Identifying the functions of the three branches of government; and analyzing and describing the interrelationship among the branches (i.e., checks and balances/ cause and effect, separation of powers)


Understand the concept and purposes of Separation of Powers

Compare and contrast the three branches of government including constitutional origins, check and balances, duties/responsibilities, e.g. explain

o the process of the Supreme Court justice appointments

o how bills become laws o Congress declaring war


Academic vocabulary Checks and

balances Unconstitutional

C&G 2 (7‐8) –1b Explaining how and why power is divided and shared among the levels of government (federalism)


Understand and explain motives for World War I

Evaluate the causes of the Great Depression Assess state and federal government

reactions to the growth of radical political movements. ERA 7, 3A #1

Academic vocabulary Kaiser Propaganda Allied powers Civil powers Soup kitchen

TEACHER NOTES Use formative assessment to guide instruction Provide opportunities for independent, partner and collaborative group work Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and







Facilitates strategies of summarizing

RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present









ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common



SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.





UNIT





Depression

C&G 2 (7‐8) –1c Tracing the process of how an idea transforms into a bill and then becomes a law


Research steps in the process of how an idea becomes a bill and can become a law

Civics in Practice, Chapter 5, section 5 , p.158‐153

Academic vocabulary

and paraphrasing graphic organizers: sequence








Materials Maps



writing o Informational

writing Tests and quizzes Technology Text comparison Timeline Writing genres


3‐2‐1


C&G 3: In a democratic society all people have certain rights and responsibilities.

Students demonstrate an understanding of the democratic values and principles underlying the U.S. government by… C&G 2 (7‐8) –2 C&G 2 (7‐8) –2a Explaining how democratic values are reflected in enduring documents, political speeches (discourse), and group actions


Research speeches and conclude how democratic values are reflected, e.g.

o JFK speech o Martin Luther King speech o Franklin D. Roosevelt speech

Evaluate the effects of the GI Bill on American society. ERA 9, 1B #1

The American Nation, Civil War to Present , chapters 26,30

Academic vocabulary GI Bill

C&G 2 (7‐8) –2b Using a variety of sources to identify and defend a position on a democratic principle (e.g., self‐government in Declaration of Independence, women’s rights in Seneca Falls Declaration, Habeas Corpus in Laws of 12 Tables, freedom of religion in Washington’s letter to the Touro Synagogue)

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Models historical thinking skills: chronological thinking, historical comprehension historical analysis and





involving exploration of open questions that challenge students’



boards Websites explorelearning. http://www.archive

s.gov/education/lessons/civil‐rights‐act/activities.html#standards


http://www.billofrightsinstitute.org/in




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals




UNIT




Grade 7 ‐ United States History 1900 ‐ presentEssential knowledge and skills

Compare and contrast the opposing positions in the voter registration issue in the 1960s

Decide on a position on the voter registration issue and defend it using a variety of sources as a basis for information

The American Nation, Civil War to Present , chapter 29

Academic vocabulary Activism Registration

C &G 2 (7‐8) –2c Exhibiting and explaining what it means to be a responsible citizen in the state and nation


Create a sign, bumper sticker, or piece of propaganda demonstrating an understanding of what it means to be a responsible citizen

Civics in Practice, chapter 1 p.p. 8‐10

Academic vocabulary Propaganda

thinking involving students in active

participation in the classroom and the wider community







structional/resources/Lessons/Lessons_List.asp











com Materials Maps

Mark‐up‐text Mock election Modeling Multiple Intelligences assessments







3‐2‐1



Students demonstrate an understanding of citizens’ rights and responsibilities by… C&G 3 (7‐8) –1 C&G 3 (7‐8) –1a Defining and applying the concepts: “civic”(adj.), “civics”(n), “civil,” “citizen,” and “rights”


Explain the concept of civics and citizen and how the relate to one another.

Differentiate between civic, civil, and civic Interpret the term “rights” and illustrate

how it relates to the concept of “citizen.” Civics in Practice, chapter 1 p.p. 6‐9

Academic vocabulary Civics Citizen Civil

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking:



boards Websites




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S




UNIT




C&G 3 (7‐8) –1b Evaluating and defending a position on issues involving individual rights (personal, economic, legal, or political rights reflected in the Bill of Rights)


Analyze the expansion of due process rights in such cases as Gideon v. Wainwright and Miranda v. Arizona and evaluate criticism of the extension of these rights for the accused. ERA 9, 4C #1

Evaluate the Supreme Court’s interpretation of freedom of religion. ERA 9, 4C #3


Academic vocabulary Bill of Rights Due process Individual rights

C&G 3 (7‐8) –1c Analyzing and defending a position on an issue involving civic responsibilities (personal, economic, legal or political rights)


Research a current events issue comparing both positions; decide, argue and defend a position.

Civics in Practice, chapter 4, section 3, p.p. 124‐127

Academic vocabulary

C&G 3 (7‐8) –1d Providing examples that reflect conflicts between individual rights and the common good, within the context of civic responsibility)


Explore the range of women’s organizations, the changing goals of the women’s movement, and the issues currently dividing women. ERA 10, 2E #2

Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. ERA 10, 2E #4

American Nation, chapter 20

Academic vocabulary

Bloom’s Taxonomy, e.g. analyzing, synthesizing, predicting, evaluating, creating, etc.














two column note taking 5‐3‐1 QAR

explorelearning.com (Gizmo™)

http://americanhistory.si.edu/perfectunion/experience/index.html

















org/maps

Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments, e.g. o Role playing ‐

bodily kinesthetic









3‐2‐1




UNIT




Read around the text Provide rubrics and models

www.corestandards.org

Materials Maps



Students demonstrate an understanding of how of individuals and groups exercise (or are denied) their rights and responsibilities by… C&G 3 (7‐8) –2 C&G 3 (7‐8) –2a Identifying an issue, proposing solutions, and developing an action plan to resolve the issue


Using a current issue research and issue, identify causes, propose a solution, and develop a plan to solve.

Current events articles

Academic vocabulary

C&G 3 (7‐8) –2b Identifying and explaining how an action taken by an individual or a group impacts the rights of others


Analyze the leadership and ideology of Martin Luther King, Jr. , Rosa Parks, Malcolm X in the civil rights movement and evaluate their legacies. ERA 9, 4A, #4

The American Nation, Civil War to Present , chapter 29, section 2 p.849‐855

Academic vocabulary

C&G 3 (7‐8) –2c Identifying the impact of an historic court case


Understand and give motives o Court cases and analyze decisions

and impacts of those decisions, e.g.

Plessy vs. Ferguson, 1896

Bush vs. Gore, 2000 Civics in Practice, p. R14, P. R23

Academic vocabulary Constitutionality Defendant Plaintiff

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and








organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone,












http://www.besthis




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessment.



Rubrics/checklists Tests and quizzes Technology




UNIT




pie chart) two column note taking 5‐3‐1 QAR Read around the text

torysites.net/ Materials Maps

Text comparison Timeline Writing genres


3‐2‐1

CIVICS AND

GOVERNMENT C&G 4: People engage in political processes in a variety of ways.

Students demonstrate an understanding of political systems and political processes by… C&G 4 (7‐8) –1 C&G 4 (7‐8) –1a Explaining how various factors affect how leaders are selected or elected through an election process (e.g., election process, public agenda, special interest groups, and media)


Understand and explain the election process in the United States.

Evaluate the role of special interest groups and/or media in determining the outcomes of election.


Academic vocabulary Electoral college Media Special interest

group

C&G 4 (7‐8) –1b Describing how and why individuals identify themselves politically (e.g., Federalist, Anti‐federalist, suffragette, pacifist, nationalists, socialists)


Use current event articles to o Determine how and why people

identify themselves in a political sense


Academic vocabulary Platform Political party

C&G 4 (7‐8) –1c Evaluating the strengths and weaknesses of various political systems (e.g., dictatorship, oligarchy, monarchy, democracy, theocracy)


Compare and/or contrast contemporary types of government (chart, graphic organizer)

Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Provide opportunities for higher level thinking: Bloom’s Taxonomy, e.g.

analyzing, synthesizing, predicting, evaluating, creating, etc.

















http://www.archives.gov/education/les





bodily kinesthetic





UNIT





C&G 4 (7‐8) –1d Examining how elections are/can be vehicles of change


Research and understand the concept of the New Deal and its role in the legacy of Franklin D. Roosevelt’s presidency

Contrast the background and leadership

abilities of Franklin D. Roosevelt with those of Herbert Hoover. ERA 8, 2A, #1

The American Nation, Civil War to Present , chapter 26, sections 2 and 3

Academic vocabulary New Deal

C&G 4 (7‐8) –1e Recognizing multiple perspectives on historical or current controversial issues


Assess the Vietnam policy of the Kennedy, Johnson, and Nixon administrations and the shifts of public opinion about the war. ERA 9, 2C, #1

Explain the composition of the American forces recruited to fight the war. ERA 9, 2C, #2

Evaluate how Vietnamese and Americans experienced the war and how the war continued to affect postwar politics and culture. ERA 9, 2C, #3

The American Nation, Civil War to Present , chapter 28, section 4, p. 827‐831

Academic vocabulary








two column note taking 5‐3‐1 QAR Read around the text

sons/civil‐rights‐act/activities.html#standards













com www.hippocampus.

net (on‐line text) www.history.com

(videos) www.liberty.pbs.co

m www.ride.ri.gov Materials Maps








3‐2‐1




UNIT





C&G 4: People engage in political processes in a variety of ways.

Students demonstrate their participation in political processes by… C&G 4 (7‐8)‐2 C&G 4 (7‐8)‐2a Expressing and defending an informed opinion and presenting their opinion to an audience beyond the classroom (e.g., political cartoon, letter, speech, emailing Congressional membership)


Plan and create political cartoons expressing their opinion on a variety of issues, e.g.

o Immigration o Vietnam

Civics in Practice, index – political cartoon

Academic vocabulary Immigration Political cartoon

C&G 4 (7‐8)‐2b Describing their role and impact in the voting process


Use current events to o Analyze the impact of local

referendum issues or local, state or federal elections

Understand the rationale for voting a certain way in an election

Academic vocabulary Referendum

C&G 4 (7‐8)‐2c Engaging in the political process (e.g., mock elections)


Participate in a mock election following research and comparisons on local, state, or federal elections and/or referendum issues and/or local, state, or national controversial issues

Academic vocabulary



























SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.



Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres

o Argument o Informational




UNIT




Materials Maps

o Research 3‐2‐1

CIVICS AND

GOVERNMENT C&G 4: People engage in political processes in a variety of ways.

Students participate in a civil society by… C&G 4 (7‐8)‐3 C&G 4 (7‐8)‐3a Demonstrating an understanding and empathy for the opinions of others (e.g., listening to and asking relevant questions, considering alternative perspectives, voicing alternative points of view, recognizing bias)


Essential knowledge and skills Analyze a current event that deals with a

person or group whose rights are being violated.

Explain the resistance to civil rights in the South between 1954 and 1965. ERA 9, 4A, #3


Academic vocabulary Empathy Human rights Oppression Trafficking

C&G 4 (7‐8)‐3b Demonstrating the ability to compromise (e.g., offering solutions, persisting to resolve issues)


Evaluate the effectiveness of labor unions in the U.S. history.

The American Nation, Civil War to Present , chapter 20, section 4 p. p. 590‐595

Academic vocabulary

C&G 4 (7‐8)‐3c Recognizing the cause(s) and effect(s) of taking a civil action


Explain the origins of the postwar civil rights movement and the role of the NAACP in the legal assault on segregation. ERA 9, 4A, #1

Analyze the role of Rosa Parks on the civil rights movement.


Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Models historical thinking skills: chronological thinking, historical comprehension historical analysis and










Facilitates strategies of summarizing and paraphrasing













http://www.billofri





bodily kinesthetic







UNIT




C&G 4 (7‐8)‐3d Utilizing a variety of reliable sources to develop an informed opinion


Analyze a current event issue; argue a position using primary sources as evidence

Current events

Academic vocabulary Bias

graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


ghtsinstitute.org/instructional/resources/Lessons/Lessons_List.asp






Materials Maps






3‐2‐1

CIVICS AND

GOVERNMENT C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

Students demonstrate an understanding of the many ways Earth’s people are interconnected by… C&G 5 (7‐8) – 1 C&G 5 (7‐8) – 1a Tracing and explaining social, technological, geographical, economical, and cultural connections for a given society of people (e.g., trade, transportation, communication)


Research origins and purposes of the United Nations

Evaluate effectiveness of the UN over time.

Academic vocabulary Security council United Nations

C&G 5 (7‐8) – 1b Identifying, describing, and explaining how people are politically, economically, environmentally, militarily, and (or) diplomatically connected (e.g., World Bank, UN, NATO, European Union)


Understand the motives for the formation of NATO

Evaluate the effectiveness of NATO in the prevention of a war between US, USSR

The American Nation, Civil War to Present , chapter 28, section 1, p.813‐814

Academic vocabulary Military alliance NATO

TEACHER NOTES Use formative assessment to guide instruction Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and








organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers











SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election




UNIT




(word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)






Materials Maps

Modeling Oral presentations Primary sources Problem based/

tasks Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres


3‐2‐1


C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

Students demonstrate an understanding of the benefits and challenges of an interconnected world by… C&G 5 (7‐8)‐2 C&G 5 (7‐8)‐2a Identifying and discussing factors that lead to the breakdown of order among societies and the resulting consequences (e.g., abolition of slavery, terrorism, Fall of Roman Empire, civil war)


Analyze the rise and fall of McCarthyism, its effects on civil liberties, and its repercussions. ERA 9, 3A, #4

The American Nation, Civil War to Present , chapter 28, section 2, p.p. 820‐822

Academic vocabulary Communism McCarthyism Paranoia

C&G 5 (7‐8)‐2b Considering competing interests on issues that benefit some people and cause other people to suffer (e.g., slavery, whaling, oil exploration)


Explain the origins of the Cold War and Arms Race and the advent of nuclear politics

The American Nation, Civil War to Present, chapter 28, section 1

Academic vocabulary Cold War

TEACHER NOTESUse formative assessment to guide instruction Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and








organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map),








http://memory.loc.




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling




UNIT




evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


gov/ammem/ndlpedu/collections/



Materials Maps

. Oral presentations Primary sources Problem

based/common tasks

Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres 3‐2‐1

CIVICS AND

GOVERNMENT C&G 5: As members of an interconnected world community, the choices we make impact others locally, nationally, and globally.

Students demonstrate an understanding of how the choices we make impact and are impacted by an interconnected world by… C&G 5 (7‐8)‐3 C&G 5 (7‐8)‐3a Making predictions as to the effects of personal consumer, environmental, communication, and eventual political choices (e.g., hybrid cars, local v. imported)


Evaluate current events on “buy local” issue Compare and contrast benefits of buying

local vs. alternatives. Current events article

Academic vocabulary

C&G 5 (7‐8)‐3b Summarizing a significant situation; proposing and defending actions to be taken or not taken (e.g., pollution, consumption, conservation)


Through the use of current events; summarize and evaluate difficulties, benefits and problems, e.g.

o National parks (conservation) o Pollution/trash

Current events article

Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence














SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Oral presentations Primary sources Problem




UNIT




Materials Maps

based/common tasks


HISTORICAL

PERSPECTIVES/ RI HISTORY STRAND HP 1: History is an account of human activities that is interpretive in nature.

Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by… HP 1 (7‐8) –1 HP 1 (7‐8) –1a Identifying appropriate sources and using evidence to substantiate specific accounts of human activity


Explain how the Progressives drew upon the American past to develop a notion of democracy responsive to the distinctive needs of an industrial society. ERA 7, 1A, #1

Evaluate Progressive reforms to expand democracy at the local and state levels. ERA 7, 1A, #4

Analyze Progressive programs for assimilating the influx of immigrants before World War I. ERA 7, 1A, #7


Academic vocabulary Initiative Muckrakers Political interest Progressive

HP 1 (7‐8) –1b Drawing inferences from Rhode Island History about the larger context of history (e.g., Opening of Japan, Separation of Church and State, Industrialism)


Explain the causes of World War I in 1914 and the reasons for the declaration of United States neutrality. ERA 7, 2B, #1

The American Nation, Civil War to Present , chapter 24, section 1

Academic vocabulary League of Nations Militarism Nationalism Neutrality Ratification









organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams,














SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments

Oral presentations Primary sources Problem

based/common




UNIT




HP 1 (7‐8) –1c Asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness

comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)





Materials Maps

tasks Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres 3‐2‐1

HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 1: History is an account of human activities that is interpretive in nature.

Students interpret history as a series of connected events with multiple cause‐effect relationships, by… HP 1 (7‐8) –2 HP 1 (7‐8) –2a Investigating and analyzing historical and visual data in order to draw connections between a series of events


Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, continued to transform production, work, and daily life. ERA 7, 3B, #1

Analyze the causes and consequences of the stock market crash of 1929. ERA 8, 1A, #2

Analyze the impact of the Great Depression on industry and workers and explain the response of local and state officials in combating the resulting economic and social crises. ERA 8, 1B, #2

The American Nation, Civil War to Present , chapter 20 and 26

Academic vocabulary Monopoly Petroleum








Facilitates strategies of summarizing and paraphrasing









http://memory.loc.




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences




UNIT




HP 1 (7‐8) –2b Developing, expanding, and supporting an historical thesis, based on a series of events


Contrast the first and second New Deals and evaluate the success and failures of the relief, recovery, and reform measures associated with each. ERA 9, 2A, #3

Explain the effects of the Great Depression and the Dust Bowl on American farm owners, tenants, and sharecroppers. ERA 9, 1B, #1


Academic vocabulary New Deals Great Depression Dust Bowl

graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


gov/learn/lessons/psources/pshome.html





Materials Maps

assessments. Oral presentations Primary sources Problem/Performa



HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 2: History is a chronicle of human activities, diverse people, and the societies they form.

Students connect the past with the present by… HP 2 (7‐8) –1 HP 2 (7‐8) –1a Determining the cause(s) and effect(s) of specific historical events that impact RI today


Analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants. ERA 10, 2A, #2

Analyze how the new immigrants have affected religious diversity. ERA 10, 2C, #1

The American Nation, Civil War to Present , p.20

Academic vocabulary

HP 2 (7‐8) –1b Analyzing the impact of RI’s ethnic development on local, state, and national history


Analyze how the new immigrants have affected religious diversity. ERA 10, 2C, #1

Identify the major issues that affected immigrants and explain the conflicts these

Academic vocabulary Diversity

















SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text




UNIT




issues engendered. ERA 10, 2B, #1 Explain the influence of media on

contemporary American culture. ERA 10, 2D, #4


HP 2 (7‐8) –1c Analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events


Explain the influence of media on contemporary American culture. ERA 10, 2D, #4

Current events article

Academic vocabulary











Materials Maps

Mock election Modeling Multiple Intelligences assessments





Students chronicle events and conditions by… HP 2 (7‐8) – 2 HP 2 (7‐8) – 2a Identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, “The Sixties”)


Explore the reasons for the deepening crisis of the Great Depression and evaluate the Hoover administration’s responses. ERA 8, 1A, #5

Analyze the impact of the Great Depression on the American family andor ethnic and racial minorities. ERA 8, 1B, #3


Academic vocabulary Bankrupt Ethnic Racial Racism Relief programs

HP 2 (7‐8) – 2b Correlating key events to develop an understanding of the historical perspective of the time period in which they occurred (e.g., Jacksonian Democracy and Dorr’s Rebellion, water power and steam power, WWII and women at work)


organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree)









SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four




UNIT




Grade 7 ‐ United States History 1900 ‐ presentEssential knowledge and skills

Analyze how radio, movies, newspapers, and popular magazines created mass culture. ERA 7, 3C, #2

The American Nation, Civil War to Present, chapter 27

Academic vocabulary

relational organizers (fish bone, pie chart)



Materials Maps


Students show understanding of change over time by… HP 2 (7‐8) – 3 HP 2 (7‐8) – 3a Establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time; and to construct an historical narrative


Evaluate how Vietnamese and Americans experienced the war and how the war continued to affect postwar politics and culture. ERA 9, 2C #3


Academic vocabulary Guerilla Khmer Rouge Mong Viet Cong

TEACHER NOTES See instructional strategies

on page three

RESOURCE NOTES See resource list

on page five




See suggested list on page four

HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 3: The study of history helps us understand the present and shape the future.

Students demonstrate an understanding of how the past frames the present by… HP 3 (7‐8) –1 HP 3 (7‐8) –1a Analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us today, and its implications for the future


Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. ERA 10, 2E #4

Explore the international influence of American culture. ERA 10, 2D #4


Academic vocabulary Discrimination Affirmative action







m (Gizmo™)




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events




UNIT




HP 3 (7‐8) –1b Evaluating alternative courses of action, (keeping in mind the context of the time), ethical considerations, and the interest of those affected by the decision, and determining the long‐ and short‐term consequences (e.g., Post WWII use of Narragansett Bay ‐ tourism vs. oil refinery)


Explain the origins of the postwar civil rights movement and the role of the NAACP in the legal assault on segregation. ERA 9, 4A #1

Analyze the leadership and ideology of Martin Luther King, Jr. and Malcolm X in the civil rights movement and evaluate their legacies. ERA 9, 4A #4


Academic vocabulary








http://americanhistory.si.edu/perfectunion/experience/index.html









Materials Maps

DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.




HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 3: The study of history helps us understand the present and shape the future.

Students make personal connections in an historical context (e.g., source‐to‐source, source‐to‐self, source‐to‐world) by… HP 3 (7‐8) – 2 HP 3 (7‐8) – 2a Recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?)


Assess how increased leisure time promoted the growth of professional sports, amusement parks, and national parks. ERA 7, 3C #5

Explain the influence of media on contemporary American culture. ERA 10, 2D #3

Academic vocabulary

TEACHER NOTES Use formative assessment to guide Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Provides social studies best practices opportunities such as:






SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS




UNIT





HP 3 (7‐8) – 2b Recognizing and reflecting on how the differences of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?)


Assess how increased leisure time promoted the growth of professional sports, amusement parks, and national parks. ERA 7, 3C, #5

Explain the influence of media on contemporary American culture. ERA 10, 2D, #3

Explore the international influence of American culture. ERA 10, 2D, #4


Academic vocabulary

HP 3 (7‐8) – 2c Comparing and contrasting the cultural influences that shape individuals and historical events (e.g., Conversion of Quakers from slave holders to abolitionists, emergence of mill villages, Gordon Trial)


Compare the so‐called second environmental movement with the first at the beginning of the 20th century. ERA 9, 3B, #5

The American Nation, Civil War to Present , chapter 30 Current event articles

Academic vocabulary

investigating topics in depth exercising choice and





















Materials Maps

Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments







3‐2‐1

HISTORICAL PERSPECTIVES/ RI HISTORY STRAND

Students demonstrate an understanding that geographic factors and shared past events affect human interactions and changes in civilizations by… HP 4 (7‐8) –1

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying

RESOURCE NOTES Textbook Civics in Practice The American

ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS




UNIT




HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

HP 4 (7‐8) –1a Citing specific evidence to explain how geographic factors impacted a civilization’s adaptation, development or decline (e.g., Fertile Crescent, China, Westward Expansion)


Analyze the reasons for the growing tensions with Japan in East Asia culminating with the bombing of Pearl Harbor. ERA 8, 3A, #6

Evaluate the internment of Japanese Americans during the war and assess the implication for civil liberties. ERA 8, 3C, #4


Academic vocabulary

HP 4 (7‐8) –1b Citing specific evidence from a society/civilization to explain how shared events affect how individuals and societies adapt and change (e.g., language, religion, or customs).


Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and radio, continued to transform production, work, and daily life. ERA 7, 3B, #1


Academic vocabulary

the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence



Nation, Civil War to Present


boards Websites http://memory.loc.

gov/learn/start/index.html




Materials Maps

Common Formative Assessments



HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 4: Historical events and human/natural phenomena impact and are influenced by ideas and beliefs.

Students demonstrate an understanding that innovations, inventions, change, and expansion cause increased interaction among people (e.g., cooperation or conflict) by… HP 4 (7‐8) –2 HP 4 (7‐8) –2a Identifying and describing how traits of civilization develop in response to innovations, inventions, change and territorial expansion.


Assess the role of the invention of automobiles and the effect of it on urban development.


Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Provides social studies best practices opportunities such as: investigating topics in depth






SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS




UNIT




HP 4 (7‐8) –2b Explaining the impact of interactions.


Explain how principles of scientific management and technological innovations, including assembly lines, rapid transit, household appliances, and/or radio, continued to transform production, work, and daily life. ERA 7, 3B,1

The American Nation, Civil War to Present , p. _____

Academic vocabulary

HP 4 (7‐8) –2c Describing how inventions and technological improvements (e.g., irrigation systems, road construction, science) relate to settlement, population growth, and success of a civilization/ country/ nation.


Examine the consequences of the shift of the labor force from manufacturing to service industries. ERA 10, 2A, 4

Explore the continuing population flow from cities to suburbs, the internal migrations from the “Rustbelt” to the “Sunbelt,” and the social and political effects of these changes. ERA 10, 2B, 3


Academic vocabulary

exercising choice and responsibility by choosing their own topics for inquiry









boards Websites http://americanhist











Materials Maps

Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments





3‐2‐1

HISTORICAL

PERSPECTIVES/ RI HISTORY STRAND HP 5: Human societies and cultures develop and change in response to human needs and wants.

Students demonstrate an understanding that a variety of factors affect cultural diversity within a society by… HP5 (7‐8) –1 HP5 (7‐8) –1a Identifying how movement (e.g., ideas, people, technology) impacts cultural diversity


Analyze the new immigration policies after 1965 and the push‐pull factors that prompted a new wave of immigrants. ERA 10, 2B, 1

Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments


Supplementary Books, Teacher (T) Student (S)







UNIT





HP5 (7‐8) –1b Applying demographic factors (e.g., urban/rural, religion, socioeconomics, race, ethnicity) to understand changes in cultural diversity in an historical and contemporary context.


Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. ERA 9, 4A, 6

Academic vocabulary




Technology Computers LCD projectors Interactive

boards Websites explorelearning. http://www.archive

s.gov/education/lessons/civil‐rights‐act/activities.html#standards



Materials Maps


HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 5: Human societies and cultures develop and change in response to human needs and wants.

Students demonstrate an understanding that culture has affected how people in a society behave in relation to groups and their environment by… HP 5 (7‐8) – 2 HP5 (7‐8) –2a Comparing and contrasting how cultural expectations impact people’s behavior and role in different communities/ societies (e.g., student protocols in 1800 vs. today).


Identify the major social, economic, and political issues affecting women and explain the conflicts these issues engendered. ERA 9, 4B, 2


Academic vocabulary

HP5 (7‐8) –2b Using an historical context, describe how diversity contributes to cultural diffusion, acculturation, or assimilation (e.g., “Melting Pot”).


Evaluate the desegregation of education and assess its role in the creation of private white academies. ERA 10, 2D, 1

Academic vocabulary Desegregation

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Models historical thinking skills: chronological thinking, historical comprehension historical analysis and




responsibility by choosing their






http://bensguide.gp




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays




UNIT




Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. ERA 10, 2E, 4

The American Nation, Civil War to Present , chapters 29 and 30

HP5 (7‐8) –2c Describing how environment (e.g., physical, cultural, etc.) or changes in that environment affects a civilization/country/nation (e.g., settlement, conflicts, transportation, climate change, commerce).


Analyze the economic and social effects of the sharp increase in the labor force participation of women and new immigrants. ERA 10, 2A, 2

Examine the consequences of the shift of the labor force from manufacturing to service industries. ERA 10, 2A, 4


Academic vocabulary

own topics for inquiry involving exploration of open

questions that challenge students’ thinking








o.gov/subject.html#government












Materials Maps

Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.







3‐2‐1

HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 5: Human societies and cultures develop and change in response to human needs and wants.

Various perspectives have led individuals and/or groups to interpret events or phenomena differently and with historical consequences by… HP 5 (7‐8) – 3 HP 5 (7‐8) – 3a Describing how and why various factors impact an individual or a group’s perspective of events


Explain the shifting age structure of the population with the aging of the “baby boomers,” and grasp the implications of the

Academic vocabulary Baby boomer Birthrate Government

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments

RESOURCE NOTES Textbook Civics in Practice The American Nation, Civil War to Present

Supplementary Books, Teacher (T) Student (S)







UNIT




“greying of America.” ERA 10, 2B, 5 The American Nation, Civil War to Present , chapter 29

services Greying Social Security

HP 5 (7‐8) – 3b Explaining and analyzing how changing perspectives impact history using primary documents as evidence


Evaluate the Warren Court’s reasoning in Brown v. Board of Education and its significance in advancing civil rights. ERA 9, 4A‐2

The American Nation, Civil War to Present chapter 29 Civics in Practice , resource section

Academic vocabulary




Technology Computers LCD projectors Interactive






Materials Maps


ECONOMICS E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding of basic economic concepts by… E 1 (7‐8) –1 E 1 (7‐8) –1a Explaining the relationship between resources and industry.


Explain the reasons for the sustained growth of the postwar consumer economy. ERA 9, 1A‐2

Understand that: productive resources are limited, therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. NSE, Standard 1

o Identify what they gain and what they give up when they make choices.

Understand that: when individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. NSE, Standard 6

Analyze the effect that available resources have on manufacturing and choices of what

Academic vocabulary Consumer Economics Growth Manufacturing Natural resources Producers Supply/demand

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Address multiple intelligences instructional strategies, e.g. visual, bodily kinesthetic, interpersonal Models historical thinking skills: chronological thinking, historical comprehension historical analysis and



Provides social studies best









SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays




UNIT




is produced. The American Nation, Civil War to Present , chapter 29, section 1

E 1 (7‐8) –1b Explaining the relationship between the producers in an real‐world and historical context..


Identify various pioneers in modern scientific research and explain how their work has changed contemporary society. ERA 9, 1C‐2

Understand that: voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and among individuals or organizations in different nations. NSE, Standard 6

Compare the benefits and costs of policies or organizations that alter trade barriers between nations, e.g. tariffs and quotas, economic unions, trading blocs.


Academic vocabulary

E 1 (7‐8) –1c Researching and analyzing the impact of surplus, subsistence, and scarcity


Understand that: competition among sellers usually lowers costs and prices, and encourages producers to produce what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them. NSE, Standard 9

o Use this knowledge to explain how changes in the level of competition in different markets can affect price and output levels.

Academic vocabulary

practices opportunities such as: investigating topics in depth exercising choice and

























Materials Maps

Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments, e.g. o Role playing ‐

bodily kinesthetic









3‐2‐1




UNIT




ECONOMICS E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding that scarcity and abundance causes individuals to make economic choices by… E 1 (7‐8) –2 E 1 (7‐8) –2a Explaining the pros and cons of consumer and producer choices.


Understand that prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives. NSE, Standard 8

o Predict how changes in factors such as consumers' tastes or producers' technology affect prices.

Academic vocabulary

E 1 (7‐8) –2b Describing how a society’s definition or determination of value affects distribution of wealth and consumer choices.


Understand that prices send signals and provide incentives to buyers and sellers. When supply or demand changes, market prices adjust, affecting incentives. NSE, Standard 8

o Evaluate the interrelationship between supply and demand and the impacts of supply and demand on producers and consumers.


Academic vocabulary










two column note taking
















SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessment



Rubrics/checklists Tests and quizzes Technology Text comparison Timeline




UNIT




5‐3‐1 QAR Read around the text Materials

Maps

Writing genres 3‐2‐1

ECONOMICS Economics E1: Individuals and societies make choices to address the challenges and opportunities of scarcity and abundance

Students demonstrate an understanding that societies develop different ways to deal with scarcity and abundance by… E 1 (7‐8) –3 E 1 (7‐8) –3a Explaining the relationship between availability, distribution, and allocation of goods and services.


Understand that effective decision making requires comparing the additional costs of alternatives with the additional benefits. Many choices involve doing a little more or a little less of something: few choices "are all or nothing" decisions. NSE, Standard 2

o Analyze the process of making effective decisions as consumers, producers, savers, investors, and citizens.

Academic vocabulary Allocation Availability Distribution Investment

E 1 (7‐8) –3b Explaining how scarcity impacts the organization of society and development of civilization.


Analyze the causes and consequences of the stock market crash of 1929. Era 8. 1A,2

Analyze the impact of the Great Depression on industry and workers and explain the response of local and state officials in combating the resulting economic and social crises. Era 8, 1B,2


Academic vocabulary Stock market Stocks












Materials Maps





ECONOMICS

Students demonstrate an understanding of the variety of ways producers and consumers exchange goods and services by… E 2 (7‐8) –1

TEACHER NOTES Use formative assessment to guide instruction

RESOURCE NOTESTextbook Civics in Practice The American

ASSESSMENT NOTES REQUIRED COMMON




UNIT




E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services

E 2 (7‐8) –1a Explaining how and why incentives (price, advertising, supply, or need) affect how buyers and sellers interact to determine market value.


Understand that people usually respond predictably to positive and negative incentives. NSE, Standard 4

o Identify incentives that affect people's behavior and deduce how incentives affect consumer behavior.

Academic vocabulary Advertisement Consumer behavior Incentives

E 2 (7‐8) –1b Comparing and contrasting different market systems by having students explain the role of the buyers and sellers in those systems.


Understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also have direct or indirect effects on people's incomes. NSE, Standard 4

o Compare and contrast different market systems; e.g. free enterprise, command economic systems

World Geography Book Chapter 21 , page 400

Academic vocabulary Command economy Entrepreneur Free enterprise Government budget Government

spending Market economy National defense Services

E 2 (7‐8) –1c Predicting the impact of incentives, like advertising, on the way producers and consumers exchange goods.


Students will understand that: People usually respond predictably to positive and negative incentives. NSE, Standard 4

o Evaluate incentives that affect the behavior of trading partners

Academic vocabulary

Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Tiered assignments Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and










Nation, Civil War to Present













Materials Maps

ASSESSMENTS Common








3‐2‐1




UNIT




and explain how incentives affect trade.

ECONOMICS E2: Producers and consumers locally, nationally, and internally engage in the exchange of goods and services

Students analyze how Innovations and technology affects the exchange of goods and services by… E 2 (7‐8) – 2 E 2 (7‐8) – 2a Describing how inventions, innovations, and technology stimulate economic growth by expanding markets, creating related industries, and improving the flow of goods and services.


Evaluate how scientific advances and technological changes such as robotics and the computer revolution affect the economy and the nature of work. Era 10, 2A,5


Academic vocabulary Movement of ideas Technology

E 2 (7‐8) – 2b Explaining how innovations and technology positively or negatively impact industries, economies, cultures, and innovations.


Understand that: Investment in factories, machinery, new technology, and in the health, education, and training of people stimulates economic growth and can raise future standards of living. NSE, Standard 15

Describe agricultural innovation and consolidation in the postwar period and assess their impact on the world economy. Era 9, 1C,5


Academic vocabulary Economic growth Investment Stimulated growth










Materials Maps





ECONOMICS E3: Individuals, institutions and governments have roles in economic systems

Students demonstrate an understanding of the interdependence created by economic decisions by… E 3 (7‐8) –1

E 3 (7‐8) –1a Explaining the cyclical relationship of the participants within an economy (e.g., barter, feudal system, global economy).

Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills Academic vocabulary

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing


Supplementary Books, Teacher (T)



Common Summative




UNIT




Understand that institutions evolve and are created to help individuals and groups accomplish their goals. Banks, labor unions, markets, corporations, legal systems, and not‐for‐profit organizations are examples of important institutions. A different kind of institution, clearly defined and enforced property rights, is essential to a market economy. NSE, Standard 10

o Analyze the roles of various economic institutions and explain the importance of property rights in a market economy.


Corporation Finance Financial institution Institutions

Pre/post assessments Think/pair/share Tiered assignments Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence



Student (S) Technology Computers LCD projectors Interactive

boards Websites See suggested list on page five Materials Maps

Assessments SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four

ECONOMICS E3: Individuals, institutions and governments have roles in economic systems

Students demonstrate an understanding of the role of government in a global economy by… E 3 (7‐8) – 2 E 3 (7‐8) – 2a Explaining how government succeeds or fails to provide support in a market economy.


Understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also have direct or indirect effects on people's incomes. NSE, Standard 16

o Identify and evaluate the role of government in supporting or failing to support a free market economy.

Academic vocabulary






involving students in reading,







http://edsitement.n




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates Exhibits Essays Interviews Graphic organizers Journals




UNIT




E 3 (7‐8) – 2b Identifying and evaluating the benefits and cost of alternative public policies and assess who enjoys the benefits and bears the cost.

Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skillsUnderstand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also have direct or indirect effects on people's incomes. NSE, Standard 16

o Identify and evaluate the benefits and costs of public policies, and assess who enjoys the benefits and who bears the costs.

Academic vocabulary Alternative public

policies

writing, observing, discussing, and debating





eh.gov/special_features_view.asp?id=1







Materials Maps

Mark‐up‐text Mock election Modeling Multiple Intelligences assessment.





3‐2‐1

GEOGRAPHY G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms

Students understand maps, globes, and other geographic tools and technologies by… G 1 (7‐8) –1 G 1 (7‐8) –1a Identifying and utilizing a variety of maps for different purposes.


The advantages and disadvantages of using different geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns. NGS Standard 1.1 A‐2 Analyze and explain the properties (position

and orientation, projections, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to

Analyze the properties of three geographic representations of the same place (such as a street map, a topographic map, and a satellite image) and explain how each might be suitable for a different purpose.

Academic vocabulary Cartograms Geography Thematic maps Topography




involving students in active participation in the classroom and





ory.si.edu/perfectu




SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S Conferencing Current events DBQ Debates




UNIT




G 1 (7‐8) –1b Utilizing technology to access geographic databases such as GPS and Geographic Information Systems (GIS).


As it applies to different events in U.S. History; e.g. WWI, WWII, Vietnam War through Google Earth


Academic vocabulary Global Position

System Global Information

System

G 1 (7‐8) –1c Analyzing charts and graphs to interpret geographical information.


By using different geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns NGS; Standard 1.1

Academic vocabulary Aerial photograph Data interpretation Demographics Statistics

the wider community involving students in both

independent inquiry and cooperative learning;






nion/experience/index.html









Materials Maps

Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.





3‐2‐1

GEOGRAPHY G1: The World in Spatial Terms: Understanding and interpreting the organization of people, places, and environments on Earth’s surface provides an understanding of the world in Spatial terms

Students interpret the characteristics and features of maps by… G 1 (7‐8)–2 G 1 (7‐8)–2a Analyzing multiple maps (e.g., physical, political, historical) to draw inferences about the development of societies.


The advantages and disadvantages of using different geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns Evaluate the appropriate use of geospatial

representations for specific geographic tasks, such as analyzing spatial distributions and patterns, as exemplified by being able to

Academic vocabulary Inferences Infer Interstate highway

System

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Facilitates strategies of summarizing and paraphrasing graphic organizers: sequence

organizers (chains, cycle), concept development (mind map), compare/contrast


on page five








UNIT




Explain why particular maps are appropriate for a specific purpose (e.g., a cartogram to illustrate total population, a remotely sensed image to observe land‐use change, topographic maps to consider the best location for a wind farm, a highway map to consider best routes for new transportation corridors). NGS 1.1 B‐1

organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


GEOGRAPHY

G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions

Students understand the physical and human characteristics of places by… G 2 (7‐8) –1 G 2 (7‐8) –1a Explaining and/or connecting how and why the geographical features influenced population settlement and development of cultures (e.g., customs, language, religion, and organization).


Explain the ways that physical processes change places, as exemplified by being able to Describe and explain how places near a river

may change over time (e.g., flood plains, alluvial soils, new channels).

Explain how changes in climate may result in changes to places (e.g., drought and stressed vegetation, more precipitation and increased vegetation, warmer temperatures and longer growing seasons at higher latitudes). NGS 4.2 A‐1 and A‐3

Academic vocabulary Cultural geography Development of

cultures Geographic features Human

environmental interaction

Physical geography

G 2 (7‐8) –1b Analyzing and explaining how and why physical and human characteristics of places and regions change over time by citing specific example(s


Perceptions of places and regions change by incorporating multiple direct and indirect experiences Analyze the ways in which people change

their views of places and regions as a result of media reports or interactions with other people, as exemplified by being able to

Academic vocabulary Region Geographic themes Location Place









organizers (chains, cycle), concept development (mind










http://memory.loc.









UNIT




Analyze the effects of different sources of information that may cause people to change their views of a place or region (e.g., travel brochures or guidebooks, cable travel channels or documentaries, information from friends or family). NGS 6.2 A‐3

map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


gov/learn/start/index.html




Materials Maps




3‐2‐1

GEOGRAPHY G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions

Students distinguish between regions and places by… G 2 (7‐8) –2 G 2 (7‐8) –2a Analyzing and explaining the geographical influences that shape regions and places.


Physical processes generate patterns of features across Earth’s surface Analyze and explain the patterns that occur

on Earth’s surface as a result of physical processes, as exemplified by being able to

Explain how physical processes related to plate tectonics form islands (e.g., Hawaiian Islands) or increase the elevation of mountains (e.g., Himalayan Mountains)

Academic vocabulary Elevation Geology Plate tectonics


on page three


on page five






Students understand different perspectives that individuals/groups have by… G 2 (7‐8) –3 G 2 (7‐8) –3a Analyzing and explaining how geography influences cultural perspectives and experiences and shapes how people view and respond to problems differently (e.g., urban vs. rural).


Perceptions of places and regions change by incorporating multiple direct and indirect

Academic vocabulary


on page three Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and

responsibility by choosing their


on page five



Common




UNIT




experiences Analyze the ways in which people change

their views of places and regions as a result of media reports or interactions with other people, as exemplified by being able to

Analyze the effects of different sources of information that may cause people to change their views of a place or region (e.g., travel brochures or guidebooks, cable travel channels or documentaries, information from friends or family). NGS 6.2 A‐3

own topics for inquiry involving exploration of open

questions that challenge students’ thinking





Summative Assessments



Students understand how geography contributes to how regions are defined / identified by… G 2 (7‐8) –4 G 2 (7‐8) –4a Understanding the difference between formal, vernacular, and functional regions


Compare and contrast similarities and differences between the three types of regions, providing examples and rationales for each.

Different types of regions are used to organize and interpret areas of Earth’s surface

Identify and explain the criteria used to define formal, functional, and perceptual regions, as exemplified by being able to

Identify and explain the bases for the formal region(s), functional region(s), and perceptual region(s) for the community or state where the students live (e.g., for Michigan, the Kalamazoo‐Battle Creek Metropolitan Statistical Area is a formal region, the fruit belt in Southwest Michigan is a functional region, Kalamazoo as the snow belt capital of Lake Michigan is a perceptual region). NGS 5.1 A‐1

Academic vocabulary Belt, e.g.

o Fruit belt o Rain belt

Formal region Functional region Perceptual region

G 2 (7‐8) –4b Categorizing and evaluating a variety of factors (e.g., culture, immigration) of a defined region.

Grade 7 ‐ United States History 1900 ‐ present

TEACHER NOTESUse formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and








organizers (chains, cycle),









http://memory.loc.gov/learn/lessons/p








UNIT




Essential knowledge and skills Given a region in the world or United States,

research and examine the characteristics and factors that characterize that area as a region. e.g. cultural, linguistic, religious, political

Academic vocabulary Cultural

characteristics Linguistic

characteristics Political

characteristics Religious

characteristics

concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)


sources/pshome.html




Materials Maps





3‐2‐1

Geography G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.

Students understand why people do/do not migrate by… G 3 (7‐8) –1 G 3 (7‐8) –1a analyzing how migration affects a population.


There are multiple causes and effects of migration Identify and explain push and pull factors

influencing decisions to migrate, as exemplified by being able to

Identify and explain the role of pull factors (e.g., better jobs, cultural opportunities, better education) as reasons for migration.

Identify and explain the role of push factors (e.g., political unrest or war, famine, loss of jobs) as reasons for migration. NGS Standard 9.3 B‐1 and B‐2

Academic vocabulary Demographics Emigrate Immigrate Migration Pull factor Push factor


on page three


on page five





GEOGRAPHY G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of

Students understand the interrelationships of geography with resources by… G 3 (7‐8) –2 G 3 (7‐8) –2a analyzing how the abundance, depletion, use, and distribution of geographical resources impact the expansion and demise of societies/ civilizations.


Investigate the role of the abundance of iron ore in the development of the steel industry in the United States. Evaluate the steel

Academic vocabulary Abundance Surplus Shortage


on page three


on page five



Common Summative




UNIT




populations and resources, relationships (cooperation and conflict), and culture.

industry’s impact on the expansion of manufacturing in the U.S and the U.S. economy.

The American Nation, Civil War to Present, chapter 20

Assessments See suggested list on page four

GEOGRAPHY G3: Human Systems: (Movement) Human systems and human movement affect and are affected by distribution of populations and resources, relationships (cooperation and conflict), and culture.

Students understand how geography influences human settlement, cooperation or conflict by… G 3 (7‐8) –3 G 3 (7‐8) –3a using evidence to build a logical argument in support or in opposition to expansion of human settlement.


There are patterns of settlements in regions Compare and explain the location, number,

and sizes of settlements in regions, as exemplified by being able to

Explain possible reasons why some locations can support more population in settlements than other locations. NGS 12.3 A‐2

Academic vocabulary Expansion Settlement


on page three


on page five





GEOGRAPHY G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.

Students explain how humans depend on their environment by… G 4 (7‐8)‐1 G 4 (7‐8)‐1a Analyzing how human dependence on the environment impacts political, economic and social decisions.


The world is increasingly interdependent as a result of flows of people, capital, information, raw materials, and goods Explain why increasing economic

interdependence, and therefore globalization, depend on systems that deliver goods and services within and between regions, as exemplified by being able to

Analyze the advantages and disadvantages of different countries and regions in the production of a commodity (e.g., athletic shoes made in China with low‐cost labor versus distance from markets, wireless electronics produced in California because of entrepreneurial capitalism and a skilled workforce versus offshore production of low‐cost substitutes). NGS Standard 11.3 A‐3

Academic vocabulary Capitalism Commodities Globalization Interdependence Low cost labor Raw materials Skilled labor



two column note taking 5‐3‐1


on page five








UNIT




QAR Read around the text

GEOGRAPHY

G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.

Students explain how humans react or adapt to an ever‐changing physical environment by… G 4 (7‐8)‐2 G 4 (7‐8)‐2a Analyzing the impact of human reactions to environmental changes and identifying and providing alternate solutions with supporting evidence.


The characteristics of a physical environment provide opportunities for and impose constraints on human activities Explain how the characteristics of different

physical environments offer opportunities for human activities, as exemplified by being able to

Describe and explain the environmental characteristics that people consider when deciding on locations for human activities (e.g., locating a waterwheel at a river’s fall line for power, locating a ski resort in a high snowfall area with easy access for recreational skiers, farming on fertile flood plains for high crop yields). NGS 15.1 A1

Explain how the characteristics of different physical environments place constraints on human activities, as exemplified by being able to

Explain how environmental characteristics (e.g., rainfall, length of growing season, temperatures, soil) restrict the range of crops that can be grown successfully in an area. NGS 15.1 B1

Academic vocabulary Climate Environmental

characteristics Precipitation





on page five





GEOGRAPHY G4: Environment and Society: Patterns emerge settle, modify, and interact on Earth’s surface to limit or promote human activities.

Students explain how human actions modify the physical environment by… G 4 (7‐8) –3 G 4 (7‐8) –3a Making predictions and drawing conclusions about the impact that human actions have on the physical environment.


Explain how human modifications of the physical environment in one place often lead to changes in other places. NGS Standard 14.1 A‐1

Describe and explain how human‐induced

Academic vocabulary Agriculture Dam Ecosystem Levee

TEACHER NOTES Use formative assessment to guide instruction Differentiate instruction by varying the content, process, and product and providing opportunities for: Anchoring Cubing Jig‐sawing Pre/post assessments Think/pair/share


on page five







UNIT




changes in one place can affect the physical environment in other places, as exemplified by being able to (for example)

Describe and explain how the construction of dams and levees on rivers in one region affects places downstream (e.g., water availability for human consumption and agriculture, flood control, electricity generation, aquatic and riparian ecosystems). e.g. Turkey/Syria/Iraq Anwar Dam





COMMON CORE LITERACY Reading

Key Ideas and Details

(RH)

Students RH.6‐8.1 Cite specific textual evidence to support analysis of primary and secondary sources, e.g.

highlighting outlining summarize two column notes

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.

graphic organizing , e.g. Venn Diagram, step chart, cycle graph, concept chart highlighting outlining summarize two column notes

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).

graphic organizing, e.g. step charts, chains highlighting

TEACHER NOTES 3‐2‐1 A Text coding Accountable talk Graphic organizing , e.g. Venn

Diagram, step chart, cycle graph, concept chart, step charts, chains

Highlighting Outlining Power notes Summarize Text coding Text composition Two column notes




m (Gizmo™) www.commoncore.


.org www.ride.ri.gov Materials








UNIT




Modeling Oral presentations Primary sources Problem/Performa




3‐2‐1

COMMON CORE

LITERACY Reading

Craft and Structure

(RH)

Students 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.

context cue prefix, suffix

RH.6‐8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

Mind map Outline

RH.6‐8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

highlighting T‐chart for facts and opinion

TEACHER NOTES 3‐column evaluation chart Context cue Diagram Flowchart Graph table Graphic organizers Highlighting Mind map Model Outline Power notes Prefix, suffix Summarize/note‐taking T‐chart for facts and opinion Think‐pair‐share Turn and talk Venn diagram Visual illustrations




m (Gizmo™) www.commoncore.


.org www.ride.ri.gov Materials








UNIT




Modeling Oral presentations Primary sources Problem/Performa




3‐2‐1

COMMON CORE

LITERACY Reading

Integration of

Knowledge and Ideas (RH)

Students RH.6‐8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

diagram flowchart graph table model

RH.6‐8.8 Distinguish among fact, opinion, and reasoned judgment (statement that is based on fact but not proven, possibly, perhaps, etc. or educated guess) in a text, e.g.

3‐column evaluation chart Venn diagram

RH.6‐8.9 Analyze the relationship between a primary and secondary source on the same topic, e.g.

T‐chart Venn diagram

TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams


on page five





COMMON CORE LITERACY Reading

Range of Reading (RH)

Students RH.6‐8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8

TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table


on page five





UNIT




text complexity band independently and proficiently. (Lexile rates 955‐1155) Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams




COMMON CORE

LITERACY Writing

Text Types and Purposes

Arguments Information��

Students WHST.6‐8.1 Write arguments focused on discipline‐specific content.

a. 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. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. 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.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well‐chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.



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UNIT




d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

COMMON CORE

LITERACY Writing

Production and Distribution (WHST)

Students 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..



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COMMON CORE

LITERACY Writing

Research to Build and Present Knowledge

(WHST)

Students WHST.6‐8.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. WHST.6‐8.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. WHST.6‐8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.



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COMMON CORE

LITERACY Writing

Range of Writing (WHST

Students WHST.6‐8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table Graphic organizers


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Formative




UNIT




Graphs and charts Model Thematic maps Venn diagram Venn diagrams

Assessments Common

Summative Assessments


Documents

MIDDLETOWN PUBLIC SCHOOLS UNITED STATES ......UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet 6/12/2013 Middletown Public