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Page 1: 7th Grade Social Studies Pacing Guide - cicd99.edu · 7th Grade Social Studies Pacing Guide ... create a representation of their own cultural identity. ... repatriation, Trail of

7th Grade Social Studies Pacing Guide

August to September October November

Unit I: Geography

Map Skills

Environment

Culture

17th - Constitution Day fourth Friday - Native American Day

Unit II: Discovery of America

Native Americans

Age of Exploration

Colonization (Spain, France, & Netherlands)

9th - Leif Erickson Day last Friday - Native American Day

Unit III: Break with Britain

English Colonization

British Colonial Society

Protests & Revolt

11th - Veterans Day

December January February

Unit IV: American Revolution

Patriot's Struggle

Declaration of Independence

Reasons for US Victory

Unit V: Early Republic

Domestic & Foreign Challenges

Expansion/Manifest Destiny

Indian Removal Policy

Holocaust & Genocide Study

Unit VI: Regional Differences

North's Industrial Development

South's "Cotton Kingdom"

Life for African Americans

February 7th - Lincoln's Birthday Irish Famine Study

March April May to June

Unit VII: Divided States

Calls for Social Reform

Abolitionist Movement

Constitutional Crisis

History of Women

Unit VIII: US Civil War

Union & Confederacy

New Methods of War

Cost of Unity

last Friday - Arbor Day & Bird Day

Unit IX: Reconstruction Era

Presidential Assassination

Radical Republicans

South States Restored

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7th Grade Copying this document without written permission from Cicero District 99 is prohibited. 1

Unit I: Geography K-U-D for August & September

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Map Skills

Students know …

vocabulary - geography, map, globe, atlas, location, place, interaction, movement, region, … map components - title, key/legend, compass, scale, locator map grid lines - sphere, hemisphere, latitude, longitude, degree, Equator, Prime Meridian, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, Antarctic Circle, International Date Line, … types of maps - physical, political, historical, …

Students understand …

the way to use components of the map.

Earth is divided by imaginary lines to assist with determining location navigation.

the reasons for different types of maps and their practical uses.

Students will …

label and properly use map components.

locate the named lines of latitude and longitude to find locations on map.

use different map types to acquire information.

Environment

Students know …

area of land - continent, island, plain, plateau, basin, peninsula, isthmus, cape, coast, landform, hill, mountain, valley, canyon, mesa, butte, … body of water - ocean, sea, lake, bay, gulf, strait, aquifer, river, source, mouth, delta, tributary, glacier, ice-sheet, iceberg, … climate - weather, temperature, Water-Cycle, …

Students understand …

the different features of various landforms and bodies of water.

the features that divide the Tropical, Dry, Polar, Temperate, and Highland climate types.

Students will …

identify various landforms and bodies of water with the use of a map, globe, or a diagram/illustration.

determine the adaptations necessary for different climate regions.

Culture

Students know …

vocabulary - culture, ethnicity, economy, government, religion, language, traits, hierarchy, philosophy, style, technology, art, music, history, etc.

Students understand …

cultures are made up of many traits.

there are many different cultures on the Earth.

cultural difference can be a source of conflict.

diversity can be a source of unity.

Students will …

generate examples of cultural components.

create a representation of their own cultural identity.

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Unit II: Discovery of America K-U-D for October

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Native Americans

Students know …

vocabulary - native, archeology, Ice Age, tribe, …

Students understand …

the origins of the First Americans are at this time theoretical, but supported by evidence.

the Native American cultures developed in response to the environment of the region they settled in.

Students will …

generate a map of migration routes for the First Americans arrival during the last Ice Age.

describe/identify the cultural adaptations made by Native American within their respective regions.

Age of Exploration

Students know …

vocabulary - exploration, navigation, … names - Leif Erickson, Christopher Columbus, … dates - October 12th, 1492

Students understand …

the motivation for European exploration.

the challenges faced by early explorers.

the impact of the Columbian Exchange upon Europeans and the indigenous peoples of the Americas.

Students will …

identify the motives and challenges of exploration.

analyze the impact of the Columbian Exchange upon both the New World and the Old World.

Colonization (Spain, France, & Netherlands)

Students know …

vocabulary - conquistador, slavery, colonization, colony, missionary, charter, trapper, … names - Hernan Cortez, Francisco Pizarro, Father Jacque Marquette, Louis Joliet … factions - Spanish, French, Dutch, Iroquois, Huron, …

Students understand …

Spain, France, and the Netherlands each took different approaches toward the Native American population in the regions they claimed.

Spain, France, and the Netherlands organized their colonial territory based upon the natural resources available in the region they claimed.

Students will …

generate a map of the colonial territory claimed by Europeans.

evaluate the successes and failures of Spanish, French, and Dutch colonial efforts.

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Unit III: Break with Britain K-U-D for November

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

English Colonization

Students know …

vocabulary - privateer, settlement, tobacco, indigo, cash crop, assembly, … names - Pocahontas, John Smith, John Rolfe … factions - Puritans, Pilgrims [Separatists], Quakers, Catholics …

Students understand …

the motivation for the establishment of the Roanoke, Jamestown, and Plymouth colonies

how/why the Thirteen Colonies were first allowed to express greater freedom and be self-governing.

Students will …

generate a map of the Thirteen Colonies.

identify the economic and social reasons for migration of residents to the Thirteen Colonies.

British Colonial Society

Students know …

vocabulary - toleration, debt, export, import, Triangular Trade, customs, smuggle, Middle Passage, petition, … names - Benjamin Franklin, …

Students understand …

the cultural differences which existed across the Thirteen Colonies.

the geographical features of the Thirteen Colonies influenced their cultural development.

the Triangular Trade economic relationship.

Students will …

evaluate the daily life of British colonists.

generate a map of the economic relationship between Britain and the Thirteen Colonies.

Protests & Revolt

Students know …

vocabulary - militia, delegate, tyranny, repeal, protest, quartering, boycott, tar and feather, Midnight Ride, confiscate, … names - King George III, George Washington, Chief Pontiac, Samuel Adams, John Adams, … factions - Patriots, Loyalists, neutral, Parliament & the Crown, …

Students understand …

the dramatic change in Britain's relationship with the Thirteen Colonies that followed the French and Indian War.

the meaning behind the protest slogan "No taxation without representation".

the way legislation passed by Britain's Parliament divided the population of the Thirteen Colonies.

the reasons American colonists began armed conflict against Britain.

Students will …

identify different protest methods utilized by British colonists to encourage political change.

make connections (cause & effect) between legislation passed by the British Parliament and reactions by American colonists.

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Unit IV: American Revolution K-U-D for December

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Patriot's Struggle

Students know …

vocabulary - revolution, logistics, mercenary, strategy, tactics, siege, morale, … factions - Continental Army, British Army, Royal Navy, state militias … names - General George Washington, …

Students understand …

the strengths and weaknesses of the British and the Americans at the beginning of the conflict.

the difficulty colonial militias and the US Continental Army experienced early in the American Revolution.

Students will …

compare/contrast the strengths and weaknesses of both sides in the American Revolution.

Declaration of Independence

Students know …

vocabulary - declaration, traitor, preamble, … documents - Common Sense, Declaration of Independence, … names - Patrick Henry, Thomas Paine, Thomas Jefferson, … dates – July 2nd, 1776 & July 4th, 1776, …

Students understand …

who was in support of independence and the reasons they were willing to risk their lives for it.

the cultural values expressed by the Declaration of Independence.

the Declaration of Independence alters the tone of the conflict from an armed rebellion into a political revolution.

Students will …

interpret the persuasive arguments expressed in the document.

define the “natural rights” presented in the Declaration of Independence

evaluate the influence of the Declaration of Independence upon the conflict.

Reasons for US Victory

Students know …

vocabulary - ally, guerrilla (partisan), ratify, treaty, … documents - the Crisis, … names - Thomas Paine, …

Students understand …

US victory on the battlefield encouraged support from Britain’s rivals (France, Spain, etc.).

strategy and tactics used by the US at Saratoga and Yorktown brought about US victory.

Students will …

evaluate reasons for US victory.

predict the potential consequences of a US defeat.

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Unit V: Early Republic K-U-D for January

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Domestic & Foreign Challenges

Students know …

vocabulary - confederation, ordinance, territory, arsenal, compromise, amend, due process, precedent, inaugurate, political party, alien, sedition, neutrality, isolationism, embargo, doctrine, diplomacy, … documents - Articles of Confederation, US Constitution, ... factions - Federalist, Democratic-Republican … names - James Madison, Meriwether Lewis, William Clark, Sacajawea, Chief Tecumseh and the Prophet, James Monroe, …

Students understand …

the reasons the Articles of Confederation failed.

the importance of compromise for the Constitutional Convention to succeed (3/5ths Compromise).

the domestic and foreign challenges early US leaders confronted to hold our nation together.

Students will …

analyze the strengths and weaknesses of the early US government.

Expansion/Manifest Destiny

Students know …

vocabulary - Manifest Destiny, expansion, annex, cede, pioneer, mountain man, converts, homestead, … names - General Andrew Jackson, President William McKinley, Steven Austin, Antonio Lopez de Santa Anna, Samuel Huston, President James Polk, …

Students understand …

the cultural factors that encouraged Manifest Destiny

the diplomatic and military methods used by the US to acquire territory.

environmental conditions in the US West made life a challenge and difficult for pioneers.

Students will …

generate a map of US territorial expansion during the early to mid 1800's.

describe what life was like for early pioneers.

identify the consequences of Manifest Destiny.

Indian Removal Policy

Students know …

vocabulary - repatriation, Trail of Tears, genocide … documents - Indian Removal Act, … names - President Andrew Jackson, Chief Black Hawk, Chief John Ross, … factions - Five Civilized Tribes [Cherokee, Chickasaw, Choctaw, Creek, & Seminole]

Students understand …

that in spite of efforts by the Native Americans to follow legal treaty agreements and fit into US society, they were still pressured to give up property and territory

forced repatriation during the Trail of Tears would today be classified as a violation of human rights.

Students will …

explain the cultural, economic, and political motivations behind US Indian Removal Policy.

make connections between US Indian Removal Policy and other historical violations of human rights or acts of genocide.

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Unit VI: Regional Differences K-U-D for February

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

North's Industrial Development

Students know …

vocabulary - textile, Industrial Revolution, interchangeable parts, canal, water-power, steam-power, railroad, telegraph, … names - Eli Whitney, … factions - factory/mill owners, immigrant labor …

Students understand …

reasons the North US began to participate in the early Industrial Revolution.

how/why water and steam improved manufacturing.

communications and transportation technology were vital to industrialization.

the commercial benefits of technological advancement.

Students will …

complete a mind-map of the different cultural, economic, environmental, and transportation infrastructure that define the US North as a unique region in the early to mid 1800's.

compare/contrast the North and South in the early to mid 1800’s.

South's "Cotton Kingdom"

Students know …

vocabulary - cotton gin, … factions - cotton plantation owners, small farmers, African American slaves, freed slaves, …

Students understand …

the role of cotton in the creation of an upper-class elite in the South US.

that textile manufacturers in the US North and Britain allowed for the expansion of slavery and economic success of the US South.

Students will …

complete a mind-map of the different cultural, economic, environmental, and transportation infrastructure that define the US South as a unique region in the early to mid 1800's.

compare/contrast the North and South in the early to mid 1800’s.

Life for African Americans

Students know …

vocabulary - racism, discrimination, segregation, oppression, overseer, slave quarters, whip, restraints (shackles & manacles), slave codes, defiance, … names - Nat Turner, …

Students understand …

daily life for both slaves and free-blacks was filled with discrimination, segregation, and oppression.

despite strict limitations put upon African Americans, they kept their cultural identity.

Students will …

describe the living conditions for African Americans enslaved in the US during the mid to late 1800's.

identify ways African Americans maintained their cultural identity.

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Unit VII: Divided States K-U-D for March

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Calls for Social Reform

Students know …

vocabulary - reform, asylum, … names - Dorothea Dix, Horace Mann, Prudence Crandall, Susan B. Anthony, …

Students understand …

in the early US, some Americans realized our society did not respect the rights of many of its citizens.

the Second Great Awakening transformed religion in the US to encourage reform.

during the early to mid 1800's demands for fairness and justice lead concerned Americans to cooperate together in search of political change.

Students will …

evaluate the goals of early 1800’s reformers, and if they were achieved.

compare/contrast reform goals in the early 1800’s with calls for reform today.

Abolitionist Movement

Students know …

vocabulary - abolitionist, … names - William Lloyd Garrison, Frederick Douglas, Angelina & Sara Grimke, Sojourner Truth, Harriet Tubman, … faction – Underground Railroad, …

Students understand …

the origins in the North of anti-slavery efforts.

the justifications in the South to continue slavery and their reaction to anti-slavery efforts.

African American efforts to gain acceptance of their legal rights, and social equality.

anti-slavery efforts took many forms (public expression, legal court challenges, and illegal participation i.e. “Underground Railroad”).

Students will …

compare/contrast attitudes in the North & South towards the Abolitionist Movement.

analyze the risks for participation in anti-slavery efforts in the North & South.

Constitutional Crisis

Students know …

vocabulary - sectionalism, secede, fugitive, martyr, … names - Daniel Webster, Henry Clay, John C. Calhoun, Harriet Beecher Stowe, Steven Douglas, Dred Scott, Abraham Lincoln, John Brown, … factions - Democratic Party, Republican Party, Confederate States of America [CSA], …

Students understand …

America remained divided into regional sections based upon acceptance or rejection of slavery.

abolitionists and slave owners each sought to convert any acquired territory into new states that supported their faction in the US Congress.

armed conflict between the North and South was not caused by a single event, but a series of escalations.

Students will …

describe the geographic and political impact of compromise efforts by the US Congress and US Supreme Court to resolve the issue of slavery.

Identify key events which escalated the conflict between the North & South.

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Unit VIII: US Civil War K-U-D for April

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Union & Confederacy

Students know …

vocabulary - infantry, cavalry, artillery, … names - Jefferson Davis, Robert E. Lee, … factions - Union [North], Confederacy [South], border states, …

Students understand …

the strengths and weaknesses of the Union and the Confederacy at the time of secession.

the unrealistic expectations on both sides that the conflict would be easily won.

the Union's and Confederacy's military strategy and battlefield tactics during the US Civil War.

Students will …

compare/contrast the strengths and weaknesses of both sides in the US Civil War.

describe the goals the Union and Confederacy wanted to achieve.

Identify the military strategies the Union and Confederacy chose to follow.

New Methods of War

Students know …

vocabulary - casualty, martial law, habeas corpus, emancipation, proclamation, draft, … documents - Emancipation Proclamation, Gettysburg Address, …

Students understand …

the US Civil War saw significant shifts in US policy by issuing the Emancipation Proclamation and at the Gettysburg Address.

the ways African American’s and women’s roles expanded during the US Civil War.

new military technology and lack of medical advancements dramatically impacted casualty rates.

Students will …

interpret the intentions of the Emancipation Proclamation and the Gettysburg Address

describe the changing roles of African Americans and women during the US Civil War.

identify the impact new technology had upon the conflict.

Cost of Unity

Students know …

vocabulary - profiteer, war by attrition, total war [scorched earth], … names - Ulysses S. Grant, Phillip Sheridan, William Tecumseh Sherman, …

Students understand …

the amount of damage suffered by the Confederacy.

the US Civil War remains the worst military conflict in our nation's history in terms of casualty numbers, damage to infrastructure, and loss of property.

Students will …

describe the consequences of “total war”.

identify the reasons the US Civil War was the worst in US history.

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Unit IX: Reconstruction Era K-U-D for May to June

Know (facts, formulas, vocabulary, dates, procedures)

Understand (Important “big ideas”, utilize skills)

Do (demonstration skills, express essential truths)

Presidential Assassination

Students know …

vocabulary - Reconstruction, freedmen, Freedman's Bureau, black codes, assassination, … documents - 13th Amendment, … names - John Wilkes Booth, Andrew Johnson, …

Students understand …

President Abraham Lincoln's aspiration that forgiving the South would help achieve national unity.

the dramatic impact of President Abraham Lincoln's assassination upon the process of Reconstruction.

Students will …

explain the motivation for, and impact of, Abraham Lincoln’s assassination.

Radical Republicans

Students know …

vocabulary - sharecropping, scalawag, carpetbagger, … documents - 14th Amendment, 15th Amendment, … factions - Radical Republicans, "black" citizens, "white" former Confederates, …

Students understand …

the way Republicans in the US Congress attempted to impose cultural change upon the US South.

the reasons residents in the US South either accepted or rejected Reconstruction efforts.

Students will …

explain what the Republican Party tried to achieve with passage of the 14th and 15th Amendments.

Evaluate the reasons the US South resisted efforts to achieve equality for African Americans.

South States Restored

Students know …

vocabulary - poll tax, literacy test, grandfather clause, lynch, … documents - Compromise of 1877, Jim Crow Laws, Plessy v. Ferguson, … factions - Ku Klux Klan [KKK], …

Students understand …

the reasons Reconstruction efforts came to a halt after the Presidential election of 1876.

the impact upon African Americans across the US once Reconstruction efforts were abandoned by advocates in the US North.

Students will …

describe conditions for African Americans once the US South regained their autonomy.

identify the setbacks and dangers the African American community experienced.

evaluate the way the failure of Reconstruction efforts still impact our nation today.