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Bibb County 7th Grade Social Studies Instructional Timeline 2009-10

*This is a pacing guide with example activities shared by the social studies curriculum revision group. These are suggested activities and not requirements from Bibb County.

Dates Standards Met Essential Question Activities/Resources Common Assessments

Week 1Thursday

8/6Friday

8/7Week 2 – August 10-14, 2009

Unit 1

No standards for unit 1 – This unit introduces connecting themes

What changes have occurred in your life since moving from elementary school to middle school?

What are some examples that demonstrate how location affects your society’s economy, culture, and development?

Topics – Location, Production, Distribution, and ConsumptionHw – Make a chart of your lunch or dinner and the country that each item comes from

Connecting Themes Interactive Museum Walk at end of unit 1

Unit 1


How has school changed and stayed the same since kindergarten?

What are some positive and negative consequences of human environment interaction?

Topics – Time, Change, Continuity, Human Environmental InteractionHw – Write a paragraph identifying different negative ways that humans interact with the environment and possible solutions to this problem


Unit 1


When you have conflicts with your friends does it change your friendship? Is so, how?How have your ideas, opinions, likes and dislikes changed since moving from elementary school to middle school?

Topics – Movement, Migration, Conflict, ChangeHw – Write a paragraph explaining how conflict among family members might result in change for that family


Week 3 – August 17- 21, 2009Unit 1 No standards for unit 1 – This

unit introduces connecting themes

How do you describe your family’s culture?How do government actions affect your culture?How have your responsibilities changed as your family has changed or as you have gotten older?

Topics – Culture and GovernanceHw- Students use culture concept map to write a page describing his/her culture or create an 8.5 x 11 collage to complete the same assignment


How has society and government adapted to each other’s growing complexities?

Unit 1No standards for unit 1 – This unit introduces connecting themes

Complete Unit 1 Interactive Museum Walk culminating activity, show clips from The World and Its People DVD Video Program to introduce unit 2, no homework


Week 4 – August 24-28, 2009

Unit 2

SS7G5 – The student will locate selected features in Southwestern Asia (Middle East)

Where are Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey?Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip?

Themes – Location/CultureBegin Unit 2 introducing themes, concepts, and standards, Middle East in Transition – Introductory Section on Video – SCIS map activity and map quizwww.yourchildlearns.com – map puzzlesHomework – Country flyer – pp. 462-463Literature Connection – Read novel “Breadwinner” during units 2-4 or other books about the Middle East

Middle East Map Quiz

Unit 2

SS7G5 – The student will locate selected features in Southwestern Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).

Where are Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey?Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip?What are the similarities and differences between Judaism, Islam, and Christianity?

Themes – Location/CultureReview locations of Middle East using SCIS materials, Introduction of Judaism, Christianity, and Islam worksheet and discussion – Religions of the Middle East Power PointHw – define: monotheism, covenant, prophet, messiah, disciple, 5 pillars of faith, hajj

Judaism, Christianity, and Islam Trifold

Unit 2

SS7G5 – The student will locate selected features in Southwestern Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).

Where are Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey?Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip?What are the similarities and differences between Judaism, Islam, and Christianity?

Themes – Location/CultureLocations reviewContinue Jerusalem religious activities, read 16.2 pp. 472-477 and complete guided reading 16.2Hw – section 2 assessment, p. 477, 2-7

Religions of the Middle East Quiz

Week 5 – August 31-Sept. 4, 2009Unit 2 SS7G5 – The student will locate

selected features in Southwestern Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).

Where are Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey?Where are the Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip?

Map Skills – Use SCIS materialsEthnic groups vs. religious groups – CRCT book – pp. 134-136Homework – map grid worksheet and study for map quiz (warm ups 1-10 due next class)

Islam, Judaism, and Christianity Compare/Contrast Graphic Organizer and Paragraph

http://www.yourchildlearns.com/

What are the similarities and differences between Judaism, Islam, and Christianity?What is the difference between a religious group and an ethnic group?

Unit 2

SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).

What are the similarities and differences between Judaism, Islam, and Christianity?What is the difference between a religious group and an ethnic group?What is the reason for the division between Sunni and Shia Muslims?

Middle East Map QuizExplain the reason for the division between Sunni and Shia Muslims using SCIS and CRCT workbookHomework – 1. The reason for division between Sunni and Shia Muslims

is based on the issue of:a. the issue of women’s rights within the religionb. who should control the natural resources of the regionc. who should succeed Muhammad as leader or caliph after

his deathd. where the geographic center of the Islamic world should be

located2. Shia and Sunni are both followers of Islam. The division

lies in who is qualified to be the Caliph or leader of the religion. The Sunni believe the Caliph or leader should

a. be born of the line of a caliphateb. be from Muhammad’s home townc. have a divine calling for religious ministryd. be of Muhammad’s bloodline

Middle East Map Quiz

Week 6 – Sept. 8-11, 2009

Unit 2

SS7CG4 – The student will compare and contrast various forms of governmentSS7CG5 – The student will explain the structures of the national governments of Southwest Asia (Middle East)SS7G7 – The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East)

What distinguishes the forms of leadership, public voting procedures and personal freedoms in the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran?How do the deserts and rivers of Southwest Asia (Middle East) affect the population in terms of where people live, the type of work they do, and how they travel?

Finish Sunni/Shia activity from SCIS materialsBegin discussing governments by completing government introduction activity.www.brainpop.com - democracyIntroduce and begin government projectHomework – Use a physical map of the Middle East and mark the map with the following information: 3 places that you would like to live, 3 places that you would not like to live and why. Include a key to explain your symbols. Pay special attention to mountains and rivers.

Middle East Leadership Swap Government Project

Unit 2 SS7CG4 – The student will compare and contrast various forms of governmentSS7CG5 – The student will explain the structures of the national governments of Southwest Asia

What distinguishes the forms of leadership, public voting procedures and personal freedoms in the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of

Discuss homework assignment using SS7G7b as a guide – describe how the deserts and rivers of the Middle East have affected the population in terms of where people live and the type of work they do and how they travelReview types of governments by using Lesson 24 – pp. 140-141 and complete a chart like on p. 142 using the countries of Israel, Iran, and


http://www.brainpop.com/

(Middle East)SS7G7 – The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East)

Saudi Arabia, and the theocracy of the Islamic Republic of Iran?How do the deserts and rivers of Southwest Asia (Middle East) affect the population in terms of where people live, the type of work they do, and how they travel?How does literacy rate affect the standard of living?

Saudi Arabia (CRCT book)Finish and present projects Retest map quiz 2 if neededHomework – Introduce literacy rate and have students chart the literacy rates of Afghanistan, Iran, Iraq, Saudi Arabia, Turkey, Israel. Make a bar graph of your results.

Week 7 – Sept. 14-18, 2009SS7CG4 – The student will compare and contrast various forms of governmentSS7CG5 – The student will explain the structures of the national governments of Southwest Asia (Middle East)SS7G7 – The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East)

What distinguishes the forms of leadership, public voting procedures and personal freedoms in the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran?How do the deserts and rivers of Southwest Asia (Middle East) affect the population in terms of where people live, the type of work they do, and how they travel?How does literacy rate affect the standard of living?

Discuss homework – discuss literacy rate and its impact on a country – compare hw results – have students that did not complete homework assignment complete the literacy rate chart and graphDiscuss and compare governments of Israel, Saudi Arabia, and Iran (using text and CRCT Coach), then discuss role of the citizenDiscuss government swap and students write paper to complete last week’s project:Paragraph 1 – current government of assigned countryParagraph 2 – new government of countryParagraph 3 – Conclusion – impact of new government on countryHomework – Thinking Skills Activity – Drawing Conclusions – worksheet 37 and 38


Unit 2 SS7G5 – The student will locate selected features in Southwestern Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).SS7CG4 – The student will compare and contrast various forms of governmentSS7CG5 – The student will explain the structures of the national governments of Southwest Asia (Middle East)SS7G7 – The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia

All Unit 2 questions Discuss Thinking Skills Activity worksheet from homeworkComplete Study Guide for Unit 2 TestHomework – Study for test

Unit 2 Test and activities listed for unit 2

(Middle East)

Unit 2

SS7G5 – The student will locate selected features in Southwestern Asia (Middle East)SS7G8 – The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).SS7CG4 – The student will compare and contrast various forms of governmentSS7CG5 – The student will explain the structures of the national governments of Southwest Asia (Middle East)SS7G7 – The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East)

All Unit 2 questions Unit 2 test and teacher-created puzzle Unit 2 Test and activities listed for unit 2

Week 8 – Sept. 21-25, 2009

Unit 3

SS7G7 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7E5 – The student will analyze different economic systems

How do the deserts and rivers of Southwest Asia (Middle East) affect the population in terms of where people live, the type of work they do, and how they travel?How do the traditional, command, and market economies of Southwest Asia countries answer the economic questions of 1. what to produce 2. how to produce and 3. for whom to produce?

Review unit 2 test Read 3.3 in text and complete worksheet – make sure to discuss that a mixed economy is not a system but is a blending of existing systemsReview GDP and assign Economics and Geography Activity worksheets 1-2 for homeworkLiterature Connection – Read novel “Breadwinner” during units 2-4 or other books about the Middle East

Israel, Saudi Arabia, Turkey Poster Projects and Unit 3 test

Unit 3 SS7G7 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)

How do the traditional, command, and market economies of Southwest Asia countries answer the economic questions of 1. what to produce 2. how to

Discuss Economics and Geography Activity from homework – review country information, discuss: economy of country, what to produce, how to produce, and for whom to produce as they apply to: Israel, Saudi Arabia, and Turkey. Complete chart to begin poster about Israel, Saudi Arabia, or Turkey using cia.gov and chapter 18

Israel, Saudi Arabia, Turkey Poster Projects and Unit 3 test

SS7E5 – The student will analyze different economic systemsSS7E6 – The student will explain how voluntary trade benefits buyers and sellers in SW Asia (Middle East)

produce and 3. for whom to produce?What is the role of entrepreneurship in SW Asia?

Homework – continue research and poster project about Israel, Saudi Arabia, or Turkey

Week 9 – Sept. 28-Oct. 2, 2009

Unit 3

SS7G7 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7E6 – The student will explain how voluntary trade benefits buyers and sellers in SW Asia (Middle East)SS7G6 – The student will discuss environmental issues across SW Asia (Middle East)

How does specialization encourage trade between countries in SW Asia?How are tariffs, quotas, and embargos barriers to trade in SW Asia?

Read pp. 502-506 and answer guided reading questions 18.1CRCT book – Voluntary Trade – Read pp. 148-150 and answer questions 1,2,4HW – section 1 assessment – p. 506, 2-6,8

Israel, Saudi Arabia, Turkey Poster Projects and unit 3 test

Unit 3


How does the unequal distribution of water impact irrigation and drinking water in SW Asia?How does the distribution of oil affect the development of SW Asia (Middle East)?

Read pp. 513-516 and answer guided reading questions 18.3Begin SCIS Flow of Oil worksheetsHW – section 3 assessment, p. 516, 1-6, 8 – warm ups 11-20 due next class

Israel, Saudi Arabia, Turkey Poster Projects and unit 3 test

Unit 3 SS7G7 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7E6 – The student will explain how voluntary trade benefits buyers and sellers in SW Asia (Middle East)SS7G6 – The student will discuss environmental issues

How does the unequal distribution of water impact irrigation and drinking water in SW Asia?How does the distribution of oil affect the development of SW Asia (Middle East)?

Complete Standardized Test practice on p. 531Continue government project chart and complete chapter 18.1 and 18.3 quiz

Chapter 18.1 and 18.3 quiz and Israel, Saudi Arabia, Turkey Poster Projects and unit 3 test

across SW Asia (Middle East)

Week 10 – Oct. 5-8, 2009

Unit 3


What is the primary function of the Organization of Petroleum Exporting Countries (OPEC)?How does the unequal distribution of water impact irrigation and drinking water in SW Asia?How does the distribution of oil affect the development of SW Asia (Middle East)?

Finish SCIS materials about Flow of OilSCIS Lesson 4: Activity 3 – Why has water become a political issue in the Middle East?

Homework – Make a chart of 3 reasons why fresh water is important to SW Asia and write a paragraph answering the following question, “Which do you think is more important to SW Asia – oil or water?” why?

Why has water become a political issue in the Middle East activity and unit 3 test

Unit 3

SS7G7 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)SS7E6 – The student will explain how voluntary trade benefits buyers and sellers in SW Asia (Middle East)SS7G6 – The student will discuss environmental issues across SW Asia (Middle East)SS7E5 – The student will analyze different economic systemsSS7E7 – The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran

Refer to questions from 9/23 – 10/8

Complete Study guide

Homework – study for testPresent Turkey Poster ProjectsNext day – Unit 3 test and puzzle- teacher created

Unit 3 test and water become a political issue in the Middle East

Week 11 – Oct. 13-16, 2009Unit 3 SS7G7 – The student will

explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East)

Unit 3 test and water become a political issue in the Middle East

SS7E6 – The student will explain how voluntary trade benefits buyers and sellers in SW Asia (Middle East)SS7G6 – The student will discuss environmental issues across SW Asia (Middle East)SS7E5 – The student will analyze different economic systemsSS7E7 – The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran

Unit 4

SS7H2 – The student will analyze continuity and change in SW Asia leading to the 21st centurySS7G8 – The student will describe the diverse cultures of the people who live in SW Asia

How did European partitioning in SW Asia after the breakup of the Ottoman Empire lead to regional conflict?What is the reason for the division between Sunni and Shia Muslims?

Literature Connection – Read novel “Breadwinner” during units 2-4 or other books about the Middle East

Conflict and Change in the Middle East PowerPoint or flipbook

Week 12 – Oct. 19-23, 2009

Unit 4



- Read Journey Across Time, pp. 379-386 and complete Vocabulary Activity worksheet 11.2. Read pp. 107-109 in CRCT Coach Book and answer Lesson Practice p. 107- HW – Write a paragraph and support your answer – Do you think a government that allows people to practice any religion they choose will be stronger than one that does not? (Explain your answer)

Unit 4



- Read pp. 508-512 and complete Guided Reading Activity 2 worksheet.- Complete Section 2 Quiz – Israel and the Palestinian Territories. If needed, Read CRCT Coach pp. 108-109 and answer questions on p. 111HW – page 512, 2-6 & 8


Week 13 – Oct. 26-30, 2009Unit 4 SS7H2 – The student will

analyze continuity and change in SW Asia leading to the 21st century

- How did European partitioning in Southwest Asia (Middle East) after the breakup of the

- Review Homework- Guided Activity – complete Lesson 17 and 18 of CRCT Coach Books – pp. 108-115 and discuss conflict and change in the Middle East


SS7G8 – The student will describe the diverse cultures of the people who live in SW Asia

Ottoman Empire lead to regional conflict?

- How does anti-Semitism, the Holocaust, and Zionism relate to the establishment of the modern state of Israel?

- Introduce Flip/Flap book or PowerPoint – Conflict and Change in the Middle East (see directions for details)Hw – chart 3 similarities and differences between Judaism, Islam, and Christianity. Write a paragraph – How is the origin of Judaism, Islam, and Christianity a source of conflict in the Middle East?

Unit 4


- How did European partitioning in Southwest Asia (Middle East) after the breakup of the Ottoman Empire lead to regional conflict?


- Finish Conflict and Change PowerPoint or Flipbook to turn in for a grade- Introduce the Arab-Israeli conflict by viewing SCIS – The Middle East in Transition DVD – part IV – The Arab-Israeli Conflict, SCIS materials from Middle East, pp. 163-168- HW – Make a list of at least 3 problems facing the Middle East today. Write a paragraph explaining the problems and what might be done to ease tensions there in the future.


Unit 4


- How did European partitioning in Southwest Asia (Middle East) after the breakup of the Ottoman Empire lead to regional conflict?


- Review Homework- finish Arab-Israeli Conflict – SCIS Lesson 3, pp. 163-168 and CRCT Coach Lesson 19, pp. 116-119- HW– Interpreting a Map, p. 787, p. 788, and Interpreting Charts, p. 789 in Green Books


Week 14 – Nov. 2-6, 2009

Unit 4


- Explain US presence and interest in SW Asia – include Persian Gulf Conflict and invasion of Afghanistan and Iraq


- Continue working on “Conflict and Change in the Middle East” project – projects are due next class- Israeli and Arab conflict – CRCT lesson 19 and SCIS lesson 3 – pp. 163-168 (if not completed last week)- begin US interests in the Middle East – Activity 1 – SCIS – pp. 27-44 (SCIS background reading, Lesson 1, Lesson 1 SCIS video tape, worksheet 1.1)- HW – name and explain in a paragraph 3 reasons why the US is interested in what is happening in the Middle East


Unit 4 SS7H2 – The student will analyze continuity and change in

- Explain US presence and interest in SW Asia – include Persian Gulf

- students present and/or turn in Power Points or flipbooks about Conflict and Change in the Middle East

Conflict and Change in the Middle East PowerPoint or

SW Asia leading to the 21st centurySS7G8 – The student will describe the diverse cultures of the people who live in SW Asia

Conflict and invasion of Afghanistan and Iraq


- finish US interests in the Middle East – Activity 1 – SCIS – pp. 27-44, SCIS Background Reading, Lesson 1, Lesson 1 SCIS video tape, worksheet 1.1)- complete study guide for Middle East Final Exam- HW- study for Middle Eastern final exam -

flipbook

Week 15 – Nov. 9-13, 2009

Units 2-4

All Middle East standards from August until 11/7/08.

All Essential questions from the Middle Eastern region – August until 11/7/08

- Remembering Middle Eastern Countries – SCIS – pp. 10-12 (this should be a review from the beginning of the year) – you will need to make a copy of p. 10 for each student- complete study guide for Middle East Final (Map included)- Wrap up any project materials left undone from unit 4 or work on Time Perspectives – The World and Its People, chapter 18, pp. 521-526- HW – study for final exam


Units 2-4

All Middle East standards from August until 11/7/08.

All Essential questions from the Middle Eastern region – August until 11/7/08

- Review SCIS pp. 10-12 one more time (this time just use the document camera)- Middle East Final Exam- Middle East Final Exam Puzzle- teacher created- no homework


Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G11 - The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

Where are the Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula?

Where are the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam?

- Use SCIS East Asia Materials for Perceptions Lesson- If time, begin location part of unitHw – write a paragraph about how your perceptions changed of East and South Asia during the introduction to this unit Literature Connection – Read novel “Chinese Cinderella” or “Ties that Bind, Ties that Break” during units 5-7 or other books about the Asia

Unit 5 ExamReligions, Govt. & Leadership Graphic Organizer plus Board Game, Mobile, or Children’s Book

Week 16 – Nov. 16-20, 2009Unit 5 SS7G9 - The student will

locate selected features in Southern and Eastern AsiaSS7G11 - The student will explain the impact of location, climate, physical characteristics, distribution of

Where are the Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean,

- Discuss Homework- Students locate and label physical features and countries of East and South Asia (listed in elements)www.yourchildlearns.com – map puzzles- Political Map Search clues – see handout – can do individually or as a class- Remembering East Asian Countries Script – with India


http://www.yourchildlearns.com/

natural resources, and population distribution on Southern and Eastern Asia.

Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula?


added - Homework – write clues to help 5th graders locate: China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam and study for physical/political map quiz

Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G11 - The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

Where are the Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula?


- discuss homework and use to locate China, India, Indonesia, Japan, North Korea, and South Korea – then instruct students to create a special purpose map of the literacy rates – ie – color the countries that have a literacy rate of 90-95 red, color 96-100 blue, etc.- (Review what literacy rates mean if necessary).- Homework – students create a bar graph of the literacy rates of East and South Asia and answer the following questions: Which country has the lowest literacy rate? Which countries have the highest literacy rates? What does a high literacy rate usually mean about the economy of a country?


Week 17 – Nov. 30-Dec. 4, 2009

Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia

What are the similarities and differences of Buddhism, Hinduism, Islam, Shinto, and the philosophy of Confucianism?

- Discuss map retests and have students complete another physical map- Review religions of Islam and Christianity to begin religions/philosophies comparison chart – add information from videos, Journey Across Time, World and It’s People, and Untied streaming videos to complete Islam and Christianity information. Continue with other religions if time.- Homework – study for map retest


Unit 5 SS7G12 – The student will analyze the diverse cultures

What are the similarities and differences of Buddhism,

- Discuss homework- map retest

Unit 5 ExamReligions, Govt. & Leadership

of the people who live in Southern and Eastern Asia

Hinduism, Islam, Shinto, and the philosophy of Confucianism?

- Read Journey Across Time pp. 202-206 and complete workbook activity 11. Finish rest of information on the Religion Comparison Chart. Refer to appendix A for more information about the Religions of East Asia if needed.- Teacher Notes Sample Question: The majority of people who live in India are Hindu. The majority of the people who live in neighboring Pakistan are Muslim. Compare these two religions to determine which statement is true.a. Hindus and Muslims share a belief in the cycle of reincarnationb. Hindus and Muslims share Jerusalem as a holy book.c. Muslims are monotheistic and have a holy book.d. Hindus worship the God of Abraham- Homework – students create a tree map of the major Asian religions/philosophies

Graphic Organizer plus Board Game, Mobile, or Children’s Book

Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia


- CRCT Lesson 36 – South and East Asian Features- no homework (unless some students require extra time to complete essay)


Week 18 – Dec. 7-11, 2009

Unit 5

SS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia


- Use East Asian Government DVD (govt. lesson) and Match East and South Asian Government Terms- use cia.gov and CRCT Lesson 39, pp. 212-214 to complete chart on p. 214 of CRCT book-HW– read pp. 92-96 (in World and Its People) and answer worksheet questions


Unit 5 SS7CG6 – The student will compare and contrast various forms of government

- review homework- class discussion (board or document camera)1. What effect does a country’s literacy rate have on the people? An increase in literacy rate leads toa. a lower urban populationb. a higher infant mortality ratec. an increase in standard of living *d. an increase in the agricultural democratic government2. Which is essential to a successful democratic government?a. participating citizens*b. three branches of governmentc. unitary distribution of power d. selection of prime minister by heredity3. This country has a national government as well as 28 state governments. The leader of each legislature’s majority is appointed governor by the president. Citizens of each state elect the state legislature. Based on this information, which statement identifies India’s government?a. federal republic*b. communist statec. constitutional monarchyd. autocratic confederation- Place Location Activity – Regional Atlas Activity C worksheet


- Exports and Imports Economics and Geography Activity worksheet – pp. 9-10Hw – section 3 assessment, p. 96, 2-6

Week 19 – Dec. 14-18, 2009

Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia SS7G11 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern AsiaSS7CG6 – The student will compare and contrast various forms of governmentSS7CG7 – The student will demonstrate an understanding of national governments in Southern and Eastern Asia

All essential questions for unit 5

- students complete study guide for unit 5 test – this will include a map component- add anything else to “catch up” completing unit 5- Homework – study for test


Unit 5

SS7G9 - The student will locate selected features in Southern and Eastern AsiaSS7G12 – The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia SS7G11 – The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern AsiaSS7CG6 – The student will compare and contrast various forms of governmentSS7CG7 – The student will demonstrate an understanding of national governments in Southern and Eastern Asia

All essential questions for unit 5

- unit 5 test- unit 5 puzzle- teacher created

Unit 5 Exam Religions, Govt. & Leadership Graphic Organizer plus Board Game, Mobile, or Children’s Book

Week 20 – Jan. 5-8, 2010

Unit 6

SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.

SS7E8 The student will analyze different economic systems. SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.

What are the causes and effects of air pollution and flooding in India and China?

How has pollution affected the Yangtze and Ganges Rivers?

How do natural resources affect a countries economy?

What is the role of entrepreneurship in Southern and Eastern Asia?

Introduce Unit 6 standards, essential questions, and concepts Read 22.1 in book, pp. 638-642 and answer Guided Reading 1 – India – Past and Present5. If time – CRCT Lesson 366. Homework – Section 1 Assessment, p. 642, 2-6 & 8Literature Connection – Read novel “Chinese Cinderella” or “Ties that Bind, Ties that Break” during units 5-7 or other books about the Asia

Economies of South and East Asia Paper & Unit 6 Test

Unit 6

SS7G10 The student will discuss environmental issues across Southern and Eastern Asia. SS7E8 The student will analyze different economic systems. SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.

How are tariffs, quotas, and embargos barriers to trade in Southern and Eastern Asia?

Why does international trade require a system for exchanging currencies between nations?

What is the relationship between investment in human capital (education and training) and gross domestic product (GDP)?

What is the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP)?

How do natural resources affect a countries economy?

1. Review Homework2. Introduce History Day using PowerPoint and continue to

work on History Day projects when time permits3. Read 23.1 in book, pp. 660-664 and answer China Guided

Reading Worksheet4. If time – CRCT Lesson 37 – Environment5. Homework – Map and Graph Skills Activity – Comparing

Two or More Graphs Worksheet 69

Week 21 – Jan. 11-15, 2010Unit 6 SS7G10 The student will discuss

environmental issues across 1. India’s workers is called outsourcing.

Which major industry does outsourcing Economies of South and East Asia Paper & Unit 6 Test

Southern and Eastern Asia. SS7E8 The student will analyze different economic systems. SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.

How do the traditional, command, and market economies of Southwest Asia countries answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce?

Where are the economic systems of Southern and Eastern Asia located on a continuum between pure market and pure command?

What are the similarities and differences between the economic systems in China, India, Japan, and North Korea.?

represent?a. services *b. agriculturalc. mining d. textile2. In Japan, the least amount of people

work in which sector?a. serviceb. manufacturingc. traded. agriculture

2. Review Homework and History Day information 1. Read 24.1 in text on pp. 690-696 and complete Guided

Reading Worksheet2. Map and Graph Skills Activity – p. 993. Hw – Section 1 Assessment, p. 696, 2-6 & 8

Unit 6


How do the traditional, command, and market economies of Southwest Asia countries answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce?

Where are the economic systems of Southern and Eastern Asia located on a continuum between pure market and pure command?

What are the similarities and differences between the economic systems in China, India, Japan, and North Korea.?

1. Review Homework – History Day Project Questions2. Read 24.2 pp. 698-701 and complete guided reading worksheet3. Homework – p. 701, 2-6 & 8


Week 22 – 1/19-1/22/10Unit 6 SS7G10 The student will discuss

environmental issues across Southern and Eastern Asia. SS7E8 The student will analyze different economic systems. SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. SS7E10 The student will describe factors that influence economic growth and examine their

How do the traditional, command, and market economies of Southwest Asia countries answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce? Where are the economic systems of Southern and Eastern Asia located on a continuum between pure market and pure command? What are the similarities and

1. Review Homework and discuss History Day Project Questions2. Traditional, command, or market activity and paperwww.brainpop.com - Communism3. Review for unit 6 test4. Homework – study for unit 6 test and continue working on History Day projects



presence or absence in India, China, and Japan.

differences between the economic systems in China, India, Japan, and North Korea.?

Unit 6


All essential questions from unit 6

1. History Day plans are due today – conference with students2. Unit 6 test3. Unit 6 puzzle-teacher created4. Homework – continue working on History Day Projects


Week 23 – Jan. 25-29, 2010

Unit 7

SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.

How did nationalism lead to independence in India and Vietnam?What was the impact of Mohandas Ganhi’s belief in non-violent protest?

Literature Connection – Read novel “Chinese Cinderella” or “Ties that Bind, Ties that Break” during units 5-7 or other books about the AsiaUnited Streaming Gandhi video.“How did nationalism lead to independence in India activity from GeorgiaStandards.orgCRCT Coach – Lesson 33 – pp. 184-187

Nationalism Leading to Independence in India and VietnamActivity – Gandhi’s contributions to independence in India stepbookUnit 7 test

Unit 7


What was the role of the U.S. in the rebuilding of Japan after WWII?How did communism influence China in terms of Mao Zedong, The Great Leap Forward, the Cultural Revolution, and Tiananmen Square?

From Dust to Dominance – Japan’s timeline from Framework Unit 7Read pp. 666-670 in World and Its People and complete 23.2 Guided Reading WorksheetComplete 23.2 Section Quiz – Dynasties and CommunismCommunism Stepbook or PowerPoint – Influence of Communism on China (Mao Zedong, Great Leap Forward, Cultural Revolution, Tiananmen Square


Unit 7


What were the reasons for foreign involvement in Korea and Vietnam in terms of containment of communism?

CRCT Coach Lessons 31-33 “Democracy vs. Communism, The Korean War” United Streaming Video clip


Week 24 – Feb. 1-5, 2010

Unit 7


How did nationalism lead to independence in India and Vietnam?What was the impact of Mohandas Ganhi’s belief in non-violent protest?What was the role of the U.S. in the rebuilding of Japan after WWII?

CRCT Coach book lessons 34-35Critical Thinking Skills – p. 702www.brainpop.com - GandhiHistory Day plans are due today – conference with students2. Unit 7 test3. Unit 7 puzzle-teacher created4. Homework – continue working on History Day Projects


Week 25 – Feb, 8-11, 2010

Unit 8

SS7G1 The student will locate selected features of Africa. SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.

Where are the Sahara, Sahel, Savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert?Where are South Africa, Democratic Republic of the Congo, Sudan, Egypt, Ethiopia, Libya, Kenya?

Read “Year of No Rain” or another novel about Africa during units 8-10Begin Unit 8 by discussing concepts, enduring understandings, and standards for unit 8, use introductory SCIS video for Africa, map activities and quiz for physical characteristics and countries of Africawww.yourchildrlearns.com – map puzzles

Unit 8 test and this is traditionally when History Day Projects are due(Students will create a journal documenting their “travels” throughout Africa)

Unit 8

SS7G1 The student will locate selected features of Africa. SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.

Where are the Sahara, Sahel, Savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert?Where are South Africa, Democratic Republic of the Congo, Sudan, Egypt, Ethiopia, Libya, Kenya?

United Streaming – “Geography of Africa” or other videos depicting Geography of AfricaRead pp. 556-561 and complete 19.2 Guided Reading Activity (Sahel)Environmental Case Study – Desertification in the Sahel – worksheets 13-15CRCT Coach – Lesson 9


Week 26 – Feb, 16-19, 2010Unit 8 SS7G1 The student will locate

selected features of Africa. SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.SS7G4 The student will describe the diverse cultures of the people who live in Africa.

How have the Sahara and the tropical rain forest affected trade development within Africa?How has the location of the countries of Africa affected their economic development?What are the differences between an ethnic group and

Read pp. 570-575 and complete 20.1 Guided Reading ActivityCentral and East Africa – Reading a Line Graph – Population Growth in East Africa – worksheet pp. 71-72Develop chart activities using cia.gov – GDP and Literacy RatesCRCT Coach – Lesson 9 – African Features – pp. 64-69


http://www.yourchildrlearns.com/


a religious group?How does literacy rate affect the standard of living in Africa?

Unit 8

SS7CG1 The student will compare and contrast various forms of government. SS7CG2 The student will explain the structures of the modern governments of Africa. SS7CG3 The student will analyze how politics in Africa impacts standard of living.

What are the components of parliamentary and presidential governments?How do the unitary, oligarchic, and democratic governments determine citizen participation?How do the unitary, confederation, and federal government systems distribute power?

Aids in Africa – use United Streaming Videos, SCIS materials, and articles like “Hope Amidst the Horror”CRCT Lesson 7 – African Health Issues – pp. 56-59Kenya, South Africa and Sudan poster project, newspaper or webpage – include governments, role of citizen, religions, geographic features, etc.


Week 27 – Feb, 22-26, 2010

Unit 8

SS7CG1 The student will compare and contrast various forms of government. SS7CG2 The student will explain the structures of the modern governments of Africa. SS7CG3 The student will analyze how politics in Africa impacts standard of living.

What are the components of parliamentary and presidential governments?How do the unitary, oligarchic, and democratic governments determine citizen participation?How do the unitary, confederation, and federal government systems distribute power?

Unit 8 test and teacher-created puzzlesSCIS Africa – Politics and Government – Lesson 2 Activities


Week 28 – March 1-5, 2010

Unit 9

SS7G2 The student will discuss environmental issues across the continent of Africa

What is the impact of water pollution and unequal distribution of water on irrigation, trade, industry, and drinking water?How do poor soil and deforestation distress Sub-Saharan Africa?What is the impact of desertification on the environment of Africa from the Sahel to the rainforest?

Read “Year of No Rain” or another novel about Africa during units 8-10Economics and Geography Activity – Scarcity worksheet pp. 9-10Africa Environment and Economy – students create a tree map – Desertification, Deforestation and poor soil, Where I would Live in Africa, GDP and Human Capital, then turn the tree map into a one page essay

Environment, Economy, and Social Issues in Africa Essay or Letter to President Obama, Unit 9 test

Unit 9 SS7G2 The student will discuss environmental issues across the continent of Africa

What is the impact of water pollution and unequal distribution of water on irrigation, trade, industry, and

Students create frayer models comparing traditional, command, and market economiesCreate currency exchange opportunities using foreign money


drinking water?How do poor soil and deforestation distress Sub-Saharan Africa?What is the impact of desertification on the environment of Africa from the Sahel to the rainforest?

Create currency exchange opportunities using “foreign money” and trade barriers– tariffs, quotas, embargoes - Entrepreneur Teacher-Designed Project

Unit 9

SS7E1 The student will analyze different economic systemsSS7E2 The student will explain how voluntary trade benefits buyers and sellers in Africa

What are the similarities and differences of the economic systems in South Africa and Nigeria?What is the relationship between investment and human capital (education and training) and gross domestic product?(GDP)

SCIS Africa – Economics Lesson 3 – Environment, Economy and Social Issues in AfricaCRCT Coach – Lesson 13 – Economics and Growth – pp. 82-85 Essay – Letter to President Obama – “Since you are a president of change, how about changing ….. in Africa”


Week 29 – March 8-12, 2010

Unit 9

SS7E1 The student will analyze different economic systemsSS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa

What are the similarities and differences of the economic systems in South Africa and Nigeria?What is the relationship between investment and human capital (education and training) and gross domestic product?(GDP)

Cia.gov – chart similarities and differences economic systems in South Africa and NigeriaUnit 9 teacher-created test and puzzle


Week 30 – March 15-19, 2010

Unit 10

SS7H1 The student will analyze continuity and change in Africa leading to the 21st century

How did European partitioning of Africa contribute to conflict, civil war, and to artificial political boundaries?How did nationalism lead to independence in South Africa, Kenya, and Nigeria?What was the impact of the Pan-African movement on the continent of Africa?

Read “Year of No Rain” or another novel about Africa during units 8-10African Independence Timeline Activity 21 – Journey Across Time

Unit 10 testActivity – African independence timeline

Unit 10 SS7H1 The student will analyze continuity and change in Africa leading to the 21st century

How did European partitioning of Africa contribute to conflict, civil war, and to artificial political boundaries?

Journey Across Time – Guided Reading 22.2(Unit 6)CRCT Coach – Lesson 3 – Colonization of Africa, pp. 40-43, Lesson 4 – African Nationalist Movements – pp.


How did nationalism lead to independence in South Africa, Kenya, and Nigeria?What was the impact of the Pan-African movement on the continent of Africa?

44-47

Unit 10


How did European partitioning of Africa contribute to conflict, civil war, and to artificial political boundaries?How did nationalism lead to independence in South Africa, Kenya, and Nigeria?What was the impact of the Pan-African movement on the continent of Africa?

CRCT Coach – Lesson 6 – South Africa and Apartheid – Lesson 6, pp. 52-55


Week 31 – March 22-26, 2010

Unit 10


How was apartheid created and dissolved in South Africa?What role did Nelson Mandela and F.W. deKlerk play in the end of apartheid?

www.brainpop.com - ApartheidApartheid Door Fold Book

1. What year did South Africa become independent?

2. What “c” word means that your country is ruled by force?

3. What did black South African’s want?4. What did white South African’s want?5. Who was president of South Africa from 1989

to 1994?6. Who became the first black president of South

Africa?


Unit 10


How was apartheid created and dissolved in South Africa?What role did Nelson Mandela and F.W. deKlerk play in the end of apartheid?

Primary Source Reading – Mandela’s Inauguration– Journey Across Times worksheet pp. 119-120Unit 10 teacher-made test and puzzle


Week 32 – April 5-9, 2010CRCT ReviewCRCT ReviewCRCT Review


Week 33 – April 12-16CRCT ReviewCRCT Review

Week 34 – April 19-23

CRCT

Week 35 – April 26-30

CRCT

Week 36 – May 3-7InterventionInterventionInterventionInterventionIntervention



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