Social Studies: Grade 7 Pacing Resource Document Unit 7: Exploration and Colonization of the Eastern Hemsiphere

Essential Question: How did colonization reshape the lives of people of the eastern hemisphere? Standards: 6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. 6.1.22 Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas 7.1.3 Assess the development of sub-Saharan civilizations in Africa and the importance of political and trading centers. 7.1.6 Describe the institution of slavery in its various forms in Africa, Asia and the Southwest Pacific and analyze the impact slavery had on different civilizations. 7.1.10 Analyze worldwide voyages of exploration and discovery by considering multiple perspectives of various people in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears. 7.1.11 Explain the reasons for European colonization of Africa, Asia, and the Southwest Pacific and analyze the long and short term impact that colonization and imperialism had on the social, political, and economic development of these societies from both European and indigenous perspectives. 7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history. 7.2.1 Compare, contrast, and evaluate the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific. Example: Australia, India and South Africa 7.3.6 Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific; describe how natural resource distribution can impact the wealth of a country.

Suggested Target Questions: What is the meaning of colonization? 7.1.11 How did factors, such as a wealth, religion and resources, pushed rulers and voyagers to seek new lands in the eastern hemisphere? 7.1.10, 7.3.6 How did indigenous (native) people view explorers? 6.1.22, 7.1.10 What impact of exploration on the lives of indigenous people that lived in these lands? 6.1.18, 7.1.16 Who were some of the key European voyagers that explored new lands? 7.1.10, 7.1.11 What ideas from the West and the East were exchanged in the Age of Exploration? 7.1.16, 6.1.22 What were the colonies in the eastern hemisphere that were a direct result of European exploration? What were the nations that controlled them? 7.1.11, 7.2.1 What are examples of some independent nations that developed from these early colonies in the eastern hemisphere? 7.2.1, 7.1.11 How did slavery become a widespread form a trade during exploration and colonization? 7.1.6, 7.1.16 What countries and cultures participated in various stages of the slave trade routes? 7.1.3, 7.1.6

Tex-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World Studies: Africa, Asia and the Southwest Pacific (Prentice-Hall)

IDOE Resources for Course:

Web-based Practice: Discovery Education Tech Book – World Geography and Cultures -- (login required) http://app.discoveryeducation.com/ Mr. Donn’s World History

Social Studies: Grade 7 Pacing Resource Document IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see “Middle Grades”)

http://www.doe.in.gov/elearning/online-communities-practice

IDOE-ISTEP Testing Information

http://www.doe.in.gov/assessment/mclass-k-2

IDOE-ISTEP+ Grades 3-8

http://www.doe.in.gov/assessment/istep-grades-3-8

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/

http://regions.mrdonn.org/southeastasia.html http://india.mrdonn.org/ Go Social Studies Go www.gohistorygo.com/ Muslim Civilizations Accomplishments and Achievements (see Mughal India) http://www.face-music.ch/bi_bid/trad_costumes_en.html HyperHistory http://www.hyperhistory.com/online_n2/History_n2/a.html Map Puzzles http://www.yourchildlearns.com/geography.htm General Middle School Geography Resource http://chnm.gmu.edu/exploring/pre_18thcentury/creationstories/index.php Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website World History for Us All http://worldhistoryforusall.sdsu.edu/eras

Social Studies: Grade 7 Pacing Resource Document Unit 8: Growth of Modern Nations and Governments in the Eastern Hemisphere

Essential Question: How did colonization reshape the lives of people of the eastern hemisphere? Standards: 6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. 6.3.1 Demonstrate a broad understanding of the countries and capitals of Europe and the Americas. 6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth’s surfaces. 7.1.12 Analyze the Japanese imperial period (1868-1945), including Japan’s involvement in World War II. 7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history 7.1.13 Identify and explain the significance of historical events in the Middle East since the end of World War II. Example: The partition of the British Palestine Mandate (1947), the Suez Canal crisis (1956), the Arab-Israeli Six Day War (1967), the formation of Organization of Petroleum Exporting Countries (OPEC, 1960), the Iranian Hostage Crisis (1979), the Gulf Wars (1991, 2003), the War on Terrorism (2001- present) 7.2.1 Compare, contrast, and evaluate the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific. Example: Australia, India and South Africa 7.2.3 Describe how major forms of governments of Japan, North Korea, India, South Africa and China currently protect or violate the human rights of their citizens. 7.2.4 Compare and contrast the functions of international organizations in Africa, Asia and the Southwest Pacific. 7.2.5 Define, compare and contrast citizenship and the citizen’s role in the government of selected countries of Africa, Asia and the Southwest Pacific. 7.3.9 Provide examples of ethnocentrism and how this attitude affected the relationships between different peoples in Africa, Asia, and the Southwest Pacific. 7.3.3 Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time. 7.3.1 Formulate a broad understanding of the location of countries of Africa, Asia and the Southwest Pacific 7.3.2 Formulate a broad understanding of the location of capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with locational technology such as Global Positioning Systems and Geographic Information Systems.

Suggested Target Questions: How did the geographic borders of countries change gaining their independence throughout the in the 1900’s? 6.1.18, 7.3.3, 7.1.10 What are some of the outcomes of national movements in difference parts of the eastern hemisphere (e.g. South Africa, Japan, India, China, Australia and Israel)? 7.1.12, 7.1.16, 7.1.13, 7.2.1 What is ethnocentrism? 7.3.9 How did conflicts in the world (e.g. WWI and WWII) push some nations to greater independence? 7.1.10, 7.3.6 What are the rights of citizens in these new nations? 7.2.5, 7.2.3 How peaceful or violent have the history of the new nations been as they gained independence? 7.2.3, 7.3.9

Social Studies: Grade 7 Pacing Resource Document What kind of international organizations have been created in the 1900’s? 7.2.4 How have these international organizations helped nations remain peaceful or stable over time? 7.2.4

Tex-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World Studies: Africa, Asia and the Southwest Pacific (Prentice-Hall) Read and review Chapter 17, East Asia: Cultures and History, pp. 450-453 Early History of India, p. 451, complete “Map Master” questions Review key terms, p. 451 (“Flourish”, “Merge” and “Emerge”) Compare Buddhism and Hinduism using venn diagram, p. 452 Create a concept map of “empire” and outline detail of three Indian empires taken from p. 453 Read and review Chapter 18, Southeast Asia: Cultures and History, pp. 476-477 Look up supplementary material for Khmer Empire and compare it to empires found in other chapters, p. 476 T-chart details from p. 477 with impacts of Chinese and Indian culture on the cultures of Southeast Asia

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see “Middle Grades”)

http://www.doe.in.gov/elearning/online-communities-practice

IDOE-ISTEP Testing Information

http://www.doe.in.gov/assessment/mclass-k-2

IDOE-ISTEP+ Grades 3-8

http://www.doe.in.gov/assessment/istep-grades-3-8

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available)

Web-based Practice: Discovery Education Tech Book – World Geography and Cultures -- (login required) http://app.discoveryeducation.com/ Mr. Donn’s World History http://regions.mrdonn.org/southeastasia.html http://india.mrdonn.org/ Go Social Studies Go www.gohistorygo.com/ Muslim Civilizations Accomplishments and Achievements (see Mughal India) http://www.face-music.ch/bi_bid/trad_costumes_en.html HyperHistory http://www.hyperhistory.com/online_n2/History_n2/a.html Map Puzzles http://www.yourchildlearns.com/geography.htm General Middle School Geography Resource http://chnm.gmu.edu/exploring/pre_18thcentury/creationstories/index.php Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website World History for Us All http://worldhistoryforusall.sdsu.edu/eras

Social Studies: Grade 7 Pacing Resource Document https://beyondthebubble.stanford.edu/

Social Studies: Grade 7 Pacing Resource Document Unit 9: Economy and Trade in the Eastern Hemisphere

Essential Question: How has economic trade affected different regions of the eastern hemisphere? Standards: 6.4. 4 Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce. 7.3.3 Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time. 7.3.8 Identify current trends and patterns of rural and urban population distribution in selected countries of Africa, Asia and the Southwest Pacific and analyze the causes for these patterns 7.4.1 Explain how voluntary trade benefits countries and results in higher standards of living in Africa, Asia, and the Southwest Pacific. Example: Voluntary trade results in increased production, increased consumption of goods and services, and lower prices for consumers. 7.4.3 Trace the development and change over time of the economic systems (traditional*, command*, market* and mixed*) of various cultures, societies or nations in Africa, Asia and the Southwest Pacific. and analyze why these changes occurred over time 7.4.4 Compare and contrast the standard of living of various countries in Africa, Asia, and the Southwest Pacific using Gross Domestic Product (GDP)* per capita as an indicator; hypothesize how factors, including urbanization, industrialization, and globalization could affect the differences in the standard of living statistics. 7.4.5 Analyze different methods that countries in Africa, Asia and the Southwest Pacific have used to increase their citizens’ individual human capital*. 7.4.6 Identify ways that societies deal with helpful and harmful externalities (spillovers*) in Africa, Asia or the Southwest Pacific. 7.1.15 Create and compare timelines that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pacific. 7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history. 7.1.17 Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence

7.1.18 Compare and contrast perspectives of history in Africa, Asia, and the Southwest Pacific using fictional and nonfictional accounts including visual, literary, art, and musical sources

Tex-based Practice: Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register) World Studies: Africa, Asia and the Southwest Pacific (Prentice-Hall) Read and review Chapter 17, East Asia: Cultures and History, pp. 450-453 Early History of India, p. 451, complete “Map Master” questions Review key terms, p. 451 (“Flourish”, “Merge” and “Emerge”) Compare Buddhism and Hinduism using venn diagram, p. 452 Create a concept map of “empire” and outline detail of three Indian empires taken from p. 453 Read and review Chapter 18, Southeast Asia: Cultures and History, pp. 476-477

Web-based Practice: Discovery Education Tech Book – World Geography and Cultures -- (login required) http://app.discoveryeducation.com/ Ways to Teach Globalization in the Classroom (teacher blog) http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/06/response_ways_to_teach_globalization.html Integrating Globalization into World History: Two Examples http://worldhistoryconnected.press.illinois.edu/1.2/corley.html USMr. Donn’s World History

Social Studies: Grade 7 Pacing Resource Document Look up supplementary material for Khmer Empire and compare it to empires found in other chapters, p. 476 T-chart details from p. 477 with impacts of Chinese and Indian culture on the cultures of Southeast Asia

IDOE Resources for Course:

IDOE Home page http://www.doe.in.gov/

IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies

IDOE-History/Social Studies Content Area Literacy Standards (linked through ELA page)

http://www.doe.in.gov/standards/englishlanguage-arts

IDOE Online Communities of Practice (see “Middle Grades”)

http://www.doe.in.gov/elearning/online-communities-practice

IDOE-ISTEP Testing Information

http://www.doe.in.gov/assessment/mclass-k-2

IDOE-ISTEP+ Grades 3-8

http://www.doe.in.gov/assessment/istep-grades-3-8

General Resources for Historical Thinking and Assessment

Developing Essential Questions for American History https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-american-history Stanford History Education Group – Introduction to Historical Thinking (Lessons) http://sheg.stanford.edu/intro-historical-thinking Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments available) https://beyondthebubble.stanford.edu/

http://regions.mrdonn.org/southeastasia.html http://india.mrdonn.org/ Go Social Studies Go www.gohistorygo.com/ HyperHistory http://www.hyperhistory.com/online_n2/History_n2/a.html Map Puzzles http://www.yourchildlearns.com/geography.htm General Middle School Geography Resource http://chnm.gmu.edu/exploring/pre_18thcentury/creationstories/index.php Classzone – Research on the Web http://www.classzone.com/cz/ot/web_rg/web_rg_research.jsp?bknm=ms_wcg_eastern&rg=research_and_writing Flow of History Website – Various History Timelines http://www.flowofhistory.com/[menupathalias]/history-resources-website World History for Us All http://worldhistoryforusall.sdsu.edu/eras