MIDDLETOWN PUBLIC SCHOOLS UNITED STATES … · MIDDLETOWN PUBLIC SCHOOLS UNITED STATES HISTORY ......
Transcript of MIDDLETOWN PUBLIC SCHOOLS UNITED STATES … · MIDDLETOWN PUBLIC SCHOOLS UNITED STATES HISTORY ......
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
STORY 1900‐PRE Carol Lopes, Rick Taylor, and
ddletown Public Schools
.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
ESENT Grade 7 Jane Violet
union/experience/indexl#government de/government_and_civicatures_view.asp?id=1 du/collections/ psources/pshome.htmlex.html mhttp://www.lessonplanet
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UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 6
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Civics in Practice , chapters 1‐4
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
interpretation, historical research capabilities
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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 7
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Explain the response of management and government at different levels to labor strife in different regions of the country. ERA 6, 3B#4
The American Nation, Civil War to Present , chapters 20‐30
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
CIVICS AND GOVERNMENT
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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 8
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
interpretation, historical research capabilities
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
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,
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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
http://www.civiced.org/index.php?page=lesson_plans
COMMONASSESSMENTS 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 Problem/Performa
nce based/common tasks
Rubrics/checklists o argument
writing
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 9
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
http://www.civiced‐ri.org/const.htm
http://www.free.ed.gov/HandSS.cfm
http://www.mywonderfulworld.org
http://www.nationalgeographic.com/xpeditions/atlas/
Materials Maps
o Informational writing
Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Civics in Practice , chapters 1‐4
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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
ASSESSMENT NOTES 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.
Oral presentations Primary sources
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 10
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
The American Nation, Civil War to Present , chapters 24‐26
Depression
C&G 2 (7‐8) –1c Tracing the process of how an idea transforms into a bill and then becomes a law
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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 Provide rubrics and models
http://memory.loc.gov/learn/start/index.html
http://www.archives.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
http://www.civiced.org/index.php?page=lesson_plans
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
CIVICS AND GOVERNMENT
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
interpretation, historical research capabilities
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
involving exploration of open questions that challenge students’
RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive
boards Websites explorelearning. http://www.archive
s.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/in
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 11
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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 Provide rubrics and models
structional/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 Materials Maps
Mark‐up‐text Mock election Modeling Multiple Intelligences assessments
Oral presentations Primary sources Problem/Performa
nce 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
CIVICS AND GOVERNMENT
C&G 3: In a democratic society all people have certain rights and responsibilities.
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”
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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:
RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive
boards Websites
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS Accountable talk Anecdotal records A.P.P.A.R.T.S
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 12
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Civics in Practice , chapters 1‐4
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
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
interpretation, historical research capabilities
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
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
explorelearning.com (Gizmo™)
http://americanhistory.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/
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
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 Problem/Performa
nce 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 13
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Read around the text Provide rubrics and models
www.corestandards.org
Materials Maps
CIVICS AND GOVERNMENT
C&G 3: In a democratic society all people have certain rights and responsibilities.
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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,
RESOURCE NOTESTextbook 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.besthis
ASSESSMENT NOTES 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 assessment.
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 14
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
pie chart) two column note taking 5‐3‐1 QAR Read around the text
torysites.net/ Materials Maps
Text comparison Timeline Writing genres
o Argument o Informational o Research
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Civics in Practice, chapter 10, section 4, p.p. 263‐265
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Use current event articles to o Determine how and why people
identify themselves in a political sense
Civics in Practice, chapter 10, section 1, p.p. 252‐254
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
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
interpretation, historical research capabilities
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
RESOURCE NOTESTextbook 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/les
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 15
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Civics in Practice, chapter 2, section 1, p.p. 30‐33
C&G 4 (7‐8) –1d Examining how elections are/can be vehicles of change
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
sons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
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
o Collaboration ‐ interpersonal
Oral presentations Primary sources Problem/Performa
nce 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 16
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
CIVICS AND GOVERNMENT
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
ASSESSMENT NOTES 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.
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 17
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 29
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
The American Nation, Civil War to Present , chapter 29
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
interpretation, historical research capabilities
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
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
RESOURCE NOTESTextbook 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/
http://www.billofri
ASSESSMENT NOTES 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 Problem/Performa
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 18
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
C&G 4 (7‐8)‐3d Utilizing a variety of reliable sources to develop an informed opinion
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
two column note taking 5‐3‐1 QAR Read around the text
ghtsinstitute.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/
Materials Maps
nce 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
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 19
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
(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
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
Materials Maps
Modeling Oral presentations Primary sources Problem based/
tasks Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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 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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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),
RESOURCE NOTESTextbook 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.
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 20
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
gov/ammem/ndlpedu/collections/
http://memory.loc.gov/learn/lessons/psources/pshome.html
http://memory.loc.gov/learn/start/index.html
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
RESOURCE NOTESTextbook 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/
ASSESSMENT NOTES 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 Oral presentations Primary sources Problem
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 21
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Materials Maps
based/common 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 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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 22
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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,
RESOURCE NOTESTextbook 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
ASSESSMENT NOTES 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
Oral presentations Primary sources Problem
based/common
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 22
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
two column note taking 5‐3‐1 QAR Read around the text
http://www.archives.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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.
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 23
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
HP 1 (7‐8) –2b Developing, expanding, and supporting an historical thesis, based on a series of events
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 26
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)
two column note taking 5‐3‐1 QAR Read around the text
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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
assessments. Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres 3‐2‐1
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 24
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
issues engendered. ERA 10, 2B, #1 Explain the influence of media on
contemporary American culture. ERA 10, 2D, #4
Civics in Practice , chapters 1‐4
HP 2 (7‐8) –1c Analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Explain the influence of media on contemporary American culture. ERA 10, 2D, #4
Current events article
Academic vocabulary
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
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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
Mock election Modeling Multiple Intelligences assessments
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres 3‐2‐1
HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
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”)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 26
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)
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
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)
RESOURCE NOTESTextbook 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
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 25
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
two column note taking 5‐3‐1 QAR Read around the text
http://bensguide.gpo.gov/subject.html#government
Materials Maps
HISTORICAL PERSPECTIVES/ RI HISTORY STRAND HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Academic vocabulary Guerilla Khmer Rouge Mong Viet Cong
TEACHER NOTES See instructional strategies
on page three
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapters 29‐30
Academic vocabulary Discrimination Affirmative action
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
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
RESOURCE NOTESTextbook 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™)
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 26
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 29
Academic vocabulary
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
http://americanhistory.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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
DBQ Debates Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres 3‐2‐1
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?)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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:
RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 27
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
The American Nation, Civil War to Present , chapter 21
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?)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 21
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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
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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
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
Oral presentations Primary sources Problem/Performa
nce 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
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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 28
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 27
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 20
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
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
Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive
boards Websites http://memory.loc.
gov/learn/start/index.html
http://www.archives.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
Common Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Assess the role of the invention of automobiles and the effect of it on urban development.
The American Nation, Civil War to Present
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
RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S) Technology Computers LCD projectors Interactive
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 29
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
HP 4 (7‐8) –2b Explaining the impact of interactions.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Civics in Practice , chapters 1‐4
Academic vocabulary
exercising choice and responsibility by choosing their own topics for inquiry
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
boards Websites 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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
http://www.civiced‐ri.org/const.htm
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
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
RESOURCE NOTESTextbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T) Student (S)
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 30
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
The American Nation, Civil War to Present , chapter 29
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
Technology Computers LCD projectors Interactive
boards Websites explorelearning. http://www.archive
s.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Identify the major social, economic, and political issues affecting women and explain the conflicts these issues engendered. ERA 9, 4B, 2
The American Nation, Civil War to Present , chapter 20
Academic vocabulary
HP5 (7‐8) –2b Using an historical context, describe how diversity contributes to cultural diffusion, acculturation, or assimilation (e.g., “Melting Pot”).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
interpretation, historical research capabilities
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
RESOURCE NOTESTextbook 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.gp
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 31
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , p. _____
Academic vocabulary
own topics for inquiry 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
o.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/
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
Materials Maps
Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.
Oral presentations Primary sources Problem/Performa
nce 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
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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)
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 32
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
“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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
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
Materials Maps
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
interpretation, historical research capabilities
historical issues – analysis and decision‐making
Provides social studies best
RESOURCE NOTES 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
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 33
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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..
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
The American Nation, Civil War to Present , chapter 20
Academic vocabulary
E 1 (7‐8) –1c Researching and analyzing the impact of surplus, subsistence, and scarcity
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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
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/
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
Materials Maps
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 Problem/Performa
nce 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 34
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
The American Nation, Civil War to Present , p. _____
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 exercising choice and
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTES 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/
ASSESSMENT NOTES 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 assessment
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 35
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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 26, section 1
Academic vocabulary Stock market Stocks
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
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
RESOURCE NOTES 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/
Materials Maps
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
SUGGESTED FORMATIVE/ SUMMATIVE ASSESSMENTS See suggested list on page four
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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 36
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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
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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
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
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
3‐2‐1
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 37
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 30
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
The American Nation, Civil War to Present , chapter 30, section 5
Academic vocabulary Economic growth Investment Stimulated growth
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
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
RESOURCE NOTES 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
Materials Maps
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative 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 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
RESOURCE NOTES Textbook Civics in Practice The American Nation, Civil War to Present
Supplementary Books, Teacher (T)
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 38
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
The American Nation, Civil War to Present
Corporation Finance Financial institution Institutions
Pre/post assessments Think/pair/share Tiered assignments 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
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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,
RESOURCE NOTESTextbook 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.n
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 39
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
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
eh.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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
Mark‐up‐text Mock election Modeling Multiple Intelligences assessment.
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
involving exploration of open questions that challenge students’ thinking
involving students in active participation in the classroom and
RESOURCE NOTESTextbook 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/perfectu
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 40
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
G 1 (7‐8) –1b Utilizing technology to access geographic databases such as GPS and Geographic Information Systems (GIS).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
As it applies to different events in U.S. History; e.g. WWI, WWII, Vietnam War through Google Earth
The American Nation, Civil War to Present , chapters 20‐30
Academic vocabulary Global Position
System Global Information
System
G 1 (7‐8) –1c Analyzing charts and graphs to interpret geographical information.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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;
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
nion/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/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
Exhibits Essays Interviews Graphic organizers Journals Mark‐up‐text Mock election Modeling Multiple Intelligences assessments.
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 41
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
two column note taking 5‐3‐1 QAR Read around the text
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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
responsibility by choosing their own topics for inquiry
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
RESOURCE NOTESTextbook 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.
ASSESSMENT NOTES 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
Oral presentations Primary sources
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 42
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
two column note taking 5‐3‐1 QAR Read around the text
gov/learn/start/index.html
http://www.archives.gov/education/lessons/civil‐rights‐act/activities.html#standards
http://www.besthistorysites.net/
http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp
Materials Maps
Problem/Performance based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
TEACHER NOTES See instructional strategies
on page three
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
GEOGRAPHY G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions
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).
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
Perceptions of places and regions change by incorporating multiple direct and indirect
Academic vocabulary
TEACHER NOTES See instructional strategies
on page three Provides social studies best practices opportunities such as: investigating topics in depth exercising choice and
responsibility by choosing their
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 43
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
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
Summative Assessments
See suggested list on page four
GEOGRAPHY G2: Places and Regions: Physical and human characteristics (e.g. culture, experiences, etc.) influence places and regions
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
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
responsibility by choosing their own topics for inquiry
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),
RESOURCE NOTESTextbook 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/p
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 44
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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)
two column note taking 5‐3‐1 QAR Read around the text
sources/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/
Materials Maps
Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
TEACHER NOTES See instructional strategies
on page three
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
TEACHER NOTES See instructional strategies
on page three
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 45
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
TEACHER NOTES See instructional strategies
on page three
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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 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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 46
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
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 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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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.
Grade 7 ‐ United States History 1900 ‐ present Essential knowledge and skills
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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 47
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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
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
See suggested list on page four
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
RESOURCE NOTESTextbook 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™) www.commoncore.
org/maps www.corestandards
.org www.ride.ri.gov Materials
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 48
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Modeling Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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
RESOURCE NOTES 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™) www.commoncore.
org/maps www.corestandards
.org www.ride.ri.gov Materials
ASSESSMENT NOTES 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
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 49
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Modeling Oral presentations Primary sources Problem/Performa
nce based/common tasks
Rubrics/checklists Tests and quizzes Technology Text comparison Timeline Writing genres
o Argument o Informational o Research
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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 50
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
text complexity band independently and proficiently. (Lexile rates 955‐1155) Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams
Formative Assessments
Common Summative Assessments
See suggested list on page four
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.
TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 51
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
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..
TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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.
TEACHER NOTES 3‐column evaluation chart Diagram Flowchart Graph table Graphic organizers Graphs and charts Model Thematic maps Venn diagram Venn diagrams
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative Assessments
Common Summative Assessments
See suggested list on page four
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
RESOURCE NOTES See resource list
on page five
ASSESSMENT NOTES REQUIRED COMMON ASSESSMENTS Common
Formative
UNITED STATES HISTORY 1900‐PRESENT Grade 7 Curriculum Writers: Carol Lopes, Rick Taylor, and Jane Violet
6/12/2013 Middletown Public Schools 52
ENDURING KNOWLEDGE and STEM
UNIT
INDICATORS/BENCHMARKSMiddletown Public Schools
INSTRUCTIONALSTRATEGIES
RESOURCES ASSESSMENTS
Graphs and charts Model Thematic maps Venn diagram Venn diagrams
Assessments Common
Summative Assessments
See suggested list on page four