Pitt County Schools Curriculum Guide
Social Studies / 7th Grade
2nd Marking Period
An Age of Revolutions
The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.
Big Ideas / Essential Questions | Essential Vocabulary | ||||||||||||||||||||||||||||||||||||
How does a Nation become an Empire? Why do people allow others to decide what is best for them? What happens when people are unhappy with their government? Is violent uprising or peaceful non-cooperation more effective in resolving social conflict? Midpoint______________________________________________________ How and why have civilizations changed how they govern themselves? What inspires people to invoke change? How do specific events influence the formation of New Nations? |
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Learning Targets What do students need to know / be able to do? | Criteria for Success How will we know they know it / are able to do it? | ||||||||||||||||||||||||||||||||||||
1. Students need to know the similarities and differences among global political systems/Students will be able to compare and contrast political systems. (colonization, imperialism) (Knowledge) **It is recommended that teachers set a specific number of examples as a goal for their students. 2a. Students need to know how change is instigated. (conflict/compromise)(Knowledge)
2b. Students should be able to cite examples of political/social change and explain the causes and effects. (Knowledge) Midpoint______________________________________________________ 2c. Students should be able to define turning points in world history. (nation to empire) (Knowledge) 3. Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism). (Reasoning) | Suggestions Skill: Students will compare and contrast political systems. (ELL suggestion: Graphic organizer - Venn diagram) Performance: Students will role play historical situations that inspired change taking on the roles of participants from all significant points-of-view. Reasoning: Students will predict future changes and how they may come to be and justify their arguments. Reasoning: Students will identify the determining factors for societal labels (ie. nation or empire) (ELL suggestion: matching visuals with characteristics of a nation and empire - vocabulary building) |
Social Studies Essential Standards | Common Core Anchors | ITES |
7.H.1 Use historical thinking to analyze various modern societies. | R1. Cite specific textual evidence to support analysis of primary and secondary sources. | Sources of Information 7.SI.1 Evaluate information resources based on specified criteria. |
7.H.2 Understand the implications of global interactions. | R2. 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. | 7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic). |
7.C&G.1 Understand the development of government in modern societies and regions. | R3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. | 7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information. |
7C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions. | R4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. | Sources of Information 7.SI.1 Evaluate information resources based on specified criteria.7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).information. |
R5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic | 7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of | |
*** mid-marking period transitions should be ~1900-1914 with WWI included in the 3rd marking period. | R6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. | Sources of Information 7.SI.1 Evaluate information resources based on specified criteria. |
R7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). | 7.SI.1.2 Evaluate content for relevance to the assigned task. Technology as a Tool 7.TT.1 Use technology and other resources for assigned tasks. | |
R8. Distinguish among fact, opinion, and reasoned judgment in a text. | 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing). | |
R9. Analyze the relationship between a primary and secondary source on the same topic. | 7.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). | |
R10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. | Technology as a Tool 7.TT.1 Use technology and other resources for assigned tasks. | |
W1. Write arguments focused on discipline-specific content. | 7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing). | |
W2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. | ||
W3. Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. | ||
W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | ||
W5. 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. | ||
W6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. | ||
W7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration | ||
W8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | ||
W9. Draw evidence from informational texts to support analysis reflection, and research. | ||
W10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
ESL Suggestions
Graphic organizer Terms that ESL students may need help with social, revolution, civilization, colonization, imperialism, conflict, compromise, conflict, effect, turning point, regions |
Resources & Materials The following resources were suggested by teachers at CRW2, but have not been reviewed and verified by district staff.
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