Buncombe County Schools Curriculum Framework
Buncombe County Schools
Essential Standards Curriculum Framework
2012-2013
Grade 7 Social Studies
Unit 2: Era 7 – An Age of Revolution (1750 – 1914)
Length: 9 weeks
|NC Essential Standards |Concepts and Generalizations |Topics and Facts |Key Skills |Activities/Resources |Formative Assessments |
|And | | | | | |
|Clarifying Objectives | | | | | |
|7.H.1.1 |Conflict arises from the |* Russia remained a feudalistic state |* use a painting to make |* History Alive! supplemental packet |Students create questions with |
|Construct charts, graphs, and |disparity in resources between|for hundreds of years after the rest of|inferences about life in Tsarist |on The Rise and Fall of Communism |answers after viewing the plays on |
|historical narratives to explain |the groups. |Europe. |Russia. | |Tsarist Russia presented by |
|particular events or issues over | | | |* Present the play on groups living |classmates. |
|time. |Quality of life is affected by|* the way groups of people in Tsarist |* create a play based on research |in Tsarist Russia. | |
| |values and beliefs of |Russia lived was determined by the |about each group living in Tsarist| |Assume the role of a noble, cleric,|
|7.H.1.3 |different groups of people. |resources around them. |Russia. |* Construct a timeline listing major |bourgeois, peasant, or sans-culotte|
|Use primary and secondary sources to | | | |events of the French Revolution. |and from your perspective record |
|interpret various historical | |* most people in Tsarist Russia lived |* explain the key events and | |short entries in a journal about |
|perspectives. |Fear of government can lead to|in abject poverty. |people in the American, French, |* Create a character from each |each of the major events in the |
| |revolution. | |and Russian Revolutions. |revolution. Present arguments as to |timeline. |
|7.H.2.1 | |* Lenin brought about the end to the | |why revolution is necessary. | |
|Explain how increased global |Scarcity of resources affects |Tsars in Russia. |* analyze primary source writings | |Choose one of the revolutions and |
|interaction accelerates the pace of |quality of life. | |from the French, American, and |* Develop a classroom newspaper |write a modern day history of the |
|innovation in modern societies (e.g. | |* the Reign of Terror during the French|Russian Revolutions. |profiling the leading scientists of |country as if the revolution had |
|advancements in transportation, |Scientific discoveries affect |Revolution ended with Napoleon. | |the 19th century. |failed. |
|communication networks and business |the quality of life. | |* analyze how the new scientific | | |
|practices). | |* the turning points/key battles in the|thinkers built on or rejected each|* Write a “Yellow Press” article |Explain how advances in science |
| |Technological advancements |American Revolution, French Revolution,|others’ ideas. |about a current topic or event. |affected society in the 19th |
|7.H.2.3 |affect political power through|and Russian Revolution. | | |century. |
|Analyze the effects of social, |growth of mass communication. | |* research the influence of the |* 2 cow parody | |
|economic, military and political | |* the key events and people in WWI. |“Yellow Press” on public opinion. | |Read a historical document from the|
|conflict among nations, regions, and |Advances in technology affect | | |* Analyze primary documents from |“Yellow Press” and determine the |
|groups (e.g. war, genocide, |supply and demand and national|* new scientific thinkers of the 19th |* learn how and why the factory |Library of Congress website. |impact it might have on public |
|imperialism and colonization). |identity. |century. |system developed. | |opinion. |
| | | | | | |
|7.E.1.1 |Revolutions are a direct |* advances in science of the 19th |*compare/contrast European |* Map battle routes of the Colombian |Write an interview with a child |
|Explain how competition for resources|response to perceptions of |century. |colonial powers. |Revolution. |from the Industrial Revolution. |
|affects the economic relationship |weak leadership/ government. | | | | |
|among nations (e.g. colonialism, | |* how the “Yellow Press” influenced |* analyze rebel leaders. |* Read Bolivar’s writing/letters. |Create protest posters against |
|imperialism, globalization and | |public opinion. | | |child labor. |
|interdependence). | | |* understand varying reason for | | |
| | |* the causes and consequences of the |revolution. | |Create a timeline of revolutionary |
|7.E.1.3 | |Industrial Revolution. | | |events in France, Spain, and |
|Summarize the main characteristics of| | | | |Portugal for the period 1770-1825. |
|various economic systems (e.g. | |* the characteristics of the Industrial| | |Construct a parallel timeline for |
|capitalism, socialism, communism; | |Revolution. | | |the Caribbean, Latin American, and |
|market, mixed, command and | | | | |Mexican independence movements. |
|traditional economies). | |* the relationships between the | | | |
| | |expanding world market. | | | |
|7.C&G.1.1 Summarize the ideas that | | | | | |
|have shaped political thought in | |* the influence of enlightened | | | |
|various societies and regions (e.g. | |thinking. | | | |
|Enlightenment and Scientific | | | | | |
|Revolution, democracy, communism and | |* causes of revolution. | | | |
|socialism). | | | | | |
| | |* the effect of Napoleon on the New | | | |
|7.C&G.1.4 | |World. | | | |
|Compare the sources of power and | | | | | |
|governmental authority in various | |* important thinkers and leaders of the| | | |
|societies (e.g. monarchs, dictators, | |era (Simon Bolivar, Karl Marx, Charles | | | |
|elected officials, anti-governmental | |Darwin, Charles Lyell, Teddy Roosevelt,| | | |
|groups and religious, political | |the Tsars). | | | |
|factions). | | | | | |
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