Wayne County Public Schools



Wayne County Public Schools DRAFT June, 2012

NC Essential Standards

Curriculum Guide for Grade 7 Social Studies

Focus: World Geography; History and Culture: Patterns of Continuity and Change

Time Period: The Great Global Convergence (1400-1800) to the Present -–

Represents the last five Eras of the National World History Standards:

Era 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD

Era 6: The Emergency of the First Global Age, 1450 –1770 CE/AD

Era 7: An Age of Revolutions, 1750 -1914

Era 8: A Half-Century of Crisis and Achievement, 1900 –1945 CE/AD

Era 9: The 20thCentury Since 1945: Promises and Paradoxes

Grade 7 Overview:

Students in seventh grade will continue to expand upon the knowledge, skills and understanding acquired in the sixth grade examination of early civilizations. Seventh graders study the world from the Age of Exploration to contemporary times in order to understand the implications of increased global interactions. The focus will remain on the discipline of geography by using the themes of location, place, movement, human-environmental interaction and region to understand modern societies and regions. This course will guide students through patterns of change and continuity with a focus on conflict and cooperation, economic development, population shifts, political thought and organization, cultural values and beliefs and the impact of environment over time. Through an investigation of the various factors that shaped the development of societies and regions in the modern world and global interactions, students will examine both similarities and differences. A conscious effort should be made to include an integrated study of various societies and regions from every continent (Africa, Antarctica, Asia, Europe, the Americas, and Australia).

NOTE: New assessments, called Measures of Student Learning (MSLs), are to be administered at the end of school year 2012 – 2013 in Social Studies, Grades 3-8.

Resources:

NC DPI Essential Standards for Grade 7:

NC DPI Essential Standards INSTRUCTIONAL SUPPORT TOOLS Home Page:

NC DPI Grade7 Social Studies Unpacking Document:

NC DPI Grade 7 Social Studies Crosswalk Document:

National World History Standards:

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:

See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing the Common Core Literacy Standards in Social Studies 6-12.

Textbook Series: Eastern World, Africa, Asia, and Australia, ( 2008, Holt, Inc.

Grade 7 Social Studies --- At a Glance

Comparing the new 2010 NC Essential Standards to the 2006 NC Social Studies Standard Course of Study

There are three key structural differences between the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study: the organization of the standards around five broad strands; the use of a conceptual framework; and the use of Revised Bloom’s Taxonomy.

1. The 2010 K-12 Social Studies Essential Standards are organized around five strands: history; geography and environmental literacy; civics and government; economics and financial literacy; and culture. These strands are based on the social science disciplines and provide students a consistent framework for studying and analyzing specific grade level content.

2. The new structure of the 2010 K‐12 Social Studies Essential Standards reflects a shift to a more conceptual framework. The goal of conceptually written standards is to help students recognize patterns and make connections in their learning that transfer beyond a single discipline, topic, grade, or isolated fact. This adoption of a conceptual framework reduces the number of objectives while continuing to address similar topics, facts and skills.

3. The 2010 K‐12 Social Studies Essential Standards were also written using the Revised Bloom's Taxonomy (RBT). The most notable change from the 2006 Standard Course of Study to the 2010 Essential Standards is the use of one verb per standard and clarifying objective. This will allow for greater alignment between instruction and assessment. RBT verbs have specific meanings; therefore, the same verb may serve a different purpose than in the 2006 North Carolina Social Studies Standard Course of Study.

Seventh grade Social Studies is a study of the world from a geographic, historical, and cultural perspective. While the previous course included only Africa, Asia, and Australia, the new NC Essential Standards allow for a comparative exploration of cultures all across the globe with a particular focus on conflict and cooperation, economic development, population shifts, political thought and organization, cultural values and beliefs, and the impact of environment of regions in the modern world.

Eliminated/Moved Objectives:

6.01 Describe different levels of economic development and assess their connections to standards of living indicators such as purchasing power, literacy rate, and life expectancy.

6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.

6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living.

8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia.

8.03 Identify major discoveries, innovations, and inventions and assess their influence on societies past and present.

9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in Africa, Asia, and Australia carry out legislative, executive, and judicial functions and evaluate the effectiveness of each.

9.04 Describe how different governments in Africa, Asia, and Australia select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

10.04 Examine the rights, roles, and status of individuals in selected cultures of Africa, Asia, and Australia, and assess their importance in relation to the general welfare.

11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

The Five Conceptual Strands

in Social Studies

[pic]

Conceptual Focus of the North Carolina Social Studies Essential Standards

Concepts --- How would you describe a concept?

• Timeless

• Universal

• Transferable

• Abstract and broad (to various degrees)

• Examples share common attributes

• Represented by 1-2 words

• Never proper nouns

Conceptual Standards and Curriculum…

are concept-based and focused “transferable ideas” ----- for example:

History: continuity and change, leadership, revolution, war, conflict

Cultural Geography: climate change, location, resources, environmental challenges,

human migration, cultural development

Civics & Economics: scarcity, justice, freedom, authority, trade

Transferable Idea: Leadership may dictate how nations respond to environmental challenges and issues of social justice.

Examples of CONCEPTS for the 5 Conceptual Strands

|Geography |Culture |Economics/ |Civics and Government |History |

| | |Personal Financial Literacy | | |

| | | | | |

|♣Place |♣Religion |♣Needs/Wants |♣Politics |♣Change |

|♣Region |♣Language |♣Scarcity |♣Limited Government |♣Continuity |

|♣Location |♣Ethnicity |♣Resources |♣Citizenship |♣Patterns |

|♣Movement |♣Society |♣Costs |♣Rule of Law |♣Conflict |

|♣Human-Environment Interaction |♣Civilization |♣Standard of Living |♣Political Action |♣Cooperation |

|♣Physical Environment |♣Culture |♣Market economy |♣Political System |♣Revolution |

|♣Landforms |♣Diversity |♣Markets |♣National Identity |♣Leadership |

|♣Water forms |♣Values & Beliefs |♣Trade |♣Individual Rights |♣Invasion |

|♣Geographic Patterns | |♣Exchange |♣Power |♣Conquest |

|♣Settlement Patterns | |♣Supply and Demand |♣Freedom |♣Colonialism |

|♣Civilization | | | |♣War |

|♣Migration | | | |♣National Identity |

| | | | |♣Imperialism |

Looking at the Big Picture ------- Telling the Human Story Over Time

K – 12 Shifts in the NC Social Studies Essential Standards

Elementary Shifts

❑ Kindergarten: Citizenship & Responsibility

❑ 1st grade: Culture & Diversity

❑ 2nd grade: Interdependence & Global Economics

❑ 3rd grade: Geography & Environmental Literacy

❑ 4th grade: History course focused on North Carolina History

❑ 5th grade: History course focused on United States History

Middle Grade Shifts

❑ Sixth and Seventh Grades: Integrated World Studies

❑ Eighth Grade: Integrated Study of North Carolina and United States History

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Note: In the middle grades, there is a chronological progression to the Standards in grades 6 & 7 and a specific time frame and region for grade 8.

High School Shifts

❑ World History has a focus more on the study of global history from mid 15th century to present.

❑ American History additional focus on teaching Founding Principles (Legislative Act)

❑ Integration of Personal Financial Literacy (PFL) into the Civics & Economics course

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Grades 6 – 8 Social Studies Overview

Sixth and Seventh Grade

6th grade is the first time that students are introduced to the world.

•6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration.

•7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present.

•7th Grade economic concepts are more sophisticated.

•Both courses should be taught from a

⎫Comparative perspective

⎫Case study approach.

Eighth Grade

•Parallel study of North Carolina and the United States

•Revolutionary era to contemporary times

•Integration of Personal Financial Literacy

The Seventh Grade: Global Connections

The Great Global Convergence (1450 -1800) to the Present

Focus: World Geography; History & Culture: Patterns of Continuity and Change

θ Expansion of knowledge, skills and understandings about the world from a more modern perspective

θ Focus heavily on the discipline of geography (five themes)

θ Systematic look at the history and culture of various world regions

θ Various factors that shaped the development of civilizations, societies and regions in the modern world

θ Comparative study of world regions

θ Recognize and interpret the “lessons of social studies” –transferable ideas

θ Focus on issues, solutions, and decision-making

Major concepts

θ Global interaction

θ Continuity and change (over time and in various modern societies and regions)

θ Conflict and cooperation (social, economic, military and political)

θ Economic Development/Systems (trade and economic decision-making)

θ Political Thought

θ Power and Authority

θ Compromise and negotiation

θ Migration and population distribution

θ Cultural expression/practices and diffusion

θ Values and Beliefs

θ Human-environment interaction

θ Societal organization (economic, political, and social systems)

θ Technology and innovation

θ Freedom, justice, and equality

Where to start?

National World History Standards:

The periodization of the new Essential Standards for seventh grade Social Studies is based on the last five eras identified by the National Standards for World History,

θEra 5: Intensified Hemispheric Interactions, 1000 –1500 CE/AD

θEra 6: The Emergency of the First Global Age, 1450 –1770 CE/AD

θEra 7: An Age of Revolutions, 1750 -1914

θEra 8: A Half-Century of Crisis and Achievement, 1900 –1945 CE/AD

θEra 9: The 20thCentury Since 1945: Promises and Paradoxes

National Geographic Resources:

•XpeditionsArchives:

–Lesson Plans

–Atlas Maps

–Standards

–XpeditionHall (virtual museum)

•New Education Beta Site:

Wayne County Public Schools

NC Essential Standards Pacing Guide for Social Studies, Grade 7

_1st__ Nine Weeks

|Unit |Essential Standards |Major Topics/Concepts from |Resources |Time Needed |

| | |DPI’s Unpacking Documents | | |

| Themes of Geography, |7.H.1.1-3 |*Five Themes of Geography |Holt’s Eastern World: Africa, Asia, and Australia: |4 weeks |

|Basic Tools of History & |7.H.2.1-4 | |pp. 4-20; Geography Skills Handbook, H1-H13; Origins of Judaism and | |

|Cultural Overview |7.G.1.1-3 |*Cultural Overview: 5 major world religions, types of economies, population |Christianity, Ch. 6, Sections 1&2, pp. 144-159; | |

| |7.G.2.1-2 |(ethnicity, values) |Origins of Islam, Ch. 7, Sections 1&2, pp. 170-179; Origins of Hinduism, Ch. | |

| |7.E.1.1 | |19, pp. 478-483; | |

| |7.C&G.1.4 |*Review of map skills (latitude/longitude, hemispheres, interpreting maps) |Origins of Buddhism, Ch. 19, pp. 484-489; | |

| |7.C.1.1-2 | |Population, Government, Economy and Global Connections, Ch. 4 pp. 78-100. | |

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|Emergence of First Global | |Renaissance Period (Exploration & Trade; Plague; Slavery; Columbian |     |5 Weeks |

|Age | |Exchange/Triangle Trade; Migration) | | |

| | | |Web Museum, Paris http:wm/paint/glo/renaissan | |

|A.D.1500-1650 | |Reformation (Martin Luther, John Calvin, Henry VIII, Elizabeth I; Inquisition &| | |

| | |Catholic Reformation; Impact of Printing Press on cultural values, traditions, |The Renaissance empires/medici/renaissanc | |

| | |and philosophies) | | |

| | | |The Plague | |

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| | | |Age of Discovery: | |

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| | | |Reformation: | |

| | | |World History Center                | |

| | | |http:ics/reformation     | |

|Essential Vocabulary: |Essential Questions: |

|secular |monotheism |What were the artistic, literary, and intellectual ideas of the Renaissance? |

|dowry |reincarnation | |

|humanism |Christian Humanism |Where were the five major world religions located around A.D. 1500? |

|vernacular |predestination | |

|Lutheranism |conquistadors |What were the regional trading patterns around the 1500s and why were they important? |

|salvation |Columbian Exchange | |

|militant |colony |What were the major economic, political, and theological issues involved in the Reformation? |

|Spanish Armada |mercantilism | |

|indulgence |subsidies |What was the role of the printing press in the spread of new ideas? |

|baroque |plantations | |

|natural rights |Triangle trade |Why were the Europeans interested in discovering new lands and markets? |

|sultan |Middle Passage | |

|poverty |Divine right of kings |How did the expansion of European empires into the Americas, Africa, and Asia affect religion in those areas? |

|famine |absolutism | |

|migration |free market economy |What was the impact of the Columbian Exchange between European and indigenous cultures? |

| |standard of living | |

| | |What was the triangular trade? |

| | | |

| | |Where was the Ottoman Empire located, and how did it expand? |

Wayne County Public Schools

NC Essential Standards Pacing Guide for Social Studies, Grade 7

_2nd__ Nine Weeks

|Unit |Essential Standards |Major Topics/Concepts from |Resources |Time Needed |

| | |DPI’s Unpacking Documents | | |

|Age of Revolution |7.H.1.1-3 |Scientific Revolution |Columbian Exchange |9 weeks |

| |7.H.2.1,2.3 |(Copernicus, Kepler, Hook, Newton) | | |

|A.D. 1650-1914 |7.G.1.2-3 | | | |

| |7.G.2.1-2 |Enlightenment (John Locke, Baron Montesquieu, Voltaire, Denis Diderot, | | |

| |7.E.1.1,1.3 |Mary Wollenscraft ) | | |

| |7.C&G.1.1-4 |* Discuss how the philosophies of the Enlightenment affected the |Scientific Revolution: | |

| |7.C.1.1-2 |formation of American government and economic system. |. | |

| | |* Discuss how the philosophies of the Enlightenment led to the French | | |

| | |Revolution. | | |

| | | |/Regents/global/themes/change/sci.cfm | |

| | |Absolutism (Louis XIV and Peter the Great) | | |

| | | |Enlightenment: | |

| | |French Revolution | | |

| | |* Impact of American and French Revolution on Latin America (Toussaint |halsall/mod/modsbook10.asp | |

| | |L’Ouverture, Simon Bolivar) | | |

| | |* Monroe Doctrine | | |

| | |* Napoleon |score_lessons/growth_of_democratic/ | |

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| | |Industrial Revolution (capitalism, socialism, and Communism) | | |

| | |* Changes in labor force |/age_of_enlightenment.htm | |

| | |     - Effects on families, status of women, slave trade, labor union | | |

| | |movement |Absolutism: | |

| | |     - Rise of industrial economies and their link to imperialism and | | |

| | |nationalism |halsall/mod/modsbook05.asp | |

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| | | |French Revolution | |

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| | | |American Revolution: | |

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| | | |Industrial Revolution: | |

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|Essential Vocabulary: |Essential Questions: |

|absolute monarchy |secede |capital |What were some effects of the new scientific theories and discoveries? |

|geocentric |romanticism |entrepreneur |What effect did absolute monarchs have on their countries? |

|heliocentric |social contract |cottage industry |How did philosophers of the Enlightenment influence thinking on political issues? |

|philosopher |salon |industrial capitalism |How did the Enlightenment promote revolution in the American colonies? |

|separation of powers |federal system | |How did the American and French Revolutions influence Latin American independence movements? |

|deism |bourgeoisie | |How did the Monroe Doctrine impact revolutions in Latin America? |

|laissez faire |faction | |What was the legacy of Napoleon? |

|assembly line |coup d’etat | |How did nationalism and democracy influence national revolutions? |

|mass production |nationalism | |How did the Industrial Revolution produce changes in culture and society? |

|feminism |consulate | |What was role of capitalism and market competition in the Industrial Revolution? |

|socialism |enlightened absolutism | |How did the Industrial Revolution impact the lives of women, children, and the family? |

|liberalism | | |Why did workers organize into labor unions? ● Why did European countries participate in imperialism and a race for colonies? |

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Wayne County Public Schools

NC Essential Standards Pacing Guide for Social Studies, Grade 7

_3rd__ Nine Weeks

|Unit |Essential Standards |Major Topics/Concepts from |Resources |Time Needed |

| | |DPI’s Unpacking Documents | | |

|Era of Global Wars |7.H.1.1-3 |* World War I |The Great War/PBS: greatwar |9 weeks |

| |7.H.2.1-3 |  - factors that produced WWI | | |

|A.D. 1914-1945 |7.G.1.1-2 |  - reasons why U.S. entered WWI |BBC-History:World War One | |

| |7.G.2.1-2 |  - major events and leaders of WWI (Woodrow Wilson and Kaiser |bbc.co.uk/history/worldwars/wone | |

| |7.E.1.1 |Wilhelm II) | | |

| |7.C&G.1.1-4 |  - Outcome (global changes and treaties) |World War One- wwi#docs | |

| |7.C.1.1 |  - Causes and outcomes of Russian Revolution | | |

| | | |BBC History: World War Two-bbc.co.uk/histry/world wars/ | |

| | |* Post World War I (Great Depression, League of Nations, mandate | | |

| | |system) |World War 2- | |

| | |  - Rise of dictatorial regimes and identifying their major leaders | | |

| | | |Three World Wars- world-war-2 | |

| | |* World War II | | |

| | |  - factors that produced WWII |Holocaust - | |

| | |  - reasons why the U.S. entered WWII | | |

| | |  - major events and major leaders of WWII | | |

| | |  - Holocaust and genocide | | |

| | |  - terms of peace, division of Europe, creation of international | | |

| | |cooperative organizations and the Universal Declaration of Human | | |

| | |Rights | | |

|Essential Vocabulary: |Essential Questions: |

|propaganda |What were the factors that produced WW I? |

|trench warfare | |

|armistice |Where were the outcomes and global effects of WWI? |

|reparations | |

|alliance |What were the terms of the Treaty of Versailles? |

|dictator | |

|depression |Why did Russia erupt in revolution while fighting in WWI? |

|Kristallnacht | |

|Treaty of Versailles |What was the League of Nations and why did it fail? |

|collective bargaining | |

|fascism |Why did the world experience economic depression in the 1930s and what political changes resulted from the depression? |

|Nazi | |

|Aryan |What factors influenced the rise of dictatorial governments after WWI? |

|concentration camp | |

|Nuremberg laws |What were the causes of WWII? |

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| |Why did the Holocaust occur? |

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| |What are other examples of genocide in the 20th century? |

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| |What were the outcomes of WWII? |

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| |What were the international cooperative organizations created after WWII? |

Wayne County Public Schools

NC Essential State Standards Pacing Guide for Social Studies, Grade 7

_4th__ Nine Weeks

|Unit |Essential Standards |Major Topics/Concepts from |Resources |Time Needed |

| | |DPI’s Unpacking Documents | | |

|The Post War Period |7.H.1.1-3 |* Cold War |Cold War: BBC History |9 weeks |

| |7.H.2.1-4 |  - Causes of and global impact of the Cold War |bbc.co.uk/history/worldwars/coldwar | |

|1945-Present |7.G.1.1-3 |  - impact of nuclear weapons | | |

| |7.G.2.1-2 | |Cold War- | |

| |7.E.1.1-4 |* Conflicts and revolutionary movements in eastern Asia and the | | |

| |7.C&G.1.3-4 |leaders associated with each | | |

| |7.C.1.1 | |Origins of the Cold War- | |

| | |* Major world leaders since 1945 and their contributions |lp/editions/ncchist-post | |

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| | |* End of Imperialism and quest for independence (India, Middle | | |

| | |East, Africa) | | |

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| | |* Economic interdependence (rise of multinational corporations, | | |

| | |international organizations, and trade agreements) | | |

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| | |* Impact of terrorism | | |

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|Essential Vocabulary: |Essential Questions: |

|economy |What events led to the Cold War? |

|interdependence | |

|trade |What was the impact of nuclear weapons? |

|refugee | |

|poverty |What was Nelson Mandela’s leadership role in South Africa? |

|famine | |

|migration |What was the role of Golda Meir and Gamal Abdel Nasser in the creation of the states in the Middle East? |

|developing nation | |

|free market economy |What new technologies have created opportunities and challenges? |

|standard of living | |

|political freedom |How does the developing world compare with the developed world in terms of economic, social, and population characteristics? |

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| |How is economic interdependence changing the world? |

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| |What are some examples of international terrorism in our world today that have impacted developed and developing nations? |

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| |Suggested text resources: |

| | |

| |Glencoe-World History Journey Across Time National Edition, ISBN#978-0-07-875051-9 |

| | |

| |DK HISTORY The Definitive Visual Guide, ISBN#978-0-7566-3119-2 |

| | |

| |Ready to use PowerPoints |

| |Petes Power Point Station: |

| | |

| |Ready to use Movie Sheets |

| | |

The 2010 NC Grade 7 Essential Standards for Social Studies

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