Social Studies Pacing Guide - Michigan City Area Schools



Social Studies Pacing Guide

Grade 7

To successfully complete seventh grade Social Studies the learner will

Core Standard 1: History

Seventh grade students investigate the history of Africa, Asia, and the Southwest Pacific from the earliest civilizations to present day. With emphasis on:

• major movements

• events

• historical figures

Early Civilizations and Societies in Africa, Asia, and Southwest Pacific to 650 A.D./C.E.

|7.1.1 Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia. |

|7.1.2 Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of |

|the concept of theocracy. |

|7.1.3 Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian |

|hieroglyphics and Chinese calligraphy. |

|7.1.4 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the historical origins, central beliefs and spread of major religions. |

|7.3.11 Human Systems: Identify and explain the importance of the early cultural hearths in the Nile River Valley, Mesopotamia, the Indus River Valley and the Huang River Valley. |

|Learning Targets/Outcomes |

|Analyze: |

|Cultural achievements |

|Governing systems |

|Religious beliefs |

|Influences of early cultural hearths |

Major Civilizations in Africa, Asia, and the Southwest Pacific to the 18th Century

|7.1.4 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the historical origins, central beliefs and spread of major religions. |

|7.1.5 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the development of sub-Saharan civilizations in Africa, including the kingdoms |

|of Ghana, Mali and Songhai, and the importance of political and trading centers, such as Timbuktu. |

|7.1.9 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Trace the rise, spread and influence of the Mongols including the Mughal control of South|

|Asia. |

|7.1.10 Major Civilizations, States and Empires: 300 - 1650. Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various |

|dynasties in China. |

|7.1.11 Major Civilizations, States and Empires: 300 - 1650. Explain how Japan became increasingly independent of earlier Chinese influences, developing its own political, religious, social and |

|artistic traditions. |

|Learning Targets/Outcomes |

|Analyze the development and achievements of: |

|Kingdoms of Ghana, Mali and, Songhai |

|Mongol Empire |

|Major Chinese Dynasties |

|Japanese society |

|Major religions as they were diffused around the world |

Colonization and Imperialism in the 19th and 20th Centuries

|7.1.5 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the development of sub-Saharan civilizations in Africa, including the kingdoms |

|of Ghana, Mali and Songhai, and the importance of political and trading centers, such as Timbuktu. |

|7.1.6 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Explain the importance of early trade routes in the eastern Mediterranean, South Asia and|

|China, including the early Silk Road. |

|7.1.12 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe worldwide voyages of exploration and discovery. |

|7.1.13 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Explain the reasons for European colonization of Africa, Asia and the Southwest Pacific. |

|7.1.14 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe and compare the responses of the indigenous people of India, South Africa and China to European imperialism. |

|Learning Targets/Outcomes |

|Analyze the impact of trade routes, colonization and imperialism. |

|Analyze the impact of Confucianism on political and social thought in Asia. |

Africa, Asia and the Southwest Pacific in the 19th to the 21st Century

|7.1.14 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe and compare the responses of the indigenous people of India, South Africa and China to European imperialism. |

|7.1.15 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe the Japanese imperial period (1868-1945), including Japan's involvement in World War II. |

|7.1.16 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Identify and describe historical events in the Middle East since the end of World War II. |

|7.1.17 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe the impact of industrialization, urbanization and globalization in post-colonial South Africa, India, Japan, |

|China and Kenya. |

|7.1.18 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Identify and describe recent conflicts and political issues between nations or cultural groups. |

|7.2.1 Foundations of Government: Give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific. |

|Learning Targets/Outcomes |

|Describe the independence movements in Asia, Africa, and the Southwest Pacific. |

|Analyze the Japanese imperial period. |

|Explain the influence of industrialization on the lives of individuals and the countries in Asia, Africa, and the Southwest Pacific. |

|Explain the influence of competing ideologies: |

|Political |

|Religious |

|Cultural |

Chronology, Analysis and Interpretation

|7.1.19 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major people and events and developments in the history |

|of civilization and/or countries of Africa, Asia and the Southwest Pacific. |

|7.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Draw on visual, literary and musical sources to describe the development and transmission of |

|culture over time. |

|7.1.24 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Formulate historical questions and use a variety of information resources to find, summarize and |

|evaluate historical data on the people, places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific. |

|Learning Targets/Outcomes |

|Identify people and events in history by comparing and creating timelines: |

|Analyze historical events, including: Analyze causes and effects. |

|Differentiate between fact and interpretation. |

|Explain the meaning of historical passages. |

|Diffusion of culture over time. |

|Formulate historical questions using a variety of research tools. |

|Essential Vocabulary |

|HISTORY |

|INDUSTRIALIZATION |

|Achievement |

|technology |

|Cultural Innovation |

|URBANIZAION |

|GLOBALIZATION |

|Colonialism |

|IDEOLOGY |

|Indigenous |

|Civilization |

|Ancient |

|Migration |

|Cultural diffusion |

Core Standard 2: Civics and Government

Seventh grade students investigate the development of governmental systems in Africa, Asia, and the Southwest Pacific from the earliest civilizations to present day.

With emphasis on:

➢ Development of different forms of government.

➢ Functions of governments.

➢ Comparing governmental structures throughout the world.

Foundations of Governments in Africa, Asia, and the Southwest Pacific

|7.1.1 Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia. |

|7.1.2 Early Civilizations, States and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of |

|the concept of theocracy. |

|7.1.4 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the historical origins, central beliefs and spread of major religions. |

|7.1.7 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Explain the influence of Muslim civilization on the growth of cities, the development of |

|trade routes, political organizations, and scientific and cultural contributions to other cultures of the time. |

|7.1.10 Major Civilizations, States and Empires: 300 - 1650. Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various |

|dynasties in China. |

|Learning Targets/Outcomes |

|Compare the Egyptian and Sumerian forms of government. |

|Analyze the major Chinese dynasties. |

|Analyze the influence of Islam. |

|Analyze the influence of Confucianism on East Asia. |

Functions of Government in Africa, Asia, and the Southwest Pacific

|7.2.1 Foundations of Government: Give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific. |

|7.2.2 Foundations of Government: Identify and compare historical and contemporary governments in Japan, North Korea, India, South Africa and China. |

|7.2.3 Functions of Government: Using a variety of information resources, describe how major forms of governments of Japan, North Korea, India, South Africa and China currently protect or have |

|protected citizens and their civil and human rights. |

|7.2.4 Functions of Government: Identify the functions of international organizations in Africa, Asia and the Southwest Pacific. |

|7.2.5 Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Africa, Asia and the Southwest Pacific. |

|Learning Targets/Outcomes |

|Compare the various routes to independence and colonial rule in Africa, Asia, and the Southwest Pacific. |

|Analyze the role of citizens. |

|Identify regional international organizations and explain their functions. |

|Analyze the development of governments in Japan, North Korea, India, South Africa, and China. |

|Utilize research tools to analyze how governments protect their human rights. |

|Key Vocabulary |

|Government |

Core Standard 3: Geography

Seventh grade students will develop geographic skills as they apply to Africa, Asia, and Southwest Asia.

With emphasis on:

➢ Explain how climate and the seasons may be affected by atmospheric and oceanic systems.

➢ Locate places geographically using technology and grid systems.

➢ Categorize the geographic regions.

Maps and Globes

|7.3.1 The World in Spatial Terms: Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific. |

|7.3.2 The World in Spatial Terms: Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with location technology such as Global Positioning |

|Systems and Geographic Information Systems. |

|7.3.4 Places and Regions: Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific. |

|7.3.6 Physical Systems: Compare climate regions of Asia, Africa and the Southwest Pacific and explain why they differ. |

|Learning Targets/Outcomes |

|Identify countries and major cities. |

|Use latitude and longitude and geography technology. |

|Locate and describe major geographic features. |

|Compare and contrast climate regions. |

Human and Physical Systems

|7.3.9 Physical Systems: Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific. |

|7.3.10 Physical Systems: Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific. |

|7.3.12 Human Systems: Identify current trends and patterns of rural and urban population distribution in selected countries of Africa, Asia and the Southwest Pacific. |

|7.3.13 Human Systems: Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British |

|immigrants and the aborigines of Australia. |

|Learning Targets/Outcomes |

|Explain the impact of ethnocentrism. |

|Analyze the impact of climate and land forms on land and people. |

|Analyze the distribution of: |

|Natural resources |

|People |

|Languages |

|Major religions |

|Key Vocabulary |

|Geography |

|Cultural innovation |

|Ethnocentrism |

|Cultural diffusion |

|Cultural hearth |

|Human environmental interaction |

Core Standard 4: Economics

Seventh grade students will examine the influence of physical and cultural factors upon the economic systems of Africa, Asia, and the Southwest Pacific.

International Trade

|7.4.1 Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. |

|7.4.2 Identify economic connections between the local community and the countries of Africa, Asia or the Southwest Pacific. |

|Learning Targets/Outcomes |

|Analyze how trade has affected the development of countries. |

|Analyze roles of Michigan City and Indiana in the global economy. |

Standards of Living

|7.4.1 Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. |

|7.4.5 Explain how banks and other financial institutions use savings deposits to help borrowers and investors. |

|7.4.6 Compare and contrast the standard of living of various countries in Africa, Asia and the Southwest Pacific using Gross Domestic Product (GDP) per capita as an indicator. |

|7.4.8 Identify ways that societies deal with helpful spillovers (e.g. education) or harmful spillovers (e.g. pollution). |

|Learning Targets/Outcomes |

|Compare the standards of living of countries using a variety of data. |

|Identify ways spillovers are both helpful and harmful. |

|Analyze how voluntary trade, savings and investment benefit countries and result in higher standards of living. |

|Key Vocabulary |

|• Economics • Standards of Living • Spillovers |

|• Interdependence • Resources |

Essential Outcomes

7th Grade Social Studies Pacing Guide

1. 1. The achievements of ancient civilizations effected the development of Africa and Asia.

a. Learning Goals:

i. Students will investigate the physical and cultural development early river valley civilizations. (7.1.1)

ii. Students will analyze the characteristics of major religions.

iii. Students will investigate the development of written language.(7.1.3)

iv. Students will investigate early forms of government.

2. Prior to the 18th century many new kingdoms developed.

a. Learning Goals:

i. Students will investigate the development of sub-Saharan and Asian civilizations and explain the importance of political and trading centers. (7.1.5)

ii. Students will analyze the rise, spread, and influence of the Mongols. (7.1.9)

iii. Students will investigate major dynasties of China. (7.1.10)

iv. Students will analyze the development of Japan independent of Chinese influence. (7.1.11)

3. European colonization and imperialism had long term impact on Africa, Asia, and the Southwest Pacific.

a. Learning Goals:

i. Students will comprehend the importance of early trade routes. (7.1.6)

ii. Students will analyze the reasons for and impact of European colonization. (7.1.13)

iii. Students will investigate the responses of native peoples to colonization/imperialism. (7.1.14)

4. Confucianism impacted political and social thought in Asia.

a. Learning Goals:

i. Students will comprehend who Confucius was.

ii. Students will investigate the role Confucianism has played in the cultural and political evolution of Asia

5. African, Asian, and Southwest Pacific countries reached independence through a variety means.

a. Learning Goals:

i. Students will investigate historical events pertaining to independence in Southeast Asia. (7.1.16)

ii. Students will investigate the different routes to independence from colonial rule. (7.2.1)

iii. Students will investigate the roles of citizens under a variety of government types.

6. Industrialization had a major impact on people and countries of Africa, Asia, and Southwest Pacific.

a. Learning Goals:

i. Students will analyze the impact of industrialization, urbanization, and globalization in the post-colonial world. (7.1.17)

7. Many competing ideologies have influenced the governments of Africa, Asia, and Southwest Pacific.

a. Learning Goals

i. Students will analyze recent conflicts and political issues between nations or cultural groups. (7.1.18)

ii. Students will comprehend the roles and functions of international organizations.

8. Human and physical systems have a significant impact on Africa, Asia, and the Southwest Pacific.

a. Learning Goals:

i. Students will analyze climate regions and ecosystems. (7.3.6,7.3.8)

ii. Students will comprehend how ocean currents and winds influence climate differences. (7.3.5)

iii. Students will investigate the distribution of natural resources and human population. (7.3.9)

iv. Students will analyze the limitations that climate and landforms place on land or people in the regions of the world. (7.3.10)

9. The living conditions in Africa, Asia, and the Southwest Pacific are affected by a variety of economic factors.

a. Learning Goals:

i. Students will analyze the benefits of trade between countries. (7.4.1)

ii. Students will analyze the role of Michigan City and Indiana in the global economy. (7.4.2)

iii. Students will analyze the development of economic systems. (7.4.4)

iv. Students will investigate the factors that contribute to a country’s standard of living. (7.4.6)

7th Grade Social Studies Bundle #1: Ancient World

Standard:

7.1.1 Early Civilizations, States, and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia.

7.1.2 Early Civilizations, States, and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of the concept of theocracy.

7.1.3 Early Civilizations, States, and Empires: 3500 B.C./B.C.E. to 650 A.D./C.E. Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy.

7.1.4 The Spread of Cultural, Economic, Social Political Ideas: 500 B.C. (B.C.E.) – 1600 A.D. (C.E.). Describe the historical origins, central beliefs and spread of major religions.

7.2.2 Foundations of Government: Identify and compare historical and contemporary governments in Japan, North Korea, India, South Africa and China.

7.3.1 The World in Spatial Terms: Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific.

7.3.2 The World in Spatial Terms: Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps with location technology such as Global Positioning systems and Geographic Information Systems.

7.3.3 Places and Regions: Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time.

7.3.4 Places and Regions: Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific.

7.3.7 Physical Systems: Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific.

7.3.10 Physical Stems: Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific.

7.3.11 Human Systems: Identify and explain the importance of the early cultural hearths in the Nile River Valley, Mesopotamia, the Indus River Valley and the Huang River Valley.

7.4.4 Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest Pacific.

| |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |The achievements of ancient civilizations affected the development of Africa and Asia. |Processes |Reading Process |

| |Human and physical systems have a significant impact on Africa, Asia, and the Southwest | |Writing Process |

| |Pacific. | | |

| |The living conditions in Africa, Asia, and the Southwest Pacific are affected by a | | |

| |variety of economic factors. | | |

|Organizing |Students will investigate the physical and cultural development of early river valley | | |

|Ideas |civilizations. (7.1.1) | | |

| |Students will analyze the characteristics of major religions. | | |

| |Students will investigate the development of written language.(7.1.3) | | |

| |Students will investigate early forms of government. | | |

| |Students will analyze the development of economic systems. (7.4.4) | | |

| |Students will analyze the limitations that climate and landforms place on land or people| | |

| |in the regions of the world. | | |

|Details |Importance of water: Tigris, Euphrates, Nile, Huang He, Indus, Ganges |Skills |Map, chart, and graph reading. |

| |Stages in the development of ancient civilizations; Egypt, Mesopotamia, Africa, Indus, | |Reading Process |

| |China | |Writing Process |

| |Religious development; polytheism v. monotheism | |Compare and contrast the ancient civilizations |

| |Architectural development of pyramids, arch, Sphinx, obelisk. | |achievements-economical, technological, and cultural.|

| |Written language associated with different ancient civilizations; Sumerian cuneiform, | | |

| |Egyptian hieroglyphics, and Chinese civilization. | | |

| |Characteristics and migration of major religions: Islam, Christianity, Judaism, | | |

| |Buddhism, Hinduism. | | |

| |Development of economies; traditional, and market. | | |

|Vocabulary |Achievement | | |

| |Ancient | | |

| |Civilization | | |

| |Cultural hearth | | |

| |Culture | | |

| |Economics | | |

| |Geography | | |

| |Government | | |

| |History | | |

| |Human environmental interaction | | |

7th Grade Social Studies Bundle #2: Post-Ancient Period

|Standard: |

|7.1.4 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the historical origins, central beliefs and spread of major religions. |

|7.1.5 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the development of sub-Saharan civilizations in Africa, including the kingdoms |

|of Ghana, Mali and Songhai, and the importance of political and trading centers, such as Timbuktu. |

|7.1.6 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Explain the importance of early trade routes in the eastern Mediterranean, South Asia and|

|China, including the early Silk Road. |

|7.1.7 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Explain the influence of Muslim civilization on the growth of cities, the development of |

|trade routes, political organizations, and scientific and cultural contributions to other cultures of the time. |

|7.1.8 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Describe the institution of slavery in its various forms in Africa, Asia and the |

|Southwest Pacific. |

|7.1.9 The Spread of Cultural, Economic, Social and Political Ideas: 500 B.C. (B.C.E.) - 1600 A.D. (C.E.). Trace the rise, spread and influence of the Mongols including the Mughal control of South|

|Asia. |

|7.1.10 Major Civilizations, States and Empires: 300 - 1650. Describe the development of political institutions, agriculture and environment, technology, the arts, and commerce of various |

|dynasties in China. |

|7.1.11 Major Civilizations, States and Empires: 300 - 1650. Explain how Japan became increasingly independent of earlier Chinese influences, developing its own political, religious, social and |

|artistic traditions. |

|7.3.1 The World in Spatial Terms: Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific. |

|7.3.2 The World in Spatial Terms: Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with location technology such as Global Positioning |

|Systems and Geographic Information Systems. |

|7.3.3 Places and Regions: Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time. |

|7.3.4 Places and Regions: Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific. |

|7.3.5 Physical Systems: Explain how ocean currents and winds influence climate differences in Africa, Asia and the Southwest Pacific and explain how they are adapted through industry, agriculture|

|and housing. |

|7.3.6 Physical Systems: Compare climate regions of Asia, Africa and the Southwest Pacific and explain why they differ. |

|7.3.7 Physical Systems: Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific. |

|7.3.10 Physical Systems: Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific. |

|7.4.1 Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. |

|7.4.4 Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest |

|Pacific. |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |Prior to the 18th century many new kingdoms developed. |Processes |Reading process |

| |Confucianism impacted political and social thought in Asia. | |Writing process |

| |Ocean currents and winds influence climate differences. | | |

| |Distribution of natural resources and human populations are unequal. | | |

| |Limitations that climate and landforms place on land or people in the regions of the | | |

| |world. | | |

|Organizing |Students will investigate the development of sub-Saharan and Asian civilizations and | | |

|Ideas |explain the importance of political and trading centers. (7.1.5) | | |

| |Students will analyze the rise, spread, and influence of the Mongols. (7.1.9) | | |

| |Students will investigate major dynasties of China. (7.1.10) | | |

| |Students will analyze the development of Japan independent of Chinese influence. | | |

| |(7.1.11) | | |

| |Analyze the impact of Confucius. | | |

| |Students will investigate the role Confucianism has played in the cultural and political| | |

| |evolution of Asia | | |

| |Students will analyze the benefits of trade between countries. (7.4.1) | | |

| |Students will analyze the connections of Michigan City and Indiana in the global | | |

| |economy. (7.4.2) | | |

| |Students will investigate the factors that contribute to a country’s standard of living.| | |

| |(7.4.6) | | |

|Details |The expansion of major religions; Islam, Christianity, Judaism, Buddhism, Hinduism. |Skills |Analyzing graphs, tables, time lines, maps, and |

| |Characteristics of major religions; Confucianism. | |internet sources, etc. |

| |Development of the salt trade, slave trade, gold trade, trade routes and trading centers| | |

| |in Africa. | | |

| |Architectural development of the great Zimbabwe | | |

| |The causes and effects of the Bantu migration. | | |

| |Impact of early trade routes on Asia; Silk Road. | | |

| |Influences of Muslim civilization; growth of cities, trade routes, political | | |

| |organizations, scientific and cultural contributions. | | |

| |Impact on Mongols Asia, Mughal achievements in India-Hinduism, Sanskrit language; Mongol| | |

| |achievements in China-public works, increased trade; and expansion. | | |

| |Contributions of the Chinese Dynasties-political, agricultural, environmental, | | |

| |technological, artistic, and commercial. | | |

| |Development of independent Japan | | |

| |Identify and describe the major physical characteristics of Africa and Asia-mountain | | |

| |ranges, bodies of water, plains, desert, islands, rivers. | | |

| |Identify, compare, and explain the impact of climate regions/zones on human development.| | |

| |Identify how industry, agriculture, and daily life adapt to climate differences caused | | |

| |by wind and ocean currents. | | |

| |Describe limitations caused by climate or landforms-monsoons, typhoons, drought, etc. | | |

| |Explain the benefits of trade; cultural diffusion, raising standards of living. | | |

|Vocabulary |Cultural diffusion | | |

| |Migration | | |

7th Grade Social Studies Bundle#3: Colonialism and Imperialism Period

|Standard: |

|7.1.12 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe worldwide voyages of exploration and discovery. |

|7.1.13 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Explain the reasons for European colonization of Africa, Asia and the Southwest Pacific. |

|7.1.14 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe and compare the responses of the indigenous people of India, South Africa and China to European imperialism. |

|7.1.17 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Describe the impact of industrialization, urbanization and globalization in post-colonial South Africa, India, Japan, |

|China and Kenya. |

|7.2.1 Foundations of Government: Give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa and the Southwest Pacific. |

|7.3.1 The World in Spatial Terms: Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific. |

|7.3.2 The World in Spatial Terms: Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with location technology such as Global Positioning |

|Systems and Geographic Information Systems. |

|7.3.3 Places and Regions: Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time. |

|7.3.4 Places and Regions: Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific. |

|7.3.7 Physical Systems: Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific. |

|7.3.9 Physical Systems: Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific. |

|7.3.10 Physical Systems: Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific. |

|7.3.13 Human Systems: Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British |

|immigrants and the aborigines of Australia. |

|7.4.1 Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. |

|7.4.4 Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest |

|Pacific. |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |European colonization and imperialism had long term impacts effects on Africa, Asia, and the |Processes |Reading Process |

| |Southwest Pacific | |Writing Process |

| |Human and physical systems have significant impacts on Africa, Asia, and the Southwest Pacific. | | |

| |Industrialization has a major impact on people and countries of Africa, Asia, and Southwest | | |

| |Pacific. | | |

|Organizing |Students will analyze the importance of early trade routes. (7.1.6) | | |

|Ideas |Students will analyze the reasons for and the impact of European colonization. (7.1.13) | | |

| |Students will investigate the responses of native peoples to colonization/imperialism. (7.1.14) | | |

| |Students will investigate the distribution of natural resources and human population. (7.3.9) | | |

| |Students will analyze the impact of industrialization, urbanization, and globalization in the | | |

| |post-colonial world. (7.1.17) | | |

|Details |Analyze reasons for exploration, and colonization-missionary work, spice trade, capital |Skills |Map, chart, and graphs reading. |

| |resources. | |Compare and contrast distribution of natural |

| | | |resources to population distribution. |

| |Describe the results of industrialization, urbanization, and globalization in the post-colonial | |Compare climate regions and ecosystems. |

| |period. | |Analyze the reactions of indigenous people in India, |

| | | |Africa, and SW Pacific. |

| |Explain routes to independence –war, peaceful. | |Compare and contrast the distribution of natural |

| | | |resources in Africa, Asia, and SW Pacific |

| |Define ethnocentrism and give examples-Kikuyu in Kenya. | | |

| | | | |

| | | | |

|Vocabulary |Colonialism | | |

| |Ethnocentrism | | |

| |Industrialization | | |

| |Interdependence | | |

7th Grade Social Studies Bundle#4: Modern Period

|Standard: |

|7.1.16 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Identify and describe historical events in the Middle East since the end of World War II. |

|7.1.18 Exploration, Conquest and Post-Colonial States: 1500 to the Present. Identify and describe recent conflicts and political issues between nations or cultural groups. |

|7.2.2 Foundations of Government: Identify and compare historical and contemporary governments in Japan, North Korea, India, South Africa and China. |

|7.2.4 Functions of Government: Identify the functions of international organizations in Africa, Asia and the Southwest Pacific. |

|7.2.5 Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Africa, Asia and the Southwest Pacific. |

|7.3.1 The World in Spatial Terms: Identify and locate on maps the countries of Africa, Asia and the Southwest Pacific. |

|7.3.2 The World in Spatial Terms: Locate capital cities in Africa, Asia and the Southwest Pacific using latitude and longitude on maps and with location technology such as Global Positioning |

|Systems and Geographic Information Systems. |

|7.3.3 Places and Regions: Use historical maps to identify changes in Africa, Asia and the Southwest Pacific over time. |

|7.3.4 Places and Regions: Identify and describe major physical characteristics of regions in Africa, Asia and the Southwest Pacific. |

|7.3.7 Physical Systems: Give examples and describe the formation of important river deltas, mountains and bodies of water in Africa, Asia and the Southwest Pacific. |

|7.3.8 Physical Systems: Describe ecosystems of Africa's deserts, Asia's mountain regions, and the coral reefs of Australia. |

|7.3.9 Physical Systems: Compare and contrast the distribution of natural resources in Africa, Asia and the Southwest Pacific. |

|7.3.10 Physical Systems: Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific. |

|7.3.12 Human Systems: Identify current trends and patterns of rural and urban population distribution in selected countries of Africa, Asia and the Southwest Pacific. |

|7.3.13 Human Systems: Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British |

|immigrants and the aborigines of Australia. |

|7.4.1 Give examples of trade between countries in Africa, Asia and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. |

|7.4.2 Identify economic connections between the local community and the countries of Africa, Asia or the Southwest Pacific. |

|7.4.4 Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest |

|Pacific. |

|7.4.6 Compare and contrast the standard of living of various countries in Africa, Asia and the Southwest Pacific using Gross Domestic Product (GDP) per capita as an indicator. |

|7.4.8 Identify ways that societies deal with helpful spillovers (e.g. education) or harmful spillovers (e.g. pollution). |

|Declarative Knowledge |Procedural Knowledge |

|Concepts |African, Asian, and Southwest Pacific countries reached independence through a variety of means.|Processes |Reading process |

| |Many competing ideologies have influenced the governments of Africa, Asia, and Southwest | |Writing process |

| |Pacific. | | |

| |The living conditions in Africa, Asia, and the Southwest Pacific are affected by a variety of | | |

| |economic factors. | | |

| |Human and physical systems have a significant impact on Africa, Asia, and the Southwest Pacific.| | |

|Organizing |Students will investigate the different routes to independence from colonial rule. (7.2.1) | | |

|Ideas |Students will investigate the roles of citizens in a variety of government types. | | |

| |Students will analyze recent conflicts and political issues between nations or cultural groups. | | |

| |(7.1.18) | | |

| |Students will comprehend the roles and functions of international organizations. | | |

| |Students will investigate the distribution of natural resources and human population. (7.3.9) | | |

|Details |Describe major historical events, conflicts, and issues since the end of WW II-reconstruction of|Skills |Map, chart, and graph reading. |

| |Japan, Gulf War, etc. | |Using the grid system to find locations on a map |

| |Functions of international organization-UN, OPEC, WHO, etc. | |Draw conclusions about the standard of living of |

| |Describe ecosystems-desert, mountain, polar regions, etc. | |countries based on data. |

| |Connections between local community and other countries- business, cultural, etc. | |Categorizing spillovers. |

| |Explain the development of command, and mixed economies. | |Compare and contrast historical and modern |

| |Identify helpful spillovers-education, or harmful spillovers-pollution. | |governments. |

| | | |Compare and contrasts the citizens role and |

| | | |citizenship in selected countries. |

| | | |Compare and contrast the distribution of natural |

| | | |resources. |

| | | |Using visual medium to identify current trends of |

| | | |population distribution. |

| | | |Compare and contrast the standards of living of |

| | | |various countries. |

|Vocabulary |Globalization | | |

| |Spillover | | |

| |Trade | | |

| |Urbanization | | |

7TH GRADE SOCIAL STUDIES QUARTERLY PACING GUIDE

Ongoing 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

|Course Title |Assessment |Assessment |Assessment |Assessment |

| |Summative (Quarterly) Assessment: |Summative (Quarterly) Assessment: |Summative (Quarterly) Assessment: |Summative (Quarterly) Assessment: |

|7th grade Social Studies | | | | |

| |Test Question Bank: Questions are |Test Question Bank: Questions are |Test Question Bank: Questions are |Test Question Bank: Questions are derived|

| |derived from the Holt McDougal Eastern |derived from the Holt McDougal |derived from the Holt McDougal Eastern |from the Holt McDougal Eastern World Grade|

| |World Grade 7 Textbook |Eastern World Grade 7 Textbook |World Grade 7 Textbook |7 Textbook |

|Standards |Bundle #1: |Bundle #2: |Bundle #2: |

| |Ancient World |Post-Ancient Period |Post-Ancient Period |

| | | | |

| |Standards: |Standards: |Standards: |

| |7.1.1, 7.1.2, 7.1.3, 7.1.4, 7.2.2, 7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.7, 7.3.10,|7.1.4, 7.1.5, 7.1.6, 7.1.7, 7.1.8, |7.1.4, 7.1.5, 7.1.6, 7.1.7, 7.1.8, 7.1.9, |

| |7.3.11, 7.4.4 |7.1.9, 7.1.10, 7.1.11, 7.3.1, 7.3.2, |7.1.10, 7.1.11, 7.3.1, 7.3.2, 7.3.3, |

| | |7.3.3, 7.3.4, 7.3.5, 7.3.6, 7.3.7, |7.3.4, 7.3.5, 7.3.6, 7.3.7, 7.3.10, 7.4.1,|

| | |7.3.10, 7.4.1, 7.4.4 |7.4.4 |

| | | | |

| | | | |

| | |Bundle #3: |Bundle #3: |

| | |Colonialism and Imperialism |Colonialism and Imperialism |

| | | | |

| | |Standards: |Standards: |

| | |7.1.12, 7.1.13, 7.1.14, 7.1.17, 7.2.1, |7.1.12, 7.1.13, 7.1.14, 7.1.17, 7.2.1, |

| | |7..3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.7, |7..3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.7, |

| | |7..3..9, 7.3.10, 7.3.13, 7.4.1, 7.4.4 |7..3..9, 7.3.10, 7.3.13, 7.4.1, 7.4.4 |

| | | | |

| | |Bundle #4: |Bundle #4: |

| | |Modern Period |Modern Period |

| | | | |

| | |Standards: |Standards: |

| | |7.1.16, 7.1.18, 7.2.2, 7.2.4, 7.2.5, |7.1.16, 7.1.18, 7.2.2, 7.2.4, 7.2.5, |

| | |7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.7, |7.3.1, 7.3.2, 7.3.3, 7.3.4, 7.3.7, 7.3.8, |

| | |7.3.8, 7.3.9, 7.3.10, 7.3.12, 7.3.13, |7.3.9, 7.3.10, 7.3.12, 7.3.13, 7.4.1, |

| | |7.4.1, 7.4.2., 7.4.4, 7.4.6., 7.4.8. |7.4.2., 7.4.4, 7.4.6., 7.4.8. |

|Instructional Strategies |Instructional Strategies |Instructional Strategies | | |

7th grade Social Studies Assessment Plan

1st quarter

|Essential Outcomes: |

|The achievements of ancient civilizations affected the development of Africa and Asia. |

|Human and physical systems have a significant impact on Africa, Asia, and the Southwest Pacific. |

|The living conditions in Africa, Asia, and the Southwest Pacific are affected by a variety of economic factors. |

| |

|Standards: |

|1,2,3 & 4 |

|Summative Assessment: |

|The achievements of ancient civilizations affected the development of Africa and Asia. |

|Human and physical systems have a significant impact on Africa, Asia, and the Southwest Pacific. |

|The living conditions in Africa, Asia, and the Southwest Pacific are affected by a variety of economic factors. |

|Describe Assessment & Timeline |Method |Testing Knowledge |Testing Reasoning & |Testing Performance Skills|Testing Product |

| | | |Analysis | | |

|Formative 1: |Selected response: | | | | |

|Physical and cultural development of |Multiple Choice | | | | |

|early river valley civilizations. | |X | | | |

|Formative 2: |Selected Response: | | | | |

|Analyze the characteristics of major |Multiple Choice | | | | |

|religions |Performance: | | | | |

| |Religion Matrix* based on types of religion: Hinduism, | | | | |

| |Buddhism, Confucianism, Judaism, Christianity, Islam. | | | | |

| |Presentation based on Religion Matrix* characteristics | | | | |

| |(differentiated instruction using flexible grouping): Origin, | | | | |

| |Founder, Location, Tenets, Famous People and Events, Ethnic |X | |X | |

| |Groups, Cultures and Countries for each religion. | | | | |

| | | | | | |

| |*handout for each student | | | | |

|Formative 3: |Selected Response: | | | | |

|Investigate the development of written |Multiple Choice | | | | |

|language |Performance: | | | | |

| |Writing examples of each different type of language |X | |X | |

|Formative 4: |Selected Response: | | | | |

|Investigate early forms of government |Multiple Choice | | | | |

| |Performance: | | | | |

| |Government Matrix of Government Types: Dictatorship, Oligarchy, Absolute | | | | |

| |Monarchy, Constitutional Monarchy, Direct, Indirect (Representative). | | | | |

| |Presentation based on Government Matrix focusing on | | | | |

| |characteristics*(differentiated instruction using flexible grouping): |X | |X | |

| |definition, who has the authority?, How do you get power?, How is power | | | | |

| |transferred?, How are laws/decisions made?, Advantages, Disadvantages, World | | | | |

| |Examples. | | | | |

| | | | | | |

| |*handout for each student | | | | |

|Formative 5: |Selected Response: | | | | |

|Analyze the development of economic |Multiple Choice | | | | |

|systems |Extended Written Response: |X | |X | |

| |Compare and Contrast Economies with their corresponding types of Governments. | | | | |

|Formative 6: |Selected Response: | | | | |

|Analyze the limitations that climate and |Multiple Choice | | | | |

|landforms place on land or people in the |Matching | | | | |

|regions of the world. | |X | | | |

| | | | | | |

2nd quarter

|Essential Outcomes: |

|Prior to the 18th century many new kingdoms developed. |

|Confucianism impacted political and social thought in Asia. |

|Students will comprehend how ocean currents and winds influence climate differences. |

|Students will investigate the distribution of natural resources and human population. |

|Students will analyze the limitations that climate and landforms place on land or people in the regions of the worlds. |

| |

|Standards: |

|1, 3 & 4 |

|Summative Assessment: |

|Prior to the 18th century many new kingdoms developed. |

|Confucianism impacted political and social thought in Asia. |

|Students will comprehend how ocean currents and winds influence climate differences. |

|Students will investigate the distribution of natural resources and human population. |

|Students will analyze the limitations that climate and landforms place on land or people in the regions of the worlds. |

|Describe Assessment & Timeline |Method |Testing Knowledge |Testing Reasoning/ |Testing Performance |Testing Product |

| | | |Analysis |Skills | |

|Formative 1: |Selected Response: | | | | |

|Investigate the development of |Multiple Choice | | | | |

|Sub-Saharan and Asian |Extended Written Response: | | | | |

|civilizations and explain the |How did geography help Sub-Saharan and Asian civilizations grow? | | | | |

|importance of political and | |X |X | | |

|trading centers. | | | | | |

| | | | | | |

|Formative 2: |Selected Response: | | | | |

|Analyze the rise, spread and |Multiple Choice | | | | |

|influence of the Mongols. | |X | | | |

| | | | | | |

|Formative 3: |Selected Response: | | | | |

|Investigate major dynasties of |Multiple Choice-focus on Chinese inventions | | | | |

|China. | |X | | | |

| | | | | | |

|Formative 4: |Selected Response: | | | | |

|Analyze the development of Japan |Multiple Choice | | | | |

|independent of Chinese influence.|Extended Written Response: Explain the importance of the Shogun and the| | | | |

| |Samurai to Japan independent of Chinese influence. |X |X | | |

|Formative 5: |Selected Response: | | | | |

|Comprehend who Confucius was. |Multiple Choice | | | | |

| |Performance: | | | | |

| |Religion Matrix* based on types of religion: Confucianism |X | |X | |

| |Presentation based on Religion Matrix* characteristics (differentiated | | | | |

| |instruction using flexible grouping): Origin, Founder, Location, | | | | |

| |Tenets, Famous People and Events, Ethnic Groups, Cultures and Countries| | | | |

| |for each religion. | | | | |

| | | | | | |

| |*handout for each student | | | | |

|Formative 6: |Selected Response: | | | | |

|Investigate the role Confucianism|Multiple Choice | | | | |

|has played in the cultural and |Performance: | | | | |

|political evolution of Asia. |Religion Matrix* based on types of religion: Confucianism | | | | |

| |Presentation based on Religion Matrix* characteristics (differentiated | | | | |

| |instruction using flexible grouping): Origin, Founder, Location, |X | |X | |

| |Tenets, Famous People and Events, Ethnic Groups, Cultures and Countries| | | | |

| |for each religion. | | | | |

| | | | | | |

| |*handout for each student | | | | |

|Formative 7: |Selected Response: | | | | |

|Analyze the benefits of trade |Multiple Choice | | | | |

|between countries |Performance: | | | | |

| |Perform a trading demonstration in class between different groups of |X | |X | |

| |students (countries) | | | | |

|Formative 8: |Selected Response: | | | | |

|Analyze the role of Michigan City|Multiple Choice | | | | |

|and Indiana in the global economy|Performance: | | | | |

| |Create a spreadsheet representing the products that are sold in | | | | |

| |Michigan City and the country in which these products are produced. |X | |X | |

|Formative 9: |Selected Response: | | | | |

|Investigate the factors that |Multiple Choice | | | | |

|contribute to a country’s |Performance: | | | | |

|standard of living. |Use an almanac to create a product that describes the different factors|X | |X | |

| |which contribute to a country’s standard of living. | | | | |

3rd quarter

|Essential Outcomes: |

|European colonialism and imperialism had long-term impact on Africa, Asia and the Southwest Pacific. |

|Human and physical systems have a significant impact on Africa, Asia and the Southwest Pacific. |

|Industrialization had a major impact on people and countries of Africa, Asia and the Southwest Pacific. |

| |

|Standards: |

|1,2,3 & 4 |

|Summative Assessment: |

|European colonialism and imperialism had long-term impact on Africa, Asia and the Southwest Pacific. |

|Human and physical systems have a significant impact on Africa, Asia and the Southwest Pacific. |

|Industrialization had a major impact on people and countries of Africa, Asia and the Southwest Pacific. |

|Describe Assessment & Timeline |Method |Testing Knowledge |Testing |Testing Performance |Testing Product |

| | | |Reasoning/Analysis|Skills | |

|Formative 1: |Selected Response: | | | | |

|Comprehend the Importance of early trade |Multiple Choice | | | | |

|routes | |X | | | |

| | | | | | |

|Formative 2: |Selected Response: | | | | |

|Analyze the reasons for and impact of |Multiple Choice | | | | |

|European colonization | |X | | | |

| | | | | | |

|Formative 3: |Selected Response: | | | | |

|Investigate the responses of native peoples |Multiple Choice | | | | |

|to colonization/imperialism |Short Answer : If new people came to your country, or you came |X | | | |

| |to a new country how would you react or feel? | | | | |

|Formative 4: |Selected Response: | | | | |

|Investigate the distribution of natural |Multiple Choice | | | | |

|resources and human population |Performance: |X | |X | |

| |Create a graph that illustrates the distribution of natural | | | | |

| |resources among the human population. | | | | |

|Formative 5: |Selected Response: | | | | |

|Analyze the impact of industrialization, |Multiple Choice | | | | |

|urbanization, and globalization in the |Performance: | | |X | |

|post-colonial world. |Product-illustrate the differences between industrialization, |X | | | |

| |urbanization, and globalization by creating a poster, venn | | | | |

| |diagram or other visual aid. | | | | |

4th quarter-45 days (ISTEP 5 days)

|Essential Outcomes: |

|African, Asian and Southwest Pacific countries reached independence through a variety of means. |

|Many competing ideologies have influenced the governments of Africa, Asia and the Southwest Pacific. |

|The living conditions in Africa, Asia and the Southwest Pacific are affected by a variety of economic factors. |

|Human and physical systems have a significant impact on Africa, Asia and the Southwest Pacific. |

| |

|Standards: |

|1,2,3 & 4 |

|Summative Assessment: |

|African, Asian and Southwest Pacific countries reached independence through a variety of means. |

|Many competing ideologies have influenced the governments of Africa, Asia and the Southwest Pacific. |

|The living conditions in Africa, Asia and the Southwest Pacific are affected by a variety of economic factors. |

|Human and physical systems have a significant impact on Africa, Asia and the Southwest Pacific. |

|Describe Assessment & Timeline |Method |Testing Knowledge |Testing |Testing Performance |Testing Product |

| | | |Reasoning/Analysis |Skills | |

|Formative 1: |Selected Response: | | | | |

|Investigate historical events |Multiple Choice | | | | |

|pertaining to independence in |Performance: |X | |X | |

|Southeast Asia. |Create a Timeline | | | | |

| | | | | | |

|Formative 2: |Selected Response: | | | | |

|Investigate the different routes to|Multiple Choice | | | | |

|independence from colonial rule. | |X | | | |

| | | | | | |

|Formative 3: |Selected Response: | | | | |

|Investigate the roles of citizens |Multiple Choice | | | | |

|under a variety of types of |Performance: | | | | |

|government. |Government Matrix of Government Types: Dictatorship, Oligarchy, Absolute | | | | |

| |Monarchy, Constitutional Monarchy, Direct, Indirect (Representative). | | | | |

| |Presentation based on Government Matrix focusing on | | | | |

| |characteristics*(differentiated instruction using flexible grouping): |X | |X | |

| |definition, who has the authority?, How do you get power?, How is power | | | | |

| |transferred?, How are laws/decisions made?, Advantages, Disadvantages, | | | | |

| |World Examples. | | | | |

| |*handout for each student | | | | |

|Formative 4: |Selected Response: | | | | |

|Analyze recent conflicts and |Multiple Choice | | | | |

|political issues between nations or|Performance: | | | | |

|cultural routes. |Research current events and prepare a presentation discussing the recent | | | | |

| |conflicts and political issues between nations. Graded using a rubric | | | | |

| |with specific guidelines. |X | |X | |

|Formative 5: |Selected Response: | | | | |

|Comprehend the roles and functions |Multiple Choice/Matching | | | | |

|of international organizations. |Performance: | | | | |

| |Role Playing-Students develop a position speech based upon a country that | | | | |

| |we have studies this year and present their information as a delegate of | | | | |

| |that country. Graded using a rubric with specific guidelines | | | | |

| | |X | |X | |

|Formative 6: |Selected Response: | | | | |

|Investigate the distribution of |Multiple Choice | | | | |

|natural resources and human |Performance: | | | | |

|population. |Create a graph that illustrates the distribution of natural resources | | | | |

| |among the human population. | | | | |

| | |X | |X | |

Pacing Guide Overview 1st Quarter Content Area: Social Studies Grade 7

|Week |Essential Outcome or Concept |Bundle |Standards Taught |Resources Used |

|1 | | | | |

| |Introduction/Geography |1,2,3,4 |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 |Chapters 1-4, The Handbook, & outside resources |

|2 | | | | |

| |Geography |1,2,3,4 |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 |Chapters 1-4, The Handbook, & outside resources |

|3 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Mesopotamian Civilization |1 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 5) |

|4 | | | | |

| | | | | |

|5 |Constitution Day Activity | |Federal & State requirement | |

| | | | | |

|6 | | | | |

| |Egypt / Kush |1 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 11 & 12) |

| | | |7.3.10, 7.3.11, 7.4.4 | |

|7 | | | | |

| | | | | |

|8 | Review for Q1 Summative Assessment (10/21/2010 suggested) | | | |

| | | | | |

|9 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Indus River Valley Civilization |1 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 19) |

| | | | | |

Pacing Guide Overview 2nd Quarter Content Area: Social Studies Grade 7

|Week |Essential Outcome or Concept |Bundle |Standards Taught |Resources Used |

|10 | | |7.1.4, 7.3.3, 7.3.2 | |

| |Hinduism & Buddhism |1 | |Textbook (Ch.19) |

| 11 | | | | |

| |3 Monotheistic Religions |1 |7.1.4, 7.3.3, 7.3.2 |Textbook (Ch.6: Sections 1-2 |

| | | | |Ch. 7: Sections 1-4) |

|12 | | | | |

| | | | | |

|13 | | | | |

| | | | | |

|14 | | | | |

| |Ancient China & Confucianism |1 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 20: Sections 1-5) |

| | | |7.3.10, 7.3.11, 7.4.4 | |

|15 | | | | |

| | | | | |

|16 | | | | |

| |Acuity Predictive B (12/13-12/17) | | | |

|17 | | | | |

| |Review Chapters 19, 6-7, 20 | | | |

|18 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Q2 Summative (1/12/2011 suggested) |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 22& 23) |

| |East Asia | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

Pacing Guide Overview 3rd Quarter Content Area: Social Studies Grade 7th

|Week |Essential Outcome or Concept |Bundle |Standards Taught |Resources Used |

|19 | | | | |

| | | | | |

|20 | | | | |

| |Southeast Asia |2,3,4 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 24) |

| |Acuity Predictive C (2/7-2/11) | |7.3.10, 7.3.11, 7.4.4 | |

|21 | | | | |

| | | | | |

|22 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |South Asia |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 21) |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|23 |ISTEP (Feb. 28-Mar. 9) | | | |

| |Constructed Response | | | |

|24 |ISTEP (Feb. 28- Mar. 9) | | | |

| |Constructed Response | | | |

|25 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Southwest Asia & Central Asia |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 9 & 10) |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|26 |Review and Q3 Summative Assessment | | | |

| |(3/21/2011 suggested) | | | |

|27 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |North Africa |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 14) |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

Pacing Guide Overview 4th Quarter Content Area: Social Studies Grade 7

|Week |Essential Outcome or Concept |Bundle |Standards Taught |Resources Used |

|28 | | | | |

| |West Africa |2,3,4 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 15) |

| | | |7.3.10, 7.3.11, 7.4.4 | |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|29 | | | | |

| | | | | |

|30 | | | | |

| |ISTEP/Central Africa |2,3,4 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 17) |

| | | |7.3.10, 7.3.11, 7.4.4 | |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|31 | | | | |

| |ISTEP Multiple Choice | | | |

|32 | | | | |

| |East Africa |2,3,4 |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, |Textbook (Ch. 16) |

| | | |7.3.10, 7.3.11, 7.4.4 | |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|33 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Southern Africa |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 18) |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|34 | | | | |

| | | | | |

|35 | | |7.1.1, 7.1.3, 7.1.4, 7.3.1, 7.3.4, 7.3.7, | |

| |Australia & Oceania |2,3,4 |7.3.10, 7.3.11, 7.4.4 |Textbook (Ch. 25) |

| | | |7.3.1, 7.3.2, 7.3.3, 7.3.5, 7.3.6, 7.4.4 | |

|36 | | | | |

| |Review & Q4 Summative | | | |

| |(6/1/2011) | | | |

Revised 7/13/10

Standards and Assessment Vocabulary

Social Studies

The purpose of the Standards and Assessment Vocabulary is to highlight words or phrases contained in the Indiana Academic Standards that may appear on ISTEP+ and to develop an awareness of connections between the standards and assessment.

|Key Word or Phrase |Notes |

| |Which best describes… |

| |Some examples: |

|Describe |Describe TWO ways international trade benefits individuals living in different countries. |

| |Describe one similarity and one difference between the beliefs of Christianity and Islam. |

| | |

|Example |Give examples to support a statement presented. |

| | |

|Explain |An example: |

| |Explain the affects of cultural/religious interactions between civilizations. |

| | |

|Explain the significance |Of an event or person |

| |An example: |

| |Describe and explain the significance of ancient Egyptian achievements in two of the following areas: Art, Architecture, Government, Religion. |

| | |

|Identify |Identify locations on maps |

| |Identify characteristics |

| | |

|Using what you have learned |Often a map, information or a short excerpt is presented to stimulate student thinking. Students should use this stimulus but also reflect on their|

| |own knowledge before answering the question. |

Novels/Readings to support Grade 7 Social Studies

Diamonds in the Shadow Caroline Cooney

The Lost Boys of the Sudan (article) Making Meaning Grade 8(?)

Chu Ju’s House Gloria Whelan

The Kite Rider

Chinese Cinderella Adeline Yen Mah

Ties that bind, ties that break:: a novel Lensey Namioka

Literature Course 7 (Glencoe)

The Smallest Dragonboy

Cat and Rat: The Legend of the Chinese Zodiac

Literature Course 8 (Glencoe)

Thank You in Arabic

The Summer of Vietnam

Making Meaning

Grade 7 Comprehension Library

American Dragons: 25 Short Stories Laurence Yep

Tree of Life Barbara Bash (African climate, plant, animal life/savannah)

Grade 6 Set 2 Comprehension Library

The Ch’i Lin Purse: A Collection of Ancient Chinese Legend Linda Fang

Revised 7/13/2010

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