Grade 7 Unpacking Document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 7

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 6-8The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 6-8 grade band. Teachersshould be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will have beenexposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry indicators ineach grade.

Category IndicatorCompelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peersSupporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts

Gathering and Evaluating SourcesI.1.3 Analyze details, central ideas and inferences from sources using discipline-specific strategiesI.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility,reliability, and context of the sources to guide the selection

Developing Claims and UsingEvidence

I.1.5 Identify evidence that draws information from multiple perspectivesI.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations ofboth based on multiple sources

Communicating Ideas

I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention todisciplinary detailI.1.8 Construct responses to supporting and opposing perspectives supported by evidenceI.1.9 Determine the credibility of disciplinary arguments of peers

Taking Informed ActionI.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,and/or global issuesI.1.11 Use a range of civic approaches to address problems being investigated

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The time period and focus for this course is from 1400 CE through the present day.

Unpacking the Behavioral Science ObjectivesStandard 7.B.1 Understand how individual and group values and beliefs have influenced various culturesOverarching Concepts: Values, Beliefs, Culture

Objective Mastery of the Objective Students willUnderstand Students will Know Example Topics Examples of Formative

Assessment7.B.1.1 Comparemajor elements ofculture in variousmodern societiesaround the world

Students must be able todiscuss the similaritiesand differences betweenthe various elements ofculture from around theworld.

Societies may havecultural expressionsthat reflect the diversemakeup of theirpopulations

The cultural elementsof a society may reflectthe values and beliefsof that society

Examples ofarchitecture, art,literature, and musicfrom variousmodern societies

Similarities anddifferencesbetween culturalelements in variousmodern societies

Values● Ethics● Respect● Responsibility● Innovation● Individualism● Communalism

Beliefs● Gender roles● Monotheistic● Polytheistic● Animistic● Justice● Equality● Materialism

Writings● Purpose● Poetry● Religious● Law

Customs & Traditions● Religious and

Secularfestivals

● Holidays● Clothing● Taking father’s

last name

Students will createcharts that comparecultures from differentregions and timeperiods, listing thoseelements of culturewhich are similar ordifferent.

Students will use a Venndiagram to comparevarious aspects of thecultures that are underexamination. Forexample, how genderroles compare betweenMiddle Eastern andEastern nations.

Students will investigatesources related to theEuropean Renaissanceand the Edo period ofJapan under theTokugawa leadership.They will compare thesetwo eras of culturaladvancement with avisual summary of keycultural developments ofeach.

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Art● Perspective in

Renaissance art● Geometric

designs ofIslamic art

● Kente cloth● Madhubani art

of India

Architecture● Bilateral

symmetry ofAsianarchitecture

● Mosques ofthe Islamicworld

● SikhGurdwaras

● Onion domesof Russianarchitecture

Social Institutions● Government● Economy● Education● Religion● Family units


Assessment7.B.1.2 Explainhow values andbeliefs affecthuman rights,justice, andequality for

Students must be able todemonstrate anunderstanding of howhuman rights, justice, andequality are affected by thevalues and beliefs of a

The values and beliefsof a society caninfluence the way asociety deals withhuman rights, justice,and equality for all

Examples of howvalues and beliefsaffect human rightsfor different groupsof people

Social Structures● Caste system

of India● Japanese

feudalism● Encomienda

Students will write abrief explanation of howthe values and beliefs ofa group have influenceda society to handleissues of justice,

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different groups ofpeople

society.

Students must be able todemonstrate anunderstanding of howhuman rights, justice, andequality are experienceddifferently by differentgroups in a society.

people

Societies may or maynot value justice andequality for all of theircitizens

Examples of howvalues and beliefsaffect justice fordifferent groups ofpeople

Examples of howvalues and beliefsaffect equality fordifferent groups ofpeople

system● Medieval

feudalism● Modern social

structurebased onmoney

● Family units

Religious conflict● Wars of

Reformation● Israeli/

Palestinianconflict

● Iran/Iraq War● Pakistan and

India

Social Darwinism

Imperialism

Colonialism

Universal Declarationof Human Rights

equality, or human rightsviolations.

Students will complete achart that shows howthe values and beliefswithin a society ornation positively ornegatively affect justiceand equality.

Students will readselections from theUniversal Declaration ofHuman Rights. They willthen explain how thevalues and beliefs thatinfluenced the documenthave influenced humanrights in modernsocieties.


Assessment7.B.1.3 Comparehow individualsand groupsrespond tostereotypes,oppression, humanrights violations,and genocide

Students must be able toshow similarities anddifferences in responsesdifferent groups orindividuals have had tostereotypes, oppression,human rights violations, orgenocide.

Strategies to overcomestereotypes andoppression within asociety may take onmany different forms

Responses to genocideand human rightsviolations can have

Examples ofstereotypes,oppression, humanrights violations

Examples ofgenocidethroughout history

Stereotypes:● “White Man’s

Burden”● Social

Darwinism● Xenophobia

Oppression:● Colonialism

Students will write aseries of tweets backand forth in the role of amember of the ThirdEstate and a formerlyenslaved person in Haitiafter the HatiainRevolution. The tweetswill compare the

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lasting impacts on howgroups and individualsrespond to adversity

Examples of howindividuals andgroups respond tostereotypes,oppression, humanrights violations,and genocide invarious societies

● Imperialism● Encomienda

System● Caste Systems

Genocides:● Holocaust● Armenian● Rwandan● Darfur● American

Indian● Australian

Aborigines● Khmer Rouge● Rohingya

Examples of types ofresponses:

● Revolution● Rebellion● Protest● Reform

Movement● Divestment● International

Attention● Propaganda● International

Sanction● Protests/

Actions todraw mediaattention

different ways the twoindividuals reacted tothe oppressions in theirsocieties.

Students will readprimary source letters orspeeches from severalhistorical figures whofought for human rightsor spoke out againstoppression. Whilereading these letters,they will look forcommon threads,wording, or phrases.Students will then watcha clip from a currentnews report and see ifany of these ideas orphrases reoccur.Students will write aparagraph detailing howindividuals and groupshave responded to actsof oppression andhuman rights violationshistorically and currently.

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Unpacking the Civics and Government ObjectivesStandard 7.C&G.1 Analyze modern governmental systems in terms of conflict and changeOverarching Concepts: Government Systems, Conflict, Change

Objective Mastery of theObjective

Students willUnderstand Students will Know Example Topics Examples of Formative

Assessment7.C&G.1.1 Explain howthe power andauthority of varioustypes of governmentshave created conflictthat has led to change

Students must beable to demonstratea knowledge andunderstanding ofhow the use of powerand authority bygovernments has ledto conflict.

Students must beable to describe howconflict, created bythe use of power andauthority, has led tochange in societies.

Governmental powerin a society maychange because ofpolitical, economic,or social crisis, orthe needs of thesociety

Misuse of powerand authority cancreate political andsocial conflict thatmay lead to societalchange

Various sources ofgovernmental powerand authority in asociety

Examples of howconflict created by agovernment’s powerand authority led tosocietal change

Sources of Power inVarious Types ofGovernments:

● Democracy● Republic● Authoritarianism● Anarchy● Totalitarianism● Facism● Oligarchy● Theocracy● Aristocracy

Conflicts that lead tochange:

● Global Wars(World War I,World War II, Waron Terror)

● Cold War● Revolutions

(French,American,Haitian, Russian,Chinese, etc.)

Societal Changes as aResult of Conflict:● New governments● Increased freedoms● Decreased

freedoms● Religious changes

Students will create acause and effectdiagram that details thepower and authority ofa government, how thepower/authority hascreated conflict andhow that conflict hasled to change.

Students will fill out orcreate a graphicorganizer describing thecauses and effects ofthe French Revolution.Students must describeconflict using thefollowing details:● Who held the

power in France● Both sides of the

disagreementalong with theirreasoning as towhy they are right

● The outcome of theconflict

● How life changedpolitically,economically, andsocially for thosewho participated insaid conflict

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Assessment7.C&G.1.2 Distinguishhow conflict betweenreligious and secularthought and practicehas contributed tochange in government

Students must beable to determine howconflict betweenreligious and secularpower has impactedchanges ingovernments.

There can bedifferences betweenreligious and secularthoughts andpractices

Religious and secularstruggles for powercan lead to changesin government

Examples of conflictbetween religious andsecular thought

Various societies thathave hadgovernmental changedue to conflictbetween religious andsecular thought

Scientific Revolution

Enlightenment

Modern government ofIndia

Communist China

Protestant Reformation

Counter-Reformation

Iranian Revolution of 79

Soviet Union - RussianOrthodox Church,Russian OrthodoxChurch Abroad

Caliphates

Afghanistan/Taliban

Kemal Ataturk

Students will readspeeches/documentsauthored by religiousfigures in opposition tosecular authority andidentify the argumentthat had the mostinfluence on changingthe government.

Given a passagedescribing the conflictbetween the Catholicchurch and King HenryVIII, students willunderline evidence thatpoint to the conflict andcircle evidence thatshow how King Henry’ssecular thoughtcontributed to change.

Students will look at alist of various reasonsfor the IranianRevolution (1979).Students willdistinguish between thereligious and secularreasons and decidewhich had the largereffect on the ensuingchange of governmentand explain theirreasoning.

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Assessment7.C&G.1.3Deconstruct changesof various moderngovernments in termsof the benefits andcosts to its citizens

Students must beable to demonstrateknowledge andunderstanding of theways in whichchanges ingovernment benefitsthe citizens of asociety.

Students must beable to demonstrateknowledge andunderstanding of thenegative impactchanges ingovernment have forcitizens of a society.

Changes ingovernment can leadto positiveconsequences forcitizens

Changes ingovernment can leadto negativeconsequences forcitizens

Examples of changesof government inmodern societies

Examples of the prosand cons ofgovernmental changeon citizens

French Revolution

American Revolution

Iranian Revolution

Arab Spring

Civil Rights Movementsaround the world

End of apartheid

Meiji Restoration

Chinese Revolution

Russian Revolution

Cuban Revolution

Peaceful transitions ofpower in variousdemocracies

● PresidentialElections

● Elections ofPrime Ministers

Colonization

Decolonization

Hatiain Revolution

Students will beprovided with shortreadings about changesthat occurred in Haiti asa result of the HaitianRevolution. Studentswill analyze the readingand point out how thechanges were beneficialto the citizens of Haiti.

After studying aboutdecolonization,students will be giveninformation pertainingto one nation fromAfrica or Asia thatdecolonized after WWII.Students will analyzethe information todecide and mark theinformation with a “+” ifthe change was abenefit to the citizensand a “-” if it was a costto the citizens.

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Latin AmericanRevolutions/GranColombia



Assessment7.C&G.1.4 Summarizenew ideas thatchanged politicalthought in variousnations, societies andregions

Students must beable to show they cancreate a shortsummary or abstract(not retell) discussingnew ideas that haveaffected change inpolitical thought since1400.

The ideas ofintellectual, scientificand culturalmovements maydirect thedevelopment offuture politicalthought

Historical, culturaland economicfactors mayintroduce new ideasthat can lead tochange in politicalthought that shapesa nation

Examples of variousideas that shapedmodern politicalthought

Ways new ideas caninfluence change in asociety

Renaissance● Humanism

The Enlightenment● Separation of

Powers● Natural Rights● Checks and

Balances

The ScientificRevolution

● Empiricism● Experimentation

Democracy

Marxism

Socialism

Facism

Capitalism

Equality

Liberty

Individualism

Laissez faire

Students will read andsummarize the mainidea(s) of a primarysource from anEnlightenment author.

Students will create aFlipgrid extolling an ideathat has changedvarious nations,societies, or regions. Inthe Flipgrid, they willdefine the idea andsummarize the impactof this idea on thenation or region.

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Justice

Human Rights

Unpacking the Economics ObjectivesStandard 7.E.1 Understand the economic activities of modern societies and regionsOverarching Concepts: Economic Activities, Society, Region



Assessment7.E.1.1 Explain thefactors and conditionsthat contribute to thedevelopment ofeconomic systems

Students must beable to demonstratean understanding ofthe factors andconditions that led tothe development ofvarious economicsystems.

The development ofeconomic systemsmay vary based onthe social, political,and economicpriorities of a society

Access to land, labor,natural resources,and capital mayaffect thedevelopment of theeconomic system ofa nation

Characteristics ofvarious economicsystems

Examples of factorsand conditions thatled to developmentof various economicsystems.

Economic Systems● Capitalism● Socialism● Communism● Traditional

economy● Market economy● Command

economy● Mixed economy● Mercantilism● Imperialism● Colonialism

Factors and Conditions● Access to labor

markets● Access to natural

resources● Access to trade

networks● Income

distribution● Economic

Interdependence● Globalization● Technology and

Innovation

Students will create acause and effectdiagram on theeconomic factors andconditions that led tothe development of theeconomic system in theSoviet Union. (Thissame task could begiven for any society ornation.)

Students will be givenan economic systemwith some informationprovided about it (howproduction works,prices, etc.) - thesecould be generic(command, mixed) ormore specific(capitalism,communism, etc.).Students will writeabout the factors andthe conditions thatwould lead to thedevelopment of that

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type of economicsystem.



Assessment7.E.1.2 Explain hownational andinternationaleconomic decisionsreflect and impact theinterdependency ofsocieties

Students must beable to demonstrateknowledge of how theinterdependency ofsocieties impactsnational andinternationaleconomic decisions.

Students must beable to demonstrateknowledge of hownational andinternationaleconomic decisionsimpact theinterdependency ofsocieties.

Nations may formalliances to protecttheir economicinterests

Internationalalliances mayencouragecompetition andinterdependence

Economic growth andstability may beachieved throughinternational allianceand economicinterdependence

Economicinterdependence maybe a factor in thedevelopment ofnational andinternationaleconomic decisions

How resources canbecome valuable tonations that don’thave access to them

Examples of howinternationalalliances andeconomicinterdependence ledto economic growthand stability for anation

Howinterdependence canlead to national andinternationaldecisions

Economic Alliances

Economic Community OfWest African States(ECOWAS)

The Spice Routes

World Trade Organization

International Alliances

Tokugawa Period

Trade wars

Tariff disputes

International MonetaryFund

Scramble for Africa

Greek government-debtcrisis

Euro

World Bank

African Continental FreeTrade Area

Chinese closure during

Students will be givenan internationaleconomic organization(World Bank, IMF, OPEC,etc.). They will explainthe reasons for theformation of thatorganization as well asthe impact of thatorganization around theworld.

Students willinvestigate sourcesrelated to the OilEmbargo of 1973. Theywill create a “break uptext” from the OPECnations to the countriestargeted with theembargo. The textshould include a list ofreasons why OPECnations stopped sellingoil to those specificcountries. Students willthen write a “Thanks alot, OPEC!” text back tothe oil producingnations that includes alist of economicimpacts the embargohad on the targetedcountries.

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Ming Dynasty

Globalization

North American FreeTrade Agreement(NAFTA)

Organization ofPetroleum ExportingCountries (OPEC)

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Assessment7.E.1.3 Summarizethe economic activityfostered by variouseconomic systems

Students must beable to show they cancreate a shortsummary or abstract(not retell) describingthe kinds ofeconomic activitiesthat take place indifferent economicsystems.

The production,consumption, anddistribution of goodsand services can begreatly influenced bythe economic systemof a nation

The types ofeconomic activity in asociety are driven byits economic andpolitical system

Economic systemsmust answer thebasic questions:

● What toproduce?

● How toproduce it?

● For whom toproduce it?

How differenteconomic systemsimpact citizens’ lives

Market economy

Mixed economy

Command economy

Traditional economy

Resource management

Production of goods andservices

Distribution of goods andservices

Consumption of goodsand services

Capitalism

Socialism

Students will read ateacher-provided articleabout the economy of anation that details thekinds of economicactivities practiced inthat nation. Studentswill create a headlinethat summarizes themain points of thearticle.

Students will Jigsawwith groups initiallylearning about theeconomic activities ofdifferent economicsystems from providedtexts. Then, thestudents will get into amixed group and eachstudent will have achance to summarize

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Communism

Mercantilism

Bartering

the economic activitiesof their economicsystem to the otherstudents in the mixedgroup.



Assessment7.E.1.4 Explain howcompetition forresources affects theeconomic relationshipamong nations

Students must beable to demonstratean understanding ofhow the competitionfor resources affectsthe way nationsinteract with eachother.

The competition forscarce resourcesmay lead tointernational conflicts

Nations may engagein alliances in orderto protect and accessdesired resources

Nations may seekcontrol overterritories in order togain control ofresources

Examples of howcompetition forresources affectsinternationalrelationships

Examples ofcolonized countriesand imperiallydominant nations

Competition forResources:

● Imperialism● WWI● Haves vs Have

Nots● WWII● Iran Iraq War● The Gulf War● Iraqi invasion of

Kuwait● Crimea● Scramble for Africa● Suez Crisis● Panama Canal● Spheres of

Influence● Belgian Congo

InternationalRelationships:

● Trade negotiations● Alliances● World Trade

Organization● IMF● North American

Free Trade(NAFTA)Agreement

Students will createcharts explaining theway European nationsused Imperialism toobtain the resourcesthey needed for theirindustrialization. Thetitles and details withinthe chart should be:● Who the

relationship isbetween (mothernation andcolonized nation)

● Resources desiredby the mothernation

● Initial effectimperialisticrelationship had onmother nation

● Initial effectimperialistrelationship had oncolonized nation

● Lasting effectimperialistrelationship had oncolonized nation

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● Organization ofPetroleumExportingCountries (OPEC)

● G2O● United Nations● Imperialism● Trade embargos● Trade wars● African Continental

Free Trade Area

Students will create aflowchart to explainhow anation/organizationgoes about obtainingthe materials they needto create a product. Theflow chart must explainhow the competition forthose resourcesinfluences therelationship betweenthe nation/organization,and the nation fromwhich the resource istaken.



Assessment7.E.1.5 Explain howeconomic systemshave led to thetransformation ofvarious regionsaround the world andindigenous ways oflife

Students must beable to demonstratean understanding ofhow geographic andpoliticaltransformations invarious regions of theworld have been theresult of practices ofeconomic systems.

Students must beable to demonstratean understanding ofthe ways in whicheconomic systemshave led to changesin indigenous ways oflife in various regionsaround the world.

The practices ofeconomic systemsmay result in theexploitation ofnatural resources of aregion

The economicsystem of a societycan lead to theinteraction betweenor invasion ofsocieties which mayresult in practicesthat exploit theculture, resources,and indigenousgroups of a region orsociety

How economicsystems havetransformed variousplaces around theworld

How economicsystems havetransformedindigenous ways oflife around the world

Economic Systems:● Capitalism● Traditional

economy● Market economy● Command

economy● Mixed economy● Mercantilism

Transformations:● Imperialism in

Africa● Triangular Trade● Columbian

Exchange● Encomienda

System● Industrialization of

Japan under the

Students will create astoryboard that showshow colonization orimperialism haschanged a colonizedarea and the indigenouspopulation within thearea.

Students will create apolitical cartoon thatwill show one aspect ofchange for both theenvironment andindigenous populationscaused by colonialismor imperialism. Eachcartoon will then needto contain a paragraph

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The economicsystem of a societyresults in use ofnatural resourcesfrom a region, whichcan have positiveand/or negativeconsequences on theenvironment

Meiji Restoration● PetroChina’s

West-East GasPipeline

● High-tech productsand rare earthelements

● McDonaldization● Destruction of

rainforest andexpulsion of tribes

● Colonialism

that explains theircartoon.

Unpacking the Geography ObjectivesStandard 7.G.1 Understand ways in which geographical factors influence societiesOverarching Concepts: Geographical Factors, Society



Assessment7.G.1.1 Explain howpush-pull factors offorced and voluntarymigrations haveaffected societiesaround the world

Students must beable to demonstratean understanding ofhow push-pullfactors of voluntarymigration haveaffected societies.

Students must beable to demonstrateunderstanding ofhow push-pullfactors of forcedmigration haveaffected societies.

When people migrateto new places theideas, traditions, andpractices they takewith them maycontribute to theculture of their newenvironment

While voluntarymigrants havenumerous push andpull factorsinfluencing theirdecision to relocate,forced migrantstypically have little orno choice

Examples of push-pullfactors of voluntaryand forced migrations

How immigrants haveaffected varioussocieties

Push-Pull Factors:● Religious

Freedom● Religious

Persecution● Educational

Opportunities● Political Stability● War● Disease● Famine● Natural

Disasters● Employment

Opportunities● Oppression● Genocide

Forced Migrationexamples:

Students will create apamphlet about acultural enclave of theirchoosing. Thispamphlet will need toinclude why thisparticular group hasended up at theircurrent location and theimpact that enclave hashad on the region theyhave relocated to.

Students will create achart that looks atseveral mass voluntarymigrations in humanhistory. In order to fillout this chart, studentswill need to identify the

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● Syrian Migrantcrisis since2011

● Displacedpeoplesbecause of landdisputes inIsrael/Palestine

● Afghan RefugeeVillages

● Myanmar’sRohingya Crisis

● Holocaust/Ghettos

● Indigenouspeoples forcedfrom homelands

● Puritanspushed out ofEngland

● Trans-AtlanticSlave Trade

Voluntary MigrationExamples:

● Migrant FarmWorkers

● Brain Drain

Effects of migrations:● Ethnic Enclaves● Cultural

Diffusion● Strains on

governmentresources

migration, the pushfactors influencing it,the pull factorsinfluencing it (ifapplicable) and theimpact that migrationhas had politically,economically, andsocially on the society.

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Assessment7.G.1.2 Explainreasons why societiesmodify and adapt tothe environment

Students must beable to demonstratean understanding ofthe causes ofsocieties modifyingtheir environments.

Students must beable to demonstratean understanding ofthe causes ofsocieties adapting totheir environments.

People may choose toalter theirenvironments tobetter suit their needsand wants

The physicalgeography of a placemay determine howthe people of asociety live, work, andinteract within theenvironment

Examples of humanmodification of theenvironment

Examples of humanadaptation to theenvironment

Reasons why societiesmodify theirenvironment

Reasons why societiesadapt to theirenvironment

Modification Examples:● Agriculture● Roads● Highways● Deforestation● Mining● Urbanization● Irrigation● Canals● Dams● Reservoirs

Adaptation Examples:● Clothing● Buildings● Migration● Diet● Laws● Kyoto Protocol● Renewable

resources

Reasons why peoplemodify or adapt toenvironment:

● NaturalDisasters

● Scarcity ofresources

● Mercantilism● Spheres of

Influence● Imperialism● Colonization● Climate change● Erosion● Depopulation

Students will beassigned a civilizationand write a speechdesigned to convincethe people of thatcivilization of thechanges to the naturalenvironment that mustbe made, the reasonsfor those changes, andwhat the impacts willbe.

Students will pick aregion/place/nationand create a slideshowof how people residingin that area have eithermodified theenvironment to meettheir needs or adaptedto the environment tocontinue living there.

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● Glaciation● Desertification



Assessment7.G.1.3 Explain theinfluence ofdemographic shifts onsocieties usinggeographic tools anddata

Students must beable to demonstratean understanding ofthe waysdemographic shiftshave affectedsocieties.

Students must beable to use the toolsof a geographer toshow mastery of thisobjective.

Population growth maylead to internal and/orinternational conflictover scarce resources

Demographic shiftscaused by changes inbirth rates, deaths,infectious diseases, ormigration mayinfluence the growthand population of asociety

Examples ofdemographic shifts

How to use geographictools

How to analyzedemographic data

Examples ofdemographic shifts:

● AgingPopulation

● ChangingFamilyStructure

● Immigration● Migration● Changing

ReligiousAttitudes

● ChangingGender Roles

● Acceptance ofMarginalizedCommunities

● Urban vs Rural

Examples ofgeographic tools anddata:

● Populationdistribution

● PopulationPyramids

● PopulationTrend Data

● Birth Rates● Death Rates● Population

Density Data● Census Data● GIS

Students will examinecharts and graphs ofpopulation growth anddecline of an assignednation and explain howat least one to twochanges impacted thesociety.

Students will be givenpopulation pyramids forsocieties that showextremes in the data(Japan, Singapore,India, China, etc.).Students will explainwhat effect that shift inthe age of thepopulation will have onsociety.

Students will reviewimmigration data for acountry that is rapidlydeveloping (Brazil,China, India, Rwanda,etc.) Students will writea brief paragraphexplaining the influenceof those immigrationtrends on thedevelopment of thenation.

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Unpacking the History ObjectivesStandard 7.H.1 Evaluate historical and current events from a variety of perspectivesOverarching Concepts: Current Events, Perspectives



Assessment7.H.1.1 Distinguishspecific turning pointsof modern world historyin terms of lastingimpact

Students mustdecide thesignificance ofturning points inworld history basedon the lastingimpact of thatturning point.

Events are identifiedas turning pointsbecause of the vastchanges that occuras a result of them

Some turning pointscan have morefar-reaching impactsthan others

Examples of turningpoints in modernworld history

Effects of significantturning points inmodern world history

Industrial Revolution

The Voyages of ZhengHe

The ColumbianExchange

Imperialism

The Printing Press

The ScientificRevolution

The Enlightenment

CommunistRevolutions of Russiaand China

The Manhattan Project

Camp David Accords

The Invention and Riseof the Internet andSocial Media

The Space Race

Cold War Events:

Students will be shownbrief video clips aboutvarious turning points inmodern world history.They will analyze theinformation presentedand select the one thathad the greatest lastingimpact and explain whythey chose it.

Students will analyze apolitical cartoon aboutthe space race. Thestudents will determinethe important parts ofthe cartoon that provideevidence of the lastingimpact of the space race.

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● Cuban MissileCrisis

● Vietnam War● Berlin Wall



Assessment7.H.1.2 Summarize theinfluence women,indigenous, racial,ethnic, political, andreligious groups havehad on historical eventsand current globalissues

Students must beable to show theycan create a shortsummary orabstract (not retell)discussing theinfluences ofvarious groups onhistorical andcurrent events,paying specificattention to women,indigenous, racial,ethnic, political, andreligious groups.

Individuals andgroups that may nothave power within asociety often stillmake meaningfulcontributions

Marginalized groupscan contribute tochange andinnovation within asociety andinternationallydespite limitedopportunities forsocial mobility

The struggle forfreedom and equalityby marginalizedgroups can lead toachievements thatbenefit all

How women,indigenous, racial,and ethnic individualsand groups haveimpacted modernworld history

How political andreligious groups haveimpacted modernworld history

Suffrage Movement inUS and Great Britain

Sepoy Rebellion ofIndia

Anti-Apartheid in SouthAmerica

92 Infantry Division ofthe US 5th Army inWWII

Kurds fight against IS

Hmong of SoutheastAsia and their helpduring Vietnam

Pan-Africanism

NoncooperationMovements

Innovators like Dr.Shirley Jackson, MarieCurie, Ann Tsukamoto,Ajay Bhatt, Otis Boykin,Navajo Code Talkers,Charles R. Drew, etc.

Students will be givenarticles about historicalevents and the rolesdifferent groups haveplayed in those events.Students will write aheadline summarizing therole various groups playedin the historical event.

Students will use primarysources to summarize theroles and impacts women,indigenous, racial, andethnic groups have hadon a specific currentglobal issue.

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Assessment7.H.1.3 Compareindividual and societalresponses toglobalization in variousregions and societies

Students must beable to examinesocieties andindividuals that havebeen affected byglobalization.

Students must beable to explainsimilarities anddifferences in howindividuals andgroups and othersresponded toglobalization.

Globalization maylead individuals orsocieties to changetheir political,economic, or socialagendas or systems

Societies andindividuals mayrespond toglobalization invarious ways

Examples of differentways in whichsocieties are affectedby globalization

Examples of wayssocieties andindividuals haveresponded toglobalizationSimilarities anddifferences betweenindividual andsocietal responses toglobalization

Examples of effects ofglobalization:● Outsourcing● Innovation● Privatization● Cultural Diffusion● Expanding

Markets● Pollution● Vanishing

Cultures/Traditions

● PoliticalInterdependence

● Terrorism● Increased

Communication(Shrinking World)

Examples of responsesto globalization:● Protest● Nationalization● Nationalism● Acceptance● Desire to be

included in globaltrade

● Terrorism

In groups, students will beassigned two countries,one developed and oneless developed. Thegroups will reviewresponses toglobalization from bothcountries. Groups willprepare a shortpresentation sharing thesimilarities anddifferences in theresponses toglobalization from the twocountries.

Students will read articlesabout two differentresponses toglobalization. Studentswill create a Venndiagram comparing thesimilarities anddifferences in theresponses toglobalization.



Assessment7.H.1.4 Critique theeffectiveness ofcooperative efforts andconsensus- buildingamong nations,

Students must beable to makeevaluations aboutthe effectiveness ofcooperative efforts

Collaboration betweenmultiple organizationsis often needed toeffectively addressglobal issues

Examples of globalcooperative effortsandconsensus-buildingExamples of various

Humanitarian effortsworldwide

United Nations

Students will read abouta cooperative effort (UN,Red Cross, League ofNations, etc.) and pick aspecific area or nation in

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regions, and groupsfrom variousperspectives

and consensus-building amongnations, regions,and groups.

Students must beable to make theseevaluations byconsidering variousperspectives.

Motivations forparticipating in globalconsensus buildingefforts may establishhow groups worktogether

Internationalcooperative effortscan have mixedresults that maybenefit or hinder somegroups

perspectives of globalcooperative effortsandconsensus-building

Examples of criteriaused to evaluate theeffectiveness ofinternationalcooperative efforts

World HealthOrganization

Doctors withoutBorders

Islamic ReliefWorldwide

Refugees International

Berlin Airlift

European Union

Organization ofAmerican States

Red Cross/RedCrescent

League of Nations

World Bank

African Union

Paris ClimateAgreement

Kyoto Protocol

Coalition of the Willing(2003)

Response to NaturalDisasters

which that effort hastried to make a change.Students will evaluatethat effort in terms ofhow effective it has beenin meeting its stated goal(like a mission or visionstatement) by rating it ona scale of one to threewith three being the mosteffective. Students willexplain their rating.

Students will look at theresponses of variousgovernmentorganizations and NGOsto natural disasters in thelast 100 years. In thechart that is created, thestudents will look for theimpact of the response,the cost of the response,and the thoughts ofthose who were helpedby the response. Basedon this information,students will judgewhether or not theresponse was effective.If the response waseffective in their eyes, thestudent will list whatmade the responseeffective so that othersmay learn from it. If theresponse was ineffective,the student will list whatmade the response

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ineffective.



Assessment7.H.1.5 Explain howslavery, xenophobia,disenfranchisement,ethnocentrism, andintolerance haveaffected individualsand groups in modernworld history

Students must beable to demonstratean understanding ofthe effects ofxenophobia,disenfranchisement,ethnocentrism, andintolerance onindividuals andgroups. Theunderstandingshould cover notonly the groupssuffering from thesethings, but also theeffects on thegroups perpetuatingthese things.

Groups of people thatare discriminatedagainst in a societymay try to makechanges in thatsociety

Discriminatorybehavior can lead tosignificant differencesin power andopportunity for groupsin a society

Examples of slavery,xenophobia,disenfranchisement,ethnocentrisim, andintolerance indifferent societies

How the effects ofslavery, xenophobia,disenfranchisement,ethnocentrism andintolerance impactboth recipients andperpertrators

Tiananmen Square

Trans-Atlantic SlaveTrade

Regime Change efforts

Apartheid

Genocide (Holocaust,Khmer Rouge inCambodia, Rwandan,Dafur, East Timor)

War in Yugoslavia from1991 to 1995

Social Darwinism

Encomienda system

Immigration quotas

Caste system

Treatment of women

Colonial Rule

Students will create achart where they will lookat an example whereslavery, xenophobia,disenfranchisement, orintolerance haveoccurred. Students willfill in columns in thechart based on thefollowing criteria: wherethe occurrencehappened, list the action(slavery, xenophobia,etic.), list whoperpetrated the actionand why, who wasimpacted by the action;the lasting effect ofthose impacted by theaction, and the lastingeffect of those thatperpetrated the action.

Students will write anewspaper editorialbased on the point ofview of a group whichhas suffered fromslavery, xenophobia,disenfranchisement,ethnocentrism, orintolerance. This editorialwill describe the eventthat took place, whattheir feelings are about

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that event, and finallyhow they feel as if theirsociety can move pastthis event to makesociety as a whole better.

Students will useWeVideo or Flipgrid tocreate a Vlog from theperspective of a group ofpeople who havesuffered at the hands ofslavery, xenophobia,disenfranchisement,ethnocentrism, orintolerance. In this vlog,the students are to tellthe effects, as they seethem from thisperspective, that thisslavery, xenophobia,disenfranchisement,ethnocentrism, orintolerance has had onthem as an individual andas a group.

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