Middle Grades Curriculum Guide for Social Studies 7 Curriculum Target Date Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction (Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills) Goal Objective Clarifying Objectives Task Analysis Essential Question Essential Vocabulary Instructional Opportunity Learning Opportunity Resources 2 The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Asia, Africa, and Australia. 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected regions of Asia, Africa, and Australia. Describe the characteristics of landforms, water forms, and climate. Explain the relationship between geography and the cultures of selected regions of Asia, Africa, and Australia. 1 st Nine Weeks 3 weeks Identify key landforms: mountains, plateaus, basins, etc.. Identify key water forms; rivers, oceans, lakes, tributaries, etc.. Explain the relationship between geography and climate. Describe the culture of selected Asian, African countries and Australia. Describe the culture of selected countries from Asia, Africa, and Australia. What are the key physical characteristics of Asia, Africa and South America? How did the physical characteristics of the region influence the development of culture? Elevation Plateau Rift Fertile Tributary Savanna Oasis Archipelago Steppe Geyser Fiord Atoll Students look at a physical map of Africa and use it to speculate how the geography of a given region might affect human culture in that area. View a collection of documentary photographs of Vietnam and use these for making logical observations, drawing conclusions, and as a basis for creative writing about the influence of the development of culture. Present “Animals of the Nomads” Each student will work with a partner as an owner of an overseas shipping company with one cargo ship in East Asia. Students are given these instructions in the overview: In each Asian country that you travel to you will fill your cargo ship with items that you can buy from the list of exports. You will then try to sell these items when you travel to another country that is willing to import these commodities. The winner of the game is the company with the biggest profits at the end of the pretend 15 http://www.learnnc.org/ http://johunter.pbworks. com/FrontPage http://www.ikeepbookm arks.com/browse.asp?acc ount=241761
38
Embed
Middle Grades Curriculum Guide for Social Studies 7 ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
2 The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Asia, Africa, and Australia.
2.01 Identify key
physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected regions of Asia, Africa, and Australia.
Describe the characteristics of landforms, water forms, and climate. Explain the relationship between geography and the cultures of selected regions of Asia, Africa, and Australia.
1st Nine Weeks 3 weeks
Identify key landforms: mountains, plateaus, basins, etc.. Identify key water forms; rivers, oceans, lakes, tributaries, etc.. Explain the relationship between geography and climate. Describe the culture of selected Asian, African countries and Australia. Describe the culture of selected countries from Asia, Africa, and Australia.
What are the key physical characteristics of Asia, Africa and South America? How did the physical characteristics of the region influence the development of culture?
Students look at a physical map of Africa and use it to speculate how the geography of a given region might affect human culture in that area. View a collection of documentary photographs of Vietnam and use these for making logical observations, drawing conclusions, and as a basis for creative writing about the influence of the development of culture. Present “Animals of the Nomads”
Each student will work with a partner as an owner of an overseas shipping company with one cargo ship in East Asia. Students are given these instructions in the overview: In each Asian country that you travel to you will fill your cargo ship with items that you can buy from the list of exports. You will then try to sell these items when you travel to another country that is willing to import these commodities. The winner of the game is the company with the biggest profits at the end of the pretend 15
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
Explain how the culture developed in selected countries of Asia, Africa, and Australia. Deduce how a specific change in geography could impact culture.
(http://www.nationalgeographic.com/xpeditions/lessons/12/g68/animalnomad.html) Interpreting the Evidence (http://www.sciencenetlinks.com/lessons.cfm?DocID=239) What does a picture tell you about cultue? (http://www.nationalgeographic.com/xpeditions/lessons/17/g68/naturalway.html)
day time period. Regions of Nepal: A Virtual Trek Vietnam Waterways: Ecology and Conservation (http://www.learnnc.org/lp/pages/4222) The Aral Sea: Then and Now (http://www.nationalgeographic.com/xpeditions/lessons/14/g35/shrinking.html) Mummification (http://www.nationalgeographic.com/xpedition
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
s/lessons/17/g68/naturalway.html)
2.02 Describe factors
that influence changes in distribution patterns of population, resources, and climate in selected regions of Asia, Africa, and Australia and evaluate their impact on the environment.
Describe how population, resources, and climate are distributed in Asia, Africa, and Australia. Explain how the distribution patterns of population, resources, and climate impact the environments of Asia, Africa, and Australia.
Identify vocabulary associated with distribution patterns, populations, available resources, and climate. Describe how resources affect population patterns in selected regions of Asia, Africa, and Australia. Explain how climate affects population patterns in selected regions of Asia, Africa, and Australia.
What factors influence changes in distribution patterns of population, resources and climate?
Take students on a virtual trek through Nepal. Students on a virtual trek through Nepal’s three distinct regions in search of cultural and environmental clues which exemplify the connection between geography and society. Students will explore three distinct regions of Nepal, creating maps of their journeys and documenting notes about the various tribes, geographical
Students will demonstrate an ability to research diseases in Africa and the causes, symptoms, treatment, and long-range solutions involving infrastructure development. They will compare and contrast countries and diseases. Working in groups, students will do research and prepare a multimedia presentation on the disease. Each student will work
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
features, climates, natural resources, flora and fauna, sacred and historical sites, and artifacts that they encounter along the way. (http://www.learnnc.org/lp/pages/4307) Present Animals of the nomad lesson. (http://www.nationalgeographic.com/xpeditions/lessons/12/g68/animalnomad.html)
with a partner as an owner of an overseas shipping company with one cargo ship in East Asia. Students are given these instructions in the overview: In each Asian country that you travel to you will fill your cargo ship with items that you can buy from the list of exports. You will then try to sell these items when you travel to another country that is willing to import these commodities. The winner of the game is the company with the biggest profits at the end of the pretend 15 day time period.
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
3 The learner will analyze the impact of interactions between humans and their physical environments in Asia, Africa, and Australia
3.01 Identify ways in
which people of selected areas in Asia, Africa, and Australia have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
Identify ways people of selected areas of Asia, Africa, and Australia have adapted to their environments to help them survive and thrive. Evaluate the impact of their actions on the development of the cultures of the regions.
1st Nine Weeks 3 weeks
Identify features of geography, climate, topography, resources, etc. of selected regions of Asia, Africa, and Australia. Identify features of geography, climate, topography, resources, etc. of selected regions of Asia, Africa, and Australia. Describe the cause and effect relationship between adaptation and the development of culture.
How have people used, altered, and adapted to their environments in order to meet their needs? What were the positive and negative impacts of the ways people interacted with the environment?
Subsistence Farming Cash Crops
Present lesson about Asian, African, and Australian inventors and inventions. (http://www.learnnc.org/lp/pages/3664) Present information about the Three Gorges Dam in China and the controversy surrounding its construction. Students will take on the roles of people whose lives may be affected by the dam, and will participate in a debate about it.
To Market, To Market (http://www.learnnc.org/lp/pages/4549) Traveling Through Africa (http://www.learnnc.org/lp/pages/3281)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
activities, such as deforestation, urbanization, and industrialization. Evaluate the significance of deforestation, urbanization, and industrialization to the global community.
industrialization, and deforestation. Investigate the effects of regional urbanization on the global community. Investigate the effects of regional industrialization on the global community. Investigate the effects of regional deforestation on the global community.
impacts of deforestation, urbanization, and industrialization?
Colonization org/lp/pages/4464) Create a vocabulary map using the words deforestation, urbanization, and industrialization in which students give examples, non-examples, and develop an individual definition of each word.
g/lp/pages/4445) Endangered Species Scavenger Hunt (http://www.learnnc.org/lp/pages/4445)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
adapt to their environment.
human ability to change or adapt to their environment.
environment. Investigate the effects of the development and use of tools and technology on human ability to change or adapt to their environment.
environment? technology has changed the relationship between humans and the environment.
arks.com/browse.asp?account=241761
3.04 Describe how
physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.
Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in patterns on the earth’s surface. Analyze the effects of the physical processes of erosion, earthquakes, and volcanoes on the patterns on the
Explain physical geography, erosion, earthquakes, and volcanoes. Identify the different physical changes on the surface of the earth. Distinguish the cause of a specific physical change to the earth‟s surface. Deduce the effect
How have the processes of erosion, volcanoes, and earthquakes resulted in physical patterns on the earth’s surface? What impacts have physical processes had on human activities?
Erosion Earthquakes Volcanoes Weathering
Create a 3-d model of erosion, earthquake, and/or volcano that illustrates the physical patterns these anomalies create.
Interpreting the Evidence (http://www.sciencenetlinks.com/lessons.cfm?DocID=239) Natural Hazards Project (http://www.nationalgeographic.com/xpeditions/lessons/15/g68/fonhazards.html)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
earth’s surface. on human activities of specific physical changes to the earth‟s surface.
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
4 The learner will identify significant patterns in the movement of people, goods, and ideas over time and place in Africa, Asia, and Australia.
4.01 Describe the
patterns of and motives for migrations of people, and evaluate the impact on the political, economic, and social development of selected societies and regions.
Explain the reasons for the movement of people and goods between Asia, Africa, and Australia.
1st Nine Weeks 3 weeks
Understand physical geographies and regions of Asia, Africa, Australia. List the geographical regions of Asia, Africa, and Australia.
What patters of and motives for migrations have been evident in these regions? What impact has this migration had on the political, economic, and social development?
Region Immigration
Create a color-coded map of migration patterns throughout regions of Asia, Africa, and Australia. Use this as a basis for creating a board game that illustrates the motives of migration and its impact on political, economic, and social development of selected societies and regions.
Slavery in West Africa (http://www.learnnc.org/lp/pages/4949)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
and social development of cultures and regions.
How were these commodities of trade important to the economic, political, and social development of the region?
perspective of a commodity of Asia, Africa, or Australia. Explain your significance.
ount=241761
4.03 Examine key
ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on societies.
Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time.
Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time.
What ethical ideas and values diffused over time and how did these ideas influence the development o f selected societies in a given region?
Cultural Diffusion Movement Society Barter
Explore text related to ethical ideas related to religious, artistic, political, economic, and traditions.
Create a foldable that illustrates an example of cultural diffusion from a region in Asia, Africa, and Australia.
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target
Date Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction (Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
5 The learner will evaluate the varied ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.
5.01 Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.
Describe the relationship between the location of natural resources and economic development. Assess the impact on selected cultures, countries, and regions of Africa, Asia, and Australia.
2nd Nine Weeks 3 weeks
List the natural resources of Asia, Africa, and Australia. List the major economic systems of Asia, Africa, and Australia. Identify physical geography and location of natural resources.
What is the relationship between the location of natural resources and economic development? How does the location of the natural resources impact cultures in particular regions?
Natural resources Renewable resources Nonrenewable resources Agriculture Developing Country
Create a 3-d geographic model of a specific region and place descriptor cards on each geographic feature and explain how it impacted economic development.
To Market, To Market (http://www.learnnc.org/lp/pages/4549) Pacific Islands: A Profitable Paradise (http://www.learnnc.org/lp/editions/careerstart-grade7/4469) East Asian Trading Ships (http://www.learnnc.org/lp/pages/3518)
different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia, and assess their effectiveness in
Describe the three different economic systems of Asia, Africa, and Australia.
Identify natural resources, knowledge of types of economies, etc.. Compare the different economic systems of Asia, Africa, and
What economic systems developed in Africa, Asia, Australia? How well did the
Traditional Economy Command Economy Market Economy Currency
Create a bubble map to identify the characteristics of the economic systems of Africa, Asia, and Australia.
Oil & Water In The Middle East ( http://www.nationalgeographic.com/xpeditions/lessons/01/g68/iraqoil.html)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
meeting basic needs. Australia. economic systems meet the needs of the people in selected societies?
ount=241761
5.03 Explain how the
allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of Africa, Asia, and Australia.
Evaluate the production and distribution of goods and services in Asia, Africa, and Australia.
Identify common economic developments and regional economic conditions in Asia, Africa, and Australia. Describe the meaning of the terms „purchasing power,‟ “literacy rate” and „life expectancy.” Describe the different levels of economic development, such as developed
How does the location of resources require economic systems to make basic decisions regarding the production of goods and services? How does this impact the standard of living in those regions?
Produce Distribution Service Industry
Read a narrative from the perspective of an inhabitant of the region. Explore text on allocation of economic resources.
Endangered Species Scavenger hunt (http://www.learnnc.org/lp/pages/3772)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
ntations, developing nations, etc.. Using a chart of selected nations of Asia, Africa, and Australia, analyze the effect of a nation‟s economic development on the people‟s standard of living.
5.04 Describe the
relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.
Analyze the relationship between specialization and interdependence and global trade patterns.
Investigate examples of specialization. Investigate examples of interdependence. Analyze the relationships between specialization,
What is the relationship between specialization and interdependence? How does the relationship between specialization
Specialization Interdependence
Create Frayer model vocabulary squares for the words specialization and interdependence. Draw a word map to illustrate the similarities between the two concepts.
East Asian Trading Ships (http://www.learnnc.org/lp/pages/3518)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
interdependence, and global trade patterns.
and interdependence influence the development of regional and global trade patterns?
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
6 The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.
6.01 Describe
different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
Analyze how the level of a country’s economic development affects the citizen’s standard of living in terms of purchasing power, literacy values and life expectancy.
2nd Nine Weeks 3 weeks
Identify common economic developments and regional economic conditions in Asia, Africa, and Australia. Describe the meaning of the terms „purchasing power,‟ “literacy rate” and „life expectancy.” Describe the different levels of economic development, such as developed ntations, developing nations, etc.. Using a chart of selected nations of Asia, Africa and
What different levels of economic development are present in Africa, Asia, and Australia? How do the levels of economic development connect to standards of living?
Literacy rate Life expectancy Developed Nation Developing Nation
Decide on indicators that evaluate a country’s economic development. Rank the countries of Asia, Africa, and Australia based on their economic development.
Economic Planning in West Africa (http://www.learnnc.org/lessons/search?grade=7&scos_subject=Social+Studies&scos=2003-SOC-0007-06-01) A Child’s Day: Vietnam (http://www.learnnc.org/lp/pages/5293)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
Australia, and analyze the effect of a nation‟s economic development on the people‟s standard of living.
6.02 Examine the
influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.
Explain how education and technology affect a nation’s productivity and economic development in selected areas of Asia, Africa, and Australia.
Define productivity and economic development. Identify levels of productivity and economic development in selected areas of South America and Europe. Define education and technology. Analyze the effects of education and technology on a nation‟s productivity and economic
What influence has education and technology had on productivity and economic development in the selected nations and regions of Asia, Africa, and Australia?
Productivity Import Export
Provide text with examples of the influences of education and technology on productivity and development.
A Child’s Day: Cambodia (http://www.learnnc.org/lp/pages/5294) Rich, Poor, Or Somewhere In The Middle (http://www.nationalgeographic.com/xpeditions/lessons/16/g68/richpoor.html)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
development. 6.03 Describe the
effects of over-specialization and evaluate their impact on the standard of living.
Describe the positive and negative effects of over-specialization and their impact on a nations’ standard of living in selected areas of Asia, Africa, and Australia.
Describe over- specialization and predict possible negative effects. Identify nations in selected areas of Asia, Africa, and Australia with over specialized economies. Analyze what would happen to the economies of those nations should their major source of revenue be compromised.
What effects has overspecialization had? How has overspecialization impacted the standard of living in this region?
Overspecialization Division of Labor
Create a t-chart that illustrates the positive and negative effects of overspecialization.
Somewhere In The Middle (http://www.nationalgeographic.com/xpeditions/lessons/16/g68/richpoor.html)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
7 The learner will assess the connections between historical events and contemporary issues in Africa, Asia, and Australia.
7.01 Identify historical
events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
Evaluate the effects of past invasions, conquests, and immigrations or present day selected areas of Asia, Africa, and Australia.
2nd Nine Weeks 3 weeks
Identify various key historical events. Describe ancient civilization of the selected areas. Describe key issues affecting the current events of the selected areas. Evaluate any relationship between key historical events and current issues.
What historical events of the region have impacted current issues?
Dynasty Clan Caste City-State Plantation Colonize
Create timelines of historical events for various regions of Asia, Africa, and Australia.
Create timelines of historical events for various regions of Asia, Africa, and Australia. http://www.readwritethink.org
causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short- and long-range effects on political, economic, and social
Using selected areas of Asia, Africa, and Australia, examine the causes of key historical events and analyze their short-term and long range effects on political,
Describe key historical events in the selected areas. Deduce the causes of each historical event. Dissect the effects of these historical
What are the causes and effects of key historical events in Asia, Africa, and Australia?
Nationalism Slave Trade
Create a flow map that illustrates causes and effects of various key historical events in Asia, Africa, and Australia.
Research a key historical event from a selected area of Africa, Asia, or Australia. Present an analysis of how the historical event impacted short- and long- range effects on political, economic and
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
institutions.
economics and social institutions.
events on the politics of the selected areas. Infer the effects on the social institutions of the selected regions.
social institutions using Power Point.
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
8 The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.
8.01 Describe the
role of key historical figures and evaluate their impact on past and present societies in Africa, Asia, and Australia.
Explain the importance of key influential or past and present society.
3rd Nine Weeks 3 weeks
Identify significant historical events of Asia, Africa, and Australia. Explain why these events were significant.
What historical figures have impacted past and present societies in Asia, Africa, and Australia? How have these key historical figures impacted past and present societies?
Nelson Mandela Mansa Musa Commodore Matthew Perry Mohandas Gandi
Read biographies of various historical figures who have impacted the past and present societies of the regions.
India: A Filmmaking Capital (http://www.learnnc.org/lp/editions/careerstart-grade7/4446) The Travels of IBN Battuta (http://www.nationalgeographic.com/xpeditions/lessons/10/g35/tgbattuta.html)
role of key groups such as Mongols, Arabs, and Bantu and evaluate their impact on historical and contemporary societies of Africa, Asia, and Australia.
Explain the role of key groups and describe both historical and contemporary impacts on the societies of Asia, Africa, and Australia.
Describe significant historical event and leaders. Explain why these events and leaders were significant.
What roles have certain groups played in the historical and contemporary societies of Asia, Africa, and Australia?
Monguls Arabs Bantu
Create a foldable that displays and describes key groups from Asia, Africa, and Australia and details the impacts the groups have had on society.
Interpreting the Evidence http://www.sciencenetlinks.com/lessons.php?DocID=239 Stories and Myths (http://www.nationalgeographic.com/xpedition
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
s/lessons/06/g35/kingtut.html)
8.03 Identify major
discoveries, innovations, and inventions and assess their influence on societies past and present.
Identify major discoveries, innovations, and inventions from Asia, Africa, and Australia. Assess the influence of major discoveries, innovations, and inventions on Asia, Africa, and Australia.
Identify major discoveries, innovations, and inventions from Asia, Africa, and Australia. Assess the influence of major discoveries, innovations, and inventions on Asia, Africa, and Australia.
What major discoveries, innovations, and inventions came from these regions? What influence have these discoveries, innovations and inventions had on past and present societies?
Papyrus Create drawings and descriptions of major discoveries, innovations, and inventions from Asia, Africa, and Australia. Create a list of major discoveries, innovations, and inventions from Asia, Africa, and Australia. Rank their influence on society.
China’s Ancient Engineers (http://www.learnnc.org/lp/editions/careerstart-grade7/4452) Inventors and Inventions (http://www.learnnc.org/lp/pages/3664)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
9 The learner will analyze the different forms of government developed in Africa, Asia, and Australia.
9.01 Trace the
historical development of governments, including traditional, colonial, and national in selected societies, and assess their effects on the respective contemporary political systems.
List the historical development of traditional, colonial, and national governments in selected societies Describe the development on respective contemporary political systems.
3rd Nine Weeks 3 weeks
Identify key historical events and key historical groups, Recall types of government. Explain the relationship between societies in the selected regions and their political systems.
How have governments developed in Asia, Africa and Australia? How has the development of governments impacted contemporary governments?
Traditional Colonial National
Create a bridge map that compares each type of government to other systems.
Hammurabi’s Code (http://www.learnnc.org/lp/editions/careerstart-grade7/4442) What is Asia? (http://www.nationalgeographic.com/xpeditions/lessons/05/g68/whatisasia.html)
different types of governments such as democracies, dictatorships, monarchies, and oligarchies in Africa, Asia, and Australia carry out legislative, executive, and judicial functions and evaluate the effectiveness of each.
Explain the following types of government: democracies, dictatorships, monarchies, and oligarchies in South America and Europe. Conduct legislative, executive, and judicial functions,
Describe government types and how countries/regions of South America and/or Europe exhibit these government types. Describe various types of government relevant to selected
How do different types of government operate in Asia, Africa, and Australia? How effective are the types of government in Asia, Africa, and
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
and describe their effectiveness.
regions of Asia, Africa, and Australia. Describe the legislative, executive, and judicial branches of government.
Australia?
9.03 Identify the ways
in which governments in selected areas of Africa, Asia, and Australia deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.
Identify governments in Asia, Africa, and Australia. Describe the types of governments in Asia, Africa, and Australia. Describe the concepts of justice, injustice, and cultural values in selected South America and European countries.
How have the governments of Asia, Africa and Australia influenced the cultural values of the regions?
Persecution Apartheid Confucius
Explore text written by Confucius.
Government Debate (http://www.learnnc.org/lp/pages/3591)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
Investigate possible cultural influences on laws and systems of justice.
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
10 The learner will compare the rights and civic responsibilities of individuals in political structures in Africa, Asia, and Australia.
10.01 Trace the
development of relationships between individuals and their governments in selected cultures of Africa, Asia, and Australia, and evaluate the changes that have evolved over time.
Describe the relationship between individuals and their governments throughout history of Asia, Africa, and Australia.
3rd Nine Weeks 3 weeks
Describe the governmental landscape of Asia, Africa, and Australia. Chronicle the relations between people and their governments of selected regions of Asia, Africa, and Australia.
What relationship do citizens of these regions have with their government? How has the relationship that people have with their government changed throughout time?
Colonization Revolution Communism
Create a flow map that illustrates significant events that impacted the relationship of people with their governments in Asia, Africa, and Australia.
Laws and Government (http://www.learnnc.org/lessons/search?grade=7&scos_subject=Social+Studies&scos=2003-SOC-0007-10-01)
sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.
Describe the relationship between individuals and their governments throughout history of Asia, Africa, and Australia.
Describe the relationship between individuals and their governments throughout history of Asia, Africa, and Australia.
What the rights and responsibilities of citizens and how are these incorporated into the structure of government?
Rights Responsibility Constitution
Read various examples of traditions and religious laws from the regions and explain how these influence government structures.
Laws and Government (http://www.learnnc.org/lessons/search?grade=7&scos_subject=Social+Studies&scos=2003-SOC-0007-10-01)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
10.03 Describe rights
and responsibilities of citizens in selected contemporary societies in Africa, Asia, and Australia, comparing them to each other and to the United States.
Identify major sources of citizens rights and responsibilities like constitutions, traditions, and religious law.
How are the rights and responsibilities of citizens in these regions comparable to the rights and responsibilities of U.S. citizens?
rights, roles, and status of individuals in selected cultures of Africa, Asia, and Australia, and assess their importance in relation to the general welfare.
Compare and contrast the rights if citizens of these region s with the rights held by American citizens. Describe the rights and responsibilities of citizens in contemporary societies of Asia, Africa, and Australia and compare those rights and
Compare and contrast the rights if citizens of these region s with the rights held by American citizens.
Describe the rights and responsibilities of citizens in contemporary societies of Asia, Africa, and Australia and compare those rights and responsibilities with
How do the rights and responsibilities of citizens contribute to the general welfare of the nation?
Welfare Virtual Museum Tour: http://australianmuseum.net.au/Asia-Africa-Americas-Collections2
Current Events In Africa (http://www.learnnc.org/lp/pages/4941) A Child’s Day: Vietnam (http://www.learnnc.org/lp/pages/5293)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
responsibilities with those in America. Evaluate the importance of the rights and roles of individual citizens in relation to the general welfare and common good of the citizens.
those in America.
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
11 The learner will recognize the common characteristics of different cultures in Africa, Asia, and Australia.
11.01 Identify the
concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they can link and separate societies.
Identify and describe the following cultural concepts: language, religion, family, and ethnic identity, and analyze how they connect and separate societies.
4th Nine Weeks 3 weeks
Describe the concepts of religion, language, family, and ethnic identity. Explain the cultural landscape of South America and Europe.
What are the unique characteristics of the culture and how do they link separate societies?
Monotheism Polytheism Culture Ethnic
Draw a person from the region and add cultural attributes typical of that person from that region. Virtual Field Trip http://australianmuseum.net.au/Asia-Africa-Americas-Collections2
Nepal (http://www.learnnc.org/lp/pages/5301) To Market, To Market (http://www.learnnc.org/lp/pages/4549) Mummy Madness (http://www.learnnc.org/lp/pages/3907) Australian Travel Adventure (http://www.learnnc.org/lp/pages/3372) Pygmies and Poetry (http://www.nationalgeographic.com/xpeditions/lessons/10/g68/geopygmies.html)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
11.02 Examine the
basic needs and wants of all human beings and assess the influence of factors such as environment, values, and beliefs in creating different cultural responses.
Compare and contrast characteristics of the following: political, economic, religious, and social institutions and evaluate their importance.
Describe the concepts of religion, language, family, and ethnic identity. Describe the concepts of the following:
Political institutions
Economic institutions
Religious institutions
Social institutions
Compare the characteristics of the political, economic, religious, and social
Photograph Analysis (http://www.learnnc.org/lp/pages/4549) Mummy Madness (http://www.learnnc.org/lp/pages/3907) Current Events in Africa (http://www.learnnc.org/lp/pages/4941)
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
12 The learner will assess the influence of major religions, ethical beliefs, and values on cultures in Africa, Asia, and Australia.
12.01 Examine the
major belief systems in selected regions of Africa, Asia, and Australia, and analyze their impact on cultural values, practices, and institutions.
Compare and contrast the major belief systems in selected regions of Africa, Asia and Australia. Analyze the impact of these belief systems on cultural practices and institutions.
4th Nine Weeks 3 weeks
Compare and contrast the major belief systems in selected regions of Africa, Asia and Australia. Analyze the impact of these belief systems on cultural practices and institutions.
What impact have the belief systems present in these regions impacted cultural values, practices and institutions?
Muhammed Buddha deity
http://www.religioustolerance.org/buddhism.htm Create an outline that details the major religious beliefs of Asia, Africa, and Australia.
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture.
of Africa, Asia, and Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture.
of Africa, Asia, and Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture.
literature, and music exist?
and Australia. Evaluate the art.
s/activities/17/mummies.html) A Magic Carpet Ride: Carpet Weaving in India (http://www.learnnc.org/lp/pages/4843) Cultural Symbols (http://www.nationalgeographic.com/xpeditions/lessons/06/g68/symbols.html)
examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in Africa, Asia, and Australia.
Identify examples of cultural borrowing, such as language, traditions, and technology. Evaluate the importance of cultural barrowing in the
Identify examples of cultural borrowing, such as language, traditions, and technology.
What are examples of cultural borrowing and what importance has cultural barrowing had in the development of selected
Cultural borrowing
Create a foldable that illustrates examples of cultural barrowing and details their importance in the development of society.
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
development of selected societies in Africa, Asia, and Australia.
societies in Asia, Africa, and Australia?
Evaluation & Assessment Target Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Social Studies 7
Curriculum Target Date
Instruction North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying Objectives
Task Analysis Essential Question
Essential Vocabulary
Instructional Opportunity
Learning Opportunity
Resources
13 The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, Africa, Asia, and Australia.
13.01 Identify
historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of Africa, Asia, and Australia, and evaluate their influence on local, state, regional, national, and international communities.
Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of Africa, Asia, and Australia, and evaluate their influence on local, state, regional, national, and international communities.
4th Nine Weeks 3 weeks
Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of Africa, Asia, and Australia, and evaluate their influence on local, state, regional, national, and international communities.
What historical movement link North Carolina to the international community?
Create a timeline of historical movements that link North Carolina to Asia, Africa, and Australia?
E-Pals Around The World (http://www.readwritethink.org/lessons/lesson_view.asp?id=178) Culture Shock (http://www.nationalgeographic.com/xpeditions/lessons/04/g68/cultureshock.html) Religion & Spirituality (http://www.nationalgeographic.com/xpeditions/lessons/10/g68/nepalreligion.html)
role and importance of foreign-owned businesses and trade between North Carolina and the nations of Africa, Asia, and Australia, and assess the effects on local, state, regional, and national economies and
Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of Africa, Asia, and Australia. Assess the effects on local,
List foreign-owned businesses. Describe the connection between foreign-owned businesses and cultural diffusion.
How does foreign-owned business impact the local economy and culture?
Foreign Domestic GDP Cultural Diffusion
Create a t-chart that illustrates the positive and negative impacts of foreign-owned businesses on local, regional and state economies.
E-Pals Around The World (http://www.readwritethink.org/lessons/lesson_view.asp?id=178) Culture Shock (http://www.nationalgeographic.com/xpeditions/lessons/04/g68/cultur