APS
DISTRICT MIDDLE SCHOOL SOCIAL STUDIES CURRICULAR FRAMEWORK
Course Title: Social Studies 7/Spanish Language Arts Integrated
District Course Number:
Department: Social Studies & Modern, Classical & Native Languages
NM STARS Number:
1070F
27008152
Prerequisites: None
Length of Course: One Year
Credit/PRI Area:
.50 per Sem/Social Studies
Grade Level(s):
7
Language of Delivery: Spanish
Important Notes: Teachers who teach this course in schools with bilingual funding need a Social Studies, Modern, Classical, and Native Languages, and
bilingual endorsements and these courses will count for two hours of bilingual.
COURSE DESCRIPTION:
In this course, the student expands Spanish by examining the history, politics, geography, economics, society, and cultures within New Mexico. The course will center on an
integration of Social Studies, and Spanish Language Arts. Seventh grade Performance Standards in Social Studies (i.e., history, geography, civics and government, and
economics), 7th grade Language Arts performance standards focusing on literature and writing strands are included in this course.
Italicized standards denote APS Power Standards.
References in parentheses following each performance standard refer to and are aligned with the New Mexico Content Standard, Benchmarks, and Performance Standards in
Social Studies (SS) and Modern and Classical and Native Languages Content Standards (MCNL), National Standards for Foreign Language Learning (NSFLL), and Albuquerque
Public Schools Language Arts Standards (LA).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.1.21
Albuquerque Public Schools 09/06
STRATEGIES:
The “Illustrations” column provides exemplars of the performance standards, strategies, and the best practices suggested by middle school Social Studies/Language Arts teachers
in the Albuquerque Public Schools.
ASSESSMENTS:
The “Illustrations” column incorporates a variety of assessments and “check for” items suggested by middle school Social Studies/Language Arts teachers in APS. Assessments
include authentic and performance-based assessment, cooperative learning, teacher observation, role playing, checklists, rubrics, tests and exams, formal and informal writing,
small group and full class discussion, oral and multimedia presentations, projects, demonstrations, and portfolios.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
• Current state adopted Social Studies textbooks
• Amigos Revistas – Roberto Mondragon
• El Hispano Newspaper
•
El mundo y sus gentes – The World and Its People - Glencoe-McGraw Hill
• El Semanario Newspaper
• Encuentros – Holt, Rinehart, and Winston
• The 500 Hundred Nations Mini Series
• Larousse Diccionario Usual - #1,2,3
• La Voz De Nuevo Mexico Newspaper
• Plains Native American Literature – Globe Book Company
• World Literature – Globe Fearson’s
• The Write Path – AVID
SUGGESTED TITLES/AUTHORS WEB SITES:
• New Mexico Place Names
• The New Mexico Bluebook
• Through Indian Eyes: Readers Digest
• Refranes – Southwestern Spanish Proverbs – Ruben Cobos
• Hispanica – Encyclopedia – Barsa Planeta, Inc.
• Stories That Must Not Die
• The Interactive Santa Fe Trail Homepage – www.ku.edu/heritage/research/sft
• Teaching Tolerance www.teachingtolerance.org
• See appendix for New Mexico authors.
• www.nationalchavezcenter.com
• www.chavezfoundation.org
• See 7th grade Lang. Arts Reading Resources
• Step Up To Writing
Approved by MSCB:
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.2.21
September 14, 2006
Albuquerque Public Schools 09/06
STRAND I: HISTORY
CONTENT STANDARD: The student identifies important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points
in New Mexico, United States, and world history in order to understand the complexity of the human experience.
BENCHMARKS: A. New Mexico: The student explores and explains how people and events have influenced the development of New Mexico up to the present day.
B. United States: The student analyzes and interprets major eras, events, and individuals from the periods of exploration and colonization through the
Civil War and Reconstruction in United States history.
C. World: The student compares and contrasts major historical eras, events, and figures from ancient civilizations to the Age of Exploration.
D. Skills: The student researches historical events and people from a variety of perspectives.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check for (√) refers to a key feature to look
for while assessing student performance.
1. Compares and contrasts the contributions of the civilizations (e.g., Aztecs,
Toltecs, Mayas, Incas, Mound Builders) of the western hemisphere with
the early civilizations (e.g., Sumerians, Babylonians, Hebrews, Egyptians)
of the eastern hemisphere and their impact upon societies to include:
•
effect on world economies and trade,
•
roles of people, class structures, languages,
•
religious traditions and forms of government, and
•
cultural and scientific contributions (e.g., advances in astronomy,
mathematics, agriculture, architecture, artistic and oral traditions,
development of writing systems and calendars) (SS-IA.1).
2. Describes the characteristics of other indigenous peoples (e.g., pueblo
farmers, great plains horse culture, nomadic bands), noting their
development of tools, trading routes, adaptation to environments, social
structure, domestication of plants and animals, who had an effect
upon New Mexico’s development (SS-IA.2).
3. Explains the significance of trails and trade routes (e.g., The Spanish Trail,
El Camino Real or Chihuahua Trail, the Santa Fe Trail) within the region
(SS-IA.3).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.3.21
1, 2. The student, as part of a group studying one civilization, researches a
self-selected topic for eventual class presentation. The research
includes different aspects of the culture (e.g., Mayan: numeracy,
agriculture, religion, cities, writing, games). The student, together
with his/her group, pulls together the information from each report for
a presentation to the rest of the class. The student who is listening to
the presentation takes notes. The student compares and contrasts
cultures, chart or develops a presentation (e.g., PowerPoint) on the
universals of culture (e.g., geography, agriculture, religion, tools,
trade, social structure, scientific contributions).
9 accurate note taking skills
9 clear explanation
9 thoroughness of universals
9 good presentation skills
9 collaboration/teamwork
3, 6. The student researches the Santa Fe Trail and creates a game similar to
board games or trivial pursuit. The game includes questions on the
development of Mexico’s role and the geography and economic
impact of the trail, historical relevance, cultural interaction and
conflict, transportation, environment, population, and natural and
human resources.
9 all elements present
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
9
9
9
9
9
9
4. Describes how important individuals (e.g., Don Juan de Oñate, Don
Diego de Vargas, Pope, William Becknell of the Santa Fe Trail, Robert
Goddard, J. Robert Oppenheimer, Dennis Chavez, Manuel Lujan, Harrison
Schmitt, Smokey the Bear), groups (e.g., Buffalo Soldiers, Theodore
Roosevelt and the Rough Riders), and events (e.g., Pueblo Revolt,
1837 Revolt, 1848 Rebellion, Treaty of Guadalupe Hidalgo, Lincoln
County War, Navajo Long Walk, Manhattan Project, Albuquerque
International Balloon Fiesta) impacted the development of New Mexico
from the 16th century to the present time (SS-IA.4).
5. Explains how New Mexicans have adapted (e.g., control over water
resources, pueblo structure, highway system, use of natural resources) to
their physical environments (e.g., living in the desert) to meet their needs
over time (SS-IA.5).
full participation
accuracy
clear communication
writing conventions
visualization
social skills
4, 5, 8. The student writes a journal/diary entry, newspaper article entry of
an historical event in New Mexico. The entry may include important
persons (e.g., Don Juan de Oñate statue and foot), groups, events
(e.g., historical, environmental, physical, cultural and/or newsworthy),
and the development of technology. Then a “descendant” finds the
letter/journal, etc. and writes a response to how the above events impacted
the descendant.
9 accuracy of information
9 writing conventions
9 research skills
9 personal connections
6. Explains the impact of New Mexico on the development of the American
West up to the present, to include:
•
availability of land,
•
government land grants/treaties,
•
transportation,
•
identification and use of natural and human resources,
•
population growth and economic patterns, and
•
cultural interactions among indigenous and arriving populations
and the resulting changes (SS-IA.6).
6. See Strand 1 (History), illustrations from #3 and #6.
9 thoroughness
9 research skills
7.
7. The student researches U.S. treaties with Indian nations that were
broken and explains why, tying into the philosophy of Manifest Destiny.
Outcomes may include a report (e.g., oral, written, or PowerPoint), map
work, or bulletin board display.
9 accuracy of information
9 writing conventions
9 research skills
9 clear communication
Analyzes United States’ political policies (e.g., Mexican secession,
Gadsden Purchase, broken treaties, Long Walk of the Navajos) on its
expansion into the Southwest (SS-IB.1).
8. Compares and contrasts the influence of Spain on the western hemisphere
from colonization to the present (SS-IC.1).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.4.21
Albuquerque Public Schools 09/06
STRAND II: GEOGRAPHY
CONTENT STANDARD: The student understands how physical, natural, and cultural processes influence where people live, the ways in which people live, and how
societies interact with one another and their environments.
BENCHMARKS: A. The student analyzes and evaluates the characteristics and purposes of geographic tools, knowledge, skills, and perspectives and applies them to
explain the past, present, and future in terms of patterns, events, and issues.
B. The student explains the physical and human characteristics of places and uses this knowledge to define regions, their relationships with other regions,
and their patterns of change.
C. The student understands how human behavior impacts man-made and natural environments, recognizes past and present results, and predicts potential
changes.
D. The student explains how physical processes shape the Earth’s surface patterns and biosystems.
E. The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations and their
interdependence, cooperation, and conflict.
F. The student understands the effects of interactions between human and natural systems in terms of changes in meaning, use, distribution, and relative
importance of resources.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Describes ways that mental maps (i.e. where the student is in relation to
his/ her city, state, country, world) reflect attitudes about places
(SS-IIA.1).
2.
Describes factors affecting location of human activities, including land use
patterns in urban, suburban, and rural areas (SS-IIA.2).
1 – 3, 13 – 15. The student brainstorms concepts related to one of the
quadrants of New Mexico and develops a travel brochure for a variety of
sites in the region. Selected sites may be natural formations, historical
sites, recreational areas, New Mexico cultural events and festivals.
9 discussion skills
9 active participation
9 creative brochure
3. Selects and explores a region by its distinguishing characteristics
(SS-IIB.1).
3. See Strand I (History), illustrations #1, #2.
4. Describes the role of technology in shaping the characteristics of places
(SS-IIB.2).
4. See Strand I (History), illustrations #4, #5, #8.
5. Explains how and why regions change, using global examples (SS-IIB.3).
5. The student investigates his/her own family’s migration stories to
construct a “book”. The research includes the reasons for moving and
how movement influenced population, jobs, economy, school, natural
resources, individual family development, impact, and/or consequences.
9 social skills for interviewing
9 research skills
9 writing applications
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.5.21
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
6. Describes geographically-based pathways of inter-regional interaction
(e.g., Camino Real’s role in establishing a major trade and communication
route in the New World, the significance of waterways) (SS-IIB.4).
6. See Strand I (History), illustrations #3 - #6.
7. Explains how differing perceptions of places, people, and resources have
affected events and conditions in the past (SS-IIC.1).
7. See Strand I (History), illustrations #1, #2.
8. Interprets and analyzes geographic information (e.g., movement, place,
location, region, human interaction) obtained from a variety of
sources (e.g., maps, directly witnessed and surveillanced photographic and
digital data, symbolic representations (e.g., graphs, charts, diagrams,
tables), personal documents, interviews) (SS-IIC.2).
8 – 10, 12. The student analyzes a historical map to compare and contrast to
a current map (e.g., New Mexico highway map with a historical map,
the Butterfield Stage Line, the Santa Fe Trail, Route 66, part of the El
Camino Real).
9 insights/perspectives
9. Recognizes geographic questions and understands how to plan and execute
an inquiry to answer them (SS-IIC.3).
10. Explains a contemporary issue using geographic knowledge, tools, and
perspectives (SS-IIC.4).
11. Explains how physical processes influence the formation and location of
resources (SS-IID.1).
11. See Strand IV (Economics), illustration #8.
12. Uses data to interpret changing patterns of air, land, water, plants, and
animals (SS-IID.2).
13. Explains how ecosystems influence settlements and societies (SS-IID.3).
13. See Strand II (Geography), illustrations #1 - #3, #13 - #15.
14. Analyzes New Mexico settlement patterns and their impact on current
issues (SS-IIE.1).
14. See Strand IV (Economics), illustration #8.
15. Describes and analyzes how the study of geography, including urban and
environmental planning, is used to improve our quality of life (SS-IIE.2).
15. See Strand II (Geography), illustrations #2, #13, #15.
16. Explains the accessibility to the New Mexico territory via the Santa Fe
Trail and the railroad, the conflicts with indigenous peoples, and the
resulting development of New Mexico (SS-IIE.3).
16. See Strand I (History), illustrations #3 - #6.
17. Describes and evaluates the use and distribution of resources and their
impact on countries throughout the world (SS-IIF.1).
17. See Strand IV (Economics), illustration #7.
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.6.21
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
18. Describes how environmental events (e.g., hurricanes, tornados, floods,
drought) affect human activities and resources (SS – IIF.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.7.21
18. See Strand I (History), illustrations #4, #5, #8 and Strand IV,
Illustration #8.
Albuquerque Public Schools 09/06
STRAND III: CIVICS AND GOVERNMENT
CONTENT STANDARD: The student understands the ideals, rights, and responsibilities of citizenship and understands the content and history of the founding documents
of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state,
tribal, and national levels.
BENCHMARKS: A. The student understands the structure, functions, and powers of government (i.e., local, state, tribal, and national).
B. The student explains the significance of symbols, icons, songs, traditions, and leaders of New Mexico and the United States that exemplify ideals and
provide continuity and a sense of unity.
C. The student compares political philosophies and concepts of government that became the foundation for the American Revolution and the United
States government.
D. The student explains how individuals have rights and responsibilities as members of social groups, families, schools, communities, states, tribes, and
countries.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Explains the structure and functions of New Mexico’s state government as
expressed in the New Mexico Constitution, including:
•
roles and methods of initiative, referendum, and recall processes
•
function of multiple executive offices
•
election process (e.g., primaries, caucuses, and general elections)
•
criminal justice system (e.g., juvenile justice) (SS-IIIA.1).
2. Explains the roles and relationships of different levels of the legislative
process, including:
•
structure (e.g., number of districts, student’s legislative district) of
New Mexico legislative districts
•
structure (e.g., bicameral, House of Representatives and Senate) of
the New Mexico Legislature and leaders (Speaker of the House of
Representatives, Senate Pro Tem) of the Legislature during the
current session (SS-IIIA.2).
3. Compares the structure and functions of the New Mexico Legislature with
that of the state’s tribal governments (e.g., Pueblo Indian Council, Navajo,
Apache, and Hopi nations) (SS-IIIA.3).
4. Explains the concept of diversity and its significance within the political
and social unity of New Mexico (SS-IIIB.1).
5. Describes ways in which different groups maintain their cultural heritage
(SS-IIIB.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.8.21
1, 2, 10, 11. The student solves a teacher–generated problem
(e.g., regarding water usage, curfew, noise abatement, dress code,
driving). He/She uses a flow chart to determine what steps to follow to
resolve the problem.
OR
The student debates, writes a paper or a letter to an appropriate public
official regarding an issue.
9 accuracy of information (e.g., flow chart)
9 writing conventions
9 research skills
9 clear communication
9 problem-solving skills
3 - 5, 9. After listening to a Native American speaker, the student asks
appropriate, prepared, pertinent questions about the structure and
function of tribal government. The student later prepares a graphic
organizer (e.g., Venn diagram, contrasting lists) comparing the features
of tribal and state government.
9 understanding of verbal presentation
9 research skills
9 listening skills
9 visual
9 completion of a chart
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
6. Explains how New Mexico’s state legislature and other state legislatures
identify symbols representative of a state (SS-IIIB.3).
9
appropriate questions
7. Identifies official and unofficial public symbols of various cultures and
describes how these are or are not exemplary of enduring elements of
those cultures (SS-IIIB.4).
8.
Compares and contrasts New Mexico’s entry into the United States with
that of the original thirteen colonies (SS-IIIC.1).
9. Understands the structure and function of New Mexico government as
created by the New Mexico Constitution and how it supports local, tribal,
and federal governments (SS-IIIC.2).
10. Explains the obligations and responsibilities (e.g., upholding the
Constitution, obeying the law, paying taxes, jury duty) of citizenship
(SS-IIID.1).
11. Explains the roles of citizens (e.g., voting, petitioning public officials,
analyzing issues) in political decision-making (SS-IIID.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.9.21
Albuquerque Public Schools 09/06
STRAND IV: ECONOMICS
CONTENT STANDARD: The student understands basic economic principles and uses economic reasoning skills to analyze the impact of economic systems, including the
market economy, on individuals, families, businesses, communities, and governments.
BENCHMARKS: A. The student explains and describes how individuals, households, businesses, governments, and societies make decisions, are influenced by incentives,
both economic and intrinsic and the availability and use of scarce resources, and that their choices involve costs and varying ways of allocation.
B. The student explains how economic systems impact the way individuals, households, businesses, governments, and societies make decisions about
resources and the production and distribution of goods and services.
C. The student describes the patterns of trade and exchange in early societies and civilizations and explores the extent of their continuation in today’s world.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Explains how economic and intrinsic incentives influence how individuals,
households, businesses, governments, and societies allocate and use their
scarce resources (SS-IVA.1).
1, 7. See Strand I (History), illustrations #3, #6.
2. Explains why cooperation can yield higher benefits (SS-IVA.2).
2. The student researches what it takes to build a house now compared to
pre-territorial times in New Mexico. He/She lists the occupations,
skills and education needed to complete construction of a dwelling.
9 research skills
9 creativity
9 accuracy of information
3. Identifies governmental activities that affect local, state, tribal, and national
economies (SS-IVB.1).
3. See Strand III (Government), illustrations #1, #2, #10, #11.
4. Analyzes the impact of taxing and spending decisions upon individuals,
organizations, businesses, and various governmental entities (SS-IVB.2).
4. The student participates in a role-playing game (e.g., The Game of Life)
in which each student draws a card on which is profiled his/her life
situation (e.g., salary, job, marital status, age, family obligations,
education). The student then proceeds through the game based on
choices and their consequences. The student may engage in post-game
activities (e.g., discussion, written reflections on the outcomes as
compared to real life).
9 social skills
9 completion of task
9 clear communication
9 individual participation
9 credible portrayal
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.10.21
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
5. Explains the relationship of New Mexico with tribal governments regarding
compact issues (e.g., taxes, gambling revenue, rights of way) (SS-IVB.3).
5, 9, 10. The student constructs a map showing tribal, state and federal land
ownership. He/She writes to a variety of agencies (e.g., county or city
Chambers of Commerce, the Forestry Service, the Bureau of Land
Management) for information. The end product could be a presentation
or a bulletin board display.
9 research skills
9 use of technology
9 writing conventions, including legible presentation
9 quality product
6. Explains how specialization leads to interdependence and describes ways
most Americans depend on people in other households, communities, and
nations for some of the goods they consume (SS-IVC.1).
7. Understands the interdependencies between the economies of New Mexico,
the United States, and the world (SS-IVC.2).
6, 7. The student investigates the country of origin of the food and clothing
he/she consumes (e.g., analysis of Thanksgiving dinner menu –
Columbian Exchange). He/She creates a bulletin board display that
illustrates product origins (e.g., beads from China that are used in
some Native American bead-wear).
9 research skills
9 accuracy of information
9 cooperative skills
9 creativity
9 writing conventions
9 pleasing bulletin board display
8. Understands the factors that currently limit New Mexico from becoming an
urban state, including the availability and allocation of water and the extent
to which New Mexico relies upon traditional economic forms
(e.g., the acequia systems, localized agricultural markets) (SS-IVC.3).
8. The student maps the flow of water he/she uses: working backwards
from the glass of drinking water in his/her hand, and working forward
from that same glass in hand.
9 research skills
9 thoroughness of research
9 accuracy of map
9. Describes the relationship between New Mexico, tribal, and United States
economic systems (SS-IVC.4).
10. Compares and contrasts New Mexico commerce with that of other states’
commerce (SS-IVC.5).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.11.21
Albuquerque Public Schools 09/06
STRAND V: LITERACY
CONTENT STANDARD: The student communicates social science principles through reading, writing, and speaking opportunities.
BENCHMARK: The student demonstrates proficiency in reading comprehension, specialized vocabulary, and a variety of writing, speaking, and research requirements.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
Throughout the course of the year, the student has multiple opportunities
to engage in a variety of activities that utilize reading, writing, speaking,
viewing, listening, and research strategies and that strengthen his/her
literacy skills. Below are just a few examples where this is evidenced.
1. Increases and monitors reading comprehension (LA I.1).
1 – 5. See Strand III, illustration for performance standards #6, #7 and
Strand IV, illustration for performance standards #6, #7.
2. Demonstrates strategies to define and extend understanding of word
meaning (LA I.2).
3. Reads a variety of texts, both self-selected and assigned, to increase
fluency and comprehension (LA I.4).
4. Analyzes a variety of texts and literary selections (e.g., historical
biographies) (LA II.11).
5. Uses the problem-solving process within various contexts and situations to
refine understanding (LA II.15).
6. Demonstrates increasing proficiency in using the writing process to create
a final product ( LA III.1).
6, 7. See Strand I, illustration for performance standards #4, #5, #8;
Strand III, 1st illustration; and Strand IV, illustration for performance
standards #5, #9, #10.
7. Demonstrates increasing proficiency with writing conventions
(LA III.4).
8. Demonstrates increasing proficiency with speaking and language
conventions (LA IV.2).
8, 9. See Strand I, 1st illustration; Strand II, 1st illustration; and Strand III,
illustration for performance standards #6, #7.
9. Refines critical thinking skills and develops criteria for evaluating
arguments and judgments (LA IV.5).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.12.21
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
10. Interprets and synthesizes information that is read, heard, or viewed
(LA V.10).
10. See Strand I, 1st illustration and Strand III, 2nd illustration.
11. Analyzes information from a variety of sources (LA VI.3).
11, 12. See Strand I, 1st illustration; Strand I, illustration for performance
standards #3, #6, and illustration for performance standard #7; Strand II,
illustration for performance standard #5; and Strand IV, 2nd illustration.
12. Produces informational products and/or presentations that communicate
information effectively to a specific audience (LA VI.7).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.13.21
Albuquerque Public Schools 09/06
STRAND VI: READING ANALYSIS
CONTENT STANDARD: The student responds to, examines, and critiques historically and culturally significant issues and events portrayed in literature that both illustrate
and affect people, society, and individuals.
BENCHMARK: The student examines literature from a variety of authors, cultures, and genres and makes connections among a variety of literary works.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Analyzes stories and expository texts from the perspective of the
time periods in which they were written (LA II.7).
1. The student researches/describes a time period in New Mexico history and
creates a timeline with illustrations.
9 correct sequence
9 illustrations reflect time period
2. Identifies and analyzes recurring and universal themes, values, and
conflicts across a variety of sources from a variety of cultures
(LA II.9).
2, 3. The student reads a variety of resources by New Mexican authors as
suggested by the Language Arts teacher and identifies themes that are
common to literature of many cultures.
9 identification of themes
9 reading analysis
3. Analyzes:
•
the effect of literary devices (e.g., diction, dialogue, point of
view) on the meaning in a variety of texts,
•
the use of poetic devices (e.g., alliteration, assonance, rhythm,
rhyme),
•
what specific characteristics of literary works (e.g., fiction,
nonfiction, drama, and poetry) have on the meaning of the text,
•
what impact literary elements (e.g., the influence of setting on the
problem and its resolution) have on the meaning of the text, and
•
themes and central ideas in literature and media in relation to
personal issues and experiences (LA II.10).
4.
Analyzes how literature expresses and transmits culture (LA II.12).
4. Using Character Counts principals, the student analyzes newspaper
articles, or Teaching Tolerance materials for values. The student
participates in role-playing activity or puppet show to analyze conflicts.
9 Character Counts principles
9 discussion of conflicts.
5. Identifies examples of distortion and stereotype in literary works
(LA II).
5. The student examines dichos to identify cultural values.
6. Interprets and synthesizes information that is read, heard, or viewed
(LA II.14) (See also: Strand III: Expressive Language: Writing,
6. The student creates a project (e.g., diorama, poster) to interpret
information encountered. An example for suggested materials is One
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.14.21
Albuquerque Public Schools 09/06
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
Strand IV: Expressive Language: Speaking, Strand V: Receptive Language:
Listening and Viewing, and Strand VI: Research).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.15.21
World Posters Set from Teaching Tolerance.
9 use of appropriate responses
9 coherent organization of ideas
Albuquerque Public Schools 09/06
STRAND VII: EXPRESSION
CONTENT STANDARD: By speaking, writing, and/or signing, etc., the student expresses himself/herself in a culturally appropriate manner for many purposes.
BENCHMARKS:
GRADE
7
A. The student expresses thoughts on topics that are of concern and interest within the school and community.
B. The student participates in various forms of cultural expression (e.g., music, art, speech, writing, traditions, and other products of a culture.
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Demonstrates increased proficiency with speaking strategies (LA IV.1;
MCNL-1A, 1B; NSFLL-1.1).
2. Demonstrates increased proficiency with speaking and language
conventions (LA IV.2; MCNL-1A, 1B; NSFLL-1.1).
3. Demonstrates increased proficiency with writing conventions (LA III.4;
MCNL-1A, 1B; NSFLL-1.2).
1 – 5. The student works in a small group to develop a pamphlet, newsletter,
or brochure, which informs the community about New Mexico cultural
events. The student orally presents the finished product.
9 teamwork
9 writing conventions
9 elements of effective writing
9 effective presentation
4. Demonstrates increased proficiency applying appropriate types of
writing (LA III.5; MCNL-1A, 1B; NSFLL-1.2).
5. Demonstrates increased proficiency using the writing process to create a
final product (LA III.1; MCNL-1A, 1B; NSFLL-1.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.16.21
Albuquerque Public Schools 09/06
STRAND VIII: COMPREHENSION
CONTENT STANDARD: By listening, observing, reading, and discussing, the student comprehends and interprets oral, written, and visual messages on a variety of topics.
BENCHMARKS:
GRADE
7
A. The student applies information on topics of concern and interest to him, his school and his community.
B. The student recognizes and interprets complex forms of cultural expression.
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Identifies false and misleading information (LA V.6; MCNL-2A;
NSFLL-1.3).
2.
Analyzes what impact literary elements have on the meaning (LA V.6;
MCNL-2A; NSFLL-1.3).
3.
Interprets information that is heard, viewed, or read (LA V.1; MCNL-2A;
NSFLL-1.2).
4.
Participates and collaborates in group activities (LA V.9; MCNL-2B;
NSFLL-1.1).
5.
Increases and self-monitors reading comprehension (LA I.1; MCNL-2A;
NSFLL-1.2).
6.
Identifies and analyzes recurring and universal themes, values, and
conflicts across literary works from a variety of cultures (LA II.9;
MCNL-2B; NSFLL-1.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.17.21
1 – 6. Working in groups of two or three, the student reads randomly selected
writings (e.g., articles from Spanish language newspapers, magazines, short
stories) from multiethnic authors/journalists. He/She discusses the author’s
focus and intent, and, either orally or in written form, substantiates his/her
opinions with quotations from the text.
9 critical-thinking skills
9 analysis and critique of author’s work
9 group interactions
9 evidence
OR
The student, working in groups of three or four, reads assigned passages
from Stories That Must Not Die, or other literary works, highlighting areas
of difficulty in understanding (e.g., words, sentences). The group then
clarifies and interprets more definitively the author’s meaning. The
student demonstrates his/her reading comprehension by writing three-level
questions (AP –Advanced Placement Techniques), and presents them to the
class. This brings about discussion of the readings and the student is able
to express his/her own interpretation of the reading.
9 teamwork
9 interpretation
9 increased comprehension
9 analytical skills
Albuquerque Public Schools 09/06
STRAND IX: LANGAUGE AND CULTURE
CONTENT STANDARD: The student understands the relationship between language and culture.
BENCHMARKS: A. The student expresses appropriate language and gestures that reflect cultural understanding and meaning.
B. The student comprehends that language and culture are interrelated.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Demonstrates an understanding of the relationship between the practices
and perspectives of the language and the culture studied and its global
Impact (MCNL-3A, 3B; NSFLL-2.1,2.2).
2.
Recognizes and applies appropriate language of the culture (MCNL-3B).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.18.21
1, 2. Using a graphic organizer, the student collects jokes or humorous stories
about New Mexico by conducting interviews of his/her own family
members or friends to reflect the language and culture studied. The
student compiles and illustrates a dictionary of dichos or idioms.
9 idioms
9 topics
9 language and dialect
9 word usage
9 visual representation
Albuquerque Public Schools 09/06
STRAND X: CULTURES
CONTENT STANDARD: The student develops an understanding of other cultures, including such elements as: value systems, languages, traditions, and individual
perspectives.
BENCHMARKS:
A. The student exhibits knowledge of the elements of a cultural system.
B. The student expands and reflects the knowledge of the cultural variations within a linguistic group.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1.
Identifies and describes elements of culture (MCNL-4A).
2.
Investigates the perceptions of culture portrayed in various
forms of media/communication (MCNL-4A.1; NSFLL-2).
3.
Demonstrates an understanding of the nature of language
through comparisons of various Spanish dialects and his own
(MCNL-4B; NSFLL-4.1).
4.
Discusses the knowledge of cultural variations within a
linguistic group (MCNL-4B.1; NSFLL-4.2).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
1 – 4. Working in small groups or pairs, the student investigates and compares
common historical experiences and cultural traditions between two countries or
regions of the Spanish-speaking world culminating in an oral presentation.
He/She uses books, encyclopedias, and a variety of other media to complete
his/her research.
9 team work
9 comparisons
9 effective delivery
9 audience involvement
9 research strategies
11.19.21
Albuquerque Public Schools 09/06
STRAND XI: CONNECTIONS
CONTENT STANDARD: The student uses the languages studied to reinforce and expand knowledge of other disciplines.
BENCHMARKS: A. The student accesses and integrates information from the language to other content areas.
B. The student applies newly acquired experiences and knowledge from other content areas.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Examines and discusses connections between a variety of cultures, both
worldwide and within Pan-American society, as depicted through a variety
of literature and media (MCNL-6A; NSFLL– 3).
2.
Implements multiple sources of print and nonprint information (e.g. books,
newspapers, Internet, electronic databases, CD-ROMs) to develop
informational materials for a specific audience (MCNL-6A).
3.
Compares experiences and new knowledge from other content areas to
what is being learned (MCNL-6B; NSFLL-3).
1 – 4. The student listens to a story from Latin America or New Mexico in
Spanish. He/She uses a story map to outline the details of the story and
writes an alternative ending to the story.
9 writing conventions and delivery
9 creativity
4. Applies concepts, vocabulary and information from other content areas to
learning (MCNL-6B.2; NSFLL-3).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.20.21
Albuquerque Public Schools 09/06
STRAND XII: PERSONAL APPLICATIONS
CONTENT STANDARD: The student uses the language studied for personal enjoyment, personal enrichment, and employability.
BENCHMARKS: A. The student integrates into his/her life languages and knowledge of cultures to become lifelong learners.
B. The student applies languages and knowledge of cultures to explore career opportunities globally.
GRADE
7
PERFORMANCE STANDARDS
ILLUSTRATIONS
1. Incorporates and integrates the language within and beyond the school
setting for continuous learning, personal enjoyment, and enrichment
(MCNL-7B; NSFLL-5).
2. Demonstrates increased proficiency in choosing appropriate technology to
present information for the intended purpose and audience (LA-III.3;
MCNL-7C).
3. Applies appropriate research conventions and strategies to gather
information (LA-VI.2).
4.
1 – 4. The student listens to a variety of guest speakers pertaining to verbal
bilingual career opportunities. Working in a small group, the student
produces an informative brochure on the career.
9 note taking
9 listening skills
9 technology as appropriate
9 creativity
9 writing conventions and delivery
9 graphics
Compares and contrasts multiple sources of information to investigate
career opportunities (LA-VI.6; MCNL-7C).
SOCIAL STUDIES 7/SPANISH LANGUAGE ARTS INTEGRATED
11.21.21
Albuquerque Public Schools 09/06