Social Studies – Grade 7 United States History Unit 1: Creating a New Nation Suggested Duration: about 45 days Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Concepts Big Idea: The newly Students should know independent states create a that: new republican government for themselves. First under • Under the Articles of the Articles of Confederation Confederation, the and then under the United thirteen states acted States Constitution, as independent including the Bill of Rights. entities, as opposed to a unified nation. Standards: 8.3.6A,B,C,D • The Constitutional Convention was a series of compromises 5.1.6A,B,C,E,H,I regarding representation in 8.2.9B Congress, slavery, and presidential elections. 8.3.9A • Adopted in 1789, the Constitution created 5.1.9A,B,C,E,F,H,L the Legislative branch, which makes laws. The 5.3.9A,B,C,E,F,G,H Executive Branch enforces laws. The 5.3.6A,B Judicial Branch interprets laws. 5.2.9G • The powers of the three branches were created to ensure the Essential Questions: each branch remains 1. How did the limited equal in power. The powers of the Articles Constitution delegates of Confederation certain powers to the Competencies and Social Studies Core Skills Vocabulary/Content RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the weaknesses of the Articles of Confederation. • Identify the reasons that a Constitutional Convention was necessary. • Identify the •
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Articles of Confederation Constitution Republic James Madison George Washington Constitutional Convention Delegates Virginia Plan New Jersey Plan Executive Ratify Federalist Anti‐Federalist Legislative Branch Executive Branch Judicial Branch Checks and Balances Amendments Federalism Bill of Rights Instructional Materials •
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Radio Activity (Articles of Confederatio
n) Constitutional Convention Activity Law Firms Constitutional Acrostic Field Trip to Constitution Center and Independenc
e Hall Bar Exam Supreme Court Cases Silent Kinesthetic Bill‐to‐Law Flow Chart Mixed‐Ability Partner Reading and Work Cooperative Learning Jigsaw Gallery Walk Gun Control 2.
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create a need for the Constitution? What were the three key issues that emerged from the Constitutional Convention and how were they are resolved? What are the roles of the three branches of the federal government? How does the system of checks and balances work? How does federalism work? What are the responsibilities and protections of American citizens as found in the Constitution and Bill of Rights? federal government and reserves other powers for the states. • The Bill of Rights, adopted in 1791, provides American citizens protections from the actions of government. compromises of the Convention and analyze the difficulties of reaching such compromises. • Explain the dynamics of the three branches regarding the law‐
making process. • Analyze the system of checks and balances and explain the differences between delegated and reserved powers. • Evaluate the rights of American citizens as provided in the Constitution and Bill of Rights. •
PowerPoint Gun Control Essay Outline Social Studies – Grade 7 United States History Access the SAS content at: www.pdesas.org Unit 2: Early Republic Suggested Duration: about 45 days Standards, Big Ideas, and Essential Questions Big Idea: The United States, as a new nation, struggles to meet the challenges from within and from those abroad. Standards: 8.3.6A,B,D 8.3.9A,B Essential Questions: 7.
What are the differences between the Federalist, Democratic, and Republican parties in the 1790s? 8. What are the different political ideas held by Hamilton and Jefferson? 9. What is the importance of geography in shaping early U.S. foreign policy? 10. What were the foreign Concepts Competencies and Social Studies Core Skills Vocabulary/Content Students should know that: RTM Core Social Studies • Federalists Skills: • Democratic Republicans • Map skills • Hamilton • Interpretation of • The differences • Jefferson charts and graphs between the Federalist • Washington • Analysis and and Democratic • Alien and Sedition Acts interpretation of Republican parties in • Foreign Policy political cartoons the 1790s. • Inauguration • Analysis and • Hamilton and • Monroe Doctrine interpretation based Jefferson had • Neutrality on synthesis of facts contrasting views on • Isolationism • Notetaking and how the nation should • Embargo organizational skills be shaped. • Blockade • Reading • Physical distance and comprehension lack of a strong military influenced the • Research skills foreign policy • Written and oral decisions of a young expression of facts United States. and concepts • Washington favored a policy of isolationism. Adams dealt with the Students will be able to: XYZ Affair. Jefferson • Identify and analyze struggled with the the differences challenges of between the impressments and the Federalist, Democratic, Barbary Pirates. and Republican Madison led the parties. United States through • Describe the political the War of 1812. ideas held by Hamilton Monroe created the and Jefferson. Instructional Materials Suggested Activities • Textbook • Interactive Student Notebook • PowerPoint • Journaling • Maps • Musical CDs • Songs • Posters • Mixed‐ability groups • Analyze primary sources (Washington’
s Inauguration, Farewell Address, and Monroe Doctrine) • Mini‐plays and skits • Debating • Political conventions, banners, buttons, posters, campaign songs, speeches, debates, etc. policy issues faced by presidents Washington, Adams, Jefferson, Madison, and Monroe? 11. What were the causes, events, and consequences of the War of 1812? Monroe Doctrine. • The War of 1812 was caused by impressment of American sailors, interference of American shipping, and British support of Native American resistance. The Battle of New Orleans was one major event of the war. Consequences of the war included, increased American patriotism, weakened Native American resistance, and increased U.S. manufacturing. • Explain the importance of geography in shaping U.S. foreign policy. • Explain the foreign policy dilemmas faced by Washington, Adams, Jefferson, Madison, and Monroe. • Identify and explain the causes, events, and consequences of the War of 1812. Social Studies – Grade 7 United States History Access the SAS content at: www.pdesas.org Unit 3: A Changing Nation Suggested Duration: about 45 days Standards, Big Ideas, and Essential Questions Big Idea: The many ways the United States grows and changes from the 1820s to the 1850s. During these years, a new spirit of democracy and a great interest in politics spread through the nation. Standards: 7.1.6 A 7.1.9 A,B 7.2.9 A 7.3.9 A,E 8.3.6 C,D 8.3.9 A,B,C,D Essential Questions: 12. How did Andrew Jackson’s election to the presidency in 1828 bring about a new era of popular democracy? 13. What effect did Jackson’s presidency have on Native Americans? 14. How did the United States make the 5 key territorial acquisitions Concepts Competencies and Social Studies Core Skills Vocabulary/Content Students should know that: RTM Core Social Studies Skills: • Map skills • Interpretation of • Jackson’s use if his charts and graphs presidential powers •
Analysis and laid the foundation for interpretation of the expansion of political cartoons voting rights for the • Analysis and common citizen. interpretation based • Jackson’s policy of on synthesis of facts Indian removal forced • Notetaking and Native Americans from organizational skills their ancestral lands. • Reading • The United States comprehension obtained the various western regions • Research skills through purchase, • Written and oral conflict, and expression of facts diplomacy. and concepts • Americans believed the western migration was their pre‐
Students will be able to: determined right. • Analyze Jacksonian • Americans headed democracy and the west for political, expansion of voting economic, religious, rights. and social reasons. • Explain why Jackson was known as the, “People’s President.” • Evaluate Jackson’s use of the spoil system to • Alamo • Annex • Civil servants • Converts • Diplomacy • Lonestar Republic • Manifest destiny • Mexican Session • Mission • Mormon • Oregon Trail • Secede • Self‐made • Spoils system • Tariff Instructional Materials Suggested Activities • Textbook • Interactive Student Notebook • PowerPoint • Journaling • Maps • Musical CDs • Songs • Posters • Mixed‐ability groups • Analyze primary sources • Mini‐plays and skits • Debating • Web‐based scavenger hunt from 1803‐1853? 15. How was manifest destiny used to justify U.S expansion? 16. What were the various reasons groups headed west and what were their difficulties and contributions? begin a new political era. • Explain the conflict between whites and Native Americans in the southeast. • List the reasons, hardships, and legacies left behind by the American Pioneers during manifest destiny. • Evaluate America’s attitude during manifest destiny. Social Studies – Grade 7 United States History Access the SAS content at: www.pdesas.org Unit 4: The Nation Divided and Rebuilt Suggested Duration: about 45 days Standards, Big Ideas, and Essential Questions Big Idea: The disagreements between the North and the South especially over state’s rights and slavery led to political conflict. Standards: 7.1.6 A 7.1.9 A,B 7.3.9 A,D 8.3.6 C,D 8.3.9 A,B,C Concepts Students should know that: • The South’s economy was based upon slave labor and the plantation system. • The North’s economy was based upon industry and manufacturing. • People’s view of the nature of war progressed from idealism to realism. Essential Questions: • Political and military leaders influenced 17. What were the policy and outcome of fundamental events during the war. differences between •
The economic, social, the North and the and psychological South that led to the devastation of the Civil War? country led to the re‐
18. How did people’s view birth of a unified of war change as a nation. result of various battles • The plans for and events? Reconstruction were 19. Who were the various developed by the people that influenced Executive and the outcome of the Legislative branches. war? 20. What was the outcome • Southern Democrats and legacy of the Civil undermined Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Explain how the controversies over state’s rights and slavery heightened tension between the North and South. • Explain how the South depended upon the slave labor and the Vocabulary/Content th
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• 13 , 14 , 15 Amendment • Anaconda Plan • Black Codes • Border State • Civil Rights • Compromise of 1850 • Confederacy • Conscription • Cotton gin • Discrimination • Draft • Dred Scott Decision • Emancipation Proclamation • Fugitive Slave Law • Gettysburg Address • Harper’s Ferry • Ironclads • Jim Crow Laws • Kansas‐Nebraska Act • Missouri Compromise • Ostend Manifesto • Racism • Reconstruction • Secession • Segregation • Sharecropping • Tallmadge Amendment • The “Gag Rule” • Union Instructional Materials Suggested Activities • Textbook • Interactive Student Notebook • PowerPoint • Journaling • Maps • Musical CDs • Songs • Posters • Videos • Mixed‐ability groups • Analyze primary sources • Mini‐plays and skits • Debating • Web‐based scavenger hunt • Battle projects War? 21. What were the political plans for Reconstruction? 22. What challenges did the post‐war South present to the Reconstruction? plantation system for economic prosperity. • Explain how the North depended upon industry and manufacturing for economic prosperity. • Describe the Election of 1860 and the secession of the Southern states. • Analyze the strengths and weaknesses of the Union and the Confederacy. • Explain the basic military strategy of the Union and the Confederacy. • Explain the events and battles that affected the outcome of the Civil War. • Summarize the hardships of army life. • Evaluate the basic plans for Reconstruction. • Describe how the Southern Democrats and their legislation blocked the progress of African Americans. advancements of freed African Americans. Social Studies – Grade 7 United States History Access the SAS content at: www.pdesas.org Unit 5: America Transformed Suggested Duration: about 35 days Standards, Big Ideas, and Essential Questions Big Idea: The United States westward expansion after the Civil War; Native American conflicts, and the rise of Industry. Standards: 7.1.6 A 8.3.9 C 7.1.9 A, B 7.3.9 A Essential Questions: 23. How did Miners, Ranchers, Cowboys, and Farmers help settle the West? 24. How did the arrival of these various groups lead to conflict with the Native Americans? 25. How did the growth of Industry and big business change the Concepts Competencies and Social Studies Core Skills Vocabulary/Content Students should know that: RTM Core Social Studies Skills: • Map skills • Interpretation of • Gold‐miners flocked charts and graphs West in search of gold, •
Analysis and though few were interpretation of successful. political cartoons • Ranchers and Cowboys • Analysis and helped shape the cattle interpretation based industry. on synthesis of facts • Farmers helped turned • Notetaking and the West into the organizational skills “Bread‐Basket” of • Reading America. comprehension • As whites moved West, •
Research skills they encroached on Native American land, • Written and oral leading to war. expression of facts and concepts • Native Americans were forced onto reservations. Students will be able to: • Workers migrated to • Describe the the cities for work. geography and • Mass production of population of the steel, oil, and railroads West. led to the • Explain how mining in modernization of the the West led to Nation. settlement. • Unions became an • Describe the cattle influential factor in the industry. • Bread Basket • Cowboys • Crazy Horse • Entrepreneur • Factories • Gilded Age • Homesteader • Industrialization • Mass production • Miners • Monopoly • Native Americans • Reservations • Sitting Bull • Transcontinental Railroad • Unions • Urbanization Instructional Materials • Textbook • Interactive Student Notebook • PowerPoint • Journaling • Maps • Musical CDs • Songs • Posters Suggested Activities • Mixed‐ability groups • Analyze primary sources • Advertisement
s/commercials • Mini‐plays and skits • Debating • Think‐Pair‐
Share Nation? • Analyze how Law and Order was established in the West. • Describe Native American life on the plains. • Identify the outcome of Native American resistance efforts. • Describe the challenges that minorities faced in the West. • Evaluate the significance of the frontier in American life. • Explain how the United States government encouraged westward settlement. work force. Social Studies – Grade 7 United States History Access the SAS content at: www.pdesas.org Unit 6: The Great Wave of Immigration Suggested Duration: about 20 days Standards, Big Ideas, and Essential Questions Concepts Big Idea: Over 12 million Students should know immigrants passed through that: the doors of Ellis Island and • Millions of people left entered the United States Europe for a variety of (1880‐1920) forever changing reasons—war, famine, the history of the country. poverty, religious freedom—and sought Standards: a better life for 7.1.6 A themselves in the 7.1.9 A,B United States of 7.2.9 A America. 7.3.9 A,B • Ellis Island processed 8.3.6 C,D over 12 million 8.3.9 C immigrants during its years of operation. The immigrants were Essential Questions: inspected for physical and mental health as 26. What were the “push” well as their legal and “pull” factors that standing. led immigrants to leave •
America was not as Europe? wonderful as many 27. What was the role of immigrants imagined. Ellis Island during the Many had to work in peak years of poor conditions and immigration? had difficulty 28. What opportunities assimilating into and difficulties did the American society. immigrant groups find in the United States? • The immigrants 29. How did these provided cheap labor immigrants impact the for growing industry. Competencies and Social Studies Core Skills RTM Core Social Studies Skills: • Map skills • Interpretation of charts and graphs • Analysis and interpretation of political cartoons • Analysis and interpretation based on synthesis of facts • Notetaking and organizational skills • Reading comprehension • Research skills • Written and oral expression of facts and concepts Students will be able to: • Identify the countries in Eastern and Southern Europe where most of the Immigrants came during the second wave • Gain an understanding as to Vocabulary/Content • Ellis Island • Statue of Liberty • Immigrant • Emigrate • Steerage • Sweatshops • Assimilation • Tenement buildings • Slums • Trachoma • Public Charge • Great Hall • Refugees • Pogroms • Urbanization • Melting pot Instructional Materials Suggested Activities • Textbook • Interactive Student Notebook • PowerPoint • Journaling • Maps • Musical CDs • Songs • Posters • Mixed‐ability groups • Analyze primary sources • Mini‐plays and skits • Debating • Web‐based scavenger hunt history of the United States? 30. What were the factors that nurtured industrialization and urbanization? • Factories and mass production led to the growth of densely populated cities. the conditions of Europe leading so many millions to come to America • Explain the reason the immigrants wanted to come to America • Generate empathy for the plight of the immigrants • Describe the conditions of steerage/voyage to America • Explain the experience of the immigrants at Ellis Island • Understand the problems immigrants had assimilating to American culture