Global Studies: Grade 7
Des Moines Public Schools
2015-2016
CURRICULUM GUIDE
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and
assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and
classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
7th Grade Global Studies
Schools: Brody, Callanan, Goodrell, Harding, Hiatt, Hoyt, McCombs, Meredith, Merrill, Weeks
Students will explore people, places, and environments in this country and in different regions of the world; with an emphasis on Africa, Asia and
Oceania. As students progress through each unit they will respond to an essential question that will drive their learning. Students will take
authentic roles and work collaboratively, as well as independently, to acquire the knowledge and skills to develop answers to big questions. This
approach relies on a student-centered learning approach and culminates in a product demonstrating a student’s learning.
Students will review how to use maps and other geographic tools to acquire, process, and report information. Instructional time in each of the
units will emphasize physical and human characteristics, history, and culture. Students will also learn to evaluate issues specific to each region of
study.
Link to Course Resources: http://socialstudies.dmschools.org/7th-global-st.html
1
Unit
Content and
Skill Standards
Content Topics




Unit 1
Colonization
in SubSaharan
Africa
8 weeks
Iowa Core Standards
6-8.G.1, 6-8.H.1, 68.H.7
Unit 2
Trade in
North Africa
4 weeks
Iowa Core Standards
6-8.G.2, 6-8.G.3, 68.G.4



Common Core
English/Language Arts
Standards in History
and Social Science
RH.6-8.4, RH.6-8.1,
RH.6-8.2, RH.6-8.7,
WH. 6-8.2

Iowa Core Standards
6-8.BS.1, 6-8.BS.5, 68.BS.6



Unit 3
Religion in
Southwest
Asia
4 weeks
Common Core
English/Language Arts
Standards in History
and Social Science
RH.6-8.4, RH.6-8.1,
RH.6-8.2, RH.6-8.7,
WH. 6-8.2
Common Core
English/Language Arts
Standards in History
and Social Science
RH.6-8.4, RH.6-8.1,
RH.6-8.2, RH.6-8.7,
WH. 6-8.2


Unit
Content and Skill
Standards
Geographic Applications
Chronology & Consequence
Summary of a Source
Using information from
different sources
Writing informative and
explanatory text
Unit 4
Social
Structures in
Central and
South Asia
6 weeks
Iowa Core Standards
6-8.E.1, 6-8.E.2, 6-8.E.7
Geographic Analysis
Summary of a Source
Using information from
different sources
Writing informative and
explanatory text
Unit 5
Economics in
East Asia
6 weeks
Iowa Core Standards
6-8.E.3, 6-8.E.4, 6-8.E.5, 68.E.6
Issues in Society
Summary of a Source
Using information from
different sources
Writing informative and
explanatory text
Unit 6
Internationalism
in Southeast
Asia and
Oceania
6 weeks
Common Core
English/Language Arts
Standards in History and
Social Science
RH.6-8.4, RH.6-8.6, RH.6-8.7,
WH.6-8.2
Common Core
English/Language Arts
Standards in History and
Social Science
RH.6-8.4, RH.6-8.6, RH.6-8.7,
WH.6-8.2
Iowa Core Standards
6-8.PSCL.7, 6-8.PSCL.8
Common Core
English/Language Arts
Standards in History and
Social Science
RH.6-8.4, RH.6-8.6, RH.6-8.7,
WH.6-8.2
Content Topics












Individual and the
Economy
Author’s Point of View
Using information from
different sources
Writing informative and
explanatory text
Economic
Interdependence
Author’s Point of View
Using information from
different sources
Writing informative and
explanatory text
Internationalism
Author’s Point of View
Using information from
different sources
Writing informative and
explanatory text
2
Unit 1: Colonization in Sub-Saharan Africa
Essential Question and Pacing
How does the past influence the present? 8 weeks
Enduring Understandings
Africa as a continent continues to be influenced by its past.
Understanding the motives for and effects of colonization in
Sub-Saharan Africa help students understand both the past
and the present. The region of Sub-Saharan Africa has a wealth
of history to be explored. Students discover what motivated
Europeans to explore the African continent, how the slave
trade developed, and the methods used by Europeans to
colonize regions of Africa. 2Students learn about change over
time and think about how colonization has shaped the lives of
people, the economy, and systems of government in SubSaharan Africa.
Students explore different types of maps in order to
understand that different maps are created for different
reasons.
Suggested Texts and Resources
World Studies: Africa
Physical Geography: 8-23
Culture: 97-100
Chapter 5: West Africa
Chapter 6: East Africa
Chapter 7: Central and Southern Africa
-Democratic Republic of Congo: 200-205
-South Africa: 208-212
DBQ Project
DBQ: What Was the Driving Force Behind European Imperialism in Africa?
DBQ: What Drove the Sugar Trade?
DBQ: How Did Colonialism Affect Kenya?
NBC Learn Unit 1 Colonization in Sub-Saharan Africa Resources
NBC Learn Sub-Saharan Africa Collection
Achieve 3000 Articles (available via weebly)
Guns, Germs, and Steel (preview first)
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
NetTrekker: http://school.nettrekker.com
Newsela: http://newsela.com/
Culture Grams: http://online.culturegrams.com/
3
Scales
Topic
Geographic Applications
Sub Saharan Africa
History in Sub Saharan
Africa
Summary of a Source
Using Information from
Different Sources
Writing Informative Text
2
Basic knowledge/skill such as:
Identify physical, political, and
thematic maps.
3
Analyze information and data using different types of
maps.
4
Use a specific map to draw
conclusions about an area/place.
Given three different types of maps, explain how the
maps provide different types of information and the
significance of the information provided.
Basic knowledge/skill such as:
cause and effect
Specific vocabulary such as:
colonization, apartheid, nationalism
Explain, with two examples, the impact of colonization
on Sub-Saharan Africa.
Analyze how present day Sub-Saharan
Africa has been determined by its
historical past.
Demonstrates the ability to identify
evidence from a source. Begins to use
evidence to find the main idea of a
source; an accurate summary is
needed.
Begins to create a product by
integrating visual information with
other information in print/digital text,
but needs to do more to show
connections between sources.
Demonstrates the ability to describe specific evidence
and determine the main idea(s) of a source by
providing an accurate summary.
Demonstrates the ability to analyze
the importance of the source as
related to the concept(s).
Creates a product by integrating visual information (i.e.
charts, graphs, photographs, maps, etc.) with other
information in print/digital text by clearly showing
connections and making meaning between sources.
In addition to meeting the level 3
expectation, the product includes the
use of extended, content-specific
vocabulary and makes connections to
history or modern-day concepts.
Write informative texts, including the
narration of historical events.
-Provides either an introduction or a
concluding statement (sentence or
paragraph).
-Attempts to organize information
(chronologically, thematically, etc.),
organization is unclear.
-Begins to develop a topic with
minimal facts, definitions, details and
examples; attempts use contentrelated vocabulary correctly.
Write informative texts, including the narration of
historical events.
-Introduce a topic clearly (a sentence or a paragraph).
-Organize information clearly (chronologically,
thematically, etc.).
-Develop a topic with facts, definitions, details, and
examples; use content-related vocabulary.
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.)
with strong transitions.
-Deeply develops a topic with many
facts, definitions, details, and
examples; uses an extended
vocabulary.
-Provides an analysis of evidence and
support for topic.
Analyze how nationalism played a role in ending
apartheid.
4
Unit 2: Trade in North Africa
Essential Question and Pacing
To what extent does geography and culture influence the way people live and interact with their physical environment?
Enduring Understandings
Students will understand the ways in which the physical
geography of a place influences culture. Human-environment
interaction is an overarching theme for exploration in this unit.
Ultimately, students will understand how geographic and
human characteristics create culture and define regions.
Students analyze the ways in which land, water, climate, and
vegetation influence culture in the region. Students will
explore the relationships people have with the resources
create connections and conflict within and between regions.
4 weeks
Suggested Texts and Resources
World Studies: Africa
Pgs: 35, 39 (Nile)
Pgs: 43, 46 (trade and conquest)
Pgs: 46, 48, 80, 81, 94, 103, 111, 169 (Islam)
Pgs: 152-154, 238 (desertification)
Chapter 2: Africa: Shaped by Its History
Chapter 3: Culture of Africa
-The Cultures of North Africa 78-83
Chapter 4: North Africa
-Egypt 110-117
-Algeria 118-122
DBQ Project
DBQ: How did the Nile shape Ancient Egypt?
DBQ: Mansa Musa's Hajj: A Personal Journal
Achieve 3000 Articles (available via weebly)
NBC Learn Unit 2 Trade in North Africa Resources
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
NetTrekker: http://school.nettrekker.com
Newsela: http://newsela.com/
Culture Grams: http://online.culturegrams.com/
5
Scales
Topic
Geographic
Analysis in North
Africa
2
Basic knowledge such as:
-identify and define physical features
-identify the importance of physical features
in region (Nile, Suez Canal, Aswan Dam,
Mediterranean Sea)
3
Explain how physical features allowed societies to
emerge in North Africa and have facilitated movement
within the region.
Describe how physical features kept North Africa and
the rest of Africa culturally different.
4
What if . . ?
-the Aswan Dam collapsed beyond
repair?
-Russia (or Iran) gained control of the
Suez Canal?
-Ethiopia dammed the Nile River north
of Aswan?
Explain, with examples, why North Africans try to
modify their physical environment.
Summary of a
Source
Using Information
from Different
Sources
Writing
Informative Text
Demonstrates the ability to identify evidence
from a source. Begins to use evidence to find
the main idea of a source; an accurate
summary is needed.
Demonstrates the ability to describe specific evidence
and determine the main idea(s) of a source by
providing an accurate summary.
Demonstrates the ability to analyze the
importance of the source as related to
the concept(s).
Begins to create a product by integrating
visual information with other information in
print/digital text, but needs to do more to
show connections between sources.
Creates a product by integrating visual information (i.e.
charts, graphs, photographs, maps, etc.) with other
information in print/digital text by clearly showing
connections and making meaning between sources.
In addition to meeting the level 3
expectation, the product includes the
use of extended, content-specific
vocabulary and makes connections to
history or modern-day concepts.
Write informative texts, including the
narration of historical events.
-Provides either an introduction or a
concluding statement (sentence or
paragraph).
-Attempts to organize information
(chronologically, thematically, etc.),
organization is unclear.
-Begins to develop a topic with minimal facts,
definitions, details and examples; attempts
use content-related vocabulary correctly.
Write informative texts, including the narration of
historical events.
-Introduce a topic clearly (a sentence or a paragraph).
-Organize information clearly (chronologically,
thematically, etc.).
-Develop a topic with facts, definitions, details, and
examples; use content-related vocabulary.
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.) with
strong transitions.
-Deeply develops a topic with many
facts, definitions, details, and examples;
uses an extended vocabulary.
-Provides an analysis of evidence and
support for topic.
6
Unit 3: Conflict in Southwest Asia
Essential Question and Pacing
What causes conflict and how can conflict be managed? 4 weeks
Enduring Understandings
The theme in this unit is the exploration of conflict. Conflict
emerges when people hold strongly to belief systems, often
leaving no room for compromise. Through conflict students
analyze the changing (and often unchanging) nature of society.
Students learn about and discuss historical and current social
issues while examining different perspectives and strategies to
manage conflict.
Using the region of Southwest Asia as a vehicle for study,
students discuss three of the world’s great religions: Judaism,
Christianity, and Islam. Students examine the different ethnic
groups and religions in Southwest Asia while making
connections to the unit theme (conflict).
Suggested Texts and Resources
World Studies: Asia and the Pacific
Chapter 2 Geography: South, Southwest, and Central Asia 35-43
Chapter 5 Culture: South, Southwest, and Central Asia 103-111
Chapter 8 Countries: South, Southwest, and Central Asia
-Israel 195-199 -Saudi Arabia 200-207
DBQ Project
DBQ: Hammurabi's Code: Was It Just?
DBQ: How Great Was Alexander the Great?
DBQ: Why Did Christianity Take Hold in the Ancient World?
DBQ: Why Did Islam Spread So Quickly?
DBQ: Female Workers in Japanese Silk Factories:
DBQ: Did the Costs Outweigh the Benefits?
DBQ: The Black Death: How Different Were Christian and Muslim Responses?
Achieve 3000 Articles (available via weebly)
NBC Learn Unit 3 Religion in Southwest Asia Resources
NBC Learn Middle East and North Africa Collection
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
Newsela: http://newsela.com/
Culture Grams: http://online.culturegrams.com/
United Nations: Model UN http://www.nmun.org/
7
Scales
Topic
Issues in Society
Summary of a
Source
Using
Information from
Different Sources
Writing
Informative Text
2
3
Basic knowledge of concepts:
-the three major religions: Judaism,
Christianity, Islam
-identify conflict between Israelis and
Palestinians
Basic vocabulary such as:
-culture, religion, identity, perspective,
extremism, standard of living, life expectancy,
median income
Analyze the similarities and differences between the
three major religions (Judaism, Christianity, and Islam).
Demonstrates the ability to identify evidence
from a source. Begins to use evidence to find
the main idea of a source; an accurate
summary is needed.
Begins to create a product by integrating visual
information with other information in
print/digital text, but needs to do more to
show connections between sources.
Demonstrates the ability to describe specific evidence
and determine the main idea(s) of a source by
providing an accurate summary.
Demonstrates the ability to analyze the
importance of the source as related to
the concept(s).
Creates a product by integrating visual information (i.e.
charts, graphs, photographs, maps, etc.) with other
information in print/digital text by clearly showing
connections and making meaning between sources.
In addition to meeting the level 3
expectation, the product includes the
use of extended, content-specific
vocabulary and makes connections to
history or modern-day concepts.
Write informative texts, including the
narration of historical events.
-Provides either an introduction or a
concluding statement (sentence or paragraph).
-Attempts to organize information
(chronologically, thematically, etc.),
organization is unclear.
-Begins to develop a topic with minimal facts,
definitions, details and examples; attempts use
content-related vocabulary correctly.
Write informative texts, including the narration of
historical events.
-Introduce a topic clearly (a sentence or a paragraph).
-Organize information clearly (chronologically,
thematically, etc.).
-Develop a topic with facts, definitions, details, and
examples; use content-related vocabulary.
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.) with
strong transitions.
-Deeply develops a topic with many
facts, definitions, details, and examples;
uses an extended vocabulary.
-Provides an analysis of evidence and
support for topic.
Explain how religious and ethnic identities shape an
individual’s perspectives on current issues, including
territory disputes.
4
Create a proposal for lasting peace in
Southwest Asia that establishes
permanent border between Palestine
and Israel.
Analyze data to show an understanding of ethnic and
religious groups in the region.
8
Unit 4: Social Structures in Central and South Asia
Essential Question and Pacing
Is your future (job, wealth, happiness) determined at birth? 6 weeks
Enduring Understandings
The time and place in which a person lives influences
perspective and identity. There are often factors outside of an
individual’s control (natural disaster, initial social class, where
one is born, etc.) which influence future economic
opportunities. In this unit, students explore an interesting
question: Is one’s future determined at birth? Using South and
Central Asia as a region of study, students will understand
scarcity, economic trade-offs, and how economic conditions
impact people’s lives.
Suggested Texts and Resources
World Studies: Asia and the Pacific
Chapter 2 Physical Geography: South, Southwest, and Central Asia 30-34, 44-48
Chapter 5 Cultures: South, Southwest, and Central Asia 96-102, 112-116
Chapter 8 Countries: South, Southwest, and Central Asia
-India 184-189
-Pakistan 190-194
DBQ Project
DBQ: Asoka: Ruthless Conqueror or Enlightened Ruler?
DBQ: What Made Gandhi's Nonviolent Movement Work?
Achieve 3000 Articles (available via weebly)
Film clips from the feature film Gandhi
NBC Learn Unit 4 Social Structures in Central/South Asia
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
Britannica Online: http://www.school.eb.com/
Culture Grams: http://online.culturegrams.com/
NBC Learn: http://heartlandaea.nbclearn.com/
9
Scales
Topic
2
3
Basic knowledge such as:
-define the caste system (ethnic groups,
economic standing)
-distinguish between microloans, foreign aid, and
affirmative action
-identify economic indicators
Basic vocabulary such as:
-scarcity, social mobility, financial inequality,
developed countries, developing countries
Explain, with examples, how South Asian history has
created inequalities in different communities.
Author’s Point of
View
Identifies author’s purpose or point of view, but
with some misconceptions within the
context/unit of study.
Demonstrates the ability to accurately identify and
explain an author’s purpose or point of view using
textual and/or contextual evidence.
Demonstrates the ability to accurately
identify and explain an author’s purpose
or point of view using textual and
contextual evidence and can justify or
challenge it.
Using Information
from Different
Sources
Begins to create a product by integrating visual
information with other information in
print/digital text, but needs to do more to show
connections between sources.
Creates a product by integrating visual information
(i.e. charts, graphs, photographs, maps, etc.) with
other information in print/digital text by clearly
showing connections and making meaning between
sources.
In addition to meeting the level 3
expectation, the product includes the
use of extended, content-specific
vocabulary and makes connections to
history or modern-day concepts.
Write informative texts, including the narration
of historical events.
-Provides either an introduction or a concluding
statement (sentence or paragraph).
-Attempts to organize information
(chronologically, thematically, etc.), organization
is unclear.
-Begins to develop a topic with minimal facts,
definitions, details and examples; attempts use
content-related vocabulary correctly.
Write informative texts, including the narration of
historical events.
-Introduce a topic clearly (a sentence or a
paragraph).
-Organize information clearly (chronologically,
thematically, etc.).
-Develop a topic with facts, definitions, details, and
examples; use content-related vocabulary.
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.) with
strong transitions.
-Deeply develops a topic with many
facts, definitions, details, and examples;
uses an extended vocabulary.
-Provides an analysis of evidence and
support for topic.
The Economy in
Central and South
Asia
Writing
Informative Text
4
Is your future determined at birth?
Describe how financial inequality limits social
mobility (i.e. people who are poor often stay poor).
Explain, with examples, how financial instruments
such as microloans, foreign aid, and affirmative
action can help alleviate inequalities.
10
Unit 5: Economics in East Asia
Essential Question and Pacing
Will there always have to be people in poverty? 6 weeks
Enduring Understandings
Do certain economic and political systems promote economic
growth, while others do not? Why are some countries
wealthier than others? Why does income disparity exist and
what can be done about the gaps?
In this unit, students explore both economic and political
systems. Using East Asia as a vehicle for study, students
analyze economic systems. North Korea, China, South Korea,
Japan, and Taiwan provide interesting opportunities for
students to grapple with economic strengths and challenges in
each of these nations.
Suggested Texts and Resources
World Studies: Asia and the Pacific
Chapter 2 Physical Geography: East Asia 8-26
Chapter 4 History and Culture: East Asia 76-91
Chapter 8 Countries: East Asia
-China 148-153 -Japan 154-161
-the Koreas 162-166
DBQ Project
DBQ: The Great Wall of Ancient China: DBQ: Did the Benefits Outweigh the Costs?
DBQ: The Silk Road: Recording the Journey
DBQ: Samurai and Knights: Were the Similarities Greater Than the Differences?
DBQ: Should We Celebrate the Voyages of Zheng He?
DBQ: China's One Child Policy: Was It a Good Idea?
DBQ: The Mongols: How Barbaric Were the "Barbarians"?
Achieve 3000 Articles (available via weebly)
Inside Korea (YouTube)
NBC Learn Unit 5 Economics in East Asia Resources
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
Britannica Online: http://www.school.eb.com/
Culture Grams: http://online.culturegrams.com/
Economic Freedom Index: http://www.heritage.org/index/
11
Scales
Topic
Economic
Interdependence
2
Specific vocabulary such as:
democracy, free enterprise system,
communism, command economy,
government
Basic knowledge such as:
China, Chairman Mao, Taiwan, North
Korea, South Korea, Japan
3
Apply the ideal economic system for each of the following:
-wealthy business owner; minimum wage worker
4
Evaluate the economic system of both
North Korea and South Korea.
Explain, with examples, why the Chinese embraced
communism.
Explain, using examples, why China failed to develop
economically under the leadership of Chairman Mao.
Describe how Taiwan became an economic success.
Author’s Point of
View
Identifies author’s purpose or point
of view, but with some
misconceptions within the
context/unit of study.
Demonstrates the ability to accurately identify and explain an
author’s purpose or point of view using textual and/or
contextual evidence.
Demonstrates the ability to accurately
identify and explain an author’s purpose or
point of view using textual and contextual
evidence and can justify or challenge it.
Using
Information from
Different Sources
Begins to create a product by
integrating visual information with
other information in print/digital
text, but needs to do more to show
connections between sources.
Creates a product by integrating visual information (i.e.
charts, graphs, photographs, maps, etc.) with other
information in print/digital text by clearly showing
connections and making meaning between sources.
In addition to meeting the level 3
expectation, the product includes the use of
extended, content-specific vocabulary and
makes connections to history or modernday concepts.
Write informative texts, including the
narration of historical events.
-Provides either an introduction or a
concluding statement (sentence or
paragraph).
-Attempts to organize information
(chronologically, thematically, etc.),
organization is unclear.
-Begins to develop a topic with
minimal facts, definitions, details and
examples; attempts use contentrelated vocabulary correctly.
Write informative texts, including the narration of historical
events.
-Introduce a topic clearly (a sentence or a paragraph).
-Organize information clearly (chronologically, thematically,
etc.).
-Develop a topic with facts, definitions, details, and examples;
use content-related vocabulary.
-Provide a concluding statement (a sentence or a paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.) with
strong transitions.
-Deeply develops a topic with many facts,
definitions, details, and examples; uses an
extended vocabulary.
-Provides an analysis of evidence and
support for topic.
Writing
Informative Text
12
Unit 6: Internationalism in Southeast Asia and Oceania
Essential Question and Pacing
In an era of globalization, should the United States trade with countries that have a history of human rights violations?
Enduring Understandings
What role does the United States play in contributing to the
human rights offenses through our economic decisions?
Students explore the ways in which political institutions
influence the rights in various communities. Students will
analyze the different ways human rights are interpreted and
the conditions in which people live and work. Southeast Asia is
the region of focus for the learning, as it provides us with
many current social realities for focused conversation.
6 weeks
Suggested Texts and Resources
World Studies: Asia and the Pacific
Chapter 2 Physical Geography: Southeast Asia and the Pacific Region 54-60, 61-72
Chapter 5 Cultures: Southeast Asia and the Pacific Region 122-129, 130-134
Chapter 8 Countries: Southeast Asia and Pacific Region
-Vietnam 230-237
-Australia 238-242
Achieve 3000 Articles (available via weebly)
NBC Learn Unit 6 SE Asia/Oceania Resources
DBQ Project
DBQ: Should the U.S. take over the Philippines?
Heartland AEA Resources
Learn 360: http://www.learn360.com/index.aspx
Britannica Online: http://www.school.eb.com/
Culture Grams: http://online.culturegrams.com/
Planet Money Makes a T-Shirt: http://apps.npr.org/tshirt/#/title
IWitness Vietnam
Universal Declaration of Human Rights www.youthforhumanrights.org (film clip)
“A Brave and Startling Truth” (poem) by Maya Angelou
13
Scales
Topic
2
Internationalism
in Southeast
Asia
Basic knowledge such as:
-identify social studies categories:
political, social, economic
Basic vocabulary such as:
-human rights, globalization,
outsourcing, multi-national corporations
Author’s Point
of View
Using
Information
from Different
Sources
Writing
Informative
Text
Identifies author’s purpose or point of
view, but with some misconceptions
within the context/unit of study.
3
Explain, with examples, how different countries
throughout the world define human rights (social).
4
In an era of globalizations, should the United
States trade with countries that have a
history of human rights violations?
Describe an example of a country changed as a results of
political instability (political).
Explain how globalization, outsourcing and multinational
corporations are connected (economic).
Demonstrates the ability to accurately identify and
explain an author’s purpose or point of view using textual
and/or contextual evidence.
Demonstrates the ability to accurately
identify and explain an author’s purpose or
point of view using textual and contextual
evidence and can justify or challenge it.
Begins to create a product by integrating
visual information with other
information in print/digital text, but
needs to do more to show connections
between sources.
Creates a product by integrating visual information (i.e.
charts, graphs, photographs, maps, etc.) with other
information in print/digital text by clearly showing
connections and making meaning between sources.
In addition to meeting the level 3
expectation, the product includes the use of
extended, content-specific vocabulary and
makes connections to history or modern-day
concepts.
Write informative texts, including the
narration of historical events.
-Provides either an introduction or a
concluding statement (sentence or
paragraph).
-Attempts to organize information
(chronologically, thematically, etc.),
organization is unclear.
-Begins to develop a topic with minimal
facts, definitions, details and examples;
attempts use content-related vocabulary
correctly.
Write informative texts, including the narration of
historical events.
-Introduce a topic clearly (a sentence or a paragraph).
-Organize information clearly (chronologically,
thematically, etc.).
-Develop a topic with facts, definitions, details, and
examples; use content-related vocabulary.
-Provide a concluding statement (a sentence or a
paragraph).
In addition to meeting the level 3
expectation, the response:
-Organizes information clearly
(chronologically, thematically, etc.) with
strong transitions.
-Deeply develops a topic with many facts,
definitions, details, and examples; uses an
extended vocabulary.
-Provides an analysis of evidence and support
for topic.
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