Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
ACKNOWLEDGEMENTS
The Social Studies Department acknowledges the contributions made to the development of these materials by all
social studies staff and especially the following people.
7th GRADE
Rachel Payne
Patty Tuttle-Newby
Cathy Bonneville Hix
Social Studies Supervisor
Diana Jordan
Social Studies Specialist
Barbara Ann Lavelle
Social Studies Administrative Assistant
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
TABLE OF CONTENTS
OVERVIEW
● Arlington Public Schools Social Studies Program Rationale
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Social Studies Content Goals
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Preface
VIRGINIA STATE STANDARDS OF LEARNING
GUIDE
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Course description, theme, key concepts, and units of study
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Unit, SOL, enduring understanding, unit question, preview activity, key terms/people, articulation of civics and economics
SUGGESTED PACING GUIDE
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
PROGRAM RATIONALE
The Arlington Public Schools Social Studies program is founded on the premise that democracy demands citizens who are informed, interested in the welfare of individuals and
society, and committed to the success of democratic processes and values.
The Arlington Public School Social Studies curriculum is designed to promote
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a chronological approach that places history in its geographic setting accordingly establishing human activities in time and space,
a study of world history that includes the basic ideas of both western and non-western cultures,
an emphasis on the study of fundamental democratic principles, civic values and ethical understandings,
a focus on economic concepts that have influenced the development of civilizations of the past and present,
a scope and sequence in which knowledge and skills are taught in a systematic continuum,
an enriched and broader course of study for the primary grades which includes an introduction to world studies,
a thematic and conceptual approach that organizes content around universal ideas that transcend time, place, and people,
an interdisciplinary approach that integrates history, geography, economics, civics, sociology, psychology, language arts, science, mathematics, and the visual and
performing arts,
a multicultural perspective that reflects the contributions of men and women of different racial, religious, and ethnic groups,
a purposeful linking of past and present that draws parallels among civilizations,
a balanced presentation of controversial issues that emphasizes reasonable evidence, not bias or emotion,
a variety of learning activities that include debate and discussion, simulations, oral histories, use of primary and secondary documents, writing for understanding, use
of technology, historical research, reading of non-fiction and fiction, development and use of time lines, surveys, charts, graphs, maps, globes, and participating in
community activities,
a variety of teaching practices that
-make connections to students’ experiences,
-are active and hands on,
-are inquiry and discovery based,
-use multiple intelligences,
-simulate real-life situations,
-use instructional technology
-allow for self-assessment and application of knowledge,
-maintain high expectations for student work, and
-use higher order thinking.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
PREFACE
This guide provides the teacher with the curriculum that is necessary for delivering the required instruction for the course of study. It outlines the content and skills to be
taught.
This guide reflects academic goals requiring that students
● demonstrate a high degree of knowledge.
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communicate subject matter clearly.
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solve problems using effective processes to reach viable solutions.
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apply learning to the world beyond the classroom.
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self-assess work and reflect on lessons learned.
The course description gives an overview of the content. The theme for the course of study suggests a universal idea that transcends the people, time, and place and brings
coherence to varied key concepts in the course of study. Units of study are ways in which the content has been organized
Enduring understandings are broad generalizations that are related to unit content but applicable to new situations beyond this content. Conceptual Unit questions engage
students in uncovering important ideas at the heart of the unit. Preview activities are preliminary exercises that set the stage for learning new content and assessing prior
knowledge.
Lists of key terms and people highlight important vocabulary.
Approximate timeframes for completion of units are suggested in the pacing guide. Such factors as holidays, diversity of student’s needs, availability of resources, and others
will affect the pacing of content.
This guide can be accessed on the Arlington Public Schools website at www.arlington.k12.va.us, under the Instruction link.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
CONTENT GOALS
The student
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understands the significance of the past to private and public lives, and society in general,
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comprehends that cultures are diverse yet share the human condition,
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grasps the complexity of the patterns of historical events,
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understands how things happen and how things change, and how human intentions influence events,
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comprehends the interplay of change and continuity, and that both are probable and natural,
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understands that not all problems have solutions,
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recognizes that personal characteristics of specific individuals have made both positive and negative differences,
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appreciates that nonrational, irrational and accidental forces alter history,
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develops historical empathy as opposed to just present mindedness by perceiving past events and issues as they were experienced by people at the time, and
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reads widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and between the important and
the inconsequential.
Adapted from:
The Bradley Commission on History in Schools
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
COURSE DESCRIPTION: In this course, students will examine historical events and time periods to better understand key civics and economics concepts. Students will use
the skills of historical and geographical analysis and continue to learn concepts in civics and economics while studying United States history.
THEME: The organizing theme for grade seven is ADAPTATION.
KEY CONCEPTS: Students will learn that ADAPTATION is a:
● condition that occurs as a result of political, economic, social, and geographic conditions.
● result of peoples’ struggles for rights.
● state of affairs that causes people to organize for change.
● response to new inventions and technologies.
● position which governments take when they become involved in domestic and global issues.
UNITS and UNIT SECTIONS:
The course is organized into 3 sections, each based on a set of key questions related to civics and/or economics. Historical content is introduced in each section to give students
a better understanding of the concepts.
Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?
UNIT I: 6th Grade Review
This unit reviews the 6th grade curriculum, focusing in particular on:
● the fundamental political principles upon which our government is based
● the Preamble to the Constitution
● the freedoms guaranteed by the First Amendment
● the structure of the national government, including the roles and duties of each of the three branches
● the concept of federalism and the roles and responsibilities of government at the national, state and local levels
● this unit also introduces the 7 geographical regions of the United States
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy?
UNIT II: Reconstruction – Extending Citizenship to Freedmen
This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In particular, it focuses on:
● the 3 Reconstruction amendments: 13th, 14th and 15th - and their role in guaranteeing the rights of citizenship to freedmen
● the process for amending the Constitution
● the definition of citizenship
● the importance of the right to vote, and ways in which state and local governments restricted freedmen’s right to vote
● how the passage of state laws, like Jim Crow Laws and Black Codes in the South, limited the rights of freedmen and contradicted federal law
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT III: An Expanding Nation Leads to an Expansion of Citizenship
This unit examines how the transformation of the United States due to the settlement of the West and increased immigration led to the extension of citizenship to more people.
In particular, it focuses on:
● reasons for and results of westward expansion
● the federal government’s role in mediating conflicts between settlers and Native Americans
● reasons for and results of increased immigration during the Great Wave of immigration at the turn of the century
● current immigration issues
● how to become a citizen
UNIT IV: Progressives - How Citizens Influence Government
This unit examines the importance of the role of citizen in the United States. In particular, this unit focuses on:
● the rights and responsibilities of citizens
● how citizens influence public policy, using examples from the temperance movement, the continued struggle for African-Americans’ rights, and the women’s suffrage
movement
● how the media and interest groups help to set the public agenda and influence public policy, with special attention paid to the role of muckrakers in exposing the
problems of industrialization, and including efforts at reforming government, protecting consumer rights, and conserving natural resources
UNIT V: Civil Rights Movements - Citizens Work for Justice
This unit examines the Civil Rights Movement of the 1950s and 1960s and how citizens were able to use structures created by the Constitution to push the government to live
up to its ideals. In particular, this unit focuses on:
● the legal and legislative means used to overcome segregation, especially in education
● a review of federalism, paying attention to the actions of the three branches of the national government and to the responses of state and local governments
● the role the courts played in the effort to desegregate schools, with a focus on due process, state and national court systems, and the difference between civil and
criminal law
● the legal and legislative means used to ensure voting rights
● the use of the media to gain support for the Civil Rights Movement
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs
of society? What role should the United States play in the world?
UNIT VI: The Rise of Big Business and Government’s Expanding Role in the Economy
This unit examines the economic, political and technological factors that changed the United States from a rural, agricultural nation at the end of the Civil War to an urban,
industrial nation by 1920. In particular, the unit will focus on:
● the characteristics of the U.S. economy
● how geography influences specialization
● how advances in technology made U.S. expansion and industrialization possible
● how the government encouraged growth (i.e. Transcontinental Railroad)
● the rise of big business
● how and why the government began to regulate business to protect consumers and workers
UNIT VII: The Changing Role of the United States in the World: Imperialism and WWI
This unit examines the transformation of the United States into a world power around the turn of the century. In particular, the unit will focus on:
● the President’s role in the expansion of U.S. interests and influence around the world
● the Versailles Treaty as an example of checks and balances in action
● the duties and responsibilities of citizens in times of war (Selective Service Act)
UNIT VIII: Boom To Bust - The Role of Government Expands
This unit examines the social and economic changes of the 1920s and the government’s response to the economic crisis of the 1930s. In particular, the unit will focus on:
● the social and cultural changes of the 1920s
● how the U.S. economy works and why it failed
● the amount of government control in different economic systems
● how liberals and conservatives view the role of government, and how these beliefs influence the two main political parties
● the goals of certain New Deal programs, and how the government paid for these goods and services
● the lasting impact of New Deal programs
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT IX: World War II Broadens the Role of the United States in the World
This unit examines the causes, major events and consequences of World War II. In particular, this unit focuses on:
● what can happen when a government does not protect its citizens’ freedoms
● the role of the U.S. government in protecting the security of the American people
● the duties and responsibilities of individual citizens during times of war
● how fundamental rights and civil liberties can be limited during a time of war
● how the government uses propaganda to communicate with the public and encourage cooperation
UNIT X: Cold War - The United States Becomes a Superpower
This unit examines how differing political and economic ideologies resulted in a global conflict after World War Two. In particular, this unit focuses on:
● the economic and political differences between the USA and the USSR, including a review of economic systems
● the economic and political consequences of the Cold War (government spending on defense)
● the changing role of the media and its influence on government intervention
● how fundamental political principles affect foreign policy
● the impact of new technologies on foreign policy and American life
UNIT XI: How is Government Changing to Meet the Needs of the 21 st Century?
This unit examines current issues as they affect Virginia and the United States, focusing in particular on:
● the role of money and the media in elections and in society
● the causes and effects of increasing globalization
● the issues facing state and local governments
● the importance of being an informed voter
In each unit, SOLs marked with a “**” were taught in 6th grade and need to be reviewed.
SOLs marked with “!!” are being introduced for the first time in 7th grade.
SOLs marked “—“ are not tested.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?
UNIT I: Review of 6th Grade Material
This unit reviews the 6th grade curriculum, including the three branches and three levels of government, the founding principles of the government, the Preamble of the
Constitution, and the Bill of Rights.
Based on Survival Guide from 6th grade.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should focus on… In this unit, students should understand that:
● our government is based on several founding documents, especially the Constitution and the Bill of Rights.
● the Preamble to the Constitution states the purposes for the founding of our government.
● our government is based on the ideas of: consent of the governed, limited government, rule of law, democracy and representative government.
● the First Amendment guarantees the right to freedom of speech, press, assembly, religion and petition.
● the Constitution establishes the concept of federalism, the division of power among state, national and local governments, where the national government is supreme.
● the powers of the federal government are divided among the three branches to ensure a system of checks and balances.
STANDARDS OF LEARNING: This unit will address the following objectives:
** CE.2a,b,c
The student will demonstrate knowledge of the foundations of American constitutional government by
a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government;
b) explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of
Confederation, the Virginia Statue for Religious Freedom, and the Constitution of the United States including the Bill of Rights: and
c) identifying the purposes for the Constitution of the United States as stated in its Preamble.
** CE.3b
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws.
** CE.6 a,b,d
The student will demonstrate knowledge of the American constitutional government at the national level by
a) describing the structure and powers of the national government;
b) explaining the principle of separation of powers and the operation of checks and balances; and
d) describing the roles and powers of the executive branch.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
** CE.7a,b
The student will demonstrate knowledge of the American constitutional government at the state level by
a) describing the structure and powers of the state government; and
b) explaining the relationship of state governments to the national government in the federal system.
ENDURING UNDERSTANDING: The U.S. Constitution balances power: among the three branches of the national government, between the national and state
governments, and between government and the people. It creates a strong but flexible system that has been able to adapt to the changing needs and demands of society.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How are the principles and ideas that formed our government reflected in the structure of the US
government?
PREVIEW ACTIVITY: Challenge pairs or small groups of students to brainstorm a list of ways the government has been involved in their lives so far today. Have groups
share out and create a master list. Next, remind students that our government is actually divided into 3 levels: National, State, and Local. What is the name of each? Then,
instruct groups to sort their list into these 3 categories to begin a discussion of the role of government and the division of powers among different levels.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and people students should know to successfully understand
course content and pass the SOL exams. (All of the terms in this unit were introduced in the 6 th grade.)
DOCUMENTS
PRINCIPLES and IDEALS
RIGHTS
Bill of Rights
Checks and Balances
Rule of Law
Freedom of Speech
Constitution of the United States
Consent of the Governed
Separation of Power
Freedom of the Press
Declaration of Independence
Democracy
Freedom of Petition
Preamble
Federalism
Executive Branch
Freedom of Religion
First Amendment Freedoms
Judicial Branch
Freedom of Assembly
Limited Government
Legislative Branch
Representative Government
Levels of Government
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy?
UNIT II: Reconstruction – Extending Citizenship to Freedmen
KEY HISTORY CONCEPTS: This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In this
unit, students will understand that:
● the President and the Congress had different ideas about how to carry out Reconstruction and how to reunite the southern states with the Union.
● the 13th and 15th Amendments abolished slavery and gave black men the right to vote.
● the 14th Amendment said that everyone born in the USA is a citizen and guaranteed due process and equality under the law.
● although federal law said African Americans were free and had civil rights, many state and local governments, as well as private individuals and groups, worked to
deny them their rights.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand:
● the process for amending the United States Constitution.
● the definition of citizenship for the United States of America.
● the balance of power between the branches of government under Presidential and Radical Reconstruction.
● the effects of judicial review in limiting the reach of the Fourteenth Amendment (e.g. Plessy v. Ferguson).
STANDARDS OF LEARNING: This unit will address the following objectives:
!! CE.2d
The student will demonstrate knowledge of the foundations of American constitutional government by
d) identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.
**!! CE.3a,b
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
!! a)
describing the processes by which an individual becomes a citizen of the United States; and
** b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
USII.3a,b,c
The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship;
b) describing the impact of Reconstruction policies on the South and North; and
c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
USII.4c
The student will demonstrate knowledge of how life changed after the Civil War by
c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South.
ENDURING UNDERSTANDING: Amendments and laws can be passed to protect the rights of the people, but attitudes cannot be legislated.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): Was Reconstruction a success? What does it mean to be a citizen? Did amending the Constitution right the
wrongs of slavery?
PREVIEW ACTIVITY: To introduce the unit show students photographs of the South after the Civil War. Ask pairs of students “What kinds of rebuilding needed to be
done to help the country recover from the Civil War?” Have students brainstorm a list with a partner. Then ask students: “Who should provide that help? The government?
Individuals? Private groups?” Post-war photos can be found easily at the Library of Congress website.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
CIVICS VOCABULARY
HISTORY VOCABULARY
Amendment
Jurisdiction
13th Amendment
Plessy vs. Ferguson
Citizenship
Judicial Review
14th Amendment
Poll Tax
Discrimination
Naturalization
15th Amendment
Reconstruction
Due Process
Proposed/Proposal
Freedmen
Segregation
Equal Protection
Ratified/Ratification
Jim Crow Laws
Sharecropper
Freedom of Assembly
Freedom of Religion
Freedom of Petition
Freedom of Speech
Suffrage
Voter Registration
Literacy Test
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Society
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT III: An Expanding Nation Leads to an Expansion of Citizenship
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social, economic, political, and technological factors that changed the United States from a
rural, agricultural country at the end of the Civil War to an urban, industrial nation by 1920. In this unit, students will understand:
● the consequences of settlement for the Native Americans, who were forced onto reservations and who didn’t receive citizenship status until 1924.
● that millions of immigrants came to the United States from Europe and Asia during the “Great Wave” of immigration. These immigrants came to escape religious
and political persecution and economic instability and were drawn to the United States by the expanding economy and opportunity for factory jobs, land, and the
rights of citizenship.
● that immigration is still an important issue in the United States today.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that:
● immigrants left their home countries to escape a lack of rights, such as freedom of speech and religion.
● how people can become citizens, and the duties, rights and responsibilities of U.S. citizens.
● the purposes of the U.S. government as laid out in the Preamble to the Constitution: form a more perfect union, establish justice, ensure domestic tranquility, provide
for the common defense, promote the general welfare, and preserve the blessings of liberty. In this unit, that might include a discussion of the government’s role in
settling the west- building the railroad, Indian removal, giving away land- and its role in eventually limiting immigration and asking did its actions reflect the
purposes of government? Does the phrase “we the people” refer to all the people?
STANDARDS OF LEARNING: This unit will address the following objectives:
!! CE.3a,c,d
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States;
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; and
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping
informed about current issues, and respecting differing opinions in a diverse society.
!! CE.5e
The student will demonstrate knowledge of the political process at the local, state, and national levels of government by
e) describing voter registration and participation.
USII.1d
The student will demonstrate skills for historical thinking, geographical analysis, and citizenship by
d) interpret ideas and events from different historical perspectives.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
USII.2a,b,c
The student will use maps, globes, photographs, pictures, or tables for
a) explaining how physical features and climate influenced the movement of people westward;
b) explaining relationships among natural resources, transportation, and industrial development after 1865; and
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities significant.
USII.4a,b
The student will demonstrate knowledge of how life changed after the Civil War by
a) identifying the reasons for westward expansion, including its impact on American Indians; and
b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.
USII.9c,d
The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by
c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically; and
d) examining American foreign policy, immigration, the global environment, and other emerging issues.
ENDURING UNDERSTANDING: Changes in social and political conditions can transform a nation.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How did social and economic conditions influence the settlement of the west and the increase in
immigration? What factors caused conflict between settlers and Native Americans? What does it mean to be a citizen?
PREVIEW ACTIVITY: Organize students into small groups. Tell them they are on the school’s soccer team, and the season has already begun. Some new students have
moved to the school, and they would like to play on the soccer team. How should the team respond? Should they let all the new people join? Just some of the people? If
they’re going to limit the number of new people joining, how will they decide who to let on the team? After groups have shared their decisions and criteria (if applicable)
encourage class to consider how this situation is related to the issues the U.S. government faces with immigrants.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
Assimilation
Green Card
Ethnic Groups
Push Factor
Reservation
Angel Island
Immigration
Ellis Island
Pull Factor
Responsibilities of a Citizen
Citizenship
Naturalization
USCIS - U.S. Citizenship and
Rights of Citizens
Immigration Services
Duties of a Citizen
Passport
Visa
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT IV: Progressives: Citizens Influence Government
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the major reform movements from 1880-1930 including the Progressive Movement and how
people identify problems and then work to change them. In this unit, students will understand that:
● women fought for, and won, the right to vote with the passage of the 19th Amendment.
● reformers like Jane Addams and the WCTU took action to address social problems.
● muckrakers used the media to identify problems and encourage reforms.
● governments on the local and national levels played a role in addressing the problems facing society as a result of rapid industrialization and urbanization.
● the national government instituted reforms to address unsafe consumer products.
● political machines ran some local governments and, while they were corrupt, also provided some needed services to new immigrants.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● ways to participate in your community.
● ways individuals and groups can influence public policy, i.e. join an interest group, make campaign contributions, lobby.
● the duties and responsibilities of citizens.
● interest groups, individuals and the media can influence public policy.
● the government works to protect consumer rights.
● the expansion of suffrage.
● the legislative and executive branches play a role in developing public policy (i.e. President Roosevelt proposed legislation to create first National Parks, Congress
passed laws to protect consumer safety and to prevent unfair business practices).
Good place for collaboration with the ELA teacher; our standards related to media and how it influences public policy overlap with English Media Literacy Standard.
STANDARDS OF LEARNING: This unit will address the following objectives:
-- CE.1b,g
The student will develop the social studies skills responsible citizenship requires, including the ability to
b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; and
g) formulate an informed, carefully reasoned position on a community issue.
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
!! CE.3c,d,e
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping
informed about current issues, and respecting differing opinions in a diverse society; and
e) evaluating how civic and social duties address community needs and serve the public good.
**!! CE.4a-g
The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism;
f) practicing thoughtful decision making; and
g) practicing service to the school and/or local community.
!! CE.10a,b
The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; and
b) describing the exercise of judicial review.
USII.4b,d,e
The student will demonstrate knowledge of how life changed after the Civil War by
b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion;
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the life on American farms;
and
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the
temperance movement.
ENDURING UNDERSTANDING: Groups and individuals can bring about social, political, and economic change through social action and use of the media.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How can people work together to identify and solve problems in society? What makes a person a good
citizen? What role do the media and interest groups play in forming public policy?
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Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
PREVIEW ACTIVITY: As the students enter the classroom, explain to them that the office has distributed a memo of new lunchroom rules to discuss with the students.
Display a list of changes that are quite restrictive (i.e. assigned tables, no going outside, banning of dessert etc.). After the students react, explain that teachers are also
upset. Ask students to brainstorm possible ideas on what actions (organizing, boycotting, and muckraking) can be taken. Make a chart of their ideas to reference
throughout the unit as you discuss how groups during the reform era organized to seek justice and bring about change.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
CIVICS VOCABULARY
HISTORY VOCABULARY
Ballot
National Parks
18th amendment
Prohibition
Important character traits of
good citizens:
accountability, and self-reliance; Duties of a Citizen
Public Good
19th amendment
Pure Food and Drug Act
trustworthiness and honesty
Freedom of Petition
Public Opinion
Booker T Washington
Susan B
thoughtful decision making
Freedom of Speech
Public Policy
Corruption
Temperance
courtesy and respect
Freedom of the Press
Responsibilities of a Citizen
Muckrakers
Tuskegee Institute
practicing service
Interest Groups
NAACP
Upton Sinclair -The Jungle
Respect
Lobbying
Political Machine
WEB DuBois
Media
Settlement House
18
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT V: Civil Rights Movement: Citizens Work for Justice
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize how groups of committed citizens worked together to force the nation to make good, legally, on the
promises made in the founding documents, focusing in particular on the role of the courts in guaranteeing due process, voting rights, and equality under the law. In this unit,
students will understand that:
● Jim Crow Laws still enforced segregation and Black Codes still limited the rights of African Americans in the South almost 100 years after the Civil War.
● the Plessy v. Ferguson doctrine of “separate but equal” was challenged, and overturned by, the Brown v. Board of Education Supreme Court case, which said separate
facilities can never be equal.
● Martin Luther King, Jr., and other leaders urged African Americans to use civil disobedience and passive resistance to continue to fight against discrimination,
segregation and voting restrictions. Their struggle became a mass movement, which resulted in passage of the Civil Rights Act of 1964 and the Voting Rights Act of
1965.
● voter registration efforts, such as the Freedom Summer, and the Voting Rights Act of 1965 helped African Americans overcome the obstacles to voting such poll tax,
literacy tests.
● women used many of the same tactics in their own struggle for equality, and were successful in winning passage of Title IX requiring equity in college sports and the
Civil Rights Act of 1964, which prohibited workplace discrimination based on gender, but were unsuccessful at getting the Equal Rights Amendment passed.
● other groups such as the disabled fought for equality resulting in the Americans with Disabilities Act (ADA).
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that:
● legal and legislative means were used to overcome segregation, especially in education.
● all 3 branches at the national and state levels of government played a role in ending legal segregation.
● the courts played a major role in the effort to desegregate schools, with a focus on due process, state and national court systems, and the difference between civil and
criminal law.
● voting rights were ensured by legal and legislative means.
● activists used the media to put Civil Rights on the public agenda.
● individuals used passive resistance to influence public policy.
● local governments, though structured a bit differently from state and national governments, also played a role in the Civil Rights Movement.
● the US and State court systems were used to correct social injustice.
● due process is important in both Civil and Criminal cases.
● local and state governments have specific powers and responsibilities that directly impact the lives of citizens.
● there is a difference between civil and criminal court cases.
19
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
STANDARDS OF LEARNING: This unit will address the following objectives:
-- CE.1a,d,e,f
The student will develop the social studies skills responsible citizenship requires, including the ability to
a) examine and interpret primary and secondary source documents;
d) distinguish between relevant and irrelevant information;
e) review information for accuracy, separating fact from opinion; and
f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommended solutions, using a decision-making model.
** !! CE.3b,c,d,e
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
** b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
!! c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
!! d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping
informed about current issues, and respecting differing opinions in a diverse society; and
!! e) evaluating how civic and social duties address community needs and serve the public good.
!! CE.5e
The student will demonstrate knowledge of the political process at the local, state, and national levels of government by
e) describing voter registration and participation.
** CE.6a-d
The student will demonstrate knowledge of the American constitutional government at the national level by
a) describing the structure and powers of the national government;
b) explaining the principle of separation of powers and the operation of checks and balances;
c) explaining and/or simulating the lawmaking process; and
d) describing the roles and powers of the executive branch.
20
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
** CE.7a-d
The student will demonstrate knowledge of the American constitutional government at the state level by
a) describing the structure and powers of the state government;
b) explaining the relationship of state governments to the national government in the federal system;
c) explaining and/or simulating the lawmaking process; and
d) describing the roles and powers of the executive branch and regulatory boards.
!! CE.8a,b,c
The student will demonstrate knowledge of the American constitutional government at the local level by
a) describing the structure and powers of the local government;
b) explaining the relationship of local government to the state government; and
c) explaining and/or simulating the lawmaking process.
** !! CE.9a-d
The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by
** a) examining the impact of the media on public opinion and public policy;
** b) describing how individuals and interest groups influence public policy; and
!! c) describing the impact of international issues and events on local decision making.
!! CE.10a,b
The student will demonstrate knowledge of how public policy is made at the local, state, and national levels of government by
a) examining the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; and
b) describing the exercise of judicial review.
USII.1a-g
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present;
b) make connections between the past and the present;
c) sequence events in United States history from 1865 to the present;
d) interpret ideas and events from different historical perspectives;
e) evaluate and debate issues orally and in writing;
f) analyze and interpret maps that include major physical features; and
g) use parallels of latitude and meridians of longitude to describe hemispheric location.
21
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
USII.8d
The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the
present by
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.
USII.9a,b,c
The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by
a) examining the Civil Rights Movement and the changing role of women;
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life; and
c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically.
ENDURING UNDERSTANDING: It is the responsibility of all citizens to work both within and outside of all three levels and branches of the government to correct social
injustice.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How can citizens use the courts to correct social injustice? What role does the government play in correcting
social injustices? How are citizens’ rights protected in both criminal and civil cases?
PREVIEW ACTIVITY: Read the picture book, Ruth and the Green Book by Calvin Alexander Ramsey and Gwen Strauss, to students. The “Green Book,” published from
1936-1964, was a travel guide for African Americans that included a listing of the service stations and other facilities that would serve them as they drove from Chicago to
Alabama. Ask students to reflect on why such a book was necessary, reminding them of what they learned during the Reconstruction unit about Jim Crow Laws and Black
Codes. This book will set the scene for the study of the Civil Rights Movement.
Another option is to read Freedom on the Menu: the Greensboro Sit-Ins by Carole Boston Weatherford. In this book, a young girl helps her siblings prepare for the sit-ins. This
book could lead to a discussion of problems students see in their community today and what role young people can play in trying to solve them.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
CIVICS and ECONOMICS VOCABULARY
LOCAL GOVERNMENTS
HISTORY
United States Supreme Court
5th Amendment
Criminal Case
County
Brown v. Board of Education
US Court of Appeals
14th Amendment
Felony
Board of Supervisors
Civil Disobedience
US District Court
Due Process
Misdemeanor
City
Civil Rights Act of 1964
VA Supreme Court
Appeal
Arraignment
City Manager
Discrimination
Court of Appeals of VA
Bail
City Council
Desegregation
General District Court
Probable Cause
Mayor
Equal Rights Amendment
Circuit Court
Defendant
Town
Freedom Riders
Clerk of the Circuit Court
Plea
Town Council
Martin Luther King, Jr.
Juvenile and Domestic Relations Court
Guilty
Commissioner of the Revenue
NAACP
22
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
Small Claims Court
Limited Jurisdiction
Original Jurisdiction
Attorney
Jury
Judge
Civil Case
Plaintiff
Damages
Compensation
Liable
School Board
Sheriff
Ordinance
Public Safety
levy taxes
public agenda
NOW
Passive Resistance
Sit-In
Unconstitutional
Voting Rights Act of 1965
Segregation
Voter Registration
Teaching Notes: To address the structure of local and state governments, as well as the structure of the federal court system, do a case study of school segregation. What role
did each branch or level of government play? The Brown v. Board of Education case was really a collection of five cases, including one brought by African American students
from Farmville, VA. A lawyer from the NAACP represented the students as the case wound its way through the federal court system before ending up at the U.S. Supreme
Court as part of Brown. After the Brown decision required schools to be desegregated, the Virginia state legislature passed laws proclaiming massive resistance to school
desegregation, in some cases closing schools rather than integrate them. When federal courts ruled these state laws unconstitutional, most school systems reopened their
schools. However, Farmville’s local school board chose not to. In Arlington County, people worked together to keep the schools open and Arlington was the first system in
Virginia to have an integrated school.
To address the court system and how trials work, do a case study of the Montgomery Bus Boycott. Rosa Parks was arrested for breaking a local law. She (her legal
team/NAACP) appealed the guilty decision until she got to the Supreme Court.
23
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
Section 3: The Changing Role of the U.S. Government in Society, the Economy, and the World
What is the proper role of government in the economy? How does government adapt to meet the changing needs of society? What role should the USA play in the world?
UNIT VI: Government’s Role in the Economy Expands - The Rise of Big Business
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the economic, political, and technological factors that changed the United States from a rural,
agricultural country at the end of the Civil War to an urban, industrial nation by 1920. In this unit, students will understand:
● how advances in technology made U.S. expansion and industrialization possible.
● that technological innovations- like steel, the Transcontinental Railroad, and electricity - combined with innovative business strategies like mass production- led to
the rise of big businesses.
● new types of business ownership arose, with certain benefits and risks associated with each, including the growth of monopolies.
● interest groups, like labor unions, pressured the national government to institute reforms to address problems such as unfair business practices, poor working
conditions and child labor.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● basic economic vocabulary (review from 6th grade).
● the 3 basic questions that must be addressed by all economies:
○ What will be produced?
○ Who will produce it?
○ For whom will it be produced?
● the U.S. economy is a mixed economy, (we will introduce the other types of economies later) with little interference from the government.
● the business cycle: (circular flow) consumers need and want products, which businesses produce and sell at prices determined by the forces of supply and demand
and their own need to make a profit. Businesses are free to compete with one another. (introduced in 6th grade)
● how supply and demand interact to determine the price of goods.
● regions and cities began to specialize (i.e. Chicago- railroad hub, stockyards; Pittsburgh- steel industry; New York - banking and finance).
● both the U.S. and Virginia economies became more global as this specialization continued.
● innovations in technology contributed to globalization and lowered the cost of production.
● the different types of business ownership and the benefits and risks associated with each.
● government acts to promote business interests and to discourage monopolies and unfair competition.
24
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
STANDARDS OF LEARNING: This unit will address the following objectives:
-- CE.1a,c,f,h
The student will develop the social studies skills responsible citizenship requires, including the ability to
a) create and interpret primary and secondary sources documents;
c) analyze political cartoons, political advertisements, pictures and other graphic media;
f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model;
and
h) select and defend positions in writing, discussion, and debate.
** CE.11a
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production and consumption.
!! CE.12a-d
The student will demonstrate knowledge of the structure and operation of the United States economy by
a) describing the types of business organizations and the role of entrepreneurship;
b) explaining the circular flow that shows how consumers (households), business (producers), and markets interact;
c) explaining how financial institutions channel funds from savers to borrowers; and
d) examining the relationship of Virginia and the United States to the global economy, with emphasis on the impact of technological innovations.
!! CE.13e
The student will demonstrate knowledge of the role of government in the United States economy by
e) describing the protection of consumer rights and property rights.
USII.1a-d,f,g,h
The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present;
b) make connections between the past and the present;
c) sequence events in United States history from 1865 to the present;
d) interpret ideas and events from different historical perspectives;
f) analyze and interpret maps that include major physical features;
g) use parallels of latitude and meridians of longitude to describe hemispheric location; and
h) interpret patriotic slogans and excerpts from notable speeches and documents.
25
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
USII.2b,c
The student will use maps, globes, photographs, pictures, or tables for
b) explaining relationships among natural resources, transportation, and industrial development after 1865; and
c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities significant.
USII.4d,e
The student will demonstrate knowledge of how life changed after the Civil War by
d) explaining the impact of new inventions, the rise of big business, the growth of industry, and life on American farms; and
e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance
movement.
ENDURING UNDERSTANDING: Economics can transform a nation.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How did economics influence the growth of industry and big business? How do all of the parts of the
economy work together?
PREVIEW ACTIVITY: Use the Skill Builder from the History Alive! United States through Industrialization program. This Skill Builder involves pairs of students
examining a series of graphs and charts that indicate change over time, specifically the ingredients of this transformation of the United States. When students have finished
analyzing the changes, ask them to consider HOW these changes came about, and to complete a historical head on industry. To do this assignment, students will draw the
outline of a head, and draw symbols inside it to indicate the changes that took place. Each symbol should be numbered; students should explain what each symbol represents.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
BASIC VOCABULARY OF U.S. ECONOMY
CHARACTERISTICS OF U.S. ECONOMY
HISTORY VOCABULARY
Circular flow
competition
Big Business
choice
consumer sovereignty
Industrialization
consumption
globalization
Mass Production
distribution
markets
Mechanization
goods and services
profit
Monopoly
incentives
private property
New technology: steel, telephone, electricity, railroad
opportunity cost
specialization
Labor union
price
Assembly line
TYPES OF BUSINESS OWNERSHIP
production
stock/stock market
partnership
urban
Resources: natural, human capital, entrepreneurship
corporation
proprietorship
rural
scarcity
entrepreneur
robber baron
supply and demand
investment/investor
Transcontinental Railroad
26
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT VII: The Changing Role of the United States in the World
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the changing role of the United States in the world from the late 19th century through World War
One. In this unit, students will understand that:
● the United States emerged as a world power as a result of its involvement in the Spanish American War and World War One.
● industrialization has positive and negative consequences, especially related to weapons of war.
● citizens have certain duties and responsibilities during times of war, including serving in the military, if called.
● the media plays a role in shaping public opinion.
● the Senate’s refusal to ratify the Treaty of Versailles is an example of checks and balances in action.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● the effect of industrialization on the ability of the United States to play a larger role in the world.
● the growing power of the United States in the global economy.
● the duties and responsibilities of individuals during times of war.
● the role and powers of the national government during a time of war.
● the role of the branches of government and the balance of power among them in times of war and international conflict.
● the effects of war on individual liberties (e.g. the Selective Service Act of 1917, the Espionage Act of 1917, and the Sedition Act of 1918.)
STANDARDS OF LEARNING: This unit will address the following objectives:
!! CE.3b
The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
b) describing the First Amendment freedom of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws.
USII.1g
The student will demonstrate skills for historical thinking, geographical analysis, and responsible citizenship, including the ability to
g) use parallels of latitude and meridians of longitude to describe hemispheric location.
USII.5a,b,c
The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by
a) explaining the reasons for and results of the Spanish American War;
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States; and
c) explaining the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war.
27
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
ENDURING UNDERSTANDING: Each branch of government has a role in responding to international events.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): Who should decide when a country should go to war and under what circumstances? What is the proper
balance between national security and individual liberties in a time of war?
PREVIEW ACTIVITY: Place students in groups and provide each group with a current newspaper. Have students cut out articles that describe the United States’
involvement with other countries around the world. Have students share articles and as a class try to categorize the types of involvement (military, economic, social, etc.)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
CIVICS VOCABULARY
HISTORY VOCABULARY
Duties of Citizens
checks and balances
Alliances
Nationalism
Treaty of Versailles
3 branches
treaty
Allied Powers
Selective Service Act
Spanish American War
separation of powers
Central Powers
Yellow Journalism
Theodore Roosevelt
First Amendment Freedoms
Home Front
military
Roosevelt Corollary
Patriotism
Imperialism
Militarism
economic
social
28
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT VIII: Boom to Bust - The Role of Government Expands
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social and economic changes of the 1920s and the government’s response to the economic crisis
of the 1930s. In this unit students will understand that:
● technology continued to improve and to expand progress into all areas of American life, and improved the standard of living for many Americans.
● Prohibition was a failed experiment that led to an increase in the crime rate.
● millions of African Americans moved from the South to the North and Midwest in search of better jobs and less discrimination and violence.
● the 1920s was a decade of social and cultural change, including new roles for women and a blossoming of African American culture known as the Harlem Renaissance.
● the economic boom of the 1920s did not include everyone, and much of the boom was based on borrowed money.
● the Stock Market Crash of 1929 was one indicator that the economy was failing.
● the failing economy had a huge impact on ordinary Americans, many of whom lost jobs and homes.
● people with Liberal and Conservative views of government had different ideas about how the government should respond to the Great Depression, resulting in a tense
election between President Hoover and his challenger, Franklin D. Roosevelt.
● Roosevelt’s plan to end the Depression was called The New Deal and involved heavy government intervention in the economy.
Collaboration with the English teacher is recommended for this unit, to allow for a broader exploration of the Harlem Renaissance and the effects of the Great
Depression on individuals in society. This unit would overlap nicely with the 7th grade English unit on poetry, and presents an opportunity to read some of the
rich historical fiction available.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● the different types of economic systems: including Free Market, Command, Mixed and a review of Traditional. (taught in 6th grade)
● the circular flow of economic activity. (introduced in 6th, reviewed in Unit 6)
● every choice has an opportunity cost.
● the intended and unintended consequences of government involvement in the economy.
● a comparison of political ideologies (e.g. conservative, liberal, radical).
● the characteristics of political parties, which often have very different ideas about the proper role of government. (the function of political parties was introduced in 6th grade)
● in a mixed economy, the government intervenes when the benefits seem to outweigh the costs.
● the powers of the national government, with special emphasis on the executive branch and the President. (taught in 6th grade, this is a good place to present example of
how the separation of powers, checks and balances, and legislative process works)
● how private financial institutions (banks, credit unions) work, their role in encouraging savings and investment and extending credit, and the role financial institutions
play in the economy.
● how the government promotes and regulates competition in the market (e.g. FCC, EPA, FTC).
● how government spending influences the economy. ( a good place to look at the Federal Budget, how money is spent? ties in with liberal and conservative approaches
to government, as well as economic systems- how does the amount of money spent on different categories vary between systems?)
● the role of the Federal Reserve in helping to regulate the economy.
● there are different forms of money.
29
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
STANDARDS OF LEARNING: This unit will address the following objectives:
!! CE.11a,b
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; and
b) comparing the differences among traditional, free market, command, and mixed economies.
!! CE.12e
The student will demonstrate knowledge of the role of government in the United States economy by
e) examining competition in the marketplace.
!! CE.13a-f
The student will demonstrate knowledge of the role of government in the United States economy by
a) examining competition in the marketplace;
b) explaining how government provides certain goods and services;
c) describing the impact of taxation, including an understanding of the reasons for the 16th amendment, spending and borrowing;
d) explaining how the Federal reserve System acts as the nation’s central bank;
e) describing the protection of consumer rights and property rights; and
f) recognizing that government creates currency and coins and that there are additional forms of money.
!! CE.14f
The student will demonstrate knowledge of personal finance and career opportunities by
f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties,
and guarantees.
USII.6a-d
The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by
a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed
American life and the standard of living;
b) describing the social and economic changes that took place, including Prohibition and the Great Migration north and west;
c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance; and
d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.
30
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
ENDURING UNDERSTANDING: Government intervention may be necessary in times of crisis to meet the changing needs of society.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): What role should the federal government play in the daily lives of its citizens? What is the proper role of the
government in the economy?
PREVIEW ACTIVITY: Have students stand in the center of the room. Read a series of statements and ask students to move to one side of the room to indicate if they agree
and the other side of the room if they disagree. You can call on one or two students to share their opinions each time, but don’t get bogged down in the issues. After working
through some of the list, have students return to their seats. Introduce the spectrum of government involvement in the economy: Liberal/Total Control on the left, and
Conservative/No Control on the right. Tell students that a conservative philosophy of government says that government should play a small role in people’s daily lives and that
small groups, individuals, churches, etc., should help people with their problems. A liberal philosophy says that the government should be actively involved in people’s lives
and should help solve people’s problems. To follow up, have students complete sensory figures to process the differences between liberals and conservatives. Then lead into a
question based on the enduring understanding: What role should government play on a daily basis and in times of crisis?
See list of Agree/Disagree statements below.
●
●
●
●
●
●
●
●
●
●
Agree/Disagree Statements
Government should provide food for people who are hungry.
Government should provide medical care for people who don’t have insurance.
Government should provide jobs for people who can’t find one.
Government should pay for college for people who can’t afford to pay for it.
Government should give homeless people a place to live.
Government should require that everyone be paid at least $10 an hour.
Government should allow anyone who wants a gun to have one.
Government should make laws to protect people from pollution.
Government should let companies do business the way they want.
Government should let people do whatever they want.
31
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams. * = introduced in 6th grade, ** = introduced in previous 7th grade unit.
BANKING
GOVERNMENT
ECONOMICS
HISTORY VOCABULARY
VOCABULARY
VOCABULARY
VOCABULARY
consumer confidence
conservative
circular flow *
bootleggers/speakeasies
Harlem Renaissance
credit
Executive Branch *
consumers/consumption
Dust Bowl
Herbert Hoover
Credit unions
EPA - Environmental
goods *
Fireside Chat
16th Amendment
Protection Agency
currency *
FCC - Federal
households
Franklin D. Roosevelt
19th Amendment **
Communications Commission
deposit
FTC - Federal Trade
market economy **
Great Migration
21st Amendment
Commission
economic efficiency
Legislative Branch
public goods and services New Deal
prosperity
Federal Reserve System
Liberal
producers/production *
Great Depression
NLRB- National Labor Relations
Board
financial capital *
political party *
regulation
CCC - Civilian Conservation Corps
PWA - Public Works Programs
inflation
interest
investment **
money
savings
speculation
stock
soundness (re: banks)
President’s Cabinet *
third party
two-party system *
resources *
scarcity *
services
Fair Labor Standards Act
FSA - Farm Security Administration
FDIC - Federal Deposit Insurance Corporation
supply and demand *
Standard of Living
Tariff *
Tax Revenue *
Unemployment
32
Social Security Administration
TVA - Tennessee Valley Authority
WPA - Works Progress
Administration
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT IX: World War Two Broadens the Role of the United States in the World
KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the causes of World War Two, the reasons for U.S. entry into the war, and the consequences of the
war. In this unit, students will understand that:
● political and economic instability led to the rise of fascism in Europe.
● international events can force the United States to act even when it wants to remain neutral.
● the Japanese bombing of Pearl Harbor brought the USA into the war.
● major events of the war included the Battle of Midway and D-Day.
● the Holocaust was the systematic destruction of the Jews in Europe.
● the war had a significant impact on the home front, and on women, African Americans and workers.
● after Pearl Harbor, the government forced many Japanese Americans into internment camps.
● the government used propaganda to get the cooperation of the public.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize:
● what can happen when a nation does not protect First Amendment freedoms (e.g. Germany).
● the influence of propaganda on public opinion (posters).
● the service and sacrifice required of citizens during a time of war (rationing, draft).
● the balance of power between the branches of government in times of war and international conflict.
● the effects of war on individual liberties (e.g. due process, Executive Order 9066/Japanese Internment).
● the decision to drop the atomic bomb- decisions have consequences. Why did the president have the right to decide on his own?
● How FDR carried out the different roles and powers of the Presidency.
STANDARDS OF LEARNING: This unit will address the following objectives:
-- CE.1a,d,e,f,h
The student will develop the social studies skills responsible citizenship requires, including the ability to
a) examine and interpret primary and secondary sources documents;
d) distinguish between relevant and irrelevant information;
e) review information for accuracy, separating fact from opinion;
f) identify a problem, weigh the expected costs and benefits and possible consequences of proposed solutions, and recommend solutions, using a decision-making model;
and
h) select and defend positions in writing, discussion, and debate.
The above standards can be addressed through analysis of propaganda posters, examination of and decision-making
about the decision to drop the atomic bomb, and studying Japanese internment.
33
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
** CE.6d
The student will demonstrate knowledge of the American constitutional government at the national level by
d) describing the roles and powers of the executive branch.
USII.7a,b,c
The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by
a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;
b) locating and describing the major events and turning points of the war in Europe and the Pacific; and
c) describing the impact of the war on the home front.
ENDURING UNDERSTANDING: Wartime can inspire sacrifice and contribute to domestic conflict.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): Should individuals be required to sacrifice during times of war? What role should government play during
a time of war?
PREVIEW ACTIVITY:
Tell students that several bills have been proposed in Congress that could affect them. These bills have been proposed in response to the threat of “home-grown” terrorists and
the ongoing threats against the United States. (Unveil the bills one at a time, giving students a minute or so to respond to each.) The bills include:
● everyone in the country must recite the Pledge of Allegiance every day
● all students must wear uniforms
● because so much of the music today promotes violence, only music approved by a new government agency on decency will be allowed to played on the radio or sold
● the government will regulate television stations, and only content approved by the government will be allowed to be shown
● the government will regulate internet content
● upon turning 18, everyone must serve 2 years in the military
● ALL students from K-12 must join a new organization - NatYouth- an organization like the Boy Scouts that will promote good morals, civic responsibility, and
community service. Students would be required to attend meetings twice a week after school
● complaints about or criticism of these new rules would not be allowed, and would be punished
Allow students to react to the unfairness of the proposed rules. Reassure them that this is not true, and ask them why they are so upset. Facilitate a general discussion about
how the rules are unfair and how they violate our First Amendment Freedoms. Encourage students to consider when and if restrictions such as these might be necessary in
times of crisis. Introduce the idea that governments led by dictators- in Germany, Japan and the Soviet Union, in particular- used rules such as these to gain control over their
population.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
34
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
CIVICS and ECONOMICS VOCABULARY
civic duties *
common good
Commander in Chief
civic responsibilities *
Executive Branch
democracy
Chief Citizen
HISTORY VOCABULARY
Allies/Allied Powers (USA, Great Britain, Canada, Soviet Union)
armed forces
atomic bomb
Hiroshima
Holocaust
Home Front
due process (Fifth and Fourteenth
Amendment)*
First Amendment freedoms
(religion, speech, press,
assembly, petition) *
Chief Diplomat
Axis Powers: Germany, Italy, Japan
Japanese Internment
Chief Executive
Battle of Midway
Lend-Lease Act
Chief Legislator
Battle of Stalingrad
Pearl Harbor
Chief of Party
Chief of State
D-Day
dictator
draft
Rationing
Sacrifice
War Bonds
Patriotism
Propaganda
35
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT X: The Cold War - The United States Becomes a Superpower
KEY HISTORY CONCEPTS: In this unit, the students will understand that:
● after WW2, the world was dominated by two superpowers- the United States and the Soviet Union.
● the USA and USSR had VERY different beliefs about government and its role in the economy: capitalism and democracy vs. communism.
● this difference in beliefs led to the Cold War- a stand-off between the world’s two superpowers and a race for power, allies, and nuclear weapons that lasted for 45
years.
● U.S. political beliefs and values, and the desire to contain communism, led the USA to rebuild Europe and Japan.
● as a superpower, the USA took on a much larger role in the world and engaged in extensive military action to contain communism in places like Korea and Vietnam.
● the United Nations was created to keep the peace.
● new technologies continued to develop, including nuclear weapons, jet engines, and computers, and continued to have an increasing impact on American life.
KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize that:
● the USA and the USSR are on opposite sides of the continuum of government intervention in the economy.
● the founding American principles and documents inspired U.S. involvement in rebuilding Japan, the Marshall Plan, and the creation of the United Nations and NATO.
● the media played an important role in keeping the public informed about our actions in Vietnam and contributed to the mass protests against war.
● the importance of the Separation of Powers and Checks and Balances as they relate to the use of the military during the Cold War and the War Powers Act.
STANDARDS OF LEARNING: This unit will address the following objectives:
-- CE.1b,d
The student will develop the social studies skills responsible citizenship requires, including the ability to
b) create and explain maps, diagrams, tables, charts, graphs, and spreadsheets; and
d) distinguish between relevant and irrelevant information.
!! CE.10a,b
The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the United States by
a) describing the organization of the United States judicial system as consisting of state and federal courts with original and appellate jurisdiction; and
b) describing the exercise of judicial review.
!! CE.11b
The student will demonstrate knowledge of how economic decisions are made in the marketplace by
b) comparing the differences among traditional, free market, command, and mixed economies.
36
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
USII.8a-e
The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the
present by
a) describing the rebuilding of Europe and Japan after World War II, the emergence of the United States and the Soviet Union as superpowers, and the establishment of the
United Nations;
b) describing the conversion from a wartime to a peacetime economy;
c) examining the role of the United States in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of
communism in Europe, and the rise of new challenges;
d) describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities; and
e) describing how international trade and globalization have impacted American life.
ENDURING UNDERSTANDING: A difference in beliefs about the proper role of government in society and the economy can lead to conflict within a nation and among
nations, and can have global consequences.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How did economic and political differences lead to the Cold War? How did this conflict affect the U.S.
economy and society? How does the media portrayal of a war impact citizens’ cooperation?
PREVIEW ACTIVITY: Read The Butter Battle Book by Dr. Seuss aloud to the class. It would be ideal to have it on a PowerPoint or have multiple copies available so
students could easily follow along. (See Google Drive folder.) As you read, ask students to write down each time the situation escalates. After reading, ask students to reflect on
these questions: Why were the two groups at war? Why do you think they kept building bigger and bigger weapons? How could this story have ended? In small groups, create a
short skit to illustrate one way the story could have ended.
Talk with students about the deeper meaning of the book: Dr. Seuss wrote it as a political statement against the Cold War and to illustrate Mutual Assured Destruction. Guide
students to identify which side represents the USA (Yooks- blue) and which the USSR (Zooks – red) and look for other examples of symbolism in the book. You can also
discuss whether it is a good representation of the Cold War. Many people argue that The Butter Battle Book was Dr. Seuss’ most controversial work. It has been criticized for
the sense of fear it builds and for the uncertain ending. It has also been criticized for oversimplifying the very real differences between the USA and the USSR during the Cold
War. Read a review of the book from The National Review, July 27, 1984, http://findarticles.com/p/articles/mi_m1282/is_v36/ai_3363441/ in which the author accuses Seuss
of trivializing those differences and suggests that the standoff actually helped to keep the peace. Encourage students to keep these ideas in mind as they study this long conflict.
37
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
CIVICS and ECONOMICS VOCABULARY
HISTORY VOCABULARY
Accuracy
Free Market Economy
Containment
Soviet Union (USSR)
Bias
Mass Media
Cuban Missile Crisis
Space Race
Capitalism
Mixed Economy
Foreign Policy
Superpower
Command Economy
Op-Ed Pieces
Korean War
United Nations
Communism
public policy
Marshall Plan
Vietnam War
Democracy
public opinion
NATO
Warsaw Pact
Economic System
Source
Nuclear Weapons
Editorials
First Amendment Rights
38
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
UNIT XI: How is Government Changing to Meet the Needs of the 21st Century?
KEY HISTORY and CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize current issues facing Virginia and the United States, including the
increasing cost of political campaigns and the effects of big money on elections, as well as an increasingly global economy. In this unit, students will understand that:
● the rising cost of political campaigns requires greater financial resources and can lead to a greater influence of groups like PACs on elections. (The Citizens United
Case would be a good issue to discuss to illustrate the effect campaign contributions have on elections.)
● the strategies for evaluating campaign speeches, literature and advertisements.
● the role of the media in elections (areas of historical focus could include the Nixon-Kennedy election and the impact of the televised debates, the increasing use of
campaign commercials, and a look at how Reagan used television to his advantage.)
● reasons why citizens fail to vote.
● factors that will predict if a citizen will vote.
● the role of third parties in elections, starting with Theodore Roosevelt.
● increasing globalization means that international events can have an impact on state and local decision-making.
● the Virginia and U.S. economies are increasingly connected to the global economy.
● technological innovations have contributed to this increasing globalization.
● 9/11 and other international events affect local government decisions.
This unit will focus on how the government is changing to meet the needs of the 21st century by focusing on presidential elections, when appropriate, and state and local
elections when necessary. Students will identify issues facing the state/country/world today and candidates’ positions on these issues. They will learn more about some of these
issues, like climate change, terrorism, globalization, and be able to express their own opinions on them. They will examine the role of money and the media in elections.
STANDARDS OF LEARNING: This unit will address the following objectives:
!! CE.5a-d,f
The student will demonstrate knowledge of the political process at the local, state, and national levels of government by
!! a) describing the functions of political parties;
!! b) comparing the similarities and differences of political parties;
!! c) analyzing campaigns for elective office, with emphasis on the role of the media;
!! d) examining the role of campaign contributions and cost; and
** f) describing the role of the Electoral College in the election of the president and vice president.
!! CE.10 c
The student will demonstrate knowledge of the judicial systems established by the Constitution of Virginia and the Constitution of the united States by
c) comparing and contrasting civil and criminal cases.
39
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
!! CE.14a-f
The student will demonstrate knowledge of personal finance and career opportunities by
a) identifying talents, interests, and aspirations that influence career choice;
b) identifying attitudes and behaviors that strengthen the individual work ethic and promote career success;
c) identifying abilities, skills, and education and the changing supply of and demand for them in the economy;
d) examining the impact of technological change and globalization on career opportunities;
e) describing the importance of education to lifelong personal finances; and
f) examining the financial responsibilities of citizenship, including evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties,
and guarantees.
USII.9b,c,d
The student will demonstrate knowledge of the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by
b) describing the development of new technologies in communication, entertainment, and business and their impact on American life;
c) identifying representative citizens from the time period who have influenced America scientifically, culturally, academically, and economically; and
d) examining American foreign policy, immigration, the global environment, and other emerging issues.
ENDURING UNDERSTANDINGS: Federal, state and local governments will need to be flexible to meet the challenges of increasing globalization. A democracy depends on
citizens being aware of current issues and making informed decisions, especially in the voting booth.
CONCEPTUAL UNIT QUESTION (s) (Essential Questions): How can state and local governments respond to the challenges of the 21st century? What does it mean to
make an informed decision? What role does money play in politics?
PREVIEW ACTIVITY: Ask students to read through newspapers or news websites to find articles about state or local governments in Virginia. Ask them to note: what part
of government is involved, and what role of government is being described?
Collect and play popular media clips of several candidates for the current election. Based on those clips have students rate the candidates. Then as a group lead a discussion
about why each student rated the candidates the way they did.
SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully
understand course content and pass the SOL exams.
ELECTION VOCABULARY
Campaign contributions
PAC - Political Action Group
Special Interest Groups
Debt
NSA - National Security Agency
campaign finance reform
Party Platform
Third Parties
Economic Development
Public Safety
Candidate
political campaign
Primary election
Globalization
Telecommunications
Democrat
political party *
Republican
Global Climate Change
General Election
Electoral College
Political Convention
Slate of Electors
interstate highway system
Informed Decision
Nominee
40
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
SUGGESTED PACING GUIDE
The following is a suggested pacing chart. Its use is dependent upon schools’ schedules, teachers’ thematic sequential or issue-based approach to content, students’ leaning
needs, and the availability of resources.
UNIT
TIMEFRAME
DATES
Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?
I. INTRODUCTION AND REVIEW OF 6th
GRADE CONTENT
10 days
September
Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy?
II: RECONSTRUCTION – EXTENDING
CITIZENSHIP TO FREEDMEN
7 Days
September-October
III: AN EXPANDING NATION LEADS TO AN
EXPANSION OF CITIZENSHIP
14 Days
October
IV: PROGRESSIVES – HOW CITIZENS
INFLUENCE GOVERNMENT
14 Days
October-November
V: CIVIL RIGHTS MOVEMENTS - CITIZENS
WORK FOR JUSTICE
25 Days
November-December
41
Arlington Public Schools
Social Studies Curriculum 2015
Grade 7: U.S. History, Civics & Economics from 1865 to the Present (Revision)
SUGGESTED PACING GUIDE (cont.)
Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the
changing needs of society? What role should the United States play in the world?
VI: THE RISE OF BIG BUSINESS AND
GOVERNMENT’S EXPANDING ROLE IN THE
ECONOMY
VII: THE CHANGING ROLE OF THE UNITED
STATES IN THE WORLD: IMPERIALISM AND
WW1
20 Days
January
7 Days
February
VIII: BOOM TO BUST - THE ROLE OF
GOVERNMENT EXPANDS
25 Days
February-March
IX: WORLD WAR TWO BROADENS THE ROLE
OF THE UNITED STATES IN THE WORLD
15 Days
March-April
X: COLD WAR - THE UNITED STATES
BECOMES A SUPERPOWER
7 Days
April
XI: HOW IS GOVERNMENT CHANGING TO
MEET THE NEEDS OF THE 21st CENTURY?
15 Days
May-June
Total:
@ 160 Days
(there may still be additional days of instruction after the SOL Test)
42