SEVENTH GRADE SOCIAL STUDIES
1st QUARTER
ASSESSMENT PORTFOLIO
Components of the Assessment Portfolio
1. Performance Tasks (20%)
2. Performance Task Reflections (20%)
3. Enrichment/Extension Activities (50%)
4. Traditional Assessments with Reflections (10%)
The assessment portfolio should be assembled in a 1.5 inch binder with dividers.
Due:
1.
Performance Tasks:
Students will be assigned at least one Performance Task for each lesson
as part of regular instruction. Each student will be required to maintain
a “Working Portfolio” which will hold all completed Performance Tasks.
At the end of the term, students will select 10 completed tasks to place
in the “Assessment Portfolio”.
Performance Tasks:
Unit 1: Economics & Government
Lesson 1: What is economics? (E1)
PT – Comic Strip
Lesson 2: How do you evaluate an economy? (E3)
PT – Economics Web Graphic Organizer, Economics Rap Lyrics
Lesson 3: How do trade barriers and specialization affect trade? (E2)
PT – Flipbook
Lesson 4: How is power distributed in various forms of government? (CG1a)
PT – Acrostic
Lesson 5: How do citizens participate in various forms of government?
(CG1b)
PT – Acrostic
Lesson 6: How do democratic governments differ? (CG1c)
PT – Write a Rap
Unit 2: Southwest Asia (Middle East)
Lesson 1: Where are the major physical features and nations of the Middle
East located? (G5ab)
PT – Political map, Physical map, Bingo Board Game
Lesson 2: How have the physical features and the distribution of oil
affected the people of the Middle East? (G7ab)
PT – Live, Work, & Travel Chart & Paragraph, Resources Map, Population
Distribution Map
Lesson 3: How do water pollution and the unequal distribution of water
impact the Middle East? (G6a)
PT – Nursery Rhyme Rewrite, Billboard, Brochure
Lesson 4: What are the similarities and differences among major religions
of the Middle East? (G8c)
PT – Movie Poster, Flipbook, R.A.F.T. assignment
Lesson 5: What is the reason for the division between the Sunni and Shia
Muslims in the Middle East? (G8d)
PT – Mock Interview, Newspaper Article, Skit
Lesson 6: What is the diversity of religions among the Arabs, Persians, and
Kurds? (G8b)
PT – Ethnic Groups Map, Triple Venn Diagram, T.V. Show Theme Song
Rewrite
2.
PERFORMANCE TASK REFLECTIONS:
You must complete a “Reflection Form” for each Performance Task used for the Assessment
Portfolio. You will have 10 reflections, each counting 10 points.
Title of Performance Task and the matching Georgia Performance Standard(s):
How does this assignment demonstrate your mastery of the standard?
What strengths and weaknesses are demonstrated in your work?
How could you improve your work on this assignment?
What did you enjoy about this assignment?
3.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
EXTENSION / ENRICHMENT ACTIVITIES:
Abstracts
Create a World or Regional model or 3D map. It should include political boundaries, physical
features, or an important theme map (population distribution, fresh water, oil, etc.) Take a
picture with project and include in actual portfolio.
What’s the problem? Research environmental issues in the Middle East. What problems do they
face? What are the causes and effects? Tell the story. Read and collect clippings from
newspaper/magazine articles about environmental issues in SW Asia (can search online and
print articles). Explain the causes and effects. Write a 2 minute speech. Optional – record
audio/video of speech
What’s the #1 song on your playlist? Now, rewrite the lyrics! You should describe the religions
and cultures of the people of Southwest Asia (Middle East).
Write a script for a “60 Minutes” style television newscast. Your show should focus on the
conflict between Sunni and Shia Muslims. Include an “interview” with someone from both sides
of the argument. Optional – produce the show (at home, or arrange to prepare and film in class
or the video room in the media center).
Create a collage or make a Photo Album about the major religions or ethnic groups found in
Southwest Asia. Collect pictures from online sources, magazines, newspapers, etc. A photo
album should include at least 20 pictures, each with a paragraph caption. A collage should be at
least the size of a standard size poster board, and include a 1 page essay about the subject.
You’ve been hired as a travel guide! You should create an itinerary for a group of U.S. tourists
traveling to the Southwest Asia. The trip should include a visit to at least 2 countries, with 5
specific places to visit in each one. Also include why each place is important. You may use a
brochure or booklet format, or you could create a virtual trip through the use of a webquest.
Business Plan – You need to start a business. Pick a country you feel is most likely to have a good
environment for an entrepreneur. What type of economy does the country have? What
business would you start? Why? What challenges would you face? Use www.worldbank.com as
a reference. You may choose the format of your presentation. Examples include a booklet, a
powerpoint presentation, brochure, etc.
Make a cookbook! You should find popular or traditional recipes for Arabs, Persians, Kurds, and
Jews. You should include at least 2 recipes for each ethnic group. Also include a page in your
cookbook that describes each ethnic group, and where the group is found. Ask your parents if
you can actually prepare one recipe at home and bring to school to share with the class!
Sports, Sports, Sports! What sports are most popular in the Middle East? Are there professional
leagues? Do these nations participate in the Olympics? Who are the most well-known or
successful athletes from this region? These are just a few interesting questions about sports
entertainment in the Middle East. More importantly, does this region benefit economically from
sports entertainment? If yes, describe the impact. If no, how could it improve the region?
Research and share your findings with the class using your choice of presentation.
Say What? Have you ever wondered how much the average U.S. citizen knows about the Middle
East? Create and conduct a survey about the Middle East. You should have between 20-30
questions. Gather responses from at least 10 adults, including family members, neighbors, or
friends of your family. Present your findings.


Each completed enrichment/extension activity will be graded using a content
and product rubric. Each will count as a “minor” grade. The average of the 3
grades will count as the grade for the enrichment/extension component of
the Assessment Portfolio.
Detailed guidelines and objectives for each activity will be provided
4.
TRADITIONAL ASSESSMENTS & REFLECTIONS:
You should compile a total of 5 graded traditional assessments (Quizzes/Tests).
Each entry should have a completed reflection.

10 points for each entry & 10 points for each reflection
Title of Assessment and the matching Georgia Performance Standard(s):
How does this assignment demonstrate your mastery of the standard?
What strengths and weaknesses are demonstrated in your work?
How could you improve your work on this assignment?
GEORGIA PERFORMANCE STANDARDS:
Economic Understandings
SS7E1 The student will analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions
of (1) what to produce, (2) how to produce, and (3) for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
SS7E2 The student will explain how voluntary trade benefits buyers and sellers.
a. Explain how specialization encourages trade between countries. Compare and contrast
different types of trade barriers, such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between nations.
SS7E3 The student will describe factors that influence economic growth and examine their
presence or absence.
a. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP).
c. Explain how natural resources affect economic development.
d. Describe the role of entrepreneurship
Government/Civics Understandings
SS7CG1 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and
federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and
democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Geographic Understandings
SS7G5 The student will locate selected features in Southwestern Asia (Middle East).
a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris
River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip.
b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq,
Israel, Saudi Arabia, and Turkey.
SS7G6 The student will discuss environmental issues across Southwest Asia (Middle East).
a. Explain how water pollution and the unequal distribution of water impacts irrigation and
drinking water.
SS7G7 The student will explain the impact of location, climate, physical characteristics,
distribution of natural resources and population distribution on Southwest Asia (Middle East).
a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle
East).
b.
Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the
population in terms of where people live, the type of work they do, and how they travel.
SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia
(Middle East).
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds.
c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism,
Islam, and Christianity.
d. Explain the reason for the division between Sunni and Shia Muslims.
e. Evaluate how the literacy rate affects the standard of living.