Grade 7 Social Studies
Cluster 1: World Geography
Guiding Questions:
 How do we describe/interpret the world?
 Why do people live where they live?
 How does where people live impact on their lives?
Pre-Assessment:
 Pre-test on global mapping
 Where are you connected to?
 Map puzzle
Description of Learning Activity
- Map projections and view of the world as
bias
- Debate why one place is better than
another to live
- Work together to put together a world
map
- Mental mapping
- Maps through the ages – views of the
world
- Travel experience (book flights/use time
zones/latitude and longitude, etc.
- Make own country as a project
- Character situation – where do you want
to live and why?
Active
Democratic
Citizenship
Managing CommuniInformation
cation
and Ideas
Critical and
Creative
Thinking
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Cluster Project:
Make own country – consider various geographical and social
aspects in its development.
Connecting and Reflecting:
Reflect on where people live and how that changes their view of the
world.
Cluster 2: Global Quality of Life
Guiding Questions:
 What factors affect the quality of life of people in Canada and
other places?
 What in the importance of universal human rights?
 What is the role of international agencies on quality of life?
 What is the impact of your personal actions on quality of life for
people in other places?
Pre-Assessment:
 Brainstorming what ‘quality of life’ is.
 Student Happiness Survey to begin thinking about what quality
of life is.
 Read a news article that describes quality of life and have a
class discussion.
Description of Learning Activity
- Debates
- Share a news article about a conflict and
have students work together to determine
possible solutions
- Develop a classroom philosophy about
how to resolve conflicts, make decisions,
build consensus
- Complete a graphic organizer describing
push and pull factors for migration
- Develop a timeline describing influences
throughout history on Canada’s quality of
life
- Class discussion about child soldiers –
reactions to situation and discussions
about possible actions to impact situation
- Self and peer assessment of projects
- Response journal about child soldiers
and/or other issues affecting human rights
around the world
Active
Democratic
Citizenship
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Managing CommuniInformation
cation
and Ideas
Critical and
Creative
Thinking
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Cluster Project:
Work in small groups to create a foundation to increase awareness of
a specific issue and determine a plan of support
Connecting and Reflecting:
Reflect on the differences in quality of life for people in different parts
of the word and consider how your actions can make a positive
difference for people in other parts of the world.
Cluster 3: Ways of Life in Asia, Africa, or Australasia
Guiding Questions:
 How does life in Asia, Africa or Australasia differ from life in
Canada?
 Describe the history of a country in Africa.
 Describe the cultural influences on that country.
 Describe the impact of technology on that country.
Pre-Assessment:
 Discuss/web/KWL – what are the common elements that make
up a society?
 Tell about a country that they you like to visit in Asia, Africa or
Australasia and tell why.
Description of Learning Activity
Mini Cultural Immersion Days collaborative groups of students research
and present information on a specific
culture (ie food, music, clothing, etc.) and
share with class.
Mind Map to depict important elements of
the country studied
Use this information to create a
presentation such as a Power Point to
share with a small group or class
Complete a comparison chart (Venn
Diagram) to show the main features of the
country studied in comparison to the same
elements in Canada
“Walk a Mile in the Shoes” of a middle
school student from another country. Each
student creates a journal entry
Double Entry Journal – students respond
to other journal entries
Active
Democratic
Citizenship
Managing CommuniInformation
cation
and Ideas
Critical and
Creative
Thinking
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Cluster Project:
Students work individually/pairs/small groups to create an NGO (nongovernmental organization) and describe what it will do/how it will
help.
Connecting and Reflecting:
Describe the ways of life in the country studied and reflect on how
your attitudes towards that country/part of the world have changed.
Cluster 4: Human Impact in Europe or the Americas
Guiding Questions:
 How does life in Europe/Americas differ from life in Canada?
 How is human impact different in Europe/Americas compared
to Canada?
 What is sustainable development and why is it important?
Pre-Assessment:
 Discuss/web/KWL – what are the countries of Europe and/or
the Americas?
 Discuss and describe some of the major historical events that
have impacted on Europe and the Americas.
Description of Learning Activity
Students research major natural resources
and economic activities in their selected
country and discuss the relationship
between natural resources, economic
activities and environmental issues around
the world.
Collaborative groups find articles that
depict sustainable development or
environmental issues and consider ways
to solve the problems depicted.
Students research the International Earth
Charter and discuss the importance of
making a global commitment to the
principals of sustainable development.
Compare viewpoints on urban vs rural and
other issues using A Continuum of Points
of View (A13)
Create media broadcast to depict an
important contemporary event and work in
groups to evaluate its significance in 10
years.
Active
Democratic
Citizenship
Managing CommuniInformation
cation
and Ideas
Critical and
Creative
Thinking
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Cluster Project:
Collaborative groups of students create their vision of the ideal city of
the future and present their ideas using a diorama or an illustrated
map.
Connecting and Reflecting:
Describe how the actions of people in the country studied have
affected the environment and describe how your own actions and
choices affect both the local and global environment.