North East School Division Planning Organizer
Social Studies Grade 7
Stage 1 – Begin With the End in Mind
Big Ideas: What do we want students to remember 40 years from now?
What makes a country wealthy?
How does what I have affect what I get?
Who has more?
Does money buy everything?
What is wealth? What defines wealth?
What does my country tell me about me?
What level of importance do different countries place on being wealthy?
How do countries think about resources differently?
Who owns natural resources?
What is our responsibility to those less fortunate than us?
How do we balance the need for technology/ jobs/development with the need to protect the environment?
Why is the world an unequal place?
What is “the good life”?
Goals: Unit
Interactions and
Interdependence
 examine the local,
indigenous, and global
interactions and
interdependence of
individuals, societies,
cultures, and nations (IN).
Dynamic Relationships
 analyze the dynamic
relationships of people with
land, environments, events,
and ideas as they have
affected the past, shape the
present, and influence the
future (DR).
Power and Authority
 investigate the processes
and structures of power and
authority, and the
implications for individuals,
communities, and nations
(PA).
Resources and Wealth
 examine various worldviews
about the use and
distribution of resources and
wealth in relation to the
needs of individuals,
communities, nations, and
the natural environment
(RW).
Theme: Gr. 7 – Canada and Our Pacific Neighbours
Outcomes: Circle the verbs or skills, underline the qualifiers.
RW 7.1: Explain the role of barter, trade, and sharing in traditional economies in Canada and the circumpolar and Pacific Rim
countries.
RW 7.2: Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.
RW 7.3: Assess the ecological stewardship of economies of Canada and the circumpolar and Pacific Rim countries.
Enduring Understandings: What do we hope students will come
Essential Questions: Questions for deeper understanding that invite
to understand as a result of learning? Think: Students will understand that…
deep thinking about the ideas and issues throughout the unit.
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Barter, trade and sharing were the basis of traditional economy
and they are still part of our modern economy.
There are similarities and differences between economies.
Resources can renewable or non-renewable.
People and their technology have affected and are affecting the
environment.
People are the caretakers of the Earth, and are responsible for it.
Our past has a way of impacting our future.
Resources are unequally distributed throughout the world.
The level of industry determines the type of work, wealth and
conditions of an area.
Industry can be primary, secondary, or tertiary.
GNP determines the level of trade a country will have and
whether it relies on imports and exports.
Standard of life is measured by GNP, GDP, and quality of life
index measures (wealth and non-wealth measures).
Not all countries are good ecological stewards.
We can all be stewards of natural resources.
Sustainable resources determine the wealth of a country.
The level of sustainability of an economy can be increased.
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What are the differences and similarities among bartering, trade
and sharing? How do traditional economies relate to modern
economies? (How have these transactions changed? How have
they stayed the same?)
How are economies similar and different?
How did people come to use currency/money?
Why do different countries have different currencies?
Why can’t a poor country just print more of its money?
How can we place value on non-monetary things?
How do wealth and non-wealth measures determine standard of
living?
How does Canada compare to other places in the world for
standard of living, education, health, happiness, etc.?
Who is responsible for our Earth?
How do beliefs about the resources and wealth differ around the
world?
Whose responsibility is it to ensure our needs are met today,
while also protecting for the future?
What determines the wealth of a country?
How does the level of industry impact an area?
How is GNP linked to resource and industry?
How does economy impact ecology?
How can a country increase its economic sustainability?
What does stewardship have to do with sustainability?
Why do some people and countries act irresponsibly toward
sustainability and environmental stewardship when we know so
much about it? In other words...why can we talk the talk but not
walk the walk?
Students need to know: What is essential knowledge for students to And be able to do: What should they eventually be able to do as a
have in order to demonstrate their understanding of the outcomes?
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Ex’s of barter/trade/sharing (local community) (RW 7.1a,b).
Define “natural resource” and contrast renewable/non-renewable
resources (RW 7.2a).
Impacts of natural resources on local communities (RW 7.2b).
Differentiate primary/secondary/tertiary industry (RW 7.2c).
Presence of resources & industries affects GNP (RW 7.2d).
result of their learning experiences in order to achieve the outcome? Should
reference the indicators. Think: verb.
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Role play barter/trade/sharing to gain goods/services (RW 7.1a).
Describe local community ex’s of barter/trade/sharing (RW 7.1b).
Present experiences of community Elders & seniors regarding
barter/sharing/trade (RW 7.1c).
Question sustainability of barter/trade/sharing economies (RW
7.1d).
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Standard of living may be measured using material wealth
measures (gross national product, gross domestic product)
and/or non-material measures (the quality of life index,
happiness index) (RW 7.2e).
Origins & current meanings “steward”, “stewardship” (RW 7.3a).
Define “sustainable” vs “unsustainable” with respect to resources
and industry (RW 7.3b).
Practices which might  the level of sustainability (RW 7.3c).
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Basic research skills including source location, source reliability,
citing, note-taking, and sorting information.
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Formulate a definition of natural resource, and differentiate
between renewable vs non-renewable resources (RW 7.2a).
Identify locations of natural resources of circumpolar/Pacific Rim
countries using maps, and analyze the impact of resources on
local communities (RW 7.2b).
Correlate presence of resources & industries to the gross
national product of circumpolar/Pacific Rim countries (RW 7.2d).
Draw conclusions about standard of living in Pacific Rim &
circumpolar countries using material wealth measures & nonmaterial measures (RW 7.2e).
Research & illustrate origins and current meanings of “steward”
and “stewardship” (RW 7.3a).
Define “sustainable”, and discriminate between sustainable and
unsustainable as they apply to resources & industry (RW 7.3b).
Examine sustainability of economies of circumpolar/Pacific Rim
countries, and propose practices to  sustainability (RW 7.3c).
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Terms to Know:
Barter
Sustainable
Non-renewable Resource
Tertiary Industry
Circumpolar
GDP
Circumpolar
Steward
Trade
Resource
Primary Industry
GNP
Goods & Services
Quality of Life Index
Unsustainable
Stewardship
Sharing
Renewable Resource
Secondary Industry
Pacific Rim
Standard of Living
Happiness Index
Natural Resource
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Compare and contrast.
Describe examples.
Draw conclusions and support opinion with evidence.
Propose solutions to issues/problems/concerns.
Stage Two – Critical Evidence of Understanding
Formative Assessment:
Through what multiple sources of evidence will
students demonstrate their understanding on a daily basis.
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Anecdotal Records and Observations.
Informal Checks for Understanding.
Entrance/Exit Cards.
Class Discussions and Debates/Jigsaw.
Think/Pair/Share.
In-class questions/Assignments.
Summative Assessment:
Is an assessment of what students know
and can do according to the outcomes. It is a snapshot in time, used for reporting.
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Mapping Assignment.
Yellow Pages Activity.
Standard of Living Comparison.
Quizzes.
Unit Exam.
Criteria for Assessment:



Explain role of barter, trade, and sharing in traditional
economies.
Investigate influence of resources upon economic
conditions.
Assess ecological stewardship of economies.
Rubrics for Assessment of Outcomes: Use this rubric throughout teaching and assessing - both formatively and summatively.
All learning experiences should relate back to assessment of student’s degree of outcome achievement (goal attainment).
Please note: rubric numbers do not equate grades. For example, a “3 or Meeting Expectations” is not equivalent to a “75%”.
Please note: “Exceeding Expectations” means the student has generally moved (where possible) one level higher in Bloom’s Taxonomy of Critical
and Creative Thinking than the verb defining “Meeting Expectations” for a particular outcome. Note: the defining verb is subject to change.
Resources and
Wealth Outcome:
7.1: Explain the
role of barter,
trade, and sharing
in traditional
economies in
Canada and the
circumpolar and
Pacific Rim
countries.
7.2: Investigate the
influence of
resources upon
economic
conditions of
peoples in
circumpolar and
Pacific Rim
countries.
7.3: Assess the
ecological
stewardship of
economies of
Canada and the
circumpolar and
Pacific Rim
countries.
Fully meeting expectations,
with enriched
understanding (EU)
Fully meeting
grade level
expectations (FM)
Mostly meeting grade level
expectations (MM)
Not yet meeting grade
level expectations (NY)
You can explain the role of
barter, trade, and sharing in
traditional economies in
Canada and the circumpolar
and Pacific Rim countries in
depth. You can select
evidence to show
effectiveness of this
economy as compared to
others.
You can provide examples of
the influence of resources
upon economic conditions of
peoples in circumpolar and
Pacific Rim countries. You
can summarize the
connection/importance of
resources to economics.
You can explain the
role of barter, trade,
and sharing in
traditional
economies in
Canada and the
circumpolar and
Pacific Rim
countries.
With help, you can mostly explain
the role of barter, trade, and
sharing in traditional economies in
Canada and the circumpolar and
Pacific Rim countries. Spend time
clarifying important concepts and
relating them to a variety of
economies.
You are having trouble
showing understanding of
barter, trade, and sharing.
Make sure you are clear
about what barter, trade
and sharing means.
You can investigate
the influence of
resources upon
economic conditions
of peoples in
circumpolar and
Pacific Rim
countries.
With help, you can investigate the
influence of resources upon
economic conditions of peoples in
circumpolar and Pacific Rim
countries. Spend time considering
types of resources, their location
and importance to a variety of
countries.
You are having trouble
showing understanding of
the influence of resources
upon peoples’ economic
conditions. Keep working
on drawing connections
between resources and
economic conditions.
You can debate and
differentiate between the
ecological stewardship of
economies of Canada and
the circumpolar and Pacific
Rim countries and provide
details to support your
arguments.
You can assess the
ecological
stewardship of
economies of
Canada and the
circumpolar and
Pacific Rim
countries and
provide examples to
support your ideas.
With help, you can mostly assess
the ecological stewardship of
economies of Canada and the
circumpolar and Pacific Rim
countries. Work on becoming
clear about the meaning of
ecological stewardship and
investigating the practices of
various countries so you can
further support you ideas.
You are having trouble
assessing ecological
stewardship of
economies. Work on
identifying sound and
unsound practises, and
drawing connections/
conclusions.
Stage Three – Learning Plan
The Learning Plan should guide your day-to-day operations based on the natural order of learning experiences necessary to achieve
the outcomes by all students.
1) Barter, Trade, Share: video clips, history, cloze notes and examples of each from local community (chart).
2) Role Play: Barter, Trade, Share. Barter Bags Activity with Reflection Questions.
3) Resources Reading (renewable, non-renewable), Notes, Current Event: Effects of Drilling for Oil and Reflection Questions.
4) World Map: mapping resources, and identifying which countries are rich in resources that are essential to our lives. Reflection Questions.
5) Current Event: Grande Prairie Boomtown Oil Sands Article and Reflection Questions.
6) Amazon Rainforest Natural Resources and Aboriginal Peoples.
7) Current Event: Saskatchewan’s Economy is Booming.
8) Primary, Secondary, Tertiary Industries (Yellow Pages activity and Quiz).
9) Incomes Around the World: GDP, GNP, Standard of Living.
10) Videos: Bhutan (Gross Domestic Happiness), and Denmark (Happiest Place on Earth).
11) Current Event articles: Denmark -> compare and contrast to Canada (#10).
12) Standard of Living Computer-Based Research Comparisons/Conclusions (Developing World -> Human Development Index) and Mapping.
13) Research “steward”/”stewardship” – Etymology and Current Meanings.
14) Sustainable Development cloze notes (sustainable/unsustainable resources/industry; practices which might increase level of sustainability).
15) Unit Exam.
Reflection
How did each student experience the learning through the unit? How did my plan transfer to practice?
Kristen Holmgren ~ MUCC ~ August, 2010