GRADE 7 SOCIAL STUDIES INSTRUCTIONAL GUIDE€¦ · Grade 7 Social Studies is arranged chronologically and incorporates geography as well as economic, social, and political trends

GRADE7SOCIALSTUDIESINSTRUCTIONALGUIDE

2020-21

Grades7and8:HistoryoftheUnitedStatesandNewYorkState

InGrades7and8,studentswillexaminetheUnitedStatesandNewYorkStatethroughahistoricallens.Thetwo-yearsequenceisarrangedchronologically,beginningwiththesettlementofNorthAmericaby

NativeAmericans*andendingwithanexaminationoftheUnitedStates

inthe21stcentury.Althoughthecoursesemphasizetheskillofchronologicalreasoningandcausation,thecoursesalsointegratetheskillsandcontentfromgeography,politics,economy,andcultureintothestudyofhistory.

Teachersareencouragedtoincorporatelocalfeaturesofstatehistoryinthecourse,suchastheDutchintheHudsonValley,theGermansintheSchoharieValley,theFrenchintheChamplainValley,FortNiagara,theBrooklynNavalYard,theSenecaFallsConvention,UndergroundRailroadlocations,warmemorials,andotherfeaturesintheircommunity.

∗Forthisdocument,theterm“NativeAmericans”isusedwiththeunderstandingthatitcouldsay“AmericanIndians.”

Grade7BPSInstructionalGuideforSocialStudiesSY2020-2021

Grade7SocialStudiesisarrangedchronologicallyandincorporatesgeographyaswellaseconomic,social,andpoliticaltrends.ThecoursecontentisdividedintoeightKeyIdeas,tracingthehumanexperienceintheUnitedStatesfrompre-ColumbiantimesuntiltheCivilWar,withafocusonthepeople,events,andplacesinNewYorkStateasapplicable.Throughoutthecourse,teachersshouldhelpstudentsseeconnectionsacrosstime.Forexample,whenexaminingindenturedservitudeandslavery,teacherscouldexaminehumantrafficking,experiencesofimmigrantsandinformedactionthatcitizensmighttake.TeachersshouldnotethatsomeKeyIdeasandConceptsmayrequireextratimeorattention.Inthegrade7course,theseincludeKeyIdeas7.2ColonialDevelopment,7.4HistoricalDevelopmentoftheConstitution,and7.8ANationDivided.

NYSSocialStudiesStandards

Standard1:HistoryoftheUnitedStatesandNewYorkStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinthehistoryoftheUnitedStatesandNewYork.Standard2:WorldHistoryStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinworldhistoryandexaminethebroadsweepofhistoryfromavarietyofperspectives.Standard3:GeographyStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthegeographyoftheinterdependentworldinwhichwelive—local,national,andglobal—includingthedistributionofpeople,places,andenvironmentsoverEarth’ssurface.Standard4:EconomicsStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofhowtheUnitedStatesandothersocietiesdevelopeconomicsystemsandassociatedinstitutionstoallocatescarceresources,howmajordecision-makingunitsfunctionintheUnitedStatesandothernationaleconomies,andhowaneconomysolvesthescarcityproblemthroughmarketandnonmarketmechanisms.Standard5:Civics,Citizenship,andGovernmentStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthenecessityforestablishinggovernments;thegovernmentalsystemsoftheUnitedStatesandothernations;theUnitedStatesConstitution;thebasiccivicvaluesofAmericanconstitutionaldemocracy;andtheroles,rights,andresponsibilitiesofcitizenship,includingavenuesofparticipation.


UnifyingThemesofSocialStudiesThe unifying Social Studies themes represent different lenses to be applied to the teaching and learning of the Key Ideas and ConceptualUnderstandingswithintheNYSFrameworkacrossallgrades,K-12.

1.IndividualDevelopmentandCulturalIdentity 6.Power,Authority,andGovernance2.Development,Movement,andInteractionofCultures 7.CivicIdealsandPractices3.Time,Continuity,andChange 8.Creation,Expansion,andInteractionofEconomicSystems4.Geography,Humans,andtheEnvironment 9.Science,Technology,andInnovation5.DevelopmentandTransformationofSocialStructures 10.GlobalConnectionsandExchange

NYSGrade7KeyIdeasKEYIDEASKeyIdeasarealignedtothestandardsandrepresentenduringunderstandingsthatshouldbethefocusofteachingandlearningforeachgrade.KeyIdeasaredesigned to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements areintentionallyrichandsubstantial.

7.1NATIVEAMERICANS∗:ThephysicalenvironmentandnaturalresourcesofNorthAmericainfluencedthedevelopmentofthefirsthumansettlementsandthecultureofNativeAmericans.NativeAmericansocietiesvariedacrossNorthAmerica.(Standards:1,2;Themes:ID,MOV,GEO)7.2COLONIALDEVELOPMENTS:EuropeanexplorationoftheNewWorldresultedinvariousinteractionswithNativeAmericansandincolonization.TheAmericancolonieswereestablishedforavarietyofreasonsanddevelopeddifferentlybasedoneconomic,social,andgeographicfactors.ColonialAmericahadavarietyofsocialstructuresunderwhichnotallpeopleweretreatedequally.(Standards:1,2,3,4;Themes:MOV,GEO,ECO,TECH,EXCH) 7.3AMERICANINDEPENDENCE:GrowingtensionsoverpoliticalpowerandeconomicissuessparkedamovementforindependencefromGreatBritain.NewYorkplayedacriticalroleinthecourseandoutcomeoftheAmericanRevolution.(Standards:1,4,5;Themes:TCC,GOV,ECO) 7.4HISTORICALDEVELOPMENTOFTHECONSTITUTION:ThenewlyindependentstatesfacedpoliticalandeconomicstrugglesundertheArticlesofConfederation.ThesechallengesresultedinaConstitutionalConvention,adebateoverratification,andtheeventualadoptionoftheBillofRights.(Standards:1,5;Themes:GOV,CIV)∗Forthisdocument,theterm“NativeAmericans”isusedwiththeunderstandingthatitcouldsay“AmericanIndians.”


7.5THECONSTITUTIONINPRACTICE:TheUnitedStatesConstitutionservesasthefoundationoftheUnitedStatesgovernmentandoutlinestherightsofcitizens.TheConstitutionisconsideredalivingdocumentthatcanrespondtopoliticalandsocialchanges.TheNewYorkStateConstitutionalsohasbeenchangedovertime.(Standards:1,5;Themes:TCC,GOV,CIV) 7.6WESTWARDEXPANSION:Drivenbypoliticalandeconomicmotives,theUnitedStatesexpandeditsphysicalboundariestothePacificOceanbetween1800and1860.ThissettlementdisplacedNativeAmericansasthefrontierwaspushedwestward.(Standards:1,3;Themes:ID,MOV,TCC,GEO)7.7REFORMMOVEMENTS:Social,political,andeconomicinequalitiessparkedvariousreformmovementsandresistanceefforts.InfluencedbytheSecondGreatAwakening,NewYorkStateplayedakeyroleinmajorreformefforts.(Standards:1,5;Themes:SOC,CIV,GOV)7.8ANATIONDIVIDED:Westwardexpansion,theindustrializationoftheNorth,andtheincreaseofslaveryintheSouthcontributedtothegrowthofsectionalism.Constitutionalconflictsbetweenadvocatesofstates’rightsandsupportersoffederalpowerincreasedtensionsinthenation;attemptstocompromiseultimatelyfailedtokeepthenationtogether,leadingtotheCivilWar.(Standards:1,3,4;Themes:TCC,GEO,GOV,ECO)ConceptualUnderstandingsConceptualUnderstandingsaremorespecificstatementsthataredesignedtosupporteachKeyIdea.EachKeyIdeaconsistsofapproximatelytwoto sevenConceptualUnderstandings thataredesigned to support the largerKey Idea.Together, theKey IdeasandConceptualUnderstandingsrepresentthebodyofSocialStudiesconceptsthatshouldbethefocusofteachingandlearning.ContentSpecificationsContentSpecifications,craftedas“Studentswill…”statements,addfurtherclarityanddepthtotheConceptualUnderstandingbyarticulatingspecificcontent that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with ConceptualUnderstandingsinsupportofthelargerKeyIdeas.SocialStudiesPracticesTheSocialStudiesPracticesrepresentthesocialscienceandhistoricalthinkingskillsthatstudentsshoulddevelopthroughouttheirK-12educationin order to be prepared for civic participation, college, and careers. Similar to theMathematical Practices within the Common Core Learning


Standards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and ConceptualUnderstandings.

NYSSSInstructionalShifts(refertoNYSSSFieldGuide)

1) FocusonConceptualUnderstandingsa. Fromfacts➢conceptsandcontentknowledgeb. Frombreadth➢depthc. Fromrecall➢transferandconnections

2) FosterStudentInquiry,Collaboration,andInformedActiona. Fromteacherasdisseminator➢teacherasfacilitatorofinvestigationb. Fromstudentslearnfactsfromtextbooks➢studentsinvestigatethesocialsciences,usingmultiplesourcesc. Fromstudentsretellinterpretations➢studentsconstructinterpretationsandcommunicateconclusions

3) IntegrateContentandSkillsPurposefullya. Fromstudentsexperienceanadditionalnonfictionreadingclassortextbook-focusedinstruction➢studentslearntoread,discuss

andwritelikesocialscientistsb. Fromstudentsdevelopliteracyskillsandsocialstudiespracticesseparately➢studentsdevelopdisciplinaryliteracyskillsandsocial

sciencepracticesintandemc. Fromstudentslearncontentknowledge➢studentsintegrateandapplyconcepts,skills,andknowledge


September21st-October9thUnit1(Topic1SavvasRealizeResources):7.1NativeAmericans

Unit1Overview:ThephysicalenvironmentandnaturalresourcesofNorthAmericainfluencedthedevelopmentofthefirsthumansettlementsandthecultureofNativeAmericans.NativeAmericansocietiesvariedacrossNorthAmerica.(Standards:1,2;Themes:ID,MOV,GEO)

CompellingQuestion:• Howmuchdoesgeographyaffectpeople’slives?

SupportingQuestions:

• HowdidpeoplefirstreachAmerica?• HowwouldyoudescribetheearlycivilizationsandculturesoftheAmericas?• WhataresomeofthegreatestachievementsofearlycivilizationsintheAmericas?• WhatearlysocietiesformedinNorthAmerica?• WhatarethehumanandphysicalcharacteristicsofdifferentregionsofNorthAmerica?• WhatwerethereligiousbeliefsofAmericanIndiangroupsinNorthAmerica?

SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence

• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts

andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain

theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom

multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.


ChronologicalReasoning

• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.

• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.

• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.

ComparisonandContextualization

• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.

• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological

andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas

categoriesofcomparisonorsocio-politicalcomponents.

GeographicReasoning

• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.

• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.

• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.


• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.

Conceptual Understandings /

Literacy Standards Content Specifications & Assessments Vocabulary & Resources

7.1 NATIVE AMERICANS: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America. (Standards: 1, 2; Themes: ID, MOV, GEO)

Reading Standards for Literacy in History/Social Studies 6-8 Key Ideas and Details RH1 RH2 RH3 Craft and Structure RH4 RH5 RH6 Integration of Knowledge and Ideas RH7 RH8 RH9 Writing Standards for Literacy in History/Social Studies 6-8

7.1a Ø Students will examine theories of human

settlement of the Americas. Ø Students will compare and contrast

different Native American culture groups of North America, with a focus on the influence geographic factors had on their development.

Ø Students will examine various groups of Native Americans located within what became New York State and the influence geographic factors had on their development.

Quest Document-Based Writing Inquiry (pg. 6) Lesson Check 1.1 pg. 13 Lesson Check 1.2 pg. pg. 24 Primary Sources pg. 25 Lesson Check 1.3 pg. 38 Formative Assessments Savvas Realize Assessments (online) Teacher Created Schoology Assessments Summative Assessments

Savvas Realize Assessments (online)

Textbook Supports American History: Beginnings to 1877 myWorld Interactive (NYS Version) student textbook and online resources. Topic 1

Savvas Realize Textbook resources:

Topic 1: Native Americans (pgs. 7-38) Lesson 1: The Early Americas (pgs. 7-13) Lesson 2: Cultures of North America (pgs. 14-26)

Lesson 3: Early Europe, Africa, Asia (pgs. 27-38)

Topic 1 Vocabulary: Use the vocabulary activity in your Active Journal to practice the vocabulary words. Glacier Settlement Surplus Civilization City-state Causeway Quipu Terrace Culture Adobe Pueblo Culture Region Tribe Diffusion


Conceptual Understandings / Literacy Standards Content Specifications & Assessments Vocabulary & Resources

Text Types and Purposes WHST1:

§ WHST1a § WHST1b § WHST1c § WHST1d § WHST1e

WHST2 § WHST2a § WHST2b § WHST2c § WHST2d § WHST2e

WHST3 WHST4 WHST5 WHST6 WHST7

Teacher Created Schoology Assessments Potlatch Clan Iroquois League Other Online district tools that should be used to create Project-based learning material: Zspace 3D Lab Nearpod Adobe Spark Video Adobe Spark Post Quizlet Playposit

Additional Online Resources:

Amistad Interactive Curriculum http://www.njamistadcurriculum.net/ Stanford History Education Group: * https://sheg.stanford.edu/history-lessons Gilder Lehrman Resources: * https://www.gilderlehrman.org/history-resources

Eagle Eye Citizen: * https://eagleeyecitizen.org PBS Learning Media Social Studies * https://ny.pbslearningmedia.org/subjects/social-studies/

* You must create a FREE account to access these materials



Library of Congress Teachers https://www.loc.gov/teachers/ Digital Public Library of America https://dp.la DPLA Primary Source Sets https://dp.la/primary-source-sets DPLA Exhibitions https://dp.la/exhibitions NYS Archives Education http://www.archives.nysed.gov/education NY Heritage https://nyheritage.org Opper Project from Ohio State University https://hti.osu.edu/opper

National Geographic http://www.nationalgeographic.com/ National Geographic Interactive Map Maker https://mapmaker.nationalgeographic.org

Google Earth http://www.google.com/earth/index.html



NOTES

October13th-November20thUnit2:(Topics1andTopics2)CompellingQuestion:WhydoPeopleMove?SupportingQuestions:

• WhydidEuropeansExploreintheAmericas?• WhatwastheimpactofEuropeanExplorationinAmerica?• HowdidEuropeanandAmericanIndianinteractionsaffectbothcultures?• HowdidSpanishconquistadorsdefeattwoIndianEmpires?• WhydidSpainsettleitscolonies?• Whatwerethecausesandeffectsofthetransatlanticslavetrade?• WhydidEuropeansexploretheNorthAmericancoast?• WhydidtheFrench,Dutch,andEnglishcolonizeNorthAmerica?• HowdidVirginiabeginatraditionofrepresentativegovernment?• InwhatwaysdiddifferentgroupsinJamestowninteractwiththeenvironment?• HowdidthedesireforreligiousfreedomleadtothesettlementoftheNewEnglandcolonies?• WhywastheMayflowerCompactsignificant?• HowweretheconflictsoverreligionandpoliticsresolvedincolonialNewEngland?


• WhatwerethereasonsAmericanIndiansandsettlersengagedinconflicts?• HowdidthesettlersofNewEnglandlive?• WhatwerethereasonsthecoloniesofNewYorkandNewJerseywereestablished?• WhywerethecoloniesofPennsylvaniaandDelawareestablished?• HowwouldyoudescribetheeconomyoftheMiddleColonies,andwhatwastherelationshipbetweentheeconomyandthephysical

environment?• WhywasMarylandestablished?• WhatwerethereasonstheCarolinasandGeorgiawereestablished?• Howwouldyoudescribetherelationshipbetweenenvironment,settlementpatternsandeconomicsystemsintheSouthernColonies?• HowdidslaveryspreadintheSouthernColonies?• Howwascolonialsocietystructured?• WhatimpactdidtheGreatAwakeninghaveoncolonialsociety?• Howwouldyoudescribeeducationinthecolonies?• Howdidart,music,literature,andideashaveanimpactoncolonialsociety?• Howdidmercantilismdevelop?• Whatistherelationshipbetweentheslavetradeandotherformsoftrade?• Howdidgovernmentsandlegalsystemsinthecoloniesdevelop?

SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence

• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts

andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain

theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom

multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.


ChronologicalReasoning

• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.

• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.

• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.

ComparisonandContextualization

• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.

• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological

andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas

categoriesofcomparisonorsocio-politicalcomponents.

GeographicReasoning

• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.

• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.

• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.


• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.

ConceptualUnderstandings/

LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources

7.2a Social, economic, and scientific improvements helped European nations launch an Age of Exploration.

7.2b Different European groups had varied interactions and relationships with the Native American societies they encountered. Native American societies suffered from loss of life due to disease and conflict and loss of land due to encroachment of European settlers and differing conceptions of property and land ownership.

7.2c European nations established colonies in North America for

7.2a

Ø Students will explain the significance of the technological developments and scientific understandings that improved European exploration such as the caravel, magnetic compass, astrolabe, and Mercator projection.

Ø Students will examine the voyage of Columbus, leading to the Columbian Exchange and the voyages of other explorers such as Champlain, Hudson, and Verrazano.

7.2b

Ø Students will compare and contrast British interactions with southern New England Algonquians, Dutch and French interactions with the Algonquians and Iroquoians, and Spanish interactions with Muscogee.

Ø Students will investigate other Native American societies found in their locality and their interactions with European groups.

Ø Students will examine the major reasons why Native American societies declined in population and lost land to the Europeans.

7.2c

Textbook Supports American History: Beginnings to 1877 myWorld Interactive (NYS Version) student textbook and online resources. Topic 1 and Topic 2

Savvas Realize Textbook resources:

Lesson 1: European Exploration in the Americas (pgs. 39-46) Lesson 2: Spanish Colonization and New Spain (pgs. 55-63) Lesson 3: The First French, Dutch, and English Colonies (pgs. 66-77) Lesson 4: The New England Colonies (pgs. 78-90) Lesson 5: The Middle Colonies (pgs. 91-99) Lesson 6: The Southern Colonies (pgs. 100-109) Lesson 7: Colonial Society (pgs. 110-120) Lesson 8: Colonial Trade and Government (pgs. 121-125) Unit 2 Vocabulary: Use the vocabulary activity in your Active Journal to practice the vocabulary words. Colony Turning Point Circumnavigate Columbian Exchange Conquistador Pueblo


ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources

economic, religious, and political reasons. Differences in climate, physical features, access to water, and sources of labor contributed to the development of different economies in the New England, Middle, and Southern Colonies. 7.2d In New York, the Dutch established settlements along the Hudson River and the French established settlements in the Champlain Valley. Dutch contributions to American society were long-lasting.

7.2e Over the course of the 17th and 18th centuries, slavery grew in the colonies. Enslaved Africans utilized a variety of strategies to both survive and resist their conditions.

Ø Students will investigate the reasons for colonization and the role of geography in the development of each colonial region.

Ø Students will examine the economic, social, and political characteristics of each colonial region.

7.2d

Ø Students will compare and contrast the early Dutch settlements with French settlements and with those in the subsequent British colony of New York in terms of political, economic, and social characteristics, including an examination of the patroon system.

Ø Students will examine the changing status and role of African Americans under the Dutch and English colonial systems.

Ø Student will examine Dutch contributions to American society, including acceptance of a diverse population, a degree of religious toleration and right to petition. Students will examine Dutch relations with Native Americans.

7.2e

Ø Students will describe the conditions of the Middle Passage.

Ø Students will explain why and where slavery grew over time in the United States and students will examine the living conditions of slaves, including those in New York State.

Mission Peninsular Creole Mestizo Northwest Passage Coureurs de Bois Alliance Charter Burgess Representative Government Bacon’s Rebellion Pilgrim Persecution Mayflower Compact Puritan General Court Religious Tolerance Town Meeting Proprietary Colony Royal Colony Quaker Pennsylvania Dutch Cash Crop Act of Toleration Indigo Debtor Slave Code Racism Gentry Middle Class Gullah Great Awakening Apprentice Dame School



Reading Standards for Literacy in History/Social Studies 6-8 Key Ideas and Details RH1 RH2 RH3 Craft and Structure RH4 RH5 RH6 Integration of Knowledge and Ideas RH7 RH8 RH9 Writing Standards for Literacy in History/Social Studies 6-8 Text Types and Purposes WHST1:

§ WHST1a § WHST1b § WHST1c § WHST1d § WHST1e

WHST2 § WHST2a § WHST2b § WHST2c § WHST2d § WHST2e

Ø Students will investigate different methods enslaved Africans used to survive and resist their conditions, including slave revolts in New York State.

Ø Within the context of New York State history, students will distinguish between indentured servitude and slavery.

Note: Teachers may identify different culture groups, noting the role of geography, and utilizing local history. Savvas Realize online resources (videos, etext, assessments, games in online edition) Topic 1.4 Lesson Check pg. 46 Primary Sources Columbus pg. 47 Interactive Timeline pg 52-53 Project-Based Inquiry Learning pg. 54 Topic 2.1 Lesson Check pg. 64 Primary Source (de Las Casas) pg. 65 Topic 2.2 Lesson Check pg. 77 Interactive Plymouth Plantation pg. 81 Topic 2.3 Lesson Check pg. 89 Primary Sources William Bradford pg. 90 Topic 2.4 Lesson Check pg. 99 Interactive Southern Plantation pg. 104 Topic 2.5 Lesson Check pg. 109 Topic 2.6 Lesson Check pg. 120 Interactive The Triangular Trade pg. 123 Topic 2.7 Lesson Check pg. 125

Enlightenment Libel Mercantilism Export Import Navigation Acts Yankee Triangular Trade Legislature Glorious Revolution Bill of Rights English Bill of Rights Other Online district tools that should be used to create Project-based learning material: Zspace 3D Lab Nearpod Adobe Spark Video Adobe Spark Post Quizlet Playposit

Additional Online Resources:

Amistad Interactive Curriculum http://www.njamistadcurriculum.net/ Stanford History Education Group: * https://sheg.stanford.edu/history-lessons Gilder Lehrman Resources: * https://www.gilderlehrman.org/history-resources



WHST3 WHST4 WHST5 WHST6 WHST7

Formative Assessments Savvas Realize Assessments Teacher Created Schoology Assessments Summative Assessments

Savvas Realize Assessments Teacher Created Schoology Assessments

Eagle Eye Citizen: * https://eagleeyecitizen.org PBS Learning Media Social Studies * https://ny.pbslearningmedia.org/subjects/social-studies/

* You must create a FREE account to access these materials

Library of Congress Teachers https://www.loc.gov/teachers/ Digital Public Library of America https://dp.la DPLA Primary Source Sets https://dp.la/primary-source-sets DPLA Exhibitions https://dp.la/exhibitions NYS Archives Education http://www.archives.nysed.gov/education NY Heritage https://nyheritage.org Opper Project from Ohio State University https://hti.osu.edu/opper

National Geographic http://www.nationalgeographic.com/



National Geographic Interactive Map Maker https://mapmaker.nationalgeographic.org

Google Earth http://www.google.com/earth/index.html

NOTES

Documents

GRADE 7 SOCIAL STUDIES INSTRUCTIONAL GUIDE€¦ · Grade 7 Social Studies is arranged chronologically and incorporates geography as well as economic, social, and political trends