Unit: #1 Geography/Native American Grade: 7th Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

SS 1.1.1

explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans

SS 1.3.1

complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations

SS 1.3.4

classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious or different ethnic, national and religious groups, including Native American Indians, in the US, explaining their contributions to American society and culture

SS 1.4.1

consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

SS 2.1.1

know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations

SS 2.1.2 know some important historic events and developments of past civilizations SS 3.1.1 map information about people, places, and environments

SS 3.1.2

investigate why people and places are located where they are located and what patterns can be perceived in these locations

SS 3.1.3

describe the relationships between people and environments and the connections between people and places

SS 3.1.4

understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994)

SS 3.2.1

present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer generated models

SS 3.2.2

interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

SS 5.1.2 consider the nature and evolution of constitutional democracies 7S2 Use courtesy, example: avoid sarcasm, ridicule, dominating the conversation

and interrupting 7S4 Provide feedback by asking questions 7S5 Contribute to group discussions by offering comments to clarify ideas &

information 7S6 Ask & respond to questions to clarify an opinion, judgment, or information 7S11 Explain social, historical, & cultural features of text 7W1 Draw or write facts & ideas gathered from personal experience 7W2 Share writing & drawings with others 7W3 Develop original organized texts that contain characters, simple plot, &

setting using descriptive lang. to create a vivid image & using author’s voice 7W6 Use literary devices 7W7 Use creative language 7W8 Sequence events to advance a plot 7W14 Write 3 pages identify & describe character & their motivations 7W22 Demonstrate understanding of plot & theme 7W30 Identify an appropriate format for sharing info. w/ intended audience 7W31 Use paragraphing to organize ideas & information 7W34 Use effective vocabulary in expository writing 7W35 State a main idea, theme, or opinion & provide supporting details 7W42 Write personal reactions about experiences, events, & observations using a

form of social communication 7L1 Recognize social, historical, & cultural features in presentations of texts 7L3 Recall significant ideas & details 7L5 Listen to class lectures & small group/classroom discussions to comprehend

& interpret text, & plan writing 7L6 Listen to & follow multi step directions that provide info. about a task or

assignment 7L7 Participate as a listener in social conversation w/ 1 or more friends or

acquaintances 7L8 Use note taking and graphic organizers to record & organize info. & ideas

recalled from texts read aloud 7R1 Select texts on the basis of personal choice/interest or teacher selected

criteria from a variety of genres & authors 7R 2 Read silently or aloud from a variety of genres, authors, and themes 7R 3 Share reading experiences to build relationships with peers or adults 7R 4 Compare motives of characters, causes of events, & importance of setting

to people, events & places in their own lives

7R 5 Interpret characters, plot, setting, using evidence from text 7R 6 Interpret characters, plot, setting, theme, author’s purpose & dialogue,

using evidence from text 7R 8 Recognize recurring themes in different texts 7R 9 Interpret theme using evidence from text 7R 14 Determine how the use and meaning of literary devices, such as symbolism,

metaphor, simile, foreshadowing, illustrations, flashback, & personification convey the author’s message

7R 27 Identify & interpret literary elements (setting, plot, characters, rhythm, rhyme) of different genres, using evidence from the text

7R 29 Recognize the types of language that are appropriate to social communication

7R 31 Determine meaning of unfamiliar words using context clues, dictionary, thesaurus, & structural analysis

Major Concepts: Establish Reading/Writing Workshop Fiction story elements to aid comprehension of text & to write fiction piece Movement of people and goods Relationship between people and their environment Early American culture Essential Understandings: Literary elements of fiction U.S. Geography Native American culture/government Geography of settlement patterns and the development of cultural patterns Create & interpret map Essential Questions:

1. How does geography affect how and where people live? 2. What are the political, social, and economic characteristics of Native American

cultures? 3. How do maps provide information about people, places, and geographic

features? 4. What impact did the Iroquois League of Nations have on the establishment of

the United States Constitution? Essential S-VE Exit Behaviors: Life Long Love of Learning Self Discipline

Skills needed for mastery on performance indicators: Establish Reading/Writing Workshop -History of why -Looks like at home/school -How to Choose a Book - Procedures for signing out a book -Introduce Novel -Choose Novel -Fluency/Rate/Comprehension assessment -Reading Log Expectations -Model -Guided practice Assessing background knowledge - Essential Questions -Introduce-Write on own paper-Put in cover of folder -Discuss prior knowledge Understand Basic Geography(labeling maps, possible quizzes) -Continents/Oceans -N S E W -Geographical features- definition, look like -New York -US/regions – “From Sea to Shining Sea” video -‘Create Your Own Country’ Project Establishing RW & WW -Everyday students bring in sheet of examples of literary elements from previous nights reading -Students share examples of literary elements within pairs (may be reading different books) 5 minutes, teachers rotate among pairs each day to check for understanding Basic Reading Comprehension -genre characteristics (fiction) -literary elements in literature (overview) -specific literary elements studied right now in this unit in order to better understand story being read -How to identify major events in literature

-Students will be recording information on literary element sheets (see above) Develop Map Reading Skills -Identify features on a map ie; roads, highways, legend, Key -teacher model & guided practice on locating points of interest on a map -teacher model & guided practice on planning a short trip from point A to point B Understand journal project expectations -provide direction sheet on journal project -Teacher model one leg of the trip (to a state that students will not choose); planning destination, calculating distance, geographical features, etc. filling in graphic organizer Gather information -Students plan 1st leg of trip -Using resources provided by AAA and maps research geographical features, occupations, points of interest, etc. Research on the internet *Teacher model 1st -search engines to find navigation sites -how to create directions using Mapquest or Google Maps -What information is obtained from navigation sites Write fictional journal entries (teacher models and then provides guided practice for each step) -including story elements into realistic fictional journal entries -how to incorporate setting into a journal entry subtly -How to include details about the region into the entry Continue gathering information on different regions and writing journal entries -Provide guidance on researching information Publishing -computer lab time to type entries -illustrations for each entry Presentations -students share published entries in small groups

Reading Comprehension -Read article on Migration Theory, summarize and map it Constructed Response Question -on Migration Theory Listening Comprehension -Meso Americans Understand Iroquois way of life -**Do this in learning stations with readings at each station addressing: -Tribes; where and why they settled there -Diagram of a village; house structure -Iroquois confederacy Compare and contrast -Great Binding and the US constitution Essay writing Key Terms: Archaeology Artifact Anthropology Primary source Secondary source Pangea Panthallassa Iroquois Confederacy League of Nations Culture Civilization Geography Geographical Feature Plot Setting * Tone Theme Point of view * Climax* Conflict* Resolution * Character Character traits (personality) Characteristics (physical) Flashback foreshadowing Mastery checks/culminating assessments: On going Geography/Travel Journal Essay- Explain how geography influenced Native American settlement and culture Unit Test/Essential Questions Notebook Check

Unit: #2 Colonialism & Exploration Grade: 7 Approx. date: Mid October Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

1.1.2 Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

1.2.2 Investigate key turning points in New York State and United States history and explain why these events or developments are significant

1.3.1 Investigate key turning points in New York State and United States history and explain why these events or developments are significant

1.4.1 Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

1.4.2 Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives

1.4.3 Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts

1.4.4 Describe historic events through the eyes and experiences of those who were there

3.1.3 investigate why people and places are located where they are located and what patterns can be perceived in these locations

3.1.4 describe the relationships between people and environments and the connections between people and places

4.1.4 understand how people in the United States and throughout the world are both producers and consumers of goods and services

5.1.2 consider the nature and evolution of constitutional democracies 5.2.5 value the principles, ideals, and core values of the American democratic

system based upon the premises of human dignity, liberty, justice, and equality

S3 Present examples, definitions, & direct references to the text in support of ideas

S4 Provide feedback by asking questions S5 Contribute to group discussions by offering comments to clarify ideas &

information S6 Ask & respond to questions to clarify an opinion, judgment, or information S8 Connect, compare, & contrast ideas & information W1 Draw or write facts & ideas gathered from personal experience W6 Use literary devices W9 Write accurate & complete responses to questions about texts W10 Use relevant examples, reasons, & explanations to support ideas W23 Present clear analysis, using examples, details, & reasons from text W42 Write personal reactions about experiences, events, & observations using a

form of social communication L2 Identify essential details for note taking L3 Recall significant ideas & details L5 Listen to class lectures & small group/classroom discussions to comprehend &

interpret text, & plan writing L6 Listen to & follow multi step directions that provide info. about a task or

assignment L7 Participate as a listener in social conversation w/ 1 or more friends or

acquaintances L8 Use note taking and graphic organizers to record & organize info. & ideas

recalled from texts read aloud L11 Identify essential info. for note taking R1 Select texts on the basis of personal choice/interest or teacher selected

criteria from a variety of genres & authors R2 Read silently or aloud from a variety of genres, authors, and themes R3 Share reading experiences to build relationships with peers or adults R8 Recognize recurring themes in different texts R9 Interpret theme using evidence from text R11 Identify differing points of view/opinion R12 Use knowledge of structure, content, & vocabulary to understand text R14 Determine how the use and meaning of literary devices, such as symbolism,

metaphor, simile, foreshadowing, illustrations, flashback, & personification convey the author’s message

R15 Recognize how the author’s use of language creates images or feelings R16 Evaluate examples, details, or reasons used to support ideas. R17 Make, confirm, or revise predictions R18 Make inferences and draw conclusions based on explicit & implied info. R19 Apply thinking skills to interpret data, facts, & ideas from texts to define,

classify, & infer R21 Formulate questions to be answered by reading text

R27 Identify & interpret literary elements (setting, plot, characters, rhythm, rhyme) of different genres, using evidence from the text

R28 Identify poetic elements such as repetition, rhythm, & rhyming patterns in order to interpret poetry

R31 Determine meaning of unfamiliar words using context clues, dictionary, thesaurus, & structural analysis

Major Concepts:

• Tolerance • Movement of People and Goods • Interdependence • Cultural & Religious diversity

Essential Understandings: • Explorers and their accomplishments • Different beliefs and values of Natives & Settlers • 4 freedoms • Differences of New England, Middle, Southern colonies

Essential Questions: • What were the major causes and effects of European exploration? • What are the political and social roots of colonial settlements in the Americas? • What role did geography play in the economy and the settlement of the

colonies? Essential S-VE Exit Behaviors: Independent Thinker and Effective Communicator Skills needed for mastery (& possible teaching strategies): Assessing Background Knowledge - Essential Questions -Introduce-Write on own paper-Put in cover of folder -Discuss prior knowledge Introduce Explorers -WWWs- Circumnavigate, Columbian exchange. Conquistador, tolerance Reading Comprehension -Country, Goal, Accomplishment, Impact of Explorers (Chart) -Stations about each Explorer complete chart -map routes -Lost Roanoke Colony -Slave trade- split into 3 groups, each responsible for Capture, Middle Passage, or Auction

-Read article -Watch powerpoint Introduce Poetry -WWWs-see below -What is Poetry? - Class discussion -How to read a poem Interpret Poetry Model the following using Robert Frost poem “Stopping by Woods on a Snowy Evening” -Evaluate author’s style using Robert Frost poem -Identify major concepts found in poetry. -Love, tolerance, risk, hate, greed, freedom, hardships -Define: Tolerance, risk, freedom, greed -Review how to use context clues to figure out meanings of words -Teach interpretation of overall poem, including theme, and author’s purpose. -Discuss several interpretations of Frost’s poem , no right or wrong as long as you have evidence -Teach how to provide evidence to support interpretations -Write favorite season poem- read and illustrated by partner Analyze and Interpret Primary Sources -Native Americans v. Explorer Debate – Shoestring format -Present primary sources to students -Students determine whether it is a pro Native or pro Explorer -Journal Entry- Reflect on debate Novel Discussion - Conflict/Resolution Plot diagram -Introduce theme into discussion Vocabulary -Using context clues complete Choosing a Settlement -Choose settlement location- Write explanation of location Listening Comprehension - Colonial Atlas Movie

End of Unit Summative Evaluation: Interpret Poetry DBQ Unit Test/Essential Questions Notebook Check

Poetry revisited -review of tolerance, risk and freedom -students read examples -revisit author techniques; rhyme scheme, simile, and metaphor -critiquing poetry appropriately; supporting with evidence -Students complete Freedom’s Plow analytical questions DBQ Assessment -Front page -Scaffolding Questions -Using margins next to documents for Outside Info. & Bullet Number -Outline -Write essay Key Terms (word wall words):

• Colony Columbian exchange • Triangular trade Circumnavigate • Pilgrim Puritan • Middle passage Conquistador • Economy Tolerance • Interdependence Mercantilism • Joint stock company Persecute • Divine right Rhyme • Rhyme scheme Repetition • Alliteration Metaphor • Onomatopoeia Simile • stanza

Unit: #3 American Revolutionary War Grade: 7 Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

R4 Compare motives of characters, causes of events, & importance of setting to people, events & places in their own lives

R6 Interpret characters, plot, setting, theme, author’s purpose & dialogue, using evidence from text

R9 Interpret theme using evidence from text R10 Distinguish between relevant and irrelevant info. R11 Identify differing points of view/opinion R17 Make, confirm, or revise predictions R18 Make inferences and draw conclusions based on explicit & implied info. W10 Use relevant examples, reasons, & explanations to support ideas W20 Draw conclusions & provide reasons for the conclusions W23 Present clear analysis, using examples, details, & reasons from text W24 Include relevant & exclude irrelevant info. W25 Use strategies such as note-taking, webbing, & mapping to organize writing W12 Write 3 pages to express opinions & support them through specific references

to text 7L5 Listen to class lectures & small group/classroom discussions to comprehend &

interpret text, & plan writing 7L8 Use note taking and graphic organizers to record & organize info. & ideas

recalled from texts read aloud 7L12 Distinguish between relevant & irrelevant info. 7S6 Ask & respond to questions to clarify an opinion, judgment, or information 7S7 Express opinions or judgments about information, ideas, opinions, themes, &

experiences 7S10 Present interpretations & support them through specific references to the

text SS

1.1.2 Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

SS Investigate key turning points in New York State and United States history

1.2.2 and explain why these events or developments are significant SS

1.3.2 Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

SS 1.3.3

Describe how ordinary people and famous historic figures in the local community, state, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

SS 1.4.1

Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

SS 1.4.2

Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives

SS 1.4.3

Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts

SS 1.4.4

Describe historic events through the eyes and experiences of those who were there

SS 5.1.2

Consider the nature and evolution of constitutional democracies

SS 5.2.5

Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality

Major Concepts:

• Change • Power – economy • Independence/Freedom – Choice • Cause/Effect • Conflict – internal (person vs. self), person vs. person, and person vs. society • Character change

Essential Understandings: • War affects a nation politically, socially, and economically. • The struggle for power or freedom/choice can lead to conflict. • People have varied perspectives on the same event. • Conflict leads to change.

Essential Questions: • What is a revolution? (Change – sometimes no conflict) • How did different groups interpret the events leading to, during, and after the

American Revolution? How did these groups interact? (Point of

View/Perspectives) • What were the key events of the American Revolution? • Who were the key people involved in the American Revolution? • What were the political, social, and economic causes of American Revolution?

(Causes) • (Effects) What political, social, and economic changes took place because of the

American Revolution? • (Effects) How did the revolution change people’s lives? Essential S-VE Exit Behaviors: Social Responsibility

Skills needed for mastery (& possible teaching strategies):

• Create “My Humanities Notebook” (binders) • French and Indian War

- Britain gaining power over the colonies – debt, taxes, lack of representation (economic, political control)

- Lead to tension (conflict) between colonists and Britain - Begin timeline

• Introduction to Book Choice • Book Talks by teachers (on books the students may choose from) • Book Choice - “How to Choose a Book” • Paperwork for book sign out • Reading Log – model how to complete it • Students sign out books and start independent reading (each block includes

independent in-class reading time – entire unit) • Introduce American Revolution

- What is a revolution? ( discussion, examples, definition) - Book browse (info. for K column) - KWL chart - American Revolution (background non-fiction) article - Fact/Fluff/Thinking (teach strategy to determine important information

during reading) • Asking questions mini-lesson (Reading Strategy checklist) • Text features (non- narrative, non- fiction, titles, captions, headings) lesson • Review key people (Washington, Henry, Paine, Arnold, Jefferson, Sam Adams)

Short reading articles on each person- Pull out important info (review strategy to determine important information during reading) - edhelper key people circle worksheet.

• Types of Conflict (examples) - person vs. self (internal) - person vs. person

- person vs. society - person vs. environment - Use personal life examples to explain/describe the four types listed above

• Identifying conflict in literature (literary examples, discussion) - Teacher models identifying conflict in a short text and models writing on a

post-it note to tag places where the conflict occurs - Students will then continue to identify types of conflict in their independent

reading books with post-it notes • Support with evidence

- Teacher models writing evidence (events from text) on post-it (why is this a conflict?) - Students then support their post-its with evidence from text in their independent reading Texts

• Characterization - Teacher models reading of two short narrative texts (one about patriots and a

second on loyalists) to determine character traits - These readings will be through the lenses of character’s actions, effect on

others, and speech to pull out traits • Independent Reading

- Students will continue to identify conflicts, but now will also determine character traits of a main character

• Causes of the American Revolution (Road to Independence article) - Fact/Fluff/Thinking (worksheet; reinforcement of strategy to determine

important information during reading) - Notes from “Road to American Revolution” (chart describing acts) - Taxes Quick Write – Model and students complete: How Did taxes impact the lives of the colonists? In your answer share how taxes effected the everyday life of colonists and how

taxes effected the colonists’ opinions of the British. - Lack of representation (taxation without rep. article) Fact/Fluff/Thinking and quick write: The colonists had a conflict with the

society in which they lived. The British ruled and taxed the colonists without representation. Discuss a conflict you have experienced within our society. As you discuss your person vs. society conflict, be sure to: state what the conflict is and describe how it effects your life.

- Model and then students complete quick write - Describe three major causes of the American Revolution.

- Add to timeline

• Independent Reading Discussions - Students will be discussing in pairs or small groups (different books) on character traits and types of conflicts found

• Colonists Revolt (Patriot goals for revolt) - Public opinion changes – different perspectives (Loyalists vs. Patriots);

document analysis modeling and practice - Thomas Paine’s “Common Sense” - Patrick Henry primary source - Declaration of Independence - Paul Revere’s description of the Boston Massacre - Loyalists perspective – primary source documents - Model and then students complete quick write – Describe the loyalists point of

view on one of these events…(i.e. the Declaration of Independence or description of the Boston Massacre)

- Add to timeline • Key battle of the American Revolution (Saratoga, Lexington and Concord;

Washington, etc.) - Students create research poster on a specific battle and share via a gallery

walk - Research and gather visuals/information (computer lab?) - Complete note-taking form during gallery walk - Add to timeline

• Synthesizing identification of conflict and character traits - Students will individually organize their post-it notes into 4 categories: person vs. self, person vs. person, person vs. society and character traits for one of the books that they read. - Students will then create a timeline for each of the 4 categories

• Same book group discussions: - Students will compare timelines created individually and then compiling the agreed upon information onto one poster board - The students will then identify significant character changes - As a group the students will refer to their text to find reasons for the changes and record these changes on a different colored post-it note and place on the group’s timelines - A group graphic organizer will then be completed, by each student, to summarize character changes and reasons for the changes (with a max. of 3 characters)

• Text to Self connections - Students will individually complete the lower portion of the graphic organizer identifying a conflict that took place in their own lives and resulted in a change in

themselves - They will then finish with a summary statement on their own conflicts and their change

• (In class/Take home?) cause/effect essay - See summative evaluation

• Effects of the American Revolution - Treaty of Paris, Britain gives up claims, colonists’ independence - Inflation (colonies), declining economy (colonies), social classes redefined - Foundations for a new government (lead in to next unit) - Students move through stations focusing on each of the bullet points above

through readings and document analysis. Then students synthesize information to answer the following quick write: The effects of the American Revolution were both positive and negative. Explain one positive and one negative effect of the American Revolution. In your response, be sure to: identify one positive effect and give evidence supporting that it was positive; identify one negative effect and give evidence supporting that it was negative

- Add to timeline - Complete cause and effect chart using notes/information from cause and

effect lessons • DBQ – review document analysis; model and work as a whole group to construct

graphic organizer; complete essay • American Revolution Review Game construction and play • Unit Test

Unit Assessment(s):

• Quick writes • American Revolution Review Game

End of Unit Summative Evaluation

• (ELA) Written – Students will write a cause and effect essay • (SS) Written – Unit Test (multiple choice, short answer, and Constructed

Response Questions)

Unit: #4 US Constitution & Government Grade 7 Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

SS 1.1.2

-Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

SS 1.3.2

-Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

SS 1.3..3

Describe how ordinary people and famous historic figures in the local community, state, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

SS 1.4.1

Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability

SS 5.1.2

consider the nature and evolution of constitutional democracies

SS 5.1.1

analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs

SS 5.1.4

analyze the sources of a nation’s values as embodied in its constitution. statutes and important court cases

SS 5.2.1

understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices

SS 5.2.2

understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution

SS 5.2.3

compare and contrast the development and evolution of the constitutions of the United States and New York State

SS 5.2.4

define federalism and describe the powers granted the the national and state governments by the United States Constitution

SS 5.2.5

value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality

SS 5.2.6

understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority

SS 5.3.1

explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time

SS 5.3.2

discuss the role of an informed citizen in today’s changing world

SS 5.3.4

explain how Americans are citizens of their states and of the United States

ELA 7 R12

Use knowledge of structure, content, & vocabulary to understand text

ELA 7 R13

Compare & contrast info. from different sources

ELA 7 R18

Make inferences and draw conclusions based on explicit & implied info. (SS: expansion map)

ELA 7 R19

Apply thinking skills to interpret data, facts, & ideas from texts to define, classify, & infer

ELA 7 R23

Use text features such as headings, captions, titles, table of contents, & indexes to locate, understand, & interpret texts (PK and brainstorm)

ELA 7 R24

Locate needed information in a text

ELA 7 R26

Preview texts to assess content & organization to select texts useful for task (Citizenship)

ELA7W25

Use strategies such as note-taking, webbing, & mapping to organize writing (SS: citizenship)

ELA 7 W27

Use outlines & graphic organizers, such as semantic webs to plan reports

ELA7 W29

Adapt an organizational format, such as compare/contrast, appropriate for critical analysis & evaluation

ELA7W31

Use paragraphing to organize ideas & information

ELA7 W34

Use effective vocabulary in expository writing (SS: vocabulary terms/model sentences)

ELA7W35

State a main idea, theme, or opinion & provide supporting details

ELA7W38

Use at least 3 sources of info. with appropriate citations, to develop reports

ELA7W39

Cite sources in footnotes & bibliography using correct form

ELA7W40

Connect, compare, & contrast ideas & info. from multiply sources

ELA7 W41

Produce clear well organized & well developed explanations, reports, accounts, & directions that demonstrate understanding of a topic

ELA7 L3

Recall significant ideas & details

ELA7 L5

Listen to class lectures & small group/classroom discussions to comprehend & interpret text, & plan writing (SS: citizenship)

ELA7 L6

Listen to & follow multi step directions that provide info. about a task or assignment

ELA7 L8

Use note taking and graphic organizers to record & organize info. & ideas recalled from texts read aloud

ELA7 L11

Identify essential info. for note taking

7S1 S-Prepare & give presentations on informational topics ELA7 S2

S-Use courtesy, example: avoid sarcasm, ridicule, dominating the conversation and interrupting (SS: citizenship)

ELA7 S3

S-Present examples, definitions, & direct references to the text in support of ideas (Articles of Confederation)

ELA7 S4

S-Provide feedback by asking questions

ELA7 S5

S-Contribute to group discussions by offering comments to clarify ideas & information

ELA7 S6

S- Ask & respond to questions to clarify an opinion, judgment, or information (Articles of Confederation)

ELA7 S7

S-Express opinions or judgments about information, ideas, opinions, themes, & experiences

ELA7 S8

S-Connect, compare, & contrast ideas & information

ELA7 S10

S-Present interpretations & support them through specific references to the text

ELA7 S11

S-Explain social, historical, & cultural features of text

Major Concepts: - Change - Choices/Decision Making - Political Systems - Government - Power -Non-fiction text vs. fictional text (purpose)

-Persuasion -Research Essential Understandings: - The purpose of government. (serve the people) - The operation of the government. ( powers/responsibilities) - The structure of the government ( 3 branches, Bi cameral, House, Senate)) - The development of the government. Early forms to present: Dec. of Independence , Articles of Confederation, and Constitution. - Citizens roles/ rights in a democracy (Citizenship/ Bill of Rights) - Understand the relationships between federal, state, and local and compare the structure (Driver’s license age / Currency) - Rights guaranteed by the Constitution stemming from the Declaration of Independence. -Establish purpose for reading non-fiction text -Identifying and using text features -Identify a general idea and narrow it down for a more specific concept -Hypothesis the impact of changing a specific element (effects of adding amendments to Constitution) -Provide specific details to support decision -Effectively persuade an individual to agree with an opinion or view point Essential Questions: What were the strengths and weaknesses of the Articles of Confederation? How are the NYS Constitution and U.S. Constitution similar? What is the purpose of the U.S Constitution? What are the differences between federal and state powers? How does the separation of powers (3 branches of Govt.) promote the principles in the Constitution? Why is the Constitution a “living” document and how does it apply to our lives today? Essential S-VE Exit Behaviors: Social Responsibility Independent thinker & effective communicator Skills needed for mastery (& possible teaching strategies): Assessing Background Knowledge Essential Questions WWW Rating Chart Citizenship Test

Providing Background Information WWWs Map of expansion – U.S. 1783 A of Confederation (Cornell notes) Reading Comprehension -Citizenship- Magnet word for each paragraph & answer questions -Articles of Confederation-Cornell notes -Constitutional Convention-Cornell notes Non-Fiction Reading Log -see log -Confederation Weakens (teacher models) - VA plan/ NJ plan, 3/5 compromise. -3 Branches of government - Next day completed poster -Gallery walk to get information -Next day-Claim your powers activity Text Features -Texts feature activity Students examined texts and determined how they were set up, what was helpful about the set up (features) -Constitution Scavenger Hunt

- Chart weaknesses/ strengths of Govt. under Articles. Shay’s Rebellion Persuasive Writing/Argument -Completed note -short debate position on recess – to have or not -homework- paragraph on gum chewing -next day opposite response Inferring -Checks & Balances/Separation of Powers Graphic Organizer w/ partner determine checks- complete on flipchart -Levels of Government-sticky notes -Federal System Venn diagram showing the powers of National and State governments under Articles. w/ partner

- Venn Diagram comparing Articles, Constitution, and NYS Constitution

-Students responsible for one amendment (use frayer model) and become expert, share with others -Constitution Survey

- Amendment process - - reading articles and short responses - Why is the Constitution a “living” document? (Students will propose an

amendment and explain why it is needed and how it will benefit a democracy. Writing Process Review.

Assessment:

- Throughout Unit: Short Response Quizzes/HW - Activote Quiz - DBQ – amendments and how they change (mini-unit CRQs as warm-ups,

homework, etc - Mock Congressional Session

Key Terms: Compare Contrast Venn Diagram Non-fiction Fiction Primary source Secondary source Point of view Hyperbole Inference Judgment Biography Autobiography Style genre Delegate Convention Constitution Federalist Anti-federalist Confederation Amendment Separation of powers Checks and balances Ratify Bill of Rights Compromise federal

Unit: #5 Life in a New Nation Grade: 7 Performance Indicators to be mastered in this unit:

Num

ber

Performance Indicator

1.1.2 SS

-Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

1.3.1 SS

-Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents.

1.3.2 SS

-Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

1.3.3 SS

-Describe how ordinary people and famous historic figures in the local community, state, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents.

4.1.1 SS

-understand how people in the United States and throughout the world are both producers and consumers of goods and services

5.1.2 SS

-analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs

5.1.3 SS

-analyze the sources of a nation’s values as embodied in its constitution. statutes and important court cases

5.4.1 SS

respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint

5.4.2 SS

-participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems

R1 Select texts on the basis of personal choice/interest or teacher selected criteria from a variety of genres & authors

R3 Share reading experiences to build relationships with peers or adults R4 Compare motives of characters, causes of events, & importance of setting to

people, events & places in their own lives

R5 Interpret characters, plot, setting, using evidence from text R6 Interpret characters, plot, setting, theme, author’s purpose & dialogue, using

evidence from text R10 Distinguish between relevant and irrelevant info. R12 Use knowledge of structure, content, & vocabulary to understand text R13 Compare & contrast info. from different sources R19 Apply thinking skills to interpret data, facts, & ideas from texts to define,

classify, & infer R21 Formulate questions to be answered by reading text R22 Locate & use school/public library resources R23 Use text features such as headings, captions, titles, table of contents, &

indexes to locate, understand, & interpret texts R24 Locate needed information in a text R25 Use indexes to locate info. & glossaries to define terms R26 Preview texts to assess content & organization to select texts useful for task R31 Determine meaning of unfamiliar words using context clues, dictionary,

thesaurus, & structural analysis W2 Share writing & drawings with others W4 Develop a narrative using an organizational plan such as chronology W5 Establish a consistent point of view (1st or 3rd person) W4 Develop a narrative using an organizational plan such as chronology W5 Establish a consistent point of view (1st or 3rd person) W15 Support ideas with examples, definitions, analogies, & direct references to

text W16 Compare/contrast ideas & info. from 2 sources W20 Draw conclusions & provide reasons for the conclusions W23 Present clear analysis, using examples, details, & reasons from text W24 Include relevant & exclude irrelevant info. W25 Use strategies such as notetaking, webbing, & mapping to organize writing W26 Take research notes, using a note-taking process, W27 Use outlines & graphic organizers, such as semantic webs to plan reports W28 Independently use a variety of resources to support spelling W29 Adapt an organizational format, such as compare/contrast, appropriate for

critical analysis & evaluation W30 Identify an appropriate format for sharing info. w/ intended audience W31 Use paragraphing to organize ideas & information W32 Use paraphrasing W33 Use graphics such as graphs, charts & diagrams, to enhance communication of

info.

W34 Use effective vocabulary in expository writing W35 State a main idea, theme, or opinion & provide supporting details W38 Use at least 3 sources of info. with appropriate citations, to develop reports W39 Cite sources in footnotes & bibliography using correct form W40 Connect, compare, & contrast ideas & info. from mult. Sources W41 Produce clear well organized & well developed explanations, reports, accounts,

& directions that demonstrate understanding of a topic 7S3 S-Present examples, definitions, & direct references to the text in support

of ideas 7S4 S-Provide feedback by asking questions 7S5 S-Contribute to group discussions by offering comments to clarify ideas &

information 7S6 S- Ask & respond to questions to clarify an opinion, judgment, or information 7S7 S-Express opinions or judgments about information, ideas, opinions, themes, &

experiences 7S8 S-Connect, compare, & contrast ideas & information 7S10 S-Present interpretations & support them through specific references to the

text 7S11 S-Explain social, historical, & cultural features of text 7L1 Recognize social, historical, & cultural features in presentations of texts 7L2 Identify essential details for note taking 7L7 Participate as a listener in social conversation w/ 1 or more friends or

acquaintances 7L10 Identify missing or unclear information 7L12 Distinguish between relevant & irrelevant info. Major Concepts: - Places and Regions (Expansion) - Diversity/ Human Rights - Technology - Government Interdependence - Culture - Change - Environment/ Society -nonfiction research -note taking -historical fiction independent reading

Essential Understandings: - The development of Political Parties - The effects of expansion on U.S. history - Movement from an agrarian society to industrial methods - U.S. involvement in foreign affairs - The impact of Jacksonian democracy - The development of government dealing with economic, political and social issues in the new nation -how to take notes on significant information -compile notes into a textbook (nonfiction) format Essential Question(s):

• How do the beliefs of different people shape a nation & help to form political parties?

• What political, economic and social issues did the new nation face under the Constitution?

• What was Jacksonian Democracy? • What is Manifest Destiny and how did it effect the nation? • How did social and economic life change as the U.S. began to move from an

agrarian to an industrial society? Essential S-VE Exit Behavior: life long love of learning Skills needed for mastery (& possible teaching strategies): Background Knowledge -Essential Questions Novel Choice

- Timed reading - Quick writes when novel completed

Project Presentation PRE -Explanation -HWK –Read Monroe doctrine & identify 5 w’s -Model research index card activity -Model note taking- take highlighted and shorten to notes for cards -Review Text features & share template for chapter (m:drive) -Work cited fill in resource - Determining Important Information

a. Identify purpose for reading b. Identify important information in a text (based on the reader’s purpose)

c. Use text features as an aid in determining important information d. Review fact versus opinion (as needed)

During -Fact/fiction (worksheet) -Sort Index Cards (see flipchart) -Paraphrasing - Index cards to rough draft -leveled questioning (see flipchart) -Teacher revisions for content (students read novels) -Editing self- mechanics -Editing peer- read for clarification & mechanics -Publish final draft of individual chapters -Teachers pick best chapters & bind book - book signing party Reading Comprehension -Notes on Washington’s Precedents -Short Reading on Washington’s Presidency

* Exit activity: How did Washington leave a lasting effect on our nation and how it’s governed/ structured?

- Readings on Hamilton and Jefferson * Exit activity: Describe the differences between the two political parties. What party would you associate yourself with and why?

Listening Comprehension

- ESPN play by play – students take notes - “Duel at Dawn” Read aloud – students take notes - Using five senses students write news article as an eyewitness reporter - Share articles using inside/outside circle - show youtube video of milk commercial

Note taking from class textbook -Read Chapter on Political Parties -Notes on Political Parties: Democratic- Republicans and Federalists

* Assignment: Using notes on Political Parties -explain your position on one of the following issues National Bank, Tariffs, Alien and sedition Acts, view on Govt. and economy and interpretation of government. (responses should be 1 complete paragraph in length.)

-Read Chapter on Challenges to Federal Power -Notes chart/ short reading articles and questions on: Creation of National Bank,

Whiskey Rebellion, Alien Sedition acts ,McCulloch vs. Maryland. -Read Chapter on American Foreign Policy -Read Articles on Neutrality, Jay’s Treaty Embargo act, Monroe Doctrine

* Assignment- Short answer responses to open ended questions about Challenges to federal Govt. and Foreign Policy

- Read War of 1812 chapter. *students assigned a part of the war to research, compile the information and final copy with text and illustrations/graphics *museum walk of non-fiction displays *Notes on War of 1812 Cause / effect chart *summarize War of 1812: causes, events, & effects

- Read Powers of Judicial Branch Chapter (#6) - Reading (Edhelper) Powers of the Judicial Branch *students sort between significant and insignificant (fact vs fluff) highlighting with 2 colors * using significant information students create their own note using pictures, text, diagrams, or anything else that will be useful to communicate the information

-Assign articles to read for HWK -Notes: The Supreme Court Landmark Cases/ Short articles about each case.

Students in groups present info. in jigsaw format. * Marbury vs. Madison * Dred Scott vs. Sanford * McCulloch vs. Maryland * Plessy vs. Ferguson * Gibbons vs. Ogden

- Read chapter on Andrew Jackson *DBQ – part 1 (documents) and part 2 (outline) -Manifest Destiny *Frayer model after reading article *label territories on a map -Westward expansion

*who moved west – fill out graphic organizer using information from articles *how they moved west – railroad, steamboat, stage coach, wagon trains *Donner Party – students read article & discuss then literature response essay on character perspective (“what would you do if you were in that situation?” *Transcontinental Railroad – video *RAFT assignment

Independent Novel Discussions - theme, tone, point of view - in groups, students discuss one of the books they read and fill in graphic

organizer Mastery checks/culminating assessments:

• Exit/entrance task (with specified lessons) • Parallel Task containing multiple-choice questions, short answer, and essay

(connecting with essential question) • Identified homework assignments • Anecdotal evidence from independent practice elements of assignments