river dell regional school district american history grade ... · social studies grade 7 curriculum...

River Dell Regional School District

American History Grade Seven Curriculum

2019

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal

River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent of Curriculum and Instruction

Curriculum Committee Ms. Lisa Torres

Ms. Bernadette Bini Ms. Caitlin DuBois

Mr. Anthony Manderano

Ms. Rachel Wolczak

River Dell Regional School District 2 Social Studies Grade 7 Curriculum Approved October 22, 2019

Table of Contents

I. Course Synopsis Page 3

II. Philosophy & Rationale Page 3

III. Scope & Sequence Page 5

IV. Unit Descriptions Page 6

V. Curriculum Differentiation 3

Meets Mandate for Personal Financial Literacy in Grades 6-8


US HISTORY AND CIVICS 7

I. Course Synopsis

The program will integrate the study of the social, economic, and political problems of the early United States by starting with the framework of the American Revolution through the lead up to the Civil War. The course will concentrate on how citizens have interacted with the government of the United States throughout history. Students also will examine closely the foundational documents of our country and study the principles of civics as they apply to the individual rights of workers and voters, and the civil rights of African-Americans, women and other communities. Students will be encouraged to determine their role as a citizen in their community, country and world.

II. Philosophy and Rationale

The purpose of the social studies component in the 7th grade is to foster in students the knowledge and skills needed to make sense of current political and social issues and to provide a knowledge base in order to learn to contribute to national, state, and local decision-making through participatory citizenship. Among the anticipated objectives are the understanding of the growth of democratizing institutions in the present day United States and the students’ role in utilizing these democratic forces in the practice of responsible citizenship. The seventh-grade social studies curriculum is designed to integrate critical thinking and social reasoning by providing opportunities for speaking, reading, writing, and analyzing as tools for learning about America’s development. Themes/Units: 1. Revolution and the New Nation 2. The Constitution 3. Expansion and Reform 4. Government and Citizenship NJ Educational Mandates The core mission of the New Jersey Commission on Holocaust Education is to promote Holocaust education in the State of New Jersey. On a continual basis, the Commission shall survey the status of Holocaust Education; design, encourage and promote the implementation of Holocaust and genocide education and awareness; provide programs in New Jersey; and coordinate designated events that will provide appropriate memorialization of the Holocaust on a regular basis throughout the state. http://www.state.nj.us/njded/holocaust/aboutus/mandate.html The Amistad Bill (A1301), calls on ―New Jersey schools to incorporate African-American history into their Social Studies curriculum.‖ Passed by the New Jersey legislature in 2002, ―The Amistad Bill‖ created the Amistad Commission, a 22- member body charged with ensuring that the rich heritage and lessons of black America are fully represented and taught throughout the state’s classrooms. http://www.theamistadcommission.com/ Ten Thematic Strands of Social Studies I. Culture – A people’s way of life, language, customs, arts, belief systems, traditions,

http://www.state.nj.us/njded/holocaust/aboutus/mandate.html

http://www.theamistadcommission.com/


and how they evolve over time. II. Time, Continuity, and Change – The importance of understanding the past and key historical concepts, analytically and from various perspectives. III. People, Places, and Environments – The complex relationship between human beings and the environments within which they live and work. IV. Individual Development and Identity – The exploration of human behaviors as they relate to the development of personal identities and the various factors that impact identity formation. V. Individuals, Groups, and Institutions – The impact of educational, religious, social, and political groups and institutions and the integral roles they play in people’s lives. VI. Power, Authority, and Governance – The complex purposes and features of individuals and groups with respect to issues of power and government. VII. Production, Distribution, and Consumption – The role of resources, their production and use, technology, and trade on economic systems. VIII. Science, Technology, and Society – The significance of scientific discovery and technological change on people, the environment, and other systems. IX. Global Connections – The critical importance of knowledge and awareness of politics, economics, geography, and culture on a global scale. X. Civic Ideals and Practices – The understanding that civic ideals and participatory citizenship are central to democracy. For a complete explanation of the Ten Thematic Strands, go to www.socialstudies.org/standards/strand Central Themes A. Civics, Government, and Human Rights

o How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?

o How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

B. Geography, People, and the Environment

o How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?

C. Economics, Innovation, and Technology

o How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

o How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

http://www.socialstudies.org/standards/strand


D. History, Culture and Perspectives o How do our interpretations of past events inform our understanding of cause and

effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

o How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

III. Scope & Sequence Unit 1: Revolution and the New Nation (4-6 weeks)

o Major Concepts: The Enlightenment ideals and quest for independence that led to the Revolutionary War can be seen through the war movement and the ensuing attempts to form a free and just democracy. Independence was an inspired concept that would become the foundation of a new government, society and economic system. The colonists’ victory was possible due to the impacts of important leaders, African Americans and women.

Unit 2: The Constitution (4-6 weeks)

o Major Concepts: The Constitution encompassed the new nation’s conception of the responsibilities and limits of government as well as the rights of the citizens. Its basic tenets ensured checks and balances, federalism, and protection of individual rights.

Unit 3: Expansion and Reform (10-12 weeks) o Major Concepts: The United States expanded in territory and population in the

1800s. Implicit in this geographic expansion was a shaping of land management and international relations, economic policy, industry and innovation, and reform efforts in the face of a growing and changing nation. Of particular note are Manifest Destiny, the Louisiana Purchase, the impact of expansion on Native Americans, major technological developments, an increase in immigration, economic challenges, reform efforts, and resistance to slavery.

Unit 4: Government and Citizen (10-12 weeks) o Major Concepts: America is a country driven by its citizens, supported by a

representative government of the people and states’ interests. Bound to the Constitution and its principles, the three independent branches support, develop, and carry out the protection of civil rights and the rule of law in a dynamic nation while preserving states’ rights.


SOCIAL STUDIES GRADE 7 CURRICULUM

UNIT ONE: REVOLUTION AND THE NEW NATION

STATE STANDARDS NJSLS 6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. NJSLS 6.1.8.A.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. NJSLS 6.1.8.C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies. NJSLS 6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution. NJSLS 6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy. NJSLS 6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. NJSLS 6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution. NJSLS 6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war. NJSLS CRP1 Act as a responsible and contributing citizen and employee. NJSLS CRP2 Apply appropriate academic and technical skills. NJSLS CRP4 Communicate clearly and effectively and with reason. NJSLS CRP6 Demonstrate creativity and innovation. NJSLS CRP7 Employ valid and reliable research strategies. NJSLS CRP8 Utilize critical thinking to make sense of problems and persevere in solving them NJSLS CRP11 Use technology to enhance productivity. NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLS RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. NJSLS RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. NJSLS RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

http://www.corestandards.org/ELA-Literacy/RH/6-8/1/




NJSLS RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. NJSLS RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. NJSLS RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLS 9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay. NJSLS 9.1.8.A.6 Explain how income affects spending decisions. NJSLS 9.1.8.A.7 Explain the purpose of the payroll deduction process, taxable income, and employee benefits. NJSLS 9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personal financial needs and goals. NJSLS 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools

NJSLS 8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory

NJSLS 8.1.8.A.4 Graph and calculate data with a spread sheet and present a summary of the results

NJSLS 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve real world problems

NJSLS 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to find a solution and make an informed decision

BIG IDEAS/COMMON THREADS Governments that are perceived of as unfair or unresponsive will face resistance from the people that are governed by it. Representative democracies address many fundamental problems inherent to other forms of government but are imperfect themselves.

ENDURING UNDERSTANDING

Disputes over political authority and economic issues contributed to a movement for independence in the colonies. Independence was an inspired concept that would become the foundation of a new government, society and economic system. The Articles of Confederation created a central government so purposely weak that it was unable to address basic needs of the new nation. The new Constitution was created to address many of the flaws experienced in the 8 years following independence.

SUGGESTED ASSESSMENTS





• Multiple choice Tests/Quizzes

• Short answer quizzes

• Essays

• Unit specific projects

ESSENTIAL QUESTIONS

1. What were the ideals found in the Declaration of Independence? 2. What were the causes of the American Revolution? 3. How did George Washington’s leadership impact the course of the revolution? 4. What were the roles and perspectives of various marginalized groups including

African Americans, Native Americans and women during the American Revolution?

5. Which problems did the Articles of Confederation solve and create? 6. How does income impact spending? 7. What role do taxes play in how Americans view expendable income? 8. What is the meaning and purposes of taxes and tax deductions and why fees for

various benefits (e.g., medical benefits) are taken out of pay? 9. How does income affect spending decisions? 10. What is the purpose of payroll deduction process, taxable income, and employee

benefits? 11. What are the appropriate financial institutions to assist with meeting various

personal financial needs and goals?

LEARNING OBJECTIVES

Students will be able to...

• Identify the primary objections of the colonists leading to revolution.

• Understand the risks and disadvantages faced by the colonists in rebelling against Great Britain.

• Analyze the fundamental principles espoused in the Declaration of Independence.

• Recognize the roles of Thomas Jefferson, George Washington and other leaders in rallying the colonists to war and ultimately triumphing against a major world power.

• Explain the positions and contributions of marginalized groups during the revolutionary period.

• Describe the basic tenets of the Articles of Confederation and identify its central flaws.

SUGGESTED LEARNING ACTIVITIES

• Experiential Exercises (role playing, group problem solving, etc.)

• Graphic Organizers

• Pair and Share collaborative activities

• Presentations

SUGGESTED RESOURCES


• Text resources o History Alive! The United States through Industrialism online textbook o Primary source documents

• Online resources o QUIA o BrainPop

Modifications for IEP, ELL, G & T, and At Risk students

• Reading resources will be provided to accommodate different reading levels, as needed.

• Students will be given options on types of products that will show mastery of a specific skill, as needed

• Learning modules will contain learning resources, including but not limited to OneNote, videos, primary sources, PowerPoint and Movie-maker as needed.

• Tests will be modified as needed.



UNIT TWO: THE CONSTITUTION

STATE STANDARDS

NJSLS 6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. NJSLS 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. NJSLS 6.1.8.A.3.d Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government. NJSLS 6.1.8.B.3.b Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans. NJSLS CRP1 Act as a responsible and contributing citizen and employee. NJSLS CRP2 Apply appropriate academic and technical skills. NJSLS CRP4 Communicate clearly and effectively and with reason. NJSLS CRP6 Demonstrate creativity and innovation. NJSLS CRP7 Employ valid and reliable research strategies. NJSLS CRP8 Utilize critical thinking to make sense of problems and persevere in solving them NJSLS CRP11 Use technology to enhance productivity. NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLS RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. NJSLS RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. NJSLS RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). NJSLS RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. NJSLS RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. NJSLS RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.








NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLS 9.1.8.B.9 Determine the most appropriate use of various financial products and services (e.g., ATM, debit cards, credit cards, check books). NJSLS 9.1.8.B.10 Justify safeguarding personal information when using credit cards, banking electronically, or filing forms. NJSLS 9.1.8.C.9 Summarize the causes and consequences of personal bankruptcy. NJSLS 9.1.8.E.2 Identify personal information that should not be disclosed to others and the possible consequences of doing or not doing so. NJSLS 9.1.8.E.7 Evaluate how fraudulent activities impact consumers and justify the creation of consumer protection laws. NJSLS 9.1.8.E.8 Recognize the techniques and effects of deceptive advertising. NJSLS 9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay. NJSLS 9.1.8.A.6 Explain how income affects spending decisions. NJSLS 9.1.8.A.7 Explain the purpose of the payroll deduction process, taxable income, and employee benefits. NJSLS 9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personal financial needs and goals. NJSLS 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools





BIG IDEAS/COMMON THREADS The Constitution of the United States creates the framework for our government and sets forth the basic responsibilities and obligations of citizens and the government to each other.

ENDURING UNDERSTANDING The Constitution encompassed the new nation’s conception of the responsibilities and limits of government as well as the rights of citizens. The Constitution and its Amendments codified the ideas that human rights extends to all people and government gets its power from the people. The tenets of the Constitution developed from compromises among the states, balancing individual rights, governmental powers, special interests, states’ rights and the desire to achieve national cohesion.



• Multiple choice Tests/Quizzes


• Essays


ESSENTIAL QUESTIONS 1. What was the effectiveness of the fundamental principles of the Constitution in

establishing a federal government that allows for growth and change over time? 2. What role did compromise play in the creation and adoption of the Constitution

and the Bill of Rights? 3. What are the basic roles and function of the three branches of government? 4. Why was the Bill of Rights so important to the ratification of the Constitution and

its continued acceptance? 5. How did the Constitution solve the problems present in the articles of

Confederation? 6. What is the most appropriate use of various financial products and services (e.g.,

ATM, debit cards, credit cards, check books). 7. How can safeguarding personal information when using credit cards, banking

electronically, or filing forms be justified? 8. What are the causes and consequences of personal bankruptcy? 9. What is the personal information that should not be disclosed to others and the

possible consequences of doing or not doing so? 10. How do fraudulent activities impact consumers and justify the creation of

consumer protection laws? 11. What are the techniques and effects of deceptive advertising?

LEARNING OBJECTIVES Students will be able to...

• Describe the three branches of government and their relationship to one another.

• Explain the amendment processes set forth in the Constitution and consider the motivations underlying the mechanism.

• Understand the compromises employed to obtain ratification of the Constitution.

• Understand the basic rights protected by the Bill of Rights and recognize the reason for their inclusion.

• Determine the most appropriate use of various financial products and services (e.g., ATM, debit cards, credit cards, check books).

• Justify safeguarding personal information when using credit cards, banking electronically, or filing forms.

• Summarize the causes and consequences of personal bankruptcy.

• Identify personal information that should not be disclosed to others and the possible consequences of doing or not doing so.

• Evaluate how fraudulent activities impact consumers and justify the creation of consumer protection laws.

• Recognize the techniques and effects of deceptive advertising.


SUGGESTED LEARNING ACTIVITIES • Experiential Exercises (role playing, group problem solving, etc.)



• Presentations

SUGGESTED RESOURCES • Text resources

o History Alive! The United States through Industrialism online textbook o Primary source documents


Modifications for IEP, 504, ELL, G & T, and At Risk Students

• Reading resources will be provided to accommodate different reading levels, as needed.






UNIT THREE: EXPANSION AND REFORM

STATE STANDARDS NJSLS 6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period. NJSLS 6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. NJSLS 6.1.8.A.3.e Explain how and why constitutional civil liberties were impacted by acts of government (i.e., Alien and Sedition Acts) during the Early Republic. NJSLS 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government. NJSLS 6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States. NJSLS 6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Preamble of the Constitution. NJSLS 6.1.8.A.4.a Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. NJSLS 6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war. NJSLS 6.1.8 A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period.; NJSLS 6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. NJSLS 6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period. NJSLS CRP1 Act as a responsible and contributing citizen and employee. NJSLS CRP2 Apply appropriate academic and technical skills. NJSLS CRP4 Communicate clearly and effectively and with reason. NJSLS CRP6 Demonstrate creativity and innovation. NJSLS CRP7 Employ valid and reliable research strategies. NJSLS CRP8 Utilize critical thinking to make sense of problems and persevere in solving them NJSLS CRP11 Use technology to enhance productivity. NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLS RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.



NJSLS RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. NJSLS RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). NJSLS RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. NJSLS RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. NJSLS RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLS 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools





NJSLS 9.1.8.D.3 Differentiate among various investment options. NJSLS 9.1.8.D.4 Distinguish between income and investment growth. NJSLS 9.1.8.D.5 Explain the economic principle of supply and demand.

BIG IDEAS/COMMON THREADS Public policy shapes society in direct and indirect ways. Generally accepted views of the extent and nature of civil liberties and the proper role of government evolve over time. Americans have succeeded in creating reforms that have helped the country better meet the ideals of the Declaration of Independence and Constitution.

ENDURING UNDERSTANDING Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. An outgrowth of this expansion was the shaping of land management and international relations, economic policy, industry and innovation, and reform efforts in the face of a growing and changing nation. At this time, the reform movement worked to temper







social ills and usher in changes by advocating for temperance, tolerance, and humane treatment of a variety of groups of people in an ever growing and changing America.

SUGGESTED ASSESSMENTS • Multiple choice quizzes


• Essays


ESSENTIAL QUESTIONS

1. Were the ideals of the Declaration of Independence met for all Americans in the first half of the 19th Century?

2. To what extent were the fundamental principles of the Constitution effective in creating a flexible and effective federal government?

3. How were civil liberties impacted by the government during the Early Republic? 4. Why were political parties formed and how did they evolve? 5. To what extent did George Washington shape the office of the Presidency? 6. Were the early administrations effective in meeting the goals of the Preamble of

the Constitution? 7. What was the nation’s role in global affairs in the Early Republic? 8. What was the impact of Manifest Destiny on federal policy and economic growth? 9. What was the impact of the Louisiana Purchase? 10. How did voting rights change and expand during the Jacksonian period? 11. What movements existed to address social problems and injustices in the

Antebellum period? 12. What are the various investment options? 13. What is the difference between income and investment growth? 14. What is the economic principle of supply and demand?

LEARNING OBJECTIVES Students will be able to...

• Explain the extent to which the ideals of the Declaration of Independence were met for marginalized groups.

• Assess whether the Constitution succeeded in creating a flexible and effective federal government.

• Describe the pressures that led to the emergence of political parties and the fundamental views held by the earliest parties in the Republic.

• Identify the choices George Washington made that had lasting impact on the role of the American President.

• Explain the extent to which the ideals of the Preamble to the Constitution were met by the early administrations.

• Describe the underlying foreign policy theories and decisions that led to American relationships with other nations.

• Explain the impact of Manifest Destiny and Westward Expansion on federal policy and economic growth.


• Identify the changes in voting rights experienced during the Jacksonian period.

• Describe efforts at reform undertaken during the Antebellum period.

• Differentiate among various investment options.

• Distinguish between income and investment growth.

• Explain the economic principle of supply and demand.

DIFFERENTIATED LEARNING OBJECTIVES

• Determine whether the Declaration of Independence and Preamble were achieved

• Determine key causes of the rise in political parties

• Understand the rise of our domestic and foreign policy of the times

• Understand Manifest Destiny

• Understand how all people were not treated equally • Understand the character traits of Andrew Jackson

SUGGESTED LEARNING ACTIVITIES • Experiential Exercises



• Presentations (role playing, group problem solving, etc.)

DIFFERENTIATED LEARNING ACTIVITIES

• Skits on westward expansion

• Group work to nominate one man as the first of five presidents; to use multiple intelligences to produce an ad campaign to get elected

• Manifest Destiny Project related to crisis in Venezuela

• Presentation of content through multiple sensory modalities • Selection of projects based on personal interest

• Opportunities to retake assessments

• Leveled reading




DIFFERENTIATED RESOURCES

• Achieve 3000

• Newsela


Modifications for IEP, 504, ELL, G & T, and At Risk Students • Reading resources will be provided to accommodate different reading levels, as

needed.




Inhumanity/Civil Rights Included are studies of the women’s rights, anti-slavery movements of the Progressive Period, as well as the treatment of Native Americans at various points in history



UNIT FOUR: GOVERNMENT AND CITIZEN

STATE STANDARDS

NJSLS 6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time. NJSLS 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of federal government. NJSLS 6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues. NJSLS 6.1.8.A.14.b Analyze how the Supreme Court has interpreted the Constitution to define the rights of the individual, and evaluate the impact on public policies; NJSLS 6.1.8.A.14.d Analyze the conflicting ideologies and actions of political parties regarding spending priorities, the role of government in the economy, and social reforms. NJSLS 6.1.8.A.14.e Evaluate the effectiveness and fairness of the process by which national, state, and local officials are elected and vote on issues of public concern. NJSLS 6.3.8.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling). NJSLS CRP1 Act as a responsible and contributing citizen and employee. NJSLS CRP2 Apply appropriate academic and technical skills. NJSLS CRP4 Communicate clearly and effectively and with reason. NJSLS CRP6 Demonstrate creativity and innovation. NJSLS CRP7 Employ valid and reliable research strategies. NJSLS CRP8 Utilize critical thinking to make sense of problems and persevere in solving them NJSLS CRP11 Use technology to enhance productivity. NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLS RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. NJSLS RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. NJSLS RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). NJSLS RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. NJSLS RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.







NJSLS RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NJSLS 9.1.8.B.5 Explain the effect of the economy on personal income, individual and family security and consumer decisions. NJSLS 9.1.8.C.6 Determine ways to leverage debt beneficially. NJSLS 9.1.8.C.7 Determine potential consequences of using “easy access” credit (e.g., using a line of credit vs. obtaining a loan for a specific purpose). NJSLS 9.1.8.C.8 Explain the purpose of a credit score and credit record and summarize borrowers’ credit report rights. NJSLS 9.1.8.C.10 Determine when there is a need to seek credit counseling and appropriate times to utilize it. NJSLS 9.1.8.D.1 Determine how saving contributes to financial well-being. NJSLS 9.1.8.D.2 Differentiate among various savings tools and how to use them most effectively. NJSLS 9.1.8.F.3 Relate the impact of business, government, and consumer fiscal responsibility to the economy and to personal finance. NJSLS 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools





BIG IDEAS/COMMON THREADS

America is a country driven by its citizens, supported by a representative government of the people and states’ interests. Bound to the Constitution and its principles, the three independent branches support, develop, and carry out civil rights and the rule of law in a dynamic nation while preserving states’ rights.

ENDURING UNDERSTANDING

The United Sates Constitution lays the foundations for the relationships between the government and its citizens. Despite the governmental structure and boundaries outlined in the Constitution, its interpretation has led to contention among states and



citizens. In order to maintain a healthy and vibrant democracy, citizens must be actively engaged in the continuing evolution and habilitation of their government.


• Multiple choice quizzes


• Essays


ESSENTIAL QUESTIONS 1. Has the Constitution established a flexible and effective federal government? 2. What are the roles of political parties within our two-party system? 3. How does the Constitution apply to daily life? 4. What are some Supreme Court decisions that have defined individual rights and

the reach of government? 5. What are the major positions of the current major political parties? 6. In a democracy, to what extent does government have the power to limit or

extend voting rights? 7. What role should the government play in creating social, cultural, and economic

change? 8. What are the challenges of balancing security and freedom? 9. Is fairness, equality, and justice for all achievable? 10. What is the effect of the economy on personal income, individual and family

security and consumer decisions? 11. How can debt be leveraged beneficially? 12. What are potential consequences of using “easy access” credit (e.g., using a line

of credit vs. obtaining a loan for a specific purpose)? 13. What is the purpose of a credit score and credit record and summarize

borrowers’ credit report rights? 14. When is there a need to seek credit counseling and appropriate times to utilize

it? 15. How does saving contributes to financial well-being. 16. What are the various savings tools and how to use them most effectively? 17. How is the impact of business, government, and consumer fiscal responsibility

related to the economy and to personal finance?

LEARNING OBJECTIVES

Students will be able to...

• Evaluate whether the Constitution has succeeded in creating a flexible and effective federal government.

• Identify various ways the two major political parties exert control over the federal government.

• Understand ways the Constitution effects them personally, including a basic understanding of the rights protected by the Bill of Rights.


• Contrast fundamental philosophies and positions of the two current major political parties.

• Explain ongoing controversies over the limits of voting within our democracy.

• Understand multiple views on the role of government in creating social, cultural and economic change.

• Understand the basic ideas of security, freedom, fairness, equality and justice, and explain the ways in which they sometimes conflict.

• Explain the need for an informed, involved citizenship in monitoring and being active in government.

• Explain the effect of the economy on personal income, individual and family security and consumer decisions.

• Determine ways to leverage debt beneficially.

• Determine potential consequences of using “easy access” credit (e.g., using a line of credit vs. obtaining a loan for a specific purpose).

• Explain the purpose of a credit score and credit record and summarize borrowers’ credit report rights.

• Determine when there is a need to seek credit counseling and appropriate times to utilize it.

• Determine how saving contributes to financial well-being.

• Differentiate among various savings tools and how to use them most effectively.

• Relate the impact of business, government, and consumer fiscal responsibility to the economy and to personal finance.

SUGGESTED LEARNING ACTIVITIES • Experiential Exercises (role playing, group problem solving, etc.)



• Presentations




Modifications for IEP, 504, ELL, G & T, and At-Risk Students • Reading resources will be provided to accommodate different reading levels, as

needed.





V. Curriculum Differentiation Examples of MODIFICATIONS and Differentiation

Sample Differentiation Strategies and Techniques that apply to Social Studies Sample Resources:

• CanDo Descriptors - https://www.wida.us/STANDARDS/CAN_DOs/

• Colorin Colorado - http://www.colorincolorado.org/educators/

• WIDA - https://www.wida.us/ For English Language Learners Please refer to the following link-http://www.state.nj.us/education/modelcurriculum/ela/ELLSupport.pdf as mentioned on the NJDOE website.

https://www.wida.us/standards/CAN_DOs/

http://www.colorincolorado.org/educators/

https://www.wida.us/

river dell regional school district american history grade ... · social studies grade 7 curriculum...

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