Global Studies: Grade 7 Des Moines Public Schools

2017-18 CURRICULUM GUIDE

The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Assessments and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.

Patterson Revision

7th Grade Global Studies

Schools: Brody, Callanan, Goodrell, Harding, Hiatt, Hoyt, McCombs, Meredith, Merrill, Weeks

Students will explore people, places, and environments in this country and in different regions of the world; with an emphasis on Africa, Asia and Oceania. As students progress through each unit they will respond to an essential question that will drive their learning. Students will take authentic roles and work collaboratively, as well as independently, to acquire the knowledge and skills to develop answers to big questions. This approach relies on a student-centered learning approach and culminates in a product demonstrating a student’s learning.

Students will review how to use maps and other geographic tools to acquire, process, and report information. Instructional time in each of the units will emphasize physical and human characteristics, history, and culture. Students will also learn to evaluate issues specific to each region of study.

Language needs to be added about changes to thematic course, above description is a suggestion, and accompanying rationale

Link to Course Resources: http://socialstudies.dmschools.org/7th-global-st.html

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Unit Content and Skill Standards

Content Topics Unit Content and Skill Standards

Content Topics

Unit 1Colonization in Sub-Saharan Africa8 weeks

Iowa Core Standards6-8.G.1, 6-8.H.1, 6-8.H.7

Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.1, RH.6-8.2, RH.6-8.7, WH. 6-8.2

Geographic Applications (Geography)

Chronology & Consequence (History)

Summary of a Source (Investigating)

Using information from different sources (Thinking Critically)

Writing informative and explanatory text (Communication)

Unit 4 Social Structures in Central and South Asia6 weeks

Iowa Core Standards6-8.E.1, 6-8.E.2, 6-8.E.7

Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.6, RH.6-8.7, WH.6-8.2

Individual and the Economy (Economics)

Investigating Thinking Critically Communication

Unit 2 North Africa4 weeks

Iowa Core Standards6-8.G.2, 6-8.G.3, 6-8.G.4

Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.1, RH.6-8.2, RH.6-8.7, WH. 6-8.2

Geographic Analysis (Geography)

Investigating Thinking Critically Communication

Unit 5 Economics in East Asia6 weeks

Iowa Core Standards6-8.E.3, 6-8.E.4, 6-8.E.5, 6-8.E.6

Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.6, RH.6-8.7, WH.6-8.2

Economic Interdependence (Economics)

Investigating Thinking Critically Communication

Unit 3 Religion in Southwest Asia4 weeks

Iowa Core Standards6-8.BS.1, 6-8.BS.5, 6-8.BS.6Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.1, RH.6-8.2, RH.6-8.7, WH. 6-8.2

Issues in Society (Behavioral Science)

Investigating Thinking Critically Communication

Unit 6Internationalism in Southeast Asia and Oceania6 weeks

Iowa Core Standards6-8.PSCL.7, 6-8.PSCL.8

Common Core English/Language Arts Standards in History and Social ScienceRH.6-8.4, RH.6-8.6, RH.6-8.7, WH.6-8.2

Internationalism (Civics/Government)

Investigating Thinking Critically Communication

This page needs to be revised. We are no longer just teaching regions of the world.

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Literacy Scales

Topic 2 3 4

Investigating (Summary of a

Source)

Demonstrates the ability to use evidence to identify the main idea.

Demonstrates the ability to describe specific evidence and determine the main idea(s) of a source by providing an accurate summary.

In addition to meeting the learning goal, the response demonstrates the ability to analyze the historical significance of the source as related to the concept(s).

Thinking Critically

(Using Information from Sources)

Creates a product by using visual information with other information in print text, but fails to meet the learning goal in one or more ways: lacks connection between sources used, sources are copy/pasted, sources may not be relevant, or sources are inaccurately interpreted.

Creates a product by integrating visual information (i.e. charts, graphs, maps, etc.) with other information in print text by clearly showing connections between them. Product created uses a variety of relevant sources and makes reference to each source used.

In addition to meeting the learning goal, the product created includes the use of content-specific vocabulary, uses a variety of relevant sources, and makes real world connections to create the new product.

Communication (Writing

Informative Text)

Writes informative text. .

A level 2 writing sample fails to meet the learning goal in one or more areas: -Introduction -Organization -Use of evidence -Conclusion

*A level 1.5 writing sample fails to meet the learning goal in two areas.*A level 1 writing sample fails to meet the learning goal in all areas, but a valid attempt was made by the student.

Write informative text.

-Introduce a topic clearly (a sentence or a paragraph).

-Organize information clearly (chronologically, logically, thematically, etc.).

-Develop a topic with relevant facts, definitions, details, and examples; use content-related vocabulary.

-Provide a concluding statement (a sentence or a paragraph).

Writing informative text that demonstrates a depth of knowledge by going above and beyond the learning goal.

-Organizes information clearly (chronologically, thematically, etc.) with strong transitions.

-Deeply develops a topic with many relevant facts, definitions, details, and examples; uses an extended vocabulary.

-Provide analysis of evidence and support for topic.

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Geography - Thematic Concept Scale

Geography7.21 Explain how and why people move from one part of the world to another and why communities exchange goods and ideas.7.23 Explain how people live in certain areas in the world and how they try to change their environment to better suit their needs.

Boot Camp/Sub Africa SuggestionTopic 2 3 4

GeographyBasic knowledge/skill such as:Identify physical, political, and thematic maps.

Analyze information and data using different types of maps.

Given different types of maps, explain how the maps provide different types of information and the significance of the information provided.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Use a specific map to draw conclusions about an area/place.

North Africa SuggestionTopic 2 3 4

GeographyBasic knowledge such as:-identify and define physical features-identify the importance of physical features in region (Nile, Suez Canal, Aswan Dam, Mediterranean Sea)-define scarcity-define natural resources

Explain how physical features allowed societies to emerge in North Africa and have facilitated movement within the region.

Explain, with examples, why North Africans try to modify their physical environment.

Describe why Sub-Saharan Africa and North Africa are two different regions.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Think of an area that is modified by human interaction. Do the benefits outweigh the risks? Evaluate the situation by explaining the pros and cons (i.e. Aswan Dam).

Potential Units - Scarcity in North Africa-Water Resources-Energy Resources-Migration

- Adapting to water scarcity in China, Western US, North Africa, Israel-Push/Pull Factors for Migration-Syrian Civil War-Refugee Crisis

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Geography - Resources

Example of Enduring Understandings Suggested Texts and Resources

Students will understand the ways in which the physical geography of a place influences culture. Human-environment interaction is an overarching theme for exploration in this unit. Ultimately, students will understand how geographic and human characteristics create culture and define regions. Students analyze the ways in which land, water, climate, and vegetation influence culture in the region. Students will explore the relationships people have with the resources create connections and conflict within and between regions.

World Studies: AfricaPages: 35, 39 (Nile)Pages: 43, 46 (trade and conquest)Pages: 46, 48, 80, 81, 94, 103, 111, 169 (Islam)Pages: 152-154, 238 (desertification)

Chapter 2: Africa: Shaped by Its HistoryChapter 3: Culture of Africa -The Cultures of North Africa 78-83Chapter 4: North Africa -Egypt 110-117 -Algeria 118-122

DBQ ProjectDBQ: How did the Nile shape Ancient Egypt?DBQ: Mansa Musa's Hajj: A Personal Journal

Achieve 3000 Articles (available via weebly)NBC Learn Unit 2 Trade in North Africa Resources

Heartland AEA ResourcesLearn 360: http://www.learn360.com/index.aspxNetTrekker: http://school.nettrekker.comNewsela: http://newsela.com/Culture Grams: http://online.culturegrams.com/

Link to “Curriculum 101” Office Mix: https://mix.office.com/watch/9ysu2fefi3oh

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History - Thematic Concept Scale

History7.24, 7.26 Explain how events in the past have changed a country.7.25 Explain how peoples’ views and beliefs have changed over time.

Sub-Saharan Africa SuggestionTopic 2 3 4

History Basic knowledge/skill such as:cause and effectSpecific vocabulary such as:colonization, apartheid, nationalism

Explain, with two examples, the impact of colonization on Sub-Saharan Africa.

Analyze how nationalism helped create change in a country.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Analyze how present day Sub-Saharan Africa has been determined by its historical past.

Potential Units -Imperialism and Sub-Saharan Africa

-Industrial Revolution led to colonizationIndustrialization – Globalization

-Habitat Preservation

-Changing landscape of Israel and Palestine

-Cultural Revolution in China-China’s One-Child Policy- Attitudes toward communism and capitalism in America (Red Scare Simulation)

Space Race – Sputnik Launch and everything after (education, technology, impact on USSR)

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History - Resources

Example of Enduring Understandings Suggested Texts and Resources

Africa as a continent continues to be influenced by its past. Understanding the motives for and effects of colonization in Sub-Saharan Africa help students understand both the past and the present. The region of Sub-Saharan Africa has a wealth of history to be explored. Students discover what motivated Europeans to explore the African continent, how the slave trade developed, and the methods used by Europeans to colonize regions of Africa. Students learn about change over time and think about how colonization has shaped the lives of people, the economy, and systems of government in Sub-Saharan Africa.

World Studies: AfricaPhysical Geography: 8-23Culture: 97-100

Chapter 5: West AfricaChapter 6: East AfricaChapter 7: Central and Southern Africa-Democratic Republic of Congo: 200-205-South Africa: 208-212

DBQ ProjectDBQ: What Was the Driving Force Behind European Imperialism in Africa?DBQ: What Drove the Sugar Trade?DBQ: How Did Colonialism Affect Kenya?

NBC Learn Unit 1 Colonization in Sub-Saharan Africa ResourcesNBC Learn Sub-Saharan Africa Collection

Achieve 3000 Articles (available via weebly)Guns, Germs, and Steel (preview first)

Heartland AEA ResourcesLearn 360: http://www.learn360.com/index.aspxNetTrekker: http://school.nettrekker.comNewsela: http://newsela.com/Culture Grams: http://online.culturegrams.com/

Link to “Curriculum 101” Office Mix: https://mix.office.com/watch/9ysu2fefi3oh

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Behavioral Science - Thematic Concept Scale

Behavioral Science (Human Behavior):7.13 Explain what causes people to think and behave in the way that they do.7.14 Examine the causes of inequality within a society.

Middle East SuggestionTopic 2 3 4

Behavioral Science(Human

Behavior)

Basic knowledge of concepts:-the three major religions: Judaism, Christianity, Islam-identify conflict between Israelis and PalestiniansBasic vocabulary such as:-culture, religion, identity, extremism, median income

Analyze the similarities and differences between the three major religions (Judaism, Christianity, and Islam).

Generalize how a person’s identity (gender, ethnicity, nationality, religion) shapes a person’s view on current issues (Israeli/Palestine, ISIS, women’s rights, etc.).

Analyze data to show an understanding of ethnic and religious groups in the region.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Create a proposal that establishes a permanent border between Palestine and Israel. Explain the compromise that each side has to agree to for this compromise to be successful.

Potential Units - The Middle East – belief systems and conflict-Standard of Living-Health

- Terrorism-21st Century Global Conflict (all standards)

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Behavioral Science (Human Behavior) - Resources

Example of Enduring Understandings Suggested Texts and Resources

The theme in this unit is the exploration of conflict. Conflict emerges when people hold strongly to belief systems, often leaving no room for compromise. Through conflict students analyze the changing (and often unchanging) nature of society. Students learn about and discuss historical and current social issues while examining different perspectives and strategies to manage conflict.

Using the region of Southwest Asia as a vehicle for study, students discuss three of the world’s great religions: Judaism, Christianity, and Islam. Students examine the different ethnic groups and religions in Southwest Asia while making connections to the unit theme (conflict).

World Studies: Asia and the PacificChapter 2 Geography: South, Southwest, and Central Asia 35-43Chapter 5 Culture: South, Southwest, and Central Asia 103-111Chapter 8 Countries: South, Southwest, and Central Asia -Israel 195-199 -Saudi Arabia 200-207

DBQ ProjectDBQ: Hammurabi's Code: Was It Just?DBQ: How Great Was Alexander the Great?DBQ: Why Did Christianity Take Hold in the Ancient World?DBQ: Why Did Islam Spread So Quickly?

Achieve 3000 Articles (available via weebly)NBC Learn Unit 3 Religion in Southwest Asia ResourcesNBC Learn Middle East and North Africa Collection

Heartland AEA ResourcesLearn 360: http://www.learn360.com/index.aspxNewsela: http://newsela.com/Culture Grams: http://online.culturegrams.com/United Nations: Model UN http://www.nmun.org/

Link to “Curriculum 101” Office Mix: https://mix.office.com/watch/9ysu2fefi3oh

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Economics - Thematic Concept Scale

Economics:7.18 Evaluate how economic choices impact individuals, businesses, and society.7.19 Explain how supply and demand impacts standard of living.7.20 Research how countries relationships impact trade.7.22 Explain the importance of natural resources and why different countries trade with each other.

South Asia SuggestionTopic 2 3 4

EconomicsBasic knowledge such as:-define caste, the caste system (ethnic groups, economic standing), microloans, foreign aid, affirmative action, standard of living Basic vocabulary such as:-GDP per capita, scarcity, social mobility, financial inequality, developed countries, developing countries

Explain, with examples, how South Asian history has created inequalities in different communities.

Evaluate the effectiveness of microloans, foreign aid, and affirmative action in increasing social mobility and decreasing social inequalities.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Can we really eradicate poverty?

East Asia SuggestionTopic 2 3 4

EconomicsSpecific vocabulary such as:democracy, capitalism, socialism, mixed economy, communism, and command economy

Evaluate, with examples, why some East Asian countries turn to communism.

Explain, using examples, why China failed to develop economically under the leadership of Chairman Mao. Evaluate how a capitalist country (i.e. Taiwan) increased their standard of living.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: Take a position on the economic system of both North Korea and South Korea.

Potential Units - Afghanistan’s opium-India’s population growth and economy-East Asia’s economy-Pollution-Climate Change-Population Growth

- Cote d’Ivoire-Japan and Pearl Harbor-Cuba and United States-North Korea/South Korea-Qatar/Yemen (World Cup)-Standard of Living

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Economics - Resources

Example of Enduring Understandings Suggested Texts and Resources

The time and place in which a person lives influences perspective and identity. There are often factors outside of an individual’s control (natural disaster, initial social class, where one is born, etc.) which influence future economic opportunities. In this unit, students explore an interesting question: Is one’s future determined at birth? Using South and Central Asia as a region of study, students will understand scarcity, economic trade-offs, and how economic conditions impact people’s lives.

Do certain economic and political systems promote economic growth, while others do not? Why are some countries wealthier than others? Why does income disparity exist and what can be done about the gaps?

In this unit, students explore both economic and political systems. Using East Asia as a vehicle for study, students analyze economic systems. North Korea, China, South Korea, Japan, and Taiwan provide interesting opportunities for students to grapple with economic strengths and challenges in each of these nations.

World Studies: Asia and the PacificChapter 2 Physical Geography: East Asia 8-26Chapter 4 History and Culture: East Asia 76-91Chapter 8 Countries: East Asia -China 148-153 -Japan 154-161 -the Koreas 162-166Chapter 5 Cultures: South, Southwest, and Central Asia 96-102, 112-116Chapter 8 Countries: South, Southwest, and Central Asia -India 184-189 -Pakistan 190-194

DBQ ProjectDBQ: The Great Wall of Ancient China: DBQ: Did the Benefits Outweigh the Costs?DBQ: The Silk Road: Recording the JourneyDBQ: Samurai and Knights: Were the Similarities Greater Than the Differences?DBQ: Should We Celebrate the Voyages of Zheng He?DBQ: China's One Child Policy: Was It a Good Idea?DBQ: The Mongols: How Barbaric Were the "Barbarians"?DBQ: Asoka: Ruthless Conqueror or Enlightened Ruler?DBQ: What Made Gandhi's Nonviolent Movement Work?

Achieve 3000 Articles (available via weebly)Inside Korea (YouTube)

NBC Learn Unit 5 Economics in East Asia Resources

Heartland AEA ResourcesLearn 360: http://www.learn360.com/index.aspxBritannica Online: http://www.school.eb.com/Culture Grams: http://online.culturegrams.com/Economic Freedom Index: http://www.heritage.org/index/

Link to “Curriculum 101” Office Mix: https://mix.office.com/watch/9ysu2fefi3oh

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Civics - Thematic Concept Scale

Civics:7.15. Explain how individuals and groups can affect global change.7.16. Examine the role of laws, treaties, and international agreements in solving global issues.7.17. Describe how different groups shape people’s lives.7.27 Analyze Iowa’s role in contemporary (current) global issues.

Southeast Asia SuggestionTopic 2 3 4

CivicsBasic vocabulary such as:-human rights, globalization

Evaluate, with example, how different countries treat their citizens when it comes to human rights.

Make and defend the role the United States should take in world affairs when it comes to human rights.

In addition to meeting the learning goal, the student demonstrates in-depth inferences and applications that go beyond the goal. Example: In an era of globalizations, should the United States trade with countries that have a history of human rights violations?

Potential Units -Human Rights -Climate Change-Habitat Preservation-Pollution

- Habitat preservation – attach to Iowa: urbanization-Iowa’s refugee program

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Civics - Resources

Example of Enduring Understandings Suggested Texts and Resources

What role does the United States play in contributing to the human rights offenses through our economic decisions?Students explore the ways in which political institutions influence the rights in various communities. Students will analyze the different ways human rights are interpreted and the conditions in which people live and work. Southeast Asia is the region of focus for the learning, as it provides us with many current social realities for focused conversation.

World Studies: Asia and the PacificChapter 2 Physical Geography: Southeast Asia and the Pacific Region 54-60, 61-72

Chapter 5 Cultures: Southeast Asia and the Pacific Region 122-129, 130-134

Chapter 8 Countries: Southeast Asia and Pacific Region -Vietnam 230-237 -Australia 238-242

Achieve 3000 Articles (available via weebly)

NBC Learn Unit 6 SE Asia/Oceania Resources

DBQ ProjectDBQ: Should the U.S. take over the Philippines?

Heartland AEA ResourcesLearn 360: http://www.learn360.com/index.aspxBritannica Online: http://www.school.eb.com/Culture Grams: http://online.culturegrams.com/Planet Money Makes a T-Shirt: http://apps.npr.org/tshirt/#/titleI Witness VietnamUniversal Declaration of Human Rights www.youthforhumanrights.org (film clip)“A Brave and Startling Truth” (poem) by Maya Angelou

Link to “Curriculum 101” Office Mix: https://mix.office.com/watch/9ysu2fefi3oh

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