randolph township school district · the randolph township school district ensures that the...

1

Randolph Township Schools Randolph Middle School

Grade Seven Social Studies:

Civics and World Geography Curriculum

“A passive and ignorant citizenry will never create a sustainable world.” Andrew Gaines

Department of Humanities Lisa DiAgostino, Supervisor

Curriculum Committee

Jacqueline Fik Stephanie Gregory

Young-Sil Park Dawn Rauth

Rich Sackerman

Curriculum revised August 2015

Board approval date September 8, 2015

2

Randolph Township Schools Department of Humanities

Seventh Grade Civics and World Geography

Table of Contents

Section Page Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 6 Appendix A 37

3

Randolph Township Schools

Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.

.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

4

RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS

VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: • The needs of the child come first. • Mutual respect and trust are the cornerstones of a learning community. • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and

Board of Education members. • A successful learning community communicates honestly and openly in a non-threatening environment. • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those

needs in professional and supportive ways. • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires

review and revision based on evolving research, practices and experiences. x Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth.

5

Randolph Township Schools Department of Humanities


Introduction

The seventh grade social studies program is a dual curriculum of United States civics instruction and world geography studies.

Students expand on their understanding of democracy and civic participation that are introduced in sixth grade, exploring in

more detail the structure of government and their rights and responsibilities as United States citizens. Students will apply their

understanding of active domestic citizenship as they study world geography from the perspective of being citizens of the

world. The major themes of geography will frame that study and include the diversity of customs and traditions, as well as

economic and social aspects of the people of the world. Students will develop an understanding of the vital role geography

plays in the development of nations and regions. This course will be guided by the New Jersey Core Curriculum Content

Standards in the Social Studies, the Common Core Standards for Literacy in History/Social Studies, and the standards and

goals established by the Randolph Township Board of Education.

6

RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart


SUGGESTED TIME ALLOTMENT UNIT NUMBER CONTENT - UNIT OF STUDY

5 weeks I Civics: Citizenship & Government in Our Lives 4 weeks II Civics: The Foundations of Government 3 weeks III Civics: Elections in the United States

(Flexibly scheduled unit based on the current election cycle) 8 weeks IV Civics: The Constitution 4 weeks V Geography: Tools of Geography

Economic Indicators Electronic Mapping

7 weeks VI Geography: Population Patterns 2 weeks VII Geography: Methods of Adaptation 4 weeks VIII Geography: Natural Resources and Consumption 3 weeks IX Geography: Global Awareness and Problem Solving

7

RANDOLPH TOWNSHIP SCHOOL DISTRICT CIVICS

Unit I: Citizenship & Government in Our Lives

TRANSFER: Students will be able to exemplify the characteristics of effective citizenship through active involvement in their school community.

GOALS: NJCCCS: 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. 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 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 CCSS for Literacy if History/Social Studies RH.6-8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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 RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

Effective democracy is based upon citizen involvement and an awareness of the government in their daily lives.

x What is citizenship?

x What are ways that citizens can get involved in the political process?

The United States government provides a framework of services and laws for the American people.

x What is the purpose of government?

x How are citizens impacted by the government on a daily basis?

American citizens have certain rights, privileges, and responsibilities.

x What are the responsibilities of being an American citizen?

Immigrants have brought their unique cultures to the United States, and their way of life is constantly mixing with and influencing the culture of America.

x What are the core values of American democracy?

KNOWLEDGE

SKILLS

Students will know: The government agencies impact the lives of citizens in multiple ways, including administering law, providing services and insuring freedoms. Being an effective citizen requires voting, expressing opinions, respecting divergent thinking, and being informed on key issues.

Students will be able to: Research a government agency and share its relevance with their peers. Define citizenship and elements of government.

http://www.corestandards.org/ELA-Literacy/RH/6-8/4/

8

WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

The purpose of the United States government is to help people cooperate, provide services, provide laws, and guarantee freedoms. Good government meets the needs of the people and respects the rights of its citizens. The actions of the government affect citizens directly and indirectly. The American values of equality, liberty, and justice guarantee basic rights and freedoms. A person can become a U.S. citizen by birth or through the naturalization process. US Census reveals the demographic breakdown of the population and shows the need for Congressional redistricting and distribution of federal funds. Citizenship requires responsibilities such as compulsory education, payment of taxes, voting, and adherence of community rules. VOCABULARY: citizen, government, agencies, federal, democracy, equality, liberty, justice KEY TERMS: demographics, effective citizenship, naturalization, census, core values, civic participation, bureaucracy

Identify similarities among the characteristics of good citizens and exemplify them in their daily lives. Examine how the actions of the government affect the lives of its citizens. Analyze equality, liberty and justice and why they are important to the U.S. Trace the pathway to citizenship (natural-born and naturalized). Define the census and discuss why the census is important.

http://www.corestandards.org/ELA-Literacy/WHST/6-8/2/f/

9

ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to:

x Federal Agency research and write up x Think, pair, share x Skills and knowledge-based assessments x Exit tickets x Rubrics x Analytic responses

KEY LEARNING EVENTS AND INSTRUCTION:

x Pre-assess prior knowledge and identify learning goals for the unit x Government agency research activity x Learning aids for naturalization x Simulation: Naturalization process x Communicate characteristics of effective citizenship within the school community x Up Front and Junior Scholastic articles x DBQ: Compulsory Voting: Should Americans Be Required to Vote?

10


Unit I: Citizenship Curriculum Pacing Chart

SUGGESTED TIME

ALLOTMENT

CONTENT-UNIT OF STUDY

SUPPLEMENTAL UNIT RESOURCES

5 weeks

Unit 1—A Tradition of Democracy

x Civics in Our Lives x Who Are U.S. Citizens? x The American People Today

Massing, Gregory I. Civics in Practice: Principles of Government and Economics (2011) Up Front magazine Junior Scholastic magazine DBQ: Compulsory Voting: Should Americans Be Required to Vote?

11


Unit II: The Foundations of Government

TRANSFER: Students will be able to identify an emerging, democratic society and pose correlations to America’s own struggles to achieve a democratic government.

GOALS: NJCCCS:

6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics and institutions. 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. 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. 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 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 CCSS for Literacy in History/Social Studies 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. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).


ESSENTIAL QUESTIONS

Governments are divided into either democratic or non-democratic types.

x What are the characteristics of a successful government?

The Declaration of Independence not only serves as a document stating America’s desire to break away from Britain but as a lasting symbol of freedom for all Americans.

x What impact, if any, might the Declaration of Independence continue to have on people?

Constant struggle to achieve democracy has existed throughout the world and history.

x What prompts political change?

KNOWLEDGE

SKILLS

Students will know: Non-democratic governments include monarchies, dictatorships, and theocracies. Democratic governments include both direct and representative democracies. Not only does the Declaration of Independence express America’s desire of self-rule and protection of human rights, but it also serves as a symbol of our freedom.

Students will be able to: Identify the different forms of democratic and non-democratic governments. Compare and contrast the various forms of democratic and non-democratic governments. Examine the different roles and purposes of government. Extract the ideals of self-rule and the protection of human rights as written in the Declaration of Independence.

12

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

The impact of Enlightenment philosophy on the writing of the Declaration of Independence Struggles for democracy continue to occur around the world. VOCABULARY: democracy, dictatorship, primary source, secondary source, framework, declaration, revolution KEY TERMS: natural (basic) rights, direct democracy, representative democracy, theocracy, monarchy, federal, revolution, Articles of Confederation, Enlightenment

Apply knowledge of democratic and nondemocratic governments in current issues.


13


x Primary source analysis rubric x Think, pair, share x Skills and knowledge-based assessments x Pre-assessments x Exit tickets x Rubrics x Analytic response to transfer goal

KEY LEARNING EVENTS AND INSTRUCTIONS:

x Pre-assess prior knowledge and identify learning goals for the unit x Text analysis: Declaration of Independence x Visual analysis: Articles of Confederation x Graphic organizer: Democratic v. nondemocratic governments x Article analysis on current/recent struggles for Democracy x DBQ: Declaration of Independence: Which Ideal Is the Most Important?

14


Unit II: The Foundations of Government Curriculum Pacing Chart

SUGGESTED TIME

ALLOTMENT



4 Weeks

Unit II—The Foundations of Government

x Different types of government x The Declaration of Independence x Articles of Confederation

Massing, Gregory I. Civics in Practice: Principles of Government and Economics (2011) DBQ: Declaration of Independence: Which Ideal Is the Most Important?

15


Unit III: Elections in the United States

TRANSFER: Students will practice citizenship and civic responsibility through informed decision-making in current elections.

GOALS: NJCCCS: 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. 6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion. 6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society. CCSS for Literacy in History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style.


ESSENTIAL QUESTIONS

Political participation is a vital and basic aspect of civic involvement.

x How might voting be both a right and a responsibility?

x What are different ways individuals can be involved in the political process?

Voters discern a candidate’s position on issues in order to inform their vote.

x How might democracy benefit from education?

x How do we determine which issues are important?

KNOWLEDGE

SKILLS

Students will know: Gathering information is an important step in order to make an informed decision concerning a candidate or public question. Informed citizens analyze media to assess different viewpoints while evaluating for bias, opinion, and stereotypes. The American political system consists of two main political parties, Democratic and Republican, as well as, many independent third parties based on special interest.

Students will be able to: Critically evaluate information, point of view and sources relating to federal and state elections. Assess candidates based upon their positions on key issues. Compare and contrast the two main political parties.


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

16

WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

The responsibility of voting is the means through which citizens can affect the actions of government. The vehicle for acquiring factual information on current issues can be skewed based on opinions and perspectives. VOCABULARY: election, ballot, liberal, conservative, moderate, initiative, recall KEY TERMS: political party, polling stations, electorate, incumbent, primary, Democrat, Republican, Independent, social issues, political issues, economic issues, Super Tuesday, referendum

Vote in a mock election and predict how the results would impact state and/or national government. Distinguish between fact and opinion when researching current issues.


x The Choice Is Yours: Using multiple media sources, research candidates and public questions on the local, state and/or federal level x Think, pair, and share x Pre-assessment x Analysis of key campaign issues x Skills and knowledge-based assessments x Exit tickets x Rubrics x School-wide election for presidential, primary, or ballot initiative voting


x Pre-Assess prior knowledge of the election process and the candidates. x Ideological questionnaire regarding political spectrum x Simulation: Voter registration x Timeline: Election process x Mock election

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

17


Unit III: Elections in the United States Curriculum Pacing Chart

SUGGESTED TIME

ALLOTMENT



3 Weeks

Unit III—Elections in the United States

Current media clips and periodicals

18


UNIT IV: The Constitution

TRANSFER: Students will dissect the enduring values of the Constitution to determine how it continues to impact their lives today.

GOALS

NJCCCS: 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. 6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights. 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. 6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues. 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. 6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives. CCSS for Literacy in History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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). RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).


ESSENTIAL QUESTIONS

The Constitution is an agreement between the citizens of the United States and the government. The people will grant powers to the government, and, in return, the government will carry out the goals of the Constitution.

x Why does there appear to be a need to for written rules of government?

The United States established different branches of government in order to ensure a checks and balances system for those in power.

x What can happen if a person or persons in government are given unlimited power?

The freedoms expressed in the Bill of Rights are essential to our democratic system.

x What rights should be guaranteed by a government?

The federal system allows state governments to serve the needs of their citizens while cooperating as a united country.

x Are local and state-level governments necessary? Why or why not?

KNOWLEDGE

SKILLS

Students will know: The Constitution is an enduring document that can be revised. The Constitution outlines the three branches of government: the Executive Branch, the Judicial Branch, and the Legislative Branch.

Students will be able to: Examine the Constitution of the United States and describe reasons why the Constitution has been able to endure. Identify and define the three branches of government.

19

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

The framers of the Constitution set up a “checks and balances” system within the Constitution that prevents one group or person from having too much power. The Bill of Rights makes up the first ten amendments of the Constitution and creates a framework for our democratic system. Certain powers are granted exclusively to the states, while others are shared with the national government. Powers, including school policies, marriage laws, and voting regulations, are designated to the state and local levels. VOCABULARY: Constitution, compromise, veto, amend, amendment, enduring, framework KEY TERMS: branches of government, federalism, check and balances, elastic clause, bicameral, separation of power, legislative, judicial, executive, reserved, concurrent, delegated, Bill of Rights, Preamble, Full Faith and Credit Clause

Compare and contrast the three branches of government and evaluate their significance to the system of checks and balances. Evaluate the Bill of Rights and argue its relevance for America today. Appraise the value of a checks and balances system as it pertains to state and local powers. Predict the outcome of a government lacking a checks and balances system. Compare and contrast the federal, state, and local powers.

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

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

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

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

20


x Primary source analysis x Skills and knowledge-based assessments x Graphic organizer: Three Branches of Government x Constitution analysis activity x Graphic organizer: Checks and Balances x DBQ: Search and Seizure: Did the Government Go Too Far? x DBQ: How Does the Constitution Guard Against Tyranny?


x Pre-assess students’ prior knowledge of the Constitution x Federalism activity x DBQ: How Does the Constitution Guard Against Tyranny? or Search and Seizure: Does the Government Go Too Far? x Graphic organizer: Branches of government x Graphic organizer: Bill of Rights

21


Unit IV: The Constitution Curriculum Pacing Chart

SUGGESTED TIME

ALLOTMENT



8 Weeks

Unit IV: The Constitution

x A New Constitution x Ideals of the Constitution x The Three Branches of Government x The Bill of Rights x Guaranteeing Other Rights

Massing, Gregory I. Civics in Practice: Principles of Government and Economics (2011) DBQ: Search and Seizure: Did the Government Go Too Far? DBQ: How Does the Constitution Guard Against Tyranny?

22

RANDOLPH TOWNSHIP SCHOOL DISTRICT Geography

UNIT V: Tools of Geography

TRANSFER: Students will be able to use their knowledge of the tools of geography to apply to real situations within the global community.

GOALS NJCCCS: 6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. CCSS for Literacy in History/Social Studies RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.


ESSENTIAL QUESTIONS

Every place on earth can be defined by its location.

x What are the different ways that locations can be obtained?

There are many ways to classify information about the world.

x How do maps help people understand the world?

Geographers use a variety of tools, including indicators of development, to obtain information about the global community.

x How can geographers determine the level of development within a country?

KNOWLEDGE

SKILLS

Students will know: Titles, legends and scales are needed to read maps. The earth is divided in many ways such as the four hemispheres, the seven continents, and the four oceans. Locations on earth are marked in two ways. Relative location is where a place is located based on another place. Absolute location is based on latitude and longitude coordinates.

Students will be able to: Analyze maps using titles and legends. Identify in which hemispheres places are located. Locate continents and oceans in the world. Mark absolute location using longitude and latitude coordinates. Describe the location of places in relation to other places.

23

Data including but not limited to GDP per capita, unemployment rates, and number of physicians per 1000 people can explain the overall well-being of people in a society/country. Thematic maps, such as political, physical, and special purpose maps, present information related to one theme or topic. VOCABULARY: legend, continents, scale, geography, rotation, orbit, revolution, per capita KEY TERMS: relative location, absolute location, latitude, longitude, compass rose, hemispheres, map grid lines, axis, thematic maps, landforms, water forms, GDP, Prime Meridian, Equator, political map, physical map, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole, Arctic Circle, Antarctic Circle, Temperate Zones, Polar Zones, Tropical Zones, indicators of development, developed nation, developing nation, infant mortality rate, literacy rate, life expectancy, percentage of internet and cellphone users

Analyze data to determine the overall well-being of people in a society/country. Interpret the purpose of thematic maps. Use key terms to create and label maps.


x Country creation map assignment x Skills and knowledge-based assessments x Electronic mapping x Analytic responses x Geo-terms graphic organizer

KEY LEARNING EVENTS AND INSTRUCTION: x Pre-assess students prior knowledge and identify learning goals for the unit x Phase card activity x Introductory CIA Fact book activity x Electronic Mapping x Student Interactive Notebook

24


Geography UNIT V: Tools of Geography

SUGGESTED

TIME ALLOTMENT



4 weeks

Unit VI—The Geographer’s World

x The Tools of Geography x Spatial Way of Thinking

Hart, Diane et al. Geography Alive! Regions and People (2011).

25


UNIT VI: Population Patterns

TRANSFER: Students will examine and reference the United Nation’s Sustainable Development Goals to categorize geographic, social, and economic factors impacting the lives of people around the world.

GOALS:

NJCCCS: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.


ESSENTIAL QUESTIONS

There are connections between where people live and how that location influences their lives.

x What geographic factors affect people’s lives?

Population levels influence a country’s ability to provide basic necessities of life.

x How does a country meet the challenges created by a large, growing and/or dense population?

Economic, social, and environmental factors influence the policies of a country.

x What factors influence the policy decisions of a country?

KNOWLEDGE SKILLS Students will know: Climate and physical features determine population patterns. Population density affects the way people live such as housing, transportation, land use, and health. Population density can be influenced by governmental actions. A large and growing population creates challenges for a country such as dealing with pollution, dealing with a lack of natural resources, and providing for its citizens. VOCABULARY: economic, social, political, population growth, environmental, rural, urban, suburban

Students will be able to: Evaluate a region in terms of its location, climate, and physical features. Evaluate the effect of population density on transportation, land use, housing, and health. Debate the public issues created by population growth. Analyze population pyramids. Analyze indicators of development.

26

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

KEY TERMS: ecumene, population density, population distribution, plural society, sustainable development, birth rate, death rate, rate of natural increase


x Skills and knowledge-based assessment x Power of the pyramids population analysis activity x Analytic responses x CIA World Factbook data analysis x Graphic organizer: Indicators of development


x Pre-assess prior knowledge and identify learning goals for the unit x Simulation: Population density x Visual analysis of population pyramids x Demographic analysis and application

27


Geography Unit VI: Population Patterns

SUGGESTED TIME

ALLOTMENT



7 weeks

Canada and the United States

x Settlement Patterns and Ways of Life in Canada Europe and Russia

x Population Dilemmas in Europe Monsoon Asia

x Population Density in Japan: Life in a Crowded Country

x China: The World’s Most Populous Country

Hart, Diane et al. Geography Alive! Regions and People (2011). DBQ: Was the One Child Policy a Good Idea?

28


UNIT VII: Methods of Adaptation

TRANSFER: Students will predict adaptations related to a changing environment that are likely to occur in the future and posit the resulting implications to them personally.

GOALS: NJCCCS: 6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources. CCSS for Literacy in History/Social Studies RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.


ESSENTIAL QUESTIONS

Technological developments are often prompted by the desire to improve efficiency.

x How might people use technology to make life more efficient?

Migration affects the lives of people and the character of the places where they live.

x Why do people change locations?

People are influenced by their physical geography; adaptation to those influences is necessary for survival and can have intended and unintended consequences.

x How might people respond to changing environmental factors?

KNOWLEDGE

SKILLS

Students will know: Technology is an increasingly global phenomenon and exists in many facets of human interaction. Geographic migration can be caused by natural disasters or climate change. Adaptation is necessary to ensure the survival of people.

Students will be able to: Brainstorm and evaluate ways technology has changed life. Explain desertification and its impact on nomadic people. Predict likely adaptations due to changing environment. Connect historical examples of migration to the varied types of migration.

29

VOCABULARY: drought, nomads, monsoon, technology, oasis, adaptation, consequences KEY TERMS: desertification, marginal land, atmospheric pressure, orographic effect, rain shadow, Sahel, trade winds, cash crops, shifting agriculture


x Skills and knowledge-based assessment x Analytic responses x Graphic organizer: Climate analysis activity x Presentations on how climate change would cause adaptation

KEY LEARNING EVENTS AND INSTRUCTION: x Pre-assess prior knowledge and identify learning goals for the unit x Analyze visual depictions, climate graphs, and map locations x Student Interactive Notebook x Group presentation x Reading strategies with primary sources

30


Unit VII: Methods of Adaptation

SUGGESTED

TIME ALLOTMENT



2 weeks

Africa

x Life in the Sahara and Sahel: Adapting to a Desert Region

Monsoon Asia x Waiting for the Rains: The Effects of Monsoons in

South Asia

Hart, Diane et al. Geography Alive! Regions and People (2011).

31


UNIT VIII: Natural Resources and Consumption

TRANSFER: Students will formulate ways to advance the United Nation’s Sustainable Development Goal to ensure environmental sustainability.

GOALS: NJCCCS: 6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. CCSS for Literacy in History/Social Studies RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.


ESSENTIAL QUESTIONS

Natural resources are unevenly distributed around the world. x What effect does the distribution of natural resources have on an area?

Earth’s natural resources are limited. x Should there be limitation on the use of natural resources? Why?

Human environmental interaction can have positive and negative effects.

x How are humans affected by changes they make to their physical environment?

The value of a natural resource is dependent on supply, use, and demand.

x How might the value of natural resources change over time?

Patterns of consumption are indicators of development. x What might a country’s consumption patterns indicate?

KNOWLEDGE

Students will know: Resources are renewable and nonrenewable. Certain resources on earth have a limited availability to our growing population. Consumption patterns of natural resources by various groups can create political, economic and physical conflicts.

SKILLS

Students will be able to: Identify the different types of renewable and nonrenewable resources. Analyze, evaluate, compare and contrast perspectives of conflicting use of natural resources

32

WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

Geographers study consumption patterns to determine a country’s level of well-being. Need for and use of natural resources lead to positive and negative geopolitical relationships. Interdependent countries rely on one another for resources, technology, and trade. VOCABULARY: globalization, natural resources, distribution, consumption, interdependency KEY TERM: sustainable development, renewable resource, nonrenewable resources, free trade

Analyze types of food and material consumption levels and determine a country’s level of development. Prioritize and interpret the importance of given natural resources. Analyze examples of interdependence.

ASSESSMENT EVIDENCE: Students will show their learning by x Skills and knowledge-based assessment x DBQ: Should the United States Drill for Oil in Alaska’s Wilderness? x Analytic responses


x Pre-assess prior knowledge and identify learning goals for the unit x Hungry Planet/Material World x Map Analysis: Cartograms x Processing activity: Political cartoons

33

RANDOLPH TOWNSHIP SCHOOL DISTRICT

Geography Unit VIII: Natural Resources and Consumption

SUGGESTED TIME

ALLOTMENT



4 weeks

Canada and the United States

x Consumption Patterns in the United States: The Impact of Living Well.

Southwest and Central Asia x Oil in Southwest Asia: How “Black Gold” Has Shaped a

Region. Latin America

x Land Use Conflict in the Amazon

Hart, Diane et al. Geography Alive! Regions and People (2011). DBQ: Should the United States Drill for Oil in Alaska’s Wilderness?

34


UNIT IX: Global Awareness and Problem Solving

TRANSFER: Students will formulate ways to advance the United Nation’s Sustainable Development Goal to ensure environmental sustainability.

GOALS: NJCCCS: 6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action CCSS for Literacy in History/Social Studies RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.


ESSENTIAL QUESTIONS

The United Nations serves as an agent of global awareness and collaboration amongst all members of the global community.

x What is the purpose of the United Nations in the 21st century?

x How can the United Nations reach its goals to promote awareness of key issues?

Every citizen in the global community is responsible for, or plays a part in, sustainable development.

x How can global citizens influence change on a local level?

KNOWLEDGE

Students will know: The goals of the United Nations are to take action on issues confronting humanity in the 21st century, such as peace and security, climate change, sustainable development, human rights, disarmament, gender equality, and food production. Through these actions, the United Nations has become a mechanism for governments to find areas of agreement to solve problems together. Different ways of participating in sustainable development

x Ensure availability and sustainable management of water and sanitation for all

x Ensure access to affordable, reliable, sustainable and modern energy for all

x Ensure sustainable consumption and production patterns

x Take urgent action to combat climate change and its impacts

SKILLS Students will be able to: Identify the common social, political, economic and environmental themes present within the UN goals.

Determine ways to spread awareness of the United Sustainable Development Goals including conserving the use of oceans, sustaining consumption and production patterns, and ensuring access of water, through an informed process of decision-making to protect the planet through shared responsibility.

35

x Conserve and sustainable use the oceans, seas, and marine resources for sustainable development

x Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reserve land degradation and halt biodiversity loss

The United Nations Sustainable Development goals and how they came to be. VOCABULARY: United Nations, sustainable, conservation, biodiversity, equitable KEY TERMS: Access to water and sanitation, access to affordable, reliable, sustainable and modern energy, ensure sustainable production and consumption, supply chain, desertification

Determine how they, as citizens of the global community, may advance sustainable development.


x Problem-Based Learning (PBL) on United Nations Development Goals

KEY LEARNING EVENTS AND INSTRUCTION: x PBL on United Nations Development Goals

36


Unit IX: Global Awareness and Problem Solving

SUGGESTED

TIME ALLOTMENT



3 weeks

United Nations

x Foundations x United Nations Sustainable Development Goals 6, 7, 12,

14, 15

United Nations Sustainability Goals CIA World Factbook

37

Appendix A Texts: Civics in Practice, Holt (2009). ISBN 978-1-03-099509-5 Geography Alive! Regions and People, TCI (2011). ISBN 978-1-58371-452-2

randolph township school district · the randolph township school district ensures that the...

Documents