table of contents - walch · table of contents iii south carolina academic support program for...

© 2009 Walch Education

Table of Contents

iiiSouth Carolina Academic Support Program for Social Studies, Grade 7

Teacher’s Guide Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1 PacingGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG5 GraphicOrganizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG9 ReproducibleMaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG35 RichlandOneSocialStudiesAcademicStandardsCorrelations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG45

Part 1: Vocabulary Strategies Lesson1:PrefixesandSuffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson2:WordForms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson3:UsingContextClues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson4:TheShakersandTheirVillages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lesson5:HenryDavidThoreauatWaldenPond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson6:ZoraNealeHurstonandtheFolkloreoftheDeepSouth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson7:CesarChavezandMigrantWorkersinCalifornia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson8:CommutersandtheSuburbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 AnswerKey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Part 2: Reading Strategies Lesson1:Previewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Lesson2:Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Lesson3:PriorKnowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson4:Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson5:IntroductiontoReadingStrategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Lesson6:KWL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Lesson7:SQ3R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lesson8:SemanticWeb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Lesson9:Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Lesson10:StructuredNotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson11:SummarizingandParaphrasing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Lesson12:CommonFeaturesandPatternsinSocialStudiesReading . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson13:Maps,Photos,andDrawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Lesson14:Charts,Graphs,andTimeLines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Lesson15:ChronologicalOrder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Lesson16:MainIdeaandDetails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Lesson17:CauseandEffect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Lesson18:CompareandContrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Lesson19:Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 AnswerKey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

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Table of Contents, cont.

Part 3: Sea Routes Link the Globe Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 1 .VoyagesofDiscovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 2 .ThePortugueseCaravel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 3 .AmerindiansAsColumbusSawThem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 4 .AmericanFauna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 5 .TheAztecView . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 6 .TheColumbianExchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 7 .TheAfricanSlaveTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 8 .AfricanSlavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 9 .GraphingthePopulationShift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 10 .PlantationLife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 11 .ThePro-SlaveryCase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 12 .TheTriangularTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 13 .ColonialSocieties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 14 .TheSpanishandtheIndians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Part 4: The Colonial Economy Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 1 .ColonialResources:Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 2 .ColonialResources:ExportsandImports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 3 .Mercantilism:Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 4 .EconomicChoices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 5 .ColonialWorkers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 6 .ComparingColonialWorkers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 7 .Runaways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 8 .TheNavigationActsandYou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Part 5: The Rise of Slavery Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 1 .MappingtheSlaveTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 2 .GraphingtheSlaveTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

South Carolina Academic Support Program for Social Studies, Grade 7 © 2009 Walch Educationv


3 .ReadingtheSlaveTradeGraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 4 .TheMiddlePassage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 5 .DescribingtheMiddlePassage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 6 .African-AmericanCulture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 7 .TimeLine:Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Part 6: Europe in the Global Age Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 1 .LifeChanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 2 .Women’sRoles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 3 .RenaissanceArtScavengerHunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 4 .PeopleandEventsoftheReformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 5 .ThePrince:Machiavelli’sAdvice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 6 .RoyalPower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 7 .AGalleryofFemaleRulers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159 8 .ScientificRevolutionHallofFame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 9 .EnlightenedThought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Part 7: Revolutions, Nationalism, and Reform Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 1 .TheDeclarationoftheRightsofMan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 2 .PhasesoftheFrenchRevolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 3 .NapoleonSpeaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 4 .TheAmericanRevolution:CauseandEffect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 5 .AmericanRevolutionaryLeaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 6 .ColonialSocietyinLatinAmerica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 7 .FreeingtheU .S .Slaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 8 .TheIndustrialRevolutionBegins:WhyBritain? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 9 .TheIndustrialRevolution:ImpactontheEnvironment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 10 .Nationalism:TwoViews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 11 .EffectsofNationalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 12 .ChildLaborTestimony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 13 .ReformMovements:Women’sRights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

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Part 8: World War II Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 1 .StepsTowardWar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 2 .TheMunichAgreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 3 .WarTechnology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 4 .NationalExpansion:TwoReactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199 5 .FemaleWarWorkers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 6 .TheHolocaust:WhyObey? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 7 .TheAtomicBomb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 8 .WarCasualties—WorldWarII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Part 9: Postwar to Millennium Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 1 .ColdWarOrigins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 2 .U .S .ColdWarPolicies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 3 .TheColdWarAroundtheWorld . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 4 .TheArab-IsraeliConflict:Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 5 .Africa:PathstoNationhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 6 .Protest:NonviolentandViolent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 7 .PostwarLatinAmerica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 8 .CommunistPolicyShifts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 9 .EastandSoutheastAsia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 10 .NationalistLeadersofAsiaandAfrica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Part 10: The Modern Global World Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 1 .ScienceandTechnology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 2 .AdventuresinSpace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237


South Carolina Academic Support Program for Social Studies, Grade 7 © 2009 Walch Educationvii


3 .U .N .Peacekeeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238 4 .WorldTradeBlocs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 5 .WorldPopulationGrowth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 6 .UrbanGrowth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 7 .TheWorld’sEnvironment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 8 .TheEarth’sFuture:TwoViews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 9 .Viewpoints:TheMuslimMiddleEast,theUnitedStates,andTerrorism . . . . . . . . . . . . . . . . . 245 Answers,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251

South Carolina Academic Support Program for Social Studies, Grade 7 © 2009 Walch EducationTG1

TheSouthCarolinaAcademicSupportProgramforSocialStudies,Grade7 (ASP)isacomplete,turnkeysolutionforimprovingeducationalperformance .TopicsarebuiltaroundaccessiblecorecurriculumensuringthattheASPisusefulforstrivingstudentsanddiverseclassrooms .

Thisprogramrecognizesthatmanystrugglingstudentsaren’treachedbytraditional“skillanddrill”orstricttest-prepapproaches .

TheASPincludescomponentsthatreview,instructasneeded,providepractice,andassessstudents’skills .Instructionaltoolsandstrategiesareembeddedthroughout .ThescopeandsequenceaddressestheneedsofstudentswhorequireadditionalsupportintopicsidentifiedbyRichlandOneforSummerSchool2009 .

This3-ringbinderincludes:

Morethan30lessonswithreproducibleactivitysheets•

Applicationactivitiestoprovidecriticalthinkingexperiences•

Areproducibleglossarytohelpstudentsbuildvocabulary•

Asupportiveteacher’sguidethat:•

describesthepurposeofthematerialsandoptionsforusingthepackage•

providespacingguideoptions•

referencesspecificstandards•

recommendsanassortmentofgraphicorganizersforinstructionaluse•

includesreproduciblemaps•

Purpose of MaterialsTheSouthCarolinaAcademicSupportProgramforSocialStudies,Grade7 isaflexibleprogramthathasbeenorganizedtofityourstudents’needsinsummerschool .

Eachday’sscheduleincludesactivitiesbeginningwithdirectinstructionandguidedpractice,andmovingontoopportunitiesfordevelopingandapplyingnewskills .

ThereproduciblestudentactivitiesintheSouthCarolinaAcademicSupportProgramforSocialStudies,Grade7 (ASP)aredesignedtodrawstudentsintotheeraofcolonizationandsettlementbyEuropeansintheNewWorld;theperiodofpoliticalrevolutioninEurope;andcontemporaryissuesbeginningwithWorldWarII .Asaresult,studentswilldeveloparichunderstandingofthemanyelementsofglobalrelationships .ManyactivitiesintheASPdrawonoriginalsourcematerials .Thisdevicepersonalizesdistanteventsforstudentsandhelpsthementerintothelivesandculturesofthesecenturies .

TEACHER’S GUIDE

Introduction

South Carolina Academic Support Program for Social Studies, Grade 7 TG2


Structure of the BinderTheASPisprovidedforyourconvenienceinabinderformat .Thematerialsarecompletelyreproducible,allowingyoutomakeasfeworasmanycopiesasyouneed .Tabsallowyoutoaccessthesectionsofthebinderquicklyandeasily .

TheTeacher’sGuideisthefirstsection .Writtenforyou,thissectionhelpsyounavigatethematerialswiththepacingguides,offersgraphicorganizersandsuggestedstrategiesfortheiruse,providesmapsthatareusedintheinstructionalunits,andshowshowthelessonscorrelatetotheSouthCarolinaSocialStudiesAcademicStandardsidentifiedbyRichlandOneforsummerschoolinstruction .

Thenexttwosectionsfocusoncontent-areastrategiesforvocabularyandreadingwithinSocialStudies .Thegoalofthesetwopartsissimple:togivestudentstoolstocommunicateeffectively .Thesesectionsaddresssocialstudiesintermsofasetofintegratedskillsandstrategiesthatworktogethertohelpstudentsread,write,speak,andthinkcritically .

Parts3though10oftheASPfocusoncontentandknowledgeof:SeaRoutesLinktheGlobe;TheColonialEconomy;TheRiseofSlavery;EuropeintheGlobalAge;Revolutions,NationalismandReform;WorldWarII;PostwartoMillennium;andTheModernGlobalWorld .TheunitsintheASPcanbeimplementedasoutlinedinthepacingguide,yetthedesignisflexiblesothatyoucanmixandmatchsectionsandunitsastheneedsofyourstudentsandyourinstructionalstyledictate .

ThefinalsectionisaGlossary .Theglossaryisreproducibleandcanbeusedtoextendandenhancelearning .

Structure of Instructional UnitsNearlyalloftheinstructionalunitshavesomecommonfeatures .

Ineachclasssession,youwillpresentatopic .Sometopicsmaybeareviewforstudents .Othertopicsmaybecompletelynewtothem .Aftersomeinstruction,youwillprovidestudentswithpracticeactivitiestotry .Studentswillhaveachancetotalkabouthowtheycompletedtheirwork .

Thereareadditionalmaterialstouseifyouareconfidentthatstudentsarereadytoextendtheirlearning .Ifstudentsneedmorepracticeorfurtherexplanation,youcanprovidethemwiththat,too!

TEACHER’S GUIDEIntroduction

South Carolina Academic Support Program for Social Studies, Grade 7 © 2009 Walch EducationTG3

Teaching Parts 1 and 2: Vocabulary and ReadingWordsarethebuildingblocksoflanguage .Withthisprogram,studentsbeginbyanalyzingwords,thensynthesizewhattheyhavelearnedtodevelopstrategiesforcomprehendingnewwords .TheVocabularysectionbeginsbyintroducingvocabularystrategiessuchasrecognizingwordparts,lookingforwordgroups,andlookingforcontextclues .

TheReadingsectionhelpsstudentsbroadentheirexpectationsabouttext .Familiarpatternsofnarratives—storieswithabeginning,amiddle,andanend—arereplacedbyorganizationalconstructstailoredtoconveyinformation .Theactofreadingisbrokendownintoaprocessofsteps .Studentslearnconcretestrategiestoreadinformationaltextsefficiently,tocomprehendwhattheyread,andtoretaintheinformationtheyhavelearned .ThegraphicorganizersfortheReadingsectionhelpstudentsconnectnewinformationtotheirexistingschemata,increasingtheirabilitytorecallandtotakeownershipofwhattheyread .Thereadingstrategiesgivestudentsawayto“see”whattheyread—agreatassettovisuallearners .Organizingandwritingwhattheyreadalsocementsinformationandconceptsinstudents’mindsandhelpsthemretainit .

Skills “in Action”

Eachlessonisself-contained .Thefirstsectionofeachlessonpresentsthetopic(“inAction”) .Modelthestrategiespresentedineachlesson,showingstudentsthatallreadersandwriters—includingteachers—usetoolsandfollowprocessestocommunicateandcomprehend .Studentswhoneedmoresupportmaybenefitfrommoremodelingorfromcompletingsomeactivitiesandgraphicorganizersinsmallgroups .

Application

Afterworkingasawholeclass,studentsthenpracticethestrategiesinaseriesofactivitiesbasedonappealingshortreadings .Buildingvocabularyandlearninghowtofigureoutnewwordsenhancesreading,writing,speaking,listening,andthinkingcritically,givingstudentsabroadbaseoflanguagetodrawoninclassroomandreal-lifecommunication .

Teaching Parts 3 through 10Parts3though10oftheASPfocusoncontentandknowledgeof:SeaRoutesLinktheGlobe;TheColonialEconomy;TheRiseofSlavery;EuropeintheGlobalAge;Revolutions,NationalismandReform;WorldWarII;PostwartoMillennium;andTheModernGlobalWorld .

Teacher’s Guide

ATeacher’sGuide,givingyouanoverviewoftheunitanditsobjectives,plusspecificteachinginformationoneachstudentactivity,precedeseachunit .


South Carolina Academic Support Program for Social Studies, Grade 7 TG4


Student Background and Worksheets

EachunitincludesseveralStudentBackgroundpagesthatgivethemostrelevantinformationonthatunit’stopic .Anumberofreproduciblestudentactivitypagesfollow,includingreadingselectionsfromoriginalcontemporarysourcesandavarietyofactivities:decision-making,comprehension,analytical,comparative,interpretive,research,mapping,role-playing,interactive,andinterdisciplinary .Lower-levelstudentsmayhavesomedifficultywithreadingsomeoftheoriginalsourcedocuments,whichcontainsomeformalandhigher-levelwordsandsyntax .Gooversomeoralloriginalsourceselectionsinclass,tobesureallstudentshaveafullcomprehensionofthem .

EachunitincludessomeExtraChallengeactivitiestoprovideenrichmentformoreadvancedoradventurousstudents .Severalmapsareprovided;youcanmakecopiesasneededforapplicableactivities .

Answers, Additional Activities, and Assessments

Attheendofeachpart,you’llfindasectiontitledAnswers,AdditionalActivities,andAssessments .Hereyouwillfindanswersforthestudentactivities,alistofsuggestedadditionalactivities(includingpossibleInternetsitestoinvestigate),andseveralassessmentvehicles .You’llalsofindadditionalteachingsuggestionshereforsomeactivities .


South Carolina Academic Support Program for Social Studies, Grade 7 © 2009 Walch Education9

part 1 • vocabulary strategies

© Walch Publishing CAS: Social Studies, 7–811

We have looked at two ways to decode unfamiliar words: recognizing word parts andlooking for words within words. Now let’s take a look at the third strategy—analyzingcontext clues.

Analyzing Context Clues

What does the phrase context clues mean? Context clues are the parts of a reading thatsurround a word or phrase you don’t know and that can shed some light on itsmeaning. Some examples of context clues might be

• a definition before or after the unfamiliar word or phrase• a synonym or an antonym near the unfamiliar word• examples in the text that illustrate the meaning of the unfamiliar word or phrase• restatement of the basic meaning of the unfamiliar word or phrase

Context Clues in Action

Read the following passage.

Lesson 3Using Context Clues

Vocabulary Strategies Part 1: Building Vocabulary

The husband of Loreta Velázquezhad always vacillated about whichside he should take in the Civil War.He was born in Texas, which waspart of the South. Like many otherSoutherners in the U.S. Army, he wasdivided between loyalty to theUnion, which gave him his career,and his family’s allegiance to theConfederate South. He waveredbetween the two sides. Velázquez,having been raised in the South,convinced her husband to quit his jobwith the Union army and join theConfederate army. As soon as hewent east to begin training for battle,she formed a plan to join him. Sincewomen were prohibited—forbiddenby law—to be soldiers, she decidedto disguise herself as a man.

Velázquez went to New Orleans inearly 1861 to carry out her plan. First,she had a tailor sew a special paddeduniform that made her waist appearlarger and more masculine. Then shehad a barber cut and style her hair toresemble that of a man. Next, atrusted male friend helped her glueon a false mustache. He also helpedher practice disguising her voice andfeminine mannerisms, like tossingher head and taking short, daintysteps. Finally she selected the nameLieutenant Harry T. Buford, CSA.The transformation was complete.Adapted from Latino Heroes of the Civil War byMichael Walbridge. ©1997 by J. Weston Walch,Publisher.

South Carolina Academic Support Program for Social Studies, Grade 7 10




In this passage, some challenging words have been underlined. At first glance, thesewords may appear baffling. However, you can begin to make sense of them byanalyzing context clues. The following is an example of how you might use contextclues to figure out the meaning of new words.


Using Context Clues (continued)

The first underlined word, vacillated, is not defined or explained in thesentence in which it occurs. But I see that the next two sentences restatevacillate’s meaning: Velazquez’s husband “was divided” between loyalty to theNorth (the Union) and the South (the Confederates). He “wavered” betweenthe North and the South. Let me try substituting “was divided” or “wavered”for vacillated. That works! “The husband of Loreta Velazquez had always beendivided about which side he should take in the Civil War.” Now I know thatvacillated means “felt divided” or “wavered between.”

The next underlined word is allegiance. In the first part of the sentence, I seewhat looks like a related phrase: “he was divided between loyalty to the Union. . . and his family’s allegiance to the Confederate South.” The related term forallegiance is loyalty; I think they are synonyms.

Prohibited, the next underlined word, is actually followed by a definition:forbidden by law.

The fourth underlined word, mannerisms, is followed by a couple ofexamples: “like tossing her head and taking short, dainty steps.” These areexamples of ways of moving—gestures—that are sometimes consideredtypically feminine. Maybe mannerisms means “typical gestures or habits.”




Application

Read the following passage. Then use what you have learned about context clues toanswer the questions.

1. Based on your reading of context clues, how would you define the worddignitary?

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What examples can you find in the reading to support your definition?

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Samuel Adams was born inBoston in 1722. His father, alsonamed Samuel, was a wealthybusinessman and an important figureat the Old South Meetinghouse andthus was referred to as DeaconAdams. At fourteen, young SamuelAdams entered Harvard, as expectedof the son of a Boston dignitary.There are no records of his academiccareer, but it is probable that atHarvard Adams became familiarwith John Locke’s powerful writtenargument Of Civil Government. In thistreatise, Locke set out his doctrinethat every citizen had natural rightsof life, liberty, and property. Thisposition also meant that a ruler couldnot take property from his or hersubjects in the form of taxationwithout their consent.

Adams graduated from Harvardin 1740 and went on to receive hismaster’s degree in 1743. In 1748,Deacon Adams died, and Samuelinherited his father’s business, whichsupplied malt to brewers. UnderSamuel’s control the business soonbegan to weaken, then to fail. Whatreally came to interest Samuel Adamswas politics. By 1763, he had joinedthe Caucus Club. This was a secretorganization that met in advance ofall town meetings to decide upon theslate of candidates for office andwhat the stands would be on variousissues. Adapted from Critical Thinking Using PrimarySources in U.S. History by Wendy S. Wilson andGerald H. Herman. ©2000 by J. Weston Walch,Publisher.





2. How would you define treatise?

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What context clue helped you in your definition?

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3. How would you define doctrine?

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What context clue helped you in your definition?

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4. How would you define caucus?

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What context clues helped you in your definition?

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part 4 • Colonial EConomy

TEACHER’S GUIDE

Worksheet 1

Worksheet 2

Worksheet 5

Worksheet 4

Worksheet 3

Worksheet 8

Worksheet 7

Worksheet 6




STUDENT BACKGROUND SHEET



STUDENT BACKGROUND SHEET

Indentured servants provided a lot of this labor in the 1600’s.




WORKSHEET 1

© 2009 Walch Education249

part 10 • The Modern Global World

South Carolina Academic Support Program for Social Studies, Grade 7 • Answer Key

http://www.crf-usa.org/america-responds-to-ter-rorism/america-responds-to-terrorism.html

table of contents - walch · table of contents iii south carolina academic support program for...

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