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following individual has been designated to address inquiries regarding the non-
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World Cultures
7th Grade Social Studies
A+ Curriculum Guide
CURRICULUM AND INSTRUCTION SUPPORT
Updated September 25, 2021
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 2
2
Table of Contents
Section Descriptions ............................................................................................. 3
Pacing Guide with Course Standards ................................................................... 4
Unit 1: Southwest Asia .......................................................................................... 7
Unit 2: Africa ....................................................................................................... 17
Unit 3: East and South Asia ................................................................................ 25
Unit 4: Russia ..................................................................................................... 35
Standards Overview ............................................................................................ 40
Scope and Sequence .......................................................................................... 40
Secondary Proficiency Scale .............................................................................. 50
Academic Vocabulary ......................................................................................... 52
District Adopted Resources ................................................................................ 55
Use of Video in Instruction .................................................................................. 56
Section titles above are hyperlinked. Press CTRL + click on a title to navigate
directly to that section.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 3
3
Section Descriptions
Pacing guide - Pacing guides are timelines showing content to cover at specific
points over the course of a year. This includes all the information needed for
teachers to draft lesson plans. Includes items for a particular unit such as:
• academic vocabulary lists
• common assessments
• connections to district adopted curriculum resources
• essential questions
• content standards and indicators
• critical content and skills
Standards, strands and indicators – These are concise, written descriptions of
what students are expected to know and can do within the course. Generally,
standards are first adopted by the state and then the Omaha Public Schools
Board of Education adopts the final versions used for the courses.
Scope and sequence - Scope is the material or skills to be taught, and
sequence is the order in which you teach the information. This is brief and is
used as an overview of the progression of learning (e.g. K-5, 6-8, 9-12).
Proficiency Scales/Proficiency Level Descriptors - Proficiency scales or
descriptors are written for a content standard or concept. They define what
students should know and can do for each level of learning.
Academic Vocabulary List with Definitions – This list includes the terms that
should be taught using the Marzano 6-Step Vocabulary Process and has the
appropriate definitions to terms listed here. There should be approximately 90
terms per course/grade level content area for the year. Additional content specific
vocabulary is listed within the Pacing Guide.
District Adopted Resources – This lists the core materials (textbooks, web
resources, and supplemental materials) selected for the course as approved by
the Omaha Public Schools Board of Education.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 4
Pacing Guide
Pre-Unit: Procedures and Routines and Social Studies Skills
Time Frame
Timeframe: 1 – 2 weeks, 1
st
and 3
rd
Quarters
Additional pacing information outlined in the Unit Planner; link located in additional notes.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 5
Essential
Questions
Supporting
Questions
Key Topics and
Skills
Essential Question #1: How does a student succeed in this class?
Supporting Questions to Guide Instruction/Inquiry:
• Describe how to be safe, respectful and ready to learn.
• Give examples of appropriate ways we use building technology.
• Give examples of inappropriate ways to use building technology.
Key Topics and Skills:
− Learning goals
− Bellwork
− Engagement Techniques
− Routines for purposeful Movement/Material management
− Common Grading Practices
Essential Question #2: What is Social Studies?
Supporting Questions to Guide Instruction/Inquiry:
• What are the 4 steps to historical thinking? (sourcing, close reading, contextualizing, corroboration)
• How do geographers and historians apply these skills to understand our world?
Key Topics and Skills:
− Historical Thinking
− Spatial Thinking
− Economic Reasoning
− Map Key/Legend
− Climate Maps
− Historical Maps
− Interpreting Data
− Creating Graphs and Charts
− Applying the Inquiry Process
− Student on-line textbook accounts
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 6
Standards and
Indicators
SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current
events.
SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world
history.
SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the
same event.
SS 7.4.4 Analyze and interpret sources for perspective and historical context.
SS 7.4.4.a Compare and contrast primary and secondary sources of history.
SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary
issues.
SS 7.4.5 Apply the inquiry process to construct and answer historical questions.
SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources.
SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary
sources.
SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources.
Vocabulary
Academic
Vocabulary terms
are taught using
the Six-Step
Process
Academic Vocabulary (to be taught throughout the
course of the unit)
- Inquiry (Developing Questions)
- Close Reading
- Primary/Secondary Documents
- Artifacts
- Data analysis (Maps, Diagrams, Graphs,
Tables)
- Using evidence to support claims
- Examining source information
- Multiple Perspectives
- Synthesis and Sharing
- Self-Evaluation
- Curriculum Based Assessment (CBA) Content
item
- Required Semester Project (RSP)
Other Unit Specific Vocabulary
Formative/Summative Assessments
Service Learning Project
Clever portal
Office 365
Finished Early Wall
Give me Five
Word Wall
Readiness Wall
Student work models
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 7
Common
Assessments
Assessments in
bold are required.
Formative Assessments
Assessments listed in the Formative section are
optional resources for you to use. Additional resources
located in the 7
th
Grade Office 365 Group.
Summative Assessments
Unit 1: Southwest Asia
Overview: How do people live with each other when they believe different things and have different values? In our own families, we
often struggle to live under the same roof and work together. In Southwest Asia and North Africa, people deal with these issues on a
daily basis. This unit will discuss the diversity in the beliefs and values of Southwest Asia and North Africa towards their resources,
economics, land use, and religion. The conflict over the land of Israel paints a clear picture of what can happen when different people
with strong beliefs live in the same area.
Time Frame
Timeframe: 7 weeks, 1
st
Quarter
Additional pacing information outlined in the Unit Planner; link located in additional notes.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 8
Essential
Questions
Supporting
Questions
Key Topics and
Skills
Essential Question #1: How does physical geography effect how people live?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What is the climate of the region?
• Where is Southwest Asia on a globe?
• What countries are a part of this region?
• What are the important physical features of Southwest Asia?
Level 3:
• What is the relationship between geography and the movement/location of humans?
• What is the relationship between location and climate?
• How have people changed the environment in which they live?
• How have people adapted to the environment in which they live?
Level 4:
• If you were to live in Southwest Asia, where would you live? Why?
• What could you invent to make life in Southwest Asia more habitable?
Key Topics and Skills:
- Five Themes of Geography (Location, Regions, Place, Movement, and Human/Physical Geography Interaction)
- Physical Features of Southwest Asia
- Resources (Natural, Capital, Human, Renewable, Non-Renewable)
Skills
− Reading physical and political maps
− Spatial awareness
− Inquiry thinking process
− Cause & effect analysis
− Communication
− Media Literacy
Essential Question #2: What role should governments have in the lives of the people they govern?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What does OPEC stand for?
• What is the purpose of OPEC?
• Which countries from this region are a part of OPEC?
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 9
• What makes a resource non-renewable?
• What are the different types of resources?
• What is specialization?
Level 3:
• What is the effect of petroleum in Southwest Asia?
• Why do countries in this region specialize in certain types of production?
• What is the relationship between geography and the movement/location of humans?
• How have people changed the environment in which they live?
• How have people adapted to the environment in which they live?
Level 4:
• How can OPEC’s decisions affect someone in Nebraska?
• What has a greater effect on Southwest Asia: water or petroleum?
• Is sharing and trading across cultures always a good thing?
Key Topics and Skills:
− Petroleum
− Nonrenewable Resources
− Renewable Resource
− Natural Resource
− Supply and demand
− Globalization
Skills
− Reading physical and political maps
− Reading thematic maps
− Spatial awareness
− Inquiry thinking process
− Cause & effect analysis
− Communication
− Media Literacy
Essential Question: #3: Why is conflict so difficult to resolve? source: http://www.c3teachers.org/inquiries/conflict-resolution/
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What is a treaty?
• What events led to the establishment of Israel?
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 10
• What conflicts have resulted from the establishment of Israel?
• What steps have been taken to develop a framework for peace in the region?
Level 3:
• How was the creation of Israel a turning point for the region?
• What are the lasting effects of the establishment of Israel?
• What are the lasting effects of the spread of Islam throughout the region?
Level 4:
• Who has the right to the land of Israel?
• Should the United States be involved with the conflict in Israel? Why do you believe that?
• Should the government be allowed to decide your religion?
• Can there be peace between Israel and its Arab neighbors?
Key Topics and Skills:
− Monotheism
− Islam
− Christianity
− Judaism
− Diversity
Skills
− Reading physical and political maps
− Reading thematic maps
− Spatial awareness
− Inquiry thinking process
− Cause & effect analysis
− Communication
− Media Literacy
Essential question #4: What are the similarities and differences between Islam, Judaism, and Christianity?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What are cultural universals?
• What are the characteristics of Islam, Christianity, and Judaism?
• What is monotheism?
• What can influence a culture?
• What is enculturation?
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 11
• What is diversity?
Level 3:
• What are three features that religions share?
• What cultural universals are present in your life?
• How has religion impacted Southwest Asia?
• How have cultures been influenced by outside factors?
• What effect can enculturation have on a culture?
Level 4:
• Is it better for a region to be culturally diverse or homogenous?
• What are the benefits of it being homogenous/diverse?
• What is the solution for living with the diversity in Southwest Asia?
• Has Islamic fundamentalism promoted stability or instability in the Middle East?
Key topics and Skills:
- Monotheism
- Islam
- Christianity
- Judaism
- Diversity
Skills
- Reading physical and political maps
- Reading thematic maps
- Spatial awareness
- Inquiry thinking process
- Cause & effect analysis
- Communication
- Media Literacy
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 12
Standards and
Indicators
SS 7.1.1 Analyze the foundations, structures, and functions of governmental institutions.
SS 7.1.1.a Describe different forms and structures of government around the world and how they address the needs of
the citizens.
SS 7.1.1.b Identify and report significant historic events and documents that have influenced governmental institutions
and their function.
SS 7.1.1.c Analyze how governmental systems have changed over time and how those developments influence civic life
and ideals around the world.
SS 7.2.5 Analyze information using appropriate data to draw conclusions about the total production, income,
and economic growth in various economies.
SS. 7.2.5.b Identify various economic indicators that governments use to measure modern world societies, nations, and
cultures.
SS 7.2.5 c Categorize goods and services provided in modern societies, nations, and cultures into the four factors of
production.
SS 7.3.2 Evaluate how regions form and change over time.
SS 7.3.2.a Classify physical and human characteristics of places and regions.
SS 7.3.2.b Interpret the impact of land and water features on human decisions.
SS 7.3.2.c Identify how humans construct major world regions and the impact on human societies.
SS 7.3.3 Determine how the natural environment is changed by natural and human forces and how humans
adapt to their surroundings.
SS 7.3.3.a Explain the impact of natural processes on human and physical environments.
SS 7.3.3.b Research and describe how humans have utilized and adapted to their physical environment.
SS 7.3.4 Examine and interpret patterns of culture around the world.
SS 7.3.4.a Compare and contrast characteristics of groups of people/settlements.
SS 7.3.4.b Develop a logical process to describe how cultural diffusion occurs and how the diffusion of ideas impacts
cultures.
SS 7.3.5 Compare issues and/or events using geographic knowledge and skills to make informed decisions.
SS 7.3.5.a Classify the physical or human factors that explain the geographic patterns of world events.
SS 7.3.5.b Develop geographic representations and analyze the role of geographic physical and human factors in
determining the arrangement of economic activity and patterns of human settlement.
SS 7.4.1 Compare patterns of continuity and change over time in world history.
SS 7.4.1.a Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
SS 7.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts.
SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current
events.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 13
SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world
history.
SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the
same event.
SS 7.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups.
SS 7.4.3.a Identify how differing experiences can lead to the development of perspectives.
SS 7.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world.
SS 7.4.4 Analyze and interpret sources for perspective and historical context.
SS 7.4.4.a Compare and contrast primary and secondary sources of history.
SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary
issues.
SS 7.4.5 Apply the inquiry process to construct and answer historical questions.
SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources.
SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary
sources.
SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources.
Vocabulary
Academic
Vocabulary terms
are taught using
the Six-Step
Process
Academic Vocabulary (to be taught throughout the
course of the unit)
− Physical Features
− Fertile
− Arid
− Petroleum
− Nonrenewable Resources
− Renewable Resource
− Natural Resource
− Agriculture
− Monotheism
− Islam,
− Christianity
− Judaism
− Diversity
Other Unit Specific Vocabulary
− Vegetation
− Tradition/Custom,
− Cultural Universal
− Culture
− Export
− Imports
− Balance of trade
− land
− labor
− Capital
− Entrepreneurship
− Treaties
− Alliances
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 14
Common
Assessments
Assessments in
bold are required.
Formative Assessments
Assessments listed in the Formative section are
optional resources for you to use. Additional resources
located in the 7
th
Grade Office 365 Group.
Essential Question 1:
- Human and Physical Geography Interaction
Pearson: pg. 438
- Chart Skills Assessment
Pearson: pg. 439
- Section 1 Assessment
Pearson: pg. 443
- Chart Skills Assessment
Pearson: pg. 457
- The Roles of Men and Women Primary Source
Assessment
Pearson: pgs. 452-453
- Section 3 Assessment
Pearson: pg. 459
- Case Study Assessment
Pearson: pg. 463
- Arabia and Iraq Chapter Assessment
Pearson: pgs. 464-465
Essential Question 2:
- Map Skills
Pearson: pg. 438
- Chart skills
Pearson: pg. 439
- Map Skills
Pearson: pg. 441
- Chart Skills
Pearson: pg. 457
Essential Question 3:
- Section 2 Assessment
Pearson pg. 485
- Map Skills Assessment
Pearson: pg. 494
- Section 3 Assessment
Pearson: pg. 497
Summative Assessments
CBA#1
Objective: Students will be able to identify and
understand the connections between a nation’s physical
and human geography.
Description: 7
th
grade Social Studies is about understanding
the world around you. One of the most important parts of this
knowledge is understanding that we are all connected in a
global way. Culture, the environment, and how we use it
changes everything around us. This assessment asks you,
the student, to see how these connections are applied in the
Southwest Asian country of Iraq.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 15
Essential question 4:
- What Is Culture? Assessment
Pearson: pg. 87
- Families and Societies Assessment
Pearson: pg. 89
- Language Assessment
Pearson: pg. 91
- Religion Assessment
Pearson: pg. 93
- Core Concepts Part 7 Assessment
Pearson: pgs.100-101
- Section 2 Assessment
Pearson: pg. 451
- Historical Sources Assessment
Pearson: pg. 121
- Map Skills Assessment
Pearson: pg. 476
- Voices of Fear and Hope Primary Source
Assessment
Pearson: pgs. 498-499
Additional Formative Assessment options located in
Instructional Resources & Inquiry Activities
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 16
Unit 2: Africa
Overview: When you think about the continent of Africa, what images, thoughts, sounds, and people do you imagine? If you said
rainforests, tribal life, beautiful landscapes, and interesting cultures, you would absolutely correct. If you said modern cities,
technology, European influence, and independence, you would also hit the mark. This unit will discuss the incredible diversity of
Africa and tell the story of how modern Africa was shaped through its history.
Time Frame
Timeframe: 9 weeks, 2
nd
Quarter
Additional pacing information outlined in the Unit Planner; link located in additional notes.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 17
Essential
Questions
Supporting
Questions
Key Topics and
Skills
Essential Question #1: How does physical geography effect how people live?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What the main physical features of Africa?
• What is the distribution of natural resources in Africa?
• What factors influence settlement patterns in Africa?
• What is subsistence farming?
• What is nomadic herding?
Level 3:
• How do physical features form and distinguish African regions?
• What is the relationship between climate regions and land use in Africa?
• How has the Sahara Desert impacted African trade and cultural diffusion?
• How is urbanization connected to changes in Africa’s physical geography?
Level 4:
• What is Africa’s most important natural resource? Defend your opinion.
• Which environmental issue in Africa is currently the most disrupting to human life? And why?
• Why are many African countries underdeveloped despite being rich in natural resources?
Key Topics and Skills:
- Physical Features
- Thematic Maps of Africa
- Resources (Natural, Human, and Capital) in Africa
- African Regions (Physical and Cultural)
- Subsistence Farming/Nomadic Herding
Skills
- Reading physical and political maps
- Spatial awareness
- Inquiry thinking process
- Cause & effect analysis
- Connecting historic & spatial thinking
Essential Question #2: What is the impact of culture and how it spreads over time?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What is diversity?
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 18
• What is cultural diffusion?
• What cultural universals shape who people are?
Level 3:
• How does human interaction shape culture?
• Why is diversity important to a region?
Level 4:
• What are some examples of how economic factors influence lifestyles and regional interconnections?
• Do cultures change over time or remain the same?
• Can Africa overcome its ethnic and tribal conflicts?
• Can Africa solve its current economic and social problems?
Key Topics and Skills:
− Cultural Diversity (Racial, Religious, Ethnic, Linguistic) of Africa
− Influences on African Cultures
− Diffusion
Skills
− Cause &Effect Analysis
− Reading Thematic Maps
− Problem solving
− Spatial thinking
− Identifying relationships
Essential Question #3: How did the Europeans change the history and the way the land of Africa was used?
Supporting Questions to Guide Instruction/Inquiry
Level 2:
• Why did Europeans colonize Africa?
• How did European colonization disrupt African patterns of life?
• What were the long-term effects of colonization on Africa?
• What is a turning point?
• What is nationalism?
• What is colonialism?
• What is Apartheid?
• What factors led to independence movements in Africa?
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 19
Level 3:
• How did the Atlantic Slave Trade destabilize Africa and allow colonization to occur?
• What events in Africa’s history are significant turning points?
• How have the following topics acted as turning points in Africa’s history and how do they impact Africa today:
Colonialism, Atlantic Slave Trade, Apartheid, Independence Movements?
• What impact did leaders have in determining self-rule in Africa?
Level 4:
• How can the establishment of colonies in a region both benefit and disrupt the indigenous people of that region?
• What would Africa be like today if Europeans had not colonized the continent? In your answer include specific
examples of what the Europeans did to the continent of Africa.
• How did Africans gain their independence?
• To what extent did the collapse of European imperialism improve the lives of Africans?
• Why did apartheid and minority rule collapse in South Africa?
Key Topics and Skills:
- Atlantic Slave Trade
- Colonialism
- Reasons for Colonialism
- Nationalism
- Apartheid
- Independence movements
-
Skills
− Critical thinking
− Cause and effect analysis
− Connecting history, people, and geography to synthesize an opinion
− Inquiry thinking process
− Events kept in chronological order
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 20
Standards and
Indicators
SS 7.1.1 Analyze the foundations, structures, and functions of governmental institutions.
SS 7.1.1.a Describe different forms and structures of government around the world and how they address the needs of
the citizens.
SS 7.1.1.b Identify and report significant historic events and documents that have influenced governmental institutions
and their function.
SS 7.1.1.c Analyze how governmental systems have changed over time and how those developments influence civic life
and ideals around the world.
SS 7.2.5 Analyze information using appropriate data to draw conclusions about the total production, income,
and economic growth in various economies.
SS. 7.2.5.b Identify various economic indicators that governments use to measure modern world societies, nations, and
cultures.
SS 7.2.5 c Categorize goods and services provided in modern societies, nations, and cultures into the four factors of
production.
SS 7.3.2 Evaluate how regions form and change over time.
SS 7.3.2.a Classify physical and human characteristics of places and regions.
SS 7.3.2.b Interpret the impact of land and water features on human decisions.
SS 7.3.2.c Identify how humans construct major world regions and the impact on human societies.
SS 7.3.3 Determine how the natural environment is changed by natural and human forces and how humans
adapt to their surroundings.
SS 7.3.3.a Explain the impact of natural processes on human and physical environments.
SS 7.3.3.b Research and describe how humans have utilized and adapted to their physical environment.
SS 7.3.4 Examine and interpret patterns of culture around the world.
SS 7.3.4.a Compare and contrast characteristics of groups of people/settlements.
SS 7.3.4.b Develop a logical process to describe how cultural diffusion occurs and how the diffusion of ideas impacts
cultures.
SS 7.3.5 Compare issues and/or events using geographic knowledge and skills to make informed decisions.
SS 7.3.5.a Classify the physical or human factors that explain the geographic patterns of world events.
SS 7.3.5.b Develop geographic representations and analyze the role of geographic physical and human factors in
determining the arrangement of economic activity and patterns of human settlement.
SS 7.4.1 Compare patterns of continuity and change over time in world history.
SS 7.4.1.a Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
SS 7.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts.
SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current
events.
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 21
SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world
history.
SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the
same event.
SS 7.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups.
SS 7.4.3.a Identify how differing experiences can lead to the development of perspectives.
SS 7.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world.
SS 7.4.4 Analyze and interpret sources for perspective and historical context.
SS 7.4.4.a Compare and contrast primary and secondary sources of history.
SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary
issues.
SS 7.4.5 Apply the inquiry process to construct and answer historical questions.
SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources.
SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary
sources.
SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources.
Vocabulary
Academic
Vocabulary terms
are taught using
the Six-Step
Process
Academic Vocabulary (to be taught throughout the
course of the unit)
− Savanna
− Sahara
− Developing Country
− Ethnic group
− Linguistic group
− Atlantic Slave Trade
− Colonialism
− Apartheid
− Desertification
− Independence
− Diffusion
Other Unit Specific Vocabulary
− Subsistence Farming
− Nomadic Herding
− Cash Crop
− Commercial Farming
− Famine
− Drought
− Standard of Living
− plantation
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 22
Common
Assessments
Assessments in
bold are required.
Formative Assessments
Assessments listed in the Formative section are
optional resources for you to use. Additional resources
located in the 7
th
Grade Office 365 Group.
Essential Question #1:
- Historical Maps Assessment
Pearson: pg. 125
- Put It Together Assessment
Pearson: pg. 327
- Section 3 Assessment
Pearson: pg. 355
- Map Skills Assessment
Pearson: pg. 365
- Map Skills Assessment
Pearson: pg. 366
- Map Skills Assessment
Pearson: pg. 368
- Section 1 Assessment
Pearson: pg. 371
Essential Question #2:
- Cultural Diffusion and Change Assessment
Pearson: pg. 97
- Conflict and Cooperation Assessment
Pearson: pg. 111
- Section 1 Assessment
Pearson: p. 339
- Section 3 Assessment
Pearson: pg. 385
Essential Question #3:
- Section 2 Assessment
Pearson: pg. 345
- Map Skills Assessment
Pearson: pg. 374)
- Section 2 Assessment
Pearson: pg. 377
- Case Study Assessment
Pearson: pg. 389
Summative Assessments
CBA#2
Objective: Students will be able to identify and understand the
connections between a nation’s physical and human
geography.
Description:
7th grade social studies is about understanding the world
around you. One of the most important parts of this
knowledge is understanding that we are all connected in a
global way. Culture, the environment, and how we use it
changes everything around us. This assessment asks the
student to see how these connections are applied in the
African nation of Congo-Kinshasha, also known as the
Democratic Republic of the Congo. (DRC)
World Cultures: 7
th
Grade
9/25/21 Curriculum and Instruction Support 23
- Southern and Eastern Africa Chapter
Assessment
Pearson: pgs. 390-391
Additional Formative Assessment options located in
Instructional Resources & Inquiry Activities
Unit 3: East and South Asia
Overview: Look at the manufacturing tag in your shoe. For almost everyone, that tag will read “Made in ______” – and it won’t be in
the United States. In fact, that country will probably be in East and South Asia. In the last one hundred years, East and South Asia
has become a strong contributor to the world’s economy. This unit will examine how life has changed in China and India as they have
grown their economies and moved toward a modern society.
Time Frame
Timeframe: 8 weeks, 3
rd
Quarter
Additional pacing information outlined in the Unit Planner; link located in additional notes.
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Essential
Questions
Supporting
Questions
Key Topics and
Skills
Essential Question #1: How does physical geography effect how people live?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What is the climate of the region?
• Where are South and East Asia on a globe?
• What countries are part of these regions?
• What are important physical features of South and East Asia?
• What are important human characteristics in South and East Asia? (ex: religion, language, ethnicity, & customs)
• What is cultural diffusion?
Level 3:
• What is the relationship between geography and the movement/location of humans?
• What is the relationship between climate population distribution?
• How have people changed the environment in which they live?
• How have people adapted to the environment in which they live?
• What impact do monsoons have on life in South and East Asia?
• How has diffusion of ideas impacted culture in South and East Asia?
Level 4:
• If you were to live in South and East Asia, where would you live? Why? Use physical and human characteristics,
maps, and data to support your answer.
• How have geographic characteristics impacted economic and political decisions/events in South and East Asia?
Key Topics and Skills:
- Physical Features
- Monsoons
- Arable Land
Population Distribution
- Thematic Maps
- Cultural Diffusion
Skills
- Map reading
- Identifying relationships
- Spatial Thinking
- Inquiry thinking process
- Cause & effect analysis
- Critical Thinking
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Essential Question #2: How has the role and decision making of governments impacted people’s lives in South
and East Asia?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What are the characteristics of Communism?
• What are the characteristics of a Dictatorship?
• What are Human Rights?
• What were the Great Leap Forward and the Cultural Revolution?
• What are the characteristics of a monarchy and a democracy?
• What is a revolution?
• What led to the political revolution in India?
• What is a caste system?
Level 3:
• What changes in the government did Mao Zedong and Deng Xiaoping bring to China?
• What was the significance of the events at Tiananmen Square in 1989?
• How did the British monarchy fail to meet the needs of the people in India?
• Why was Pakistan created?
• What changes did democracy bring to the economy of India? Compare the differences between economic and
political rights. Examine civic participation during these events.
• How did governments react to civic participation under various political systems?
Level 4:
• Has the standard of living improved as the government changed in China?
• Does India’s government adequately meet the needs of its people?
• How has civic action impacted civil liberties in China and India/Pakistan?
Key Topics and Skills:
- Communism
- Dictatorships
- Political Rights
- Economic Rights
- Authoritarianism
- Structure of Chinese Government Under Mao Zedong
- Mao Zedong’s Great Leap Forward
- Mao Zedong’s Cultural Revolution
- Deng Xiaoping’s Four Modernizations
- Tiananmen Square
- Monarchies
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- Democracy
- Independence of India/Pakistan
Skills
- Multiple Perspectives
- Inquiry Thinking Process
- Cause & Effect analysis
- Using evidence to support claims
- Historical Understanding
- Primary Source Analysis
- Civic Understanding
Essential Question #3: How have economic systems impacted individuals and civilizations/societies in South
and East Asia?
Supporting Questions to Guide Instruction/Inquiry
Level 2:
• Who controls resources in a Command Economy?
• Who controls resources in a Market Economy?
• What is globalization?
• What is specialization?
• How is a national economy measured? (consumption, government spending, business investment, balance of
trade, exports, imports, life expectancy, literacy rates, income, etc.)
• What are the four factors of production? (Land, Labor, capital, entrepreneurship)
Level 3:
• Why did the Great Leap Forward fail?
• How has China’s standard of living changed after Mao Zedong?
• How has China’s government system impact it’s economy? How does cheap labor play a role in modern
economies?
• How has globalization & specialization impacted the standard of living in South and East Asia?
• How does global trade impact individuals?
• How do economic systems influence individual decisions?
Level 4:
• Is China’s economy today more Market, Mixed, or Command?
• Is China’s rapid economic growth worth the costs to the environment and Chinese people?
• Should a company in the United States outsource to other countries?
• What should a governments role be in an economic system?
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• Which economic system leads to the most prosperous society?
Key Topics and Skills:
- Collective Farms
- Command Economy
- Market Economy
- Mao Zedong’s Great Leap Forward
- Deng Xiaoping’s Four Modernizations
- Globalization
- Specialization
- Resources (Natural, Human, and Capital)
- Standard of Living (Literacy Rate, Infant Mortality, Life Expectancy, GDP per capita)
- Factors of Production
- Cheap Labor
Skills
- Economic reasoning
- Economic measurement
- Inquiry thinking process
- Identifying relationships
- Using evidence to support claims
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Standards and
Indicators
SS 7.1.1 Analyze the foundations, structures, and functions of governmental institutions.
SS 7.1.1.a Describe different forms and structures of government around the world and how they address the needs of
the citizens.
SS 7.1.1.b Identify and report significant historic events and documents that have influenced governmental institutions
and their function.
SS 7.1.2 Analyze the roles, responsibilities, and rights of citizens and groups in international societies.
SS 7.1.2.a Examine ways in which individuals and groups participate in the political process in different regions of the
globe.
SS 7.1.2.b Evaluate how cooperation and conflict among people around the world have contributed to political,
economic, and social events and situations.
SS 7.1.2.c Explain the roles and influence of individuals, groups, and the media on governments in an interdependent
society.
SS 7.2.4 Investigate how varying economic systems impact individuals in a civilization/society.
SS 7.2.4.a Compare and contrast characteristics of different socio-economic groups in economic systems.
SS 7.2.4.b Identify the relationships between diverse socio-economic groups and their economic systems in the modern
world.
SS 7.2.5 Analyze information using appropriate data to draw conclusions about the total production, income,
and economic growth in various economies.
SS 7.2.5.a Define the government's role in various economic systems.
SS. 7.2.5.b Identify various economic indicators that governments use to measure modern world societies, nations, and
cultures.
SS 7.2.5 c Categorize goods and services provided in modern societies, nations, and cultures into the four factors of
production.
SS 7.2.6 Illustrate how international trade impacts individuals, organizations, and nations/societies. (1 indicator)
SS 7.2.6.a Explain how individuals gain through specialization and voluntary trade and how international trade affects
the domestic economy.
SS 7.3.5 Compare issues and/or events using geographic knowledge and skills to make informed decisions.
SS 7.3.5.a Classify the physical or human factors that explain the geographic patterns of world events.
SS 7.4.1 Compare patterns of continuity and change over time in world history.
SS 7.4.1.a Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
SS 7.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts.
SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current
events.
SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world
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history.
SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the
same event.
SS 7.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups.
SS 7.4.3.a Identify how differing experiences can lead to the development of perspectives.
SS 7.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world.
SS 7.4.4 Analyze and interpret sources for perspective and historical context.
SS 7.4.4.a Compare and contrast primary and secondary sources of history.
SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary
issues.
SS 7.4.5 Apply the inquiry process to construct and answer historical questions.
SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources.
SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary
sources.
SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources.
Vocabulary
Academic
Vocabulary terms
are taught using
the Six-Step
Process
Academic Vocabulary (to be taught throughout the
course of the unit)
− Population Distribution
− Dynasty
− Communism
− Dictator
− Partition
− Civil Disobedience
− Specialization
− Globalization
− Market Economy
− Command Economy
Other Unit Specific Vocabulary
− Caste System
− Monsoon
− Revolution
− The Four Modernizations
− Tiananmen Square
− The Great Leap Forward
− Cultural Revolution
− Hinduism
− Sikhism
− Mixed Economy
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Common
Assessments
Assessments in
bold are required.
Formative Assessments
Assessments listed in the Formative section are
optional resources for you to use. Additional resources
located in the 7
th
Grade Office 365 Group.
Essential Question 1:
- Population Growth Assessment
Pearson: pg. 75
- Population Distribution Assessment
Pearson: pg. 77
- Urbanization Assessment
Pearson: pg. 81
- Core Concepts Part 6 Assessment
Pearson: pgs. 82-83
- Map Skills Assessment
Pearson: pg. 579
- Map Skills Assessment
Pearson: p. 580
- Section 1 Assessment
Pearson: pg. 585
- Put It Together Assessment
Pearson: pg. 617
- Map Skills Assessment
Pearson: pg. 623
- Map Skills Assessment
Pearson: pg. 625
- Map Skills Assessment
Pearson: pg. 627
- Section 1 Assessment
Pearson: p. 629
Essential Question 2:
- Section 2 Assessment
Pearson: pg. 635
- Case Study Assessment
Pearson: pg.649
Essential Question 3:
- Economic Basics Assessment
Pearson: pg. 59
Summative Assessments
CBA#3
Objective: Students will use graphs and charts to gather
information and make judgments about the effects of
globalization on South Korea.
Description:
After suffering through a violent war in the 1950s, the country
of South Korea began dramatically changing its economy.
Starting in the 1960s with the growth of the automobile
industry and electronics, South Korea began becoming a
more global economy.
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- Economic Process Assessment
Pearson: pg. 61
- Economic Systems Assessment
Pearson: pg. 63
- Trade Assessment
Pearson: pg. 67
- Core Concepts Part 5 Assessment
Pearson: pgs. 70-71
- Science and Technology Assessment
Pearson: pg. 99
- Section 2 Assessment
Pearson: pg. 593
- Section 3 Assessment
Pearson: pg. 603
- Chart Skills Assessment
Pearson: pg. 641
- Section 3 Assessment
Pearson: pg. 645
- China and Its Neighbors Chapter Assessment
Pearson: pgs. 650-651
Additional Formative Assessment options located in
Instructional Resources & Inquiry Activities
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Unit 4: Russia
Overview: What is the job of the government? What happens when people feel that the government isn’t doing its job? The story of
Russia’s history gives us a glimpse into different ways of running a country and what happens when the people want and need
change. This unit will discuss the nature of revolution through the Russian story and how the governments of the world can best meet
the needs and wants of its people.
Time Frame
Timeframe: 9 weeks, 4
th
Quarter
Additional pacing information outlined in the Unit Planner; link located in additional notes.
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Essential
Questions
Supporting
Questions
Key Topics and
Skills
Essential Question #1: How does physical geography effect how people live?
Supporting Questions to Guide Instruction/Inquiry:
Level 2:
• What is the climate of this region?
• What countries are a part of this region?
• What are the important physical features of Russia?
Level 3:
• What is the relationship between region and human interaction in their physical environment?
• How have people changed the environment in which they live?
• How have people adapted to the environment in which they live?
Level 4:
• If you were living in Russia where would you live and Why?
Key Topics and Skills:
- Physical Features
- Arable Land
- Thematic Maps
- Population Distribution
Skills
- Making predictions
- Reading Physical & Political Maps
- Supporting ideas with evidence
Essential Question #2: What role should governments have in the lives of the people they govern?
Supporting Questions to Guide Instruction/Inquiry: Civics
Level 2:
• What is a tsar (czar)?
• What is a dictator?
Level 3:
• What are the characteristics of different government systems?
• In what ways has Russia has become more democratized?
• Do the costs outweigh the benefits in these types of government: monarchy, dictatorship, communism,
democracy?
• What was the cause if the fall if the Soviet Union?
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Level 4:
• Will Russia remain a democracy? Why?
• How have human rights in Russia has improved? Why do you believe these changes have occurred?
Key Topics and Skills:
- Monarchies
- Communism
- Dictatorship
- Democracies
Skills
- Drawing conclusions
- Compare & Contrast
- Comparing viewpoints
Supporting Questions to Guide Instruction/Inquiry: Economics
Level 2:
• What is collective farming?
• What was the purpose of Josef Stalin’s Five-Year Plans?
Level 3:
• What are the characteristics of the three economic systems: traditional, command, and market?
• How is standard of living impacted by each economic system?
• How did the Cold War impact economic relations between the Soviet Union and the United States?
• Why was it important to win the space race?
Level 4:
• In the next 10 years, what is the outlook for Russia’s economy? Support your response with evidence learned in
class or from the text.
Key Topics and Skills:
− Josef Stalin’s Five-Year Plans
− Traditional Economy
− Command Economy
− Market Economy
− Collective Farming
− Population and Resource Distribution Issues
Skills
− Using primary & secondary sources
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− Making informed judgements
− Compare & contrast
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Standards and
Indicators
SS 7.1.1 Analyze the foundations, structures, and functions of governmental institutions.
SS 7.1.1.b Identify and report significant historic events and documents that have influenced governmental institutions
and their function.
SS 7.1.1.c Analyze how governmental systems have changed over time and how those developments influence civic life
and ideals around the world.
SS 7.1.2 Analyze the roles, responsibilities, and rights of citizens and groups in international societies.
SS 7.1.2.a Examine ways in which individuals and groups participate in the political process in different regions of the
globe.
SS 7.1.2.b Evaluate how cooperation and conflict among people around the world have contributed to political,
economic, and social events and situations.
SS 7.1.2.c Explain the roles and influence of individuals, groups, and the media on governments in an interdependent
society.
SS 7.2.4 Investigate how varying economic systems impact individuals in a civilization/society.
SS 7.2.4.a Compare and contrast characteristics of different socio-economic groups in economic systems.
SS 7.2.5 Analyze information using appropriate data to draw conclusions about the total production, income,
and economic growth in various economies.
SS 7.2.5.a Define the government's role in various economic systems.
SS 7.4.1 Compare patterns of continuity and change over time in world history.
SS 7.4.1.a Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
SS 7.4.1.b Analyze the impact of historical events in the world using symbols, maps, documents, and artifacts.
SS 7.4.2 Use multiple perspectives to examine the historical, social, and cultural context of past and current
events.
SS 7.4.2.a Analyze evidence from multiple perspectives and sources to better understand the complexities of world
history.
SS 7.4.2.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the
same event.
SS 7.4.3 Examine historical events from the perspectives of marginalized and underrepresented groups.
SS 7.4.3.a Identify how differing experiences can lead to the development of perspectives.
SS 7.4.3.b Interpret perspectives of marginalized and underrepresented regions around the world.
SS 7.4.4 Analyze and interpret sources for perspective and historical context.
SS 7.4.4.a Compare and contrast primary and secondary sources of history.
SS 7.4.4.b Identify the cause and effect relationships among historical events in the world and relevant contemporary
issues.
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SS 7.4.5 Apply the inquiry process to construct and answer historical questions.
SS 7.4.5.a Construct and answer inquiry questions using multiple historical sources.
SS 7.4.5.b Evaluate and cite appropriate sources for research about world history, including primary and secondary
sources.
SS 7.4.5.c Gather, analyze, and communicate historical information about the world from multiple sources.
Vocabulary
Academic
Vocabulary terms
are taught using
the Six-Step
Process
Academic Vocabulary (to be taught throughout the
course of the unit)
− Steppe
− czar(tsar)
− serf
− USSR (Soviet Union)
− Cold War
− Propaganda
− Superpower
− Arms Race
− Perestroika
− Glasnost
− collective farming
Other Unit Specific Vocabulary
− Bolsheviks
− Gulag
− Siberia
− Communist Manifesto
− Socialism
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Common
Assessments
Assessments in
bold are required.
Formative Assessments
Assessments listed in the Formative section are
optional resources for you to use. Additional resources
located in the 7
th
Grade Office 365 Group.
Essential Question 1:
- Map Skills Assessment
Pearson: pg. 291
- Map Skills Assessment
Pearson: pg. 292
- Map Skills Assessment
Pearson: pg. 295
Essential Question 2:
- Political Systems Assessment
Pearson: pg. 107
- Section 5 Assessment
Pearson: pg. 215
- Section 2 Assessment
Pearson: pg. 305
- The Russian Revolution Primary Source
Assessment
Pearson: pgs. 306-307
- Section 3 Assessment
Pearson: pg. 313
- Case Study Assessment
Pearson: pg. 317
Additional Formative Assessment options located in
Instructional Resources & Inquiry Activities
Summative Assessments
RSP
Big6+RSP Overview: The goal of this inquiry project is for
students to determine whether the citizens of a chosen
country should stay in their country or leave and seek a home
elsewhere. Students will also be able to explain why they
made their decision and other conditions associated with the
decision.
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Course Standards Overview
Standards: At the highest level of generality, content area standards include a set of broad, overarching content-based statements that describe
the basic cognitive, affective, or psychomotor expectations of students. They reflect long-term goals for learning. These comprehensive
statements are not grade level specific and cover the big ideas of the course.
Indicators: Under each standard are indicators, which further describe what a student must know and be able to do to meet the standard.
Indicators are performance, based statements that provide educators with a clear understanding of the expected level of student learning and
guidance. Indicators provide guidance for an assessment of student learning. Indicators also help to distinguish expectations between grade
levels.
Nebraska Department of Education Content Area Standards Reference Guide:
https://www.education.ne.gov/academicstandards/Documents/Nebraska%20Standards%20Reference%20Guide_Final.pdf
Organization and Structure of Nebraska’s Social Studies Standards The overall structure of Nebraska’s Social Studies Standards reflects the two-
tier structure common across all Nebraska content area standards. The two levels include standards and indicators. At the broadest level,
standards include broad, overarching content-based statements that describe the basic cognitive, affective, or psychomotor expectations of
student learning. The standards, across all grade levels, reflect long-term goals for learning. Indicators further describe what students must know
and be able to do to meet the standard and provide guidance related to classroom instruction. Additionally, the indicators provide guidance related
to the assessment of student learning. In addition to standards and indicators, the Nebraska Social Studies standards provide examples. The “For
example...” statements provide guidance relative to topics that may be included in the locally determined curriculum. These suggestions may be
used to meet the learning expectations of the standards and indicators. For grades K-8, the standards and indicators are written at grade level.
The K-8 standards and indicators are organized within four disciplines: Civics, Economics, Geography, and History. Within those disciplines,
standards and indicators are grouped by big ideas. Big ideas are concepts, themes, or issues that give meaning and connection to facts and skills
(Wiggins and McTighe, 2005, p. 5). The high school standards and indicators are written within one grade band (HS = 9-12), and they are also
organized by discipline and big ideas. Prior to each grade level and the high school grade band, a summary statement and theme are included.
This provides a high-level overview of what students are expected to learn at that grade level. In addition to a common structure for content area
standards, a consistent numbering system is used for content area standards. (Source: Nebraska Social Studies Standards, 2019)
An example of the Nebraska Social Studies Standards numbering system is as follows:
SS.8.1.2.a
SS = content area
8 = grade level
1 = discipline
2 = standard
a = indicator
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Scope and Sequence
5
th
Grade
Early U.S. History
6
th
Grade
Ancient and Medieval World
7
th
Grade
Eastern Hemisphere
8
th
Grade
U.S. History
Social Studies
Civics
SS 5.1.1 Synthesize and justify the
structure and function of the United
States government. (6 indicators)
SS 5.1.1.a Investigate and summarize
contributions that resulted in the
historical foundation and formation of
the United States constitutional
government.
SS 5.1.1.b Identify and explain the
structure and functions of the three
branches of government.
SS 5.1.1.c Analyze how colonial and
new states’ governments’ laws
affected majority groups and
marginalized groups within their
population.
SS 5.1.1.d Evaluate how the decisions
of the national government affect local
and state government and citizens of
diverse backgrounds.
SS 5.1.1.e Justify the principles of the
American Republic.
SS 5.1.1.f Analyze and contrast forms
of government.
SS 5.1.2 Analyze democratic principles
that are the foundation of the United
States government systems in daily
life. (6 indicators)
SS 5.1.2.a Explore and communicate
the constitutional rights and civic
responsibilities of U.S. citizens.
SS 5.1.2.b Communicate origins of
national and state holidays including
historical background and significance.
Civics
SS 6.1.1 Investigate the foundations,
structures, and functions of
governmental institutions. (4
indicators)
SS 6.1.1.a Analyze the different forms
of government through the study of
early civilizations.
SS 6.1.1.b Identify the development of
written laws and artifacts.
SS 6.1.1.c Communicate the various
ways governmental decisions have
impacted people, places, and history.
SS 6.1.1.d Investigate important
government principles.
SS 6.1.2 Investigate the roles,
responsibilities, and rights of citizens.
(2 indicators)
SS 6.1.2.a Describe ways individuals
participate in the political process.
SS 6.1.2.b Compare and contrast the
roles and rights of individuals in
Ancient Civilizations to those in the
United States today.
Economics
SS 6.2.1 Investigate how economic
decisions affect the well-being of
individuals and society.
(2 indicators)
SS 6.2.1.a Compare the benefits and
costs of economic decisions made by
Ancient Civilizations.
SS 6.2.1.b Examine how social and
governmental decisions impact
economic well-being.
Civics
SS 7.1.1 Analyze the foundations,
structures, and functions of
governmental institutions.
(3 indicators)
SS 7.1.1.a Describe different forms and
structures of government around the
world and how they address the needs
of the citizens.
SS 7.1.1.b Identify and report
significant historic events and
documents that have influenced
governmental institutions and their
function.
SS 7.1.1.c Analyze how governmental
systems have changed over time and
how those developments influence
civic life and ideals around the world.
SS 7.1.2 Analyze the roles,
responsibilities, and rights of citizens
and groups in international societies.
(3 indicators)
SS 7.1.2.a Examine ways in which
individuals and groups participate in
the political process in different
regions of the globe.
SS 7.1.2.b Evaluate how cooperation
and conflict among people around the
world have contributed to political,
economic, and social events and
situations.
SS 7.1.2.c Explain the roles and
influence of individuals, groups, and
the media on governments in an
interdependent society.
Economics
Civics
SS 8.1.1 Investigate and analyze the
foundation, structure, and functions of
the United States government. (6
indicators)
SS 8.1.1.a Identify and describe the
different systems of government.
SS 8.1.1.b Analyze the structure and roles
of the United States government in
meeting the needs of the citizens
governed, managing conflict, and
establishing order and security.
SS 8.1.1.c Examine the development of
foundational laws and other documents
in the United States government.
SS 8.1.1.d Evaluate how various United
States government decisions impact
people, place, and history.
SS 8.1.1.e Describe how important
government principles are shown in
American government.
SS 8.1.1.f Analyze the development and
significance of political parties in the
United States.
SS 8.1.2 Evaluate the roles,
responsibilities, and rights as local,
state, national, and international
citizens. (5 indicators)
SS 8.1.2.a Demonstrate ways individuals
participate in the political process.
SS 8.1.2.b Analyze the significance of
patriotic symbols, songs and activities in
terms of historical, social, and cultural
contexts.
SS 8.1.2.c Demonstrate civic
engagement.
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5
th
Grade
Early U.S. History
6
th
Grade
Ancient and Medieval World
7
th
Grade
Eastern Hemisphere
8
th
Grade
U.S. History
SS 5.1.2.c Interpret and communicate
the significance of patriotic symbols,
songs, and activities.
SS 5.1.2.d Explore models of group and
individual actions that illustrate civic
ideas in the founding of the United
States.
SS 5.1.2.e Examine how cooperation
and conflict among people have
contributed to political, economic, and
social events and situations in the
United States.
SS 5.1.2.f Determine how the roles of
individuals and groups influence
government.
Economics
SS 5.2.3 Explain how human capital
can be improved by education and
training and thereby increase
standards of living. (1 indicator)
SS 5.2.3.a List examples of how
additional education/training improves
productivity and increases standards of
living.
SS 5.2.4 Explain how specialization,
division of labor, and technology
increase productivity and
interdependence. (1 indicator)
SS 5.2.4.a Describe the historical role
of innovation and entrepreneurship in
a market economy.
SS 5.2.5 Summarize characteristics of
economic institutions in the United
States. (3 indicators)
SS 5.2.5.a Describe the importance of
financial institutions to households and
businesses.
SS 6.2.3 Explain the interdependence
of producers and consumers. (2
indicators)
SS 6.2.3.a Identify producers and
consumers for Ancient civilizations.
SS 6.2.3.b Explain how the interaction
between producers and consumers
satisfied economic wants and needs.
Geography
SS 6.3.1 Identify where (spatial) and
why people, places, and environments
are organized on the Earth’s surface.
(2 indicators)
SS 6.3.1.a Identify and illustrate the
locations of the first cities, civilizations,
and empires and the reasoning for
their locations.
SS 6.3.1.b Investigate the human and
physical characteristics of early
patterns of civilizations and empires.
SS 6.3.3 Identify how the natural
environment is changed by natural
and human forces, and how humans
adapt to their surroundings. (2
indicators)
SS 6.3.3.a Describe the impact of
natural processes on the human and
physical environments.
SS 6.3.3.b Summarize how early
humans utilized and adapted to their
physical environment.
SS 6.3.4 Interpret and summarize
patterns of culture around the world.
(2 indicators)
SS 6.3.4.a Compare and contrast
characteristics of groups of
people/settlements.
SS 7.2.4 Investigate how varying
economic systems impact individuals
in a civilization/society.
(2 indicators)
SS 7.2.4.a Compare and contrast
characteristics of different socio-
economic groups in economic systems.
SS 7.2.4.b Identify the relationships
between diverse socio-economic
groups and their economic systems in
the modern world.
SS 7.2.5 Analyze information using
appropriate data to draw conclusions
about the total production, income,
and economic growth in various
economies.
(3 indicators)
SS 7.2.5.a Define the government's
role in various economic systems.
SS. 7.2.5.b Identify various economic
indicators that governments use to
measure modern world societies,
nations, and cultures.
SS 7.2.5 c Categorize goods and
services provided in modern societies,
nations, and cultures into the four
factors of production.
SS 7.2.6 Illustrate how international
trade impacts individuals,
organizations, and nations/societies.
(1 indicator)
SS 7.2.6.a Explain how individuals gain
through specialization and voluntary
trade and how international trade
affects the domestic economy.
Geography
SS 8.1.2.d Describe how cooperation and
conflict among people have contributed
to political, economic, and social events
and situations in the United States.
SS 8.1.2.e Compare and contrast the
roles and influences of individuals,
groups, and the media on American
government.
Economics
SS 8.2.2 Understand personal and
business financial management.
(2 indicators)
SS 8.2.2.a Identify skills for future
financial success.
SS 8.2.2.b Understand tools, strategies,
and systems used to maintain, monitor,
control, and plan the use of financial
resources.
SS 8.2.4 Justify and debate economic
decisions made by North American
societies. (3 indicators)
SS 8.2.4.a Research the origins and
development of the economic system,
banks, and financial institutions in the
United States.
SS 8.2.4.b Explain how tax revenues are
collected and distributed.
SS 8.2.4.c Describe the progression of
money and its role in early United States
history.
SS 8.2.5 Illustrate how international
trade impacts individuals, organizations,
and nations.
(2 indicators)
SS 8.2.5.a Explain that currency must be
converted to make purchases in other
countries.
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SS 5.2.5.b Explain the rules and laws
that protect and support consumers.
SS 5.2.5.c Identify goods and services
funded through federal taxes.
SS 5.2.6 Summarize how specialization
and trade impact the global market
and relationships with other
countries. (2 indicators)
SS 5.2.6.a Describe how international
trade promotes specialization and
division of labor and increases the
productivity of labor, output, and
consumption.
SS 5.2.6.b Explain how trade impacts
relationships between countries.
Geography
SS 5.3.1 Explore where (spatial) and
why people, places, and environments
are organized in the United States. (3
indicators)
SS 5.3.1.a Use maps and atlases to
locate major human and physical
features in the United States.
SS 5.3.1.b Apply map skills to analyze
physical/political maps of the United
States.
SS 5.3.1.c Determine why things are
located where they are in the United
States.
SS 5.3.2 Compare the characteristics
of places and regions and draw
conclusions on their impact on human
decisions. (2 indicators)
SS 5.3.2.a Identify criteria used to
define regions within the United
States.
SS 6.3.4.b Explain how cultural
diffusion occurs.
History
SS 6.4.1 Analyze patterns of continuity
and change over time in world history.
(2 indicators)
SS 6.4.1.a Examine the impact of
people, events, and ideas, including
various cultures and ethnic groups, on
the world.
SS 6.4.1.b Analyze the impact of
historical events in the world using
symbols, maps, documents, and
artifacts.
SS 6.4.2 Use multiple perspectives to
identify the historical, social, and
cultural context of past and current
events. (2 indicators)
SS 6.4.2.a Identify evidence from
multiple perspectives and source to
better understand the complexities of
world history.
SS 6.4.2.b Explain the use of primary
and secondary sources to better
understand multiple perspectives of
the same event.
SS 6.4.3 Examine historical events
from the perspectives of marginalized
and underrepresented groups. (2
indicators)
SS 6.4.3.a Identify how differing
experiences can lead to the
development of perspectives.
SS 6.4.3.b Interpret perspectives of
marginalized and underrepresented
regions around the world.
SS 7.3.2 Evaluate how regions form
and change over time. (3 indicators)
SS 7.3.2.a Classify physical and human
characteristics of places and regions.
SS 7.3.2.b Interpret the impact of land
and water features on human
decisions.
SS 7.3.2.c Identify how humans
construct major world regions and the
impact on human societies.
SS 7.3.3 Determine how the natural
environment is changed by natural
and human forces and how humans
adapt to their surroundings.
(2 indicators)
SS 7.3.3.a Explain the impact of natural
processes on human and physical
environments.
SS 7.3.3.b Research and describe how
humans have utilized and adapted to
their physical environment.
SS 7.3.4 Examine and interpret
patterns of culture around the world.
(2 indicators)
SS 7.3.4.a Compare and contrast
characteristics of groups of
people/settlements.
SS 7.3.4.b Develop a logical process to
describe how cultural diffusion occurs
and how the diffusion of ideas impacts
cultures.
SS 7.3.5 Compare issues and/or events
using geographic knowledge and skills
to make informed decisions. (2
indicators)
SS 7.3.5.a Classify the physical or
human factors that explain the
SS 8.2.5.b Recognize how trade barriers
impact the prices and quantity of goods.
Geography
SS 8.3.2 Examine how regions form and
change over time. (3 indicators)
SS 8.3.2.a Evaluate physical and human
characteristics of places and regions.
SS 8.3.2.b Determine the impact of land
and water features on human decisions.
SS 8.3.2.c Identify and justify how
humans develop major world regions and
the impact on human societies.
SS 8.3.3 Determine how the natural
environment is changed by natural and
human forces and how humans adapt to
their surroundings.
(2 indicators)
SS 8.3.3.a Interpret the impact of natural
processes on human and physical
environments.
SS 8.3.3.b Analyze how humans have
utilized and adapted to their physical
environment.
History
SS 8.4.1 Analyze patterns of continuity
and change over time in the United
States history. (2 indicators)
SS 8.4.1.a Evaluate the impact of people,
events, and ideas, including various
cultures and ethnic groups, on the United
States.
SS 8.4.1.b Evaluate the impact of
historical events in the United States
using symbols, maps, documents, and
artifacts.
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SS 5.3.2.b Identify and classify regions
and places within the United States
using physical and human features.
SS 5.3.3 Explain how human and
natural forces have modified different
environments in the United States and
how humans have adapted. (3
indicators)
SS 5.3.3.a Identify examples of
ecosystems and analyze issues related
to the natural setting in the United
States.
SS 5.3.3.b Describe the impact of
extreme natural events in the United
States on the human and physical
environment.
SS 5.3.3.c Examine patterns of
resource distribution and utilization in
the United States.
SS 5.3.4 Compare, contrast, and draw
conclusions about the characteristics
of culture and migration in the United
States. (3 indicators)
SS 5.3.4.a Compare and contrast
patterns of culture within the United
States over time and space.
SS 5.3.4.b Compare and contrast
population characteristics of the
United States.
SS 5.3.4.c Explain reasons for historical
and present day migrations to and
within the United States.
SS 5.3.5 Use geographic skills to
interpret issues and events. (2
indicators)
SS 5.3.5.a Explain the influences of
physical and human geographic
SS 6.4.4 Interpret and evaluate
sources for historical context. (2
indicators)
SS 6.4.4.a Compare and contrast
primary and secondary sources of
history.
SS 6.4.4.b Analyze the relationships
among historical events in the world
and relevant contemporary issues.
SS 6.4.5 Apply the inquiry process to
construct and answer historical
questions. (3 indicators)
SS 6.4.5.a Construct and answer
inquiry questions using multiple
historical sources.
SS 6.4.5.b Identify and cite appropriate
sources for research about world
history, including primary and
secondary sources.
SS 6.4.5.c Gather, analyze, and
communicate historical information
about the world from multiple sources.
geographic patterns of world events.
SS 7.3.5.b Develop geographic
representations and analyze the role of
geographic physical and human factors
in determining the arrangement of
economic activity and patterns of
human settlement.
History
SS 7.4.1 Compare patterns of
continuity and change over time in
world history. (2 indicators)
SS 7.4.1.a Analyze the impact of
people, events, and ideas, including
various cultures and ethnic groups, on
the world.
SS 7.4.1.b Analyze the impact of
historical events in the world using
symbols, maps, documents, and
artifacts.
SS 7.4.2 Use multiple perspectives to
examine the historical, social, and
cultural context of past and current
events. (2 indicators)
SS 7.4.2.a Analyze evidence from
multiple perspectives and sources to
better understand the complexities of
world history.
SS 7.4.2.b Compare and contrast
primary and secondary sources to
better understand multiple
perspectives of the same event.
SS 7.4.3 Examine historical events
from the perspectives of marginalized
and underrepresented groups. (2
indicators)
SS 8.4.2 Use multiple perspectives to
evaluate the historical, social, and
cultural context of past and current
events. (2 indicators)
SS 8.4.2.a Compare and interpret
evidence from multiple perspectives and
sources to better understand the
complexities of US history.
SS 8.4.2.b Evaluate the relevancy,
accuracy, and completeness of primary
and secondary sources to better
understand multiple perspectives of the
same event.
SS 8.4.3 Examine historical events from
the perspectives of marginalized and
underrepresented groups. (2 indicators)
SS 8.4.3.a Identify how differing
experiences can lead to the development
of perspectives.
SS 8.4.3.b Interpret how and why
marginalized and underrepresented
groups and/or individuals might
understand historical events similarly or
differently.
SS 8.4.4 Evaluate and interpret sources
for perspective and historical context.
(2 indicators)
SS 8.4.4.a Compare and contrast primary
and secondary sources of history.
SS 8.4.4.b Evaluate the relationships
among historical events in the United
States and relevant contemporary issues.
SS 8.4.5 Apply the inquiry process to
construct and answer historical
questions. (3 indicators)
SS 8.4.5.a Identify areas of inquiry by
using student-generated questions about
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features on events in the United
States.
SS 5.3.5.b Analyze aspects of human
and physical geography that have
shaped the settlement and
development of Early America.
History
SS 5.4.1 Investigate patterns of
continuity and change over time from
the Pre-Columbian era through the
Constitution. (1 indicator)
SS 5.4.1.a Examine the chronology of
key events in the United States and
communicate their impact on various
groups in the past, present, and future.
SS 5.4.2 Describe and explain multiple
perspectives of historical events in the
Pre-Columbian era through the
Constitution including marginalized
and underrepresented groups. (2
indicators)
SS 5.4.2.a Compare and contrast
primary and secondary sources to
better understand multiple
perspectives of the same event.
SS 5.4.2.b Identify and describe how
multiple perspectives facilitate the
understanding of US history.
SS 5.4.3 Analyze past and current
events and challenges from the Pre-
Columbian era through the
Constitution. (1 indicator)
SS 5.4.3.a Compare the impact of
people, events, ideas, and symbols on
various cultures and ethnic groups in
the Pre-Columbian era through the
Constitution.
SS 7.4.3.a Identify how differing
experiences can lead to the
development of perspectives.
SS 7.4.3.b Interpret perspectives of
marginalized and underrepresented
regions around the world.
SS 7.4.4 Analyze and interpret sources
for perspective and historical context.
(2 indicators)
SS 7.4.4.a Compare and contrast
primary and secondary sources of
history.
SS 7.4.4.b Identify the cause and effect
relationships among historical events
in the world and relevant
contemporary issues.
SS 7.4.5 Apply the inquiry process to
construct and answer historical
questions. (3 indicators)
SS 7.4.5.a Construct and answer
inquiry questions using multiple
historical sources.
SS 7.4.5.b Evaluate and cite
appropriate sources for research about
world history, including primary and
secondary sources.
SS 7.4.5.c Gather, analyze, and
communicate historical information
about the world from multiple sources.
multiple historical sources.
SS 8.4.5.b Locate, analyze, and cite
appropriate sources for research about
United States history, including primary
and secondary sources.
SS 8.4.5.c Gather, analyze, and
communicate historical information
about United States history from multiple
sources.
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th
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6
th
Grade
Ancient and Medieval World
7
th
Grade
Eastern Hemisphere
8
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U.S. History
SS 5.4.4 Apply the inquiry process to
construct and answer historical
questions. (3 indicators)
SS 5.4.4.a Construct and answer
questions about the Pre-Columbian era
through the Constitution based on
multiple sources.
SS 5.4.4.b Evaluate and cite
appropriate primary and secondary
sources to research the Pre-Columbian
era through the Constitution.
SS 5.4.4.c Gather, analyze, and
communicate historical information
from the Pre-Columbian era through
the Constitution from multiple sources.
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Scope and Sequence
9
th
Grade
U.S. History
10
th
Grade
Human Geography
10
th
Grade
Introduction to Economics
11
th
Grade
Modern World History
12
th
Grade
American Government
Social Studies
History
HS.4.1 (US) Analyze and
evaluate patterns of
continuity and change over
time in American history.
(3 indicators)
SS HS.4.1.a (US) Evaluate
the cause and effect of
historical events on various
groups in the United States.
SS HS.4.1.b (US) Select,
record, and interpret key
national events in
chronological order.
SS HS.4.1.c (US) Evaluate
the impact of people,
events, and ideas, including
various cultures and ethnic
groups, on the United
States.
SS HS.4.2 (US) Analyze the
complexity of the
interaction of multiple
perspectives to investigate
causes and effects of
significant events in the
development of history. (2
indicators)
SS HS.4.2.a (US) Identify and
evaluate how considering
multiple perspectives
facilitates an understanding
of history.
SS HS.4.2.b (US) Evaluate
the relevancy, accuracy, and
Geography
SS HS.3.1 Evaluate where
(spatial) and why people,
places, and environments are
organized on the Earth’s
surface. (2 indicators)
SS HS.3.1.a Determine spatial
organization of human
settlements in relation to
natural features.
SS HS.3.1.b Analyze and explain
changes in spatial patterns as a
result of the interactions among
human and physical processes.
SS HS.3.2 Evaluate how regions
form and change over time. (3
indicators)
SS HS.3.2.a Analyze physical and
human processes that shape
places and regions.
SS HS.3.2.b Examine the
importance of places and
regions to individual and social
identity, and how identities
change over space and time.
SS HS.3.2.c Evaluate the
interdependence of places and
regions.
SS HS.3.3 Analyze how the
natural environment and
cultural landscape are
transformed by natural and
human forces and interpret
how humans adapt to their
Economics
SS HS.2.1 Apply economic
concepts that support rational
decision making. (2 indicators)
SS HS.2.1.a Make decisions by
systematically considering
alternatives and consequences
through the use of cost benefit
analysis.
SS HS.2.1.b Assess the
incentives for investing in
personal education, skills, and
talents.
SS HS.2.2 Develop a plan to
support short- and long-term
goals. (4 indicators)
*Personal Finance Course
Standard
SS HS.2.3 Critique strategies
used to establish, build,
maintain, monitor, and control
credit. (2 indicators)
*Personal Finance Course
Standard
SS HS.2.4 Evaluate savings,
investment, and risk
management strategies to
achieve financial goals.
(3 indicators)
*Personal Finance Course
Standard
History
HS.4.1 (WLD) Analyze and
evaluate patterns of continuity
and change over time in world
history. (3 indicators)
SS HS.4.1.a (WLD) Evaluate the
cause and effect of historical
events in the world.
SS HS.4.1.b (WLD) Select,
record, and interpret key global
events in chronological order.
SS HS.4.1.c (WLD) Examine the
impact of people, events, and
ideas, including various cultures
and ethnic groups, on the world.
SS HS.4.2 (WLD) Analyze the
complexity of the interaction of
multiple perspectives to
investigate causes and effects
of significant events in the
development of history.
(2 indicators)
SS HS.4.2.a (WLD) Identify and
evaluate how considering
multiple perspectives facilitates
an understanding of history.
SS HS.4.2.b (WLD) Evaluate the
relevancy, accuracy, and
completeness of primary and
secondary sources to better
understand multiple
perspectives of the same event.
Civics
SS HS.1.1 Analyze the
foundation, structures, and
functions of the United
States government as well as
local, state, and international
governments. (8 indicators)
SS HS.1.1.a Examine the
historical foundation that
influenced the creation of the
United States Constitution.
SS HS.1.1.b Evaluate the
structure of American
constitutional government.
SS HS.1.1.c Analyze the
functions of United States
government and its
outcomes.
SS HS.1.1.d Analyze the
foundation, structures, and
functions of local
government and its
outcomes.
SS HS.1.1.e Analyze the
foundation, structures, and
functions of state
government and its
outcomes.
SS HS.1.1.f Analyze the
foundation, structures, and
functions of supranational
organizations.
SS HS.1.1.g Analyze the roles
that political parties have
played in the United States.
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Human Geography
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Introduction to Economics
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Modern World History
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American Government
completeness of primary
and secondary sources to
better understand
multiple perspectives of the
same event.
SS HS.4.3 (US) Examine
historical events from the
perspectives of
marginalized and
underrepresented groups.
(2 indicators)
SS HS.4.3.a (US) Identify
how differing experiences
can lead to the development
of perspectives.
SS HS.4.3.b (US) Interpret
how and why marginalized
and underrepresented
groups and/or individuals
might understand historical
events similarly or
differently.
SS HS.4.4 (US) Evaluate
sources for perspective,
limitations, accuracy, and
historical context.
(4 indicators)
SS HS.4.4.a (US) Compare,
contrast, and critique the
central arguments in
primary and secondary
sources of history from
multiple media.
SS HS.4.4.b (US) Evaluate
strengths and limitations of
a variety of primary and
secondary historical sources.
SS HS 4.4.c (US) Determine
surroundings. (2 indicators)
SS HS.3.3.a Explain components
of Earth's physical systems and
evaluate the impact of natural
processes on human
environments.
SS HS.3.3.b Evaluate how
humans have utilized and
adapted to their physical
environment.
SS HS.3.4 Compare and contrast
patterns of human populations
and culture over space and
time on a local, national, and
global scale.
(3 indicators)
SS HS.3.4.a Compare trends in
human migration, urbanization,
and demographic composition
at a local, national, and global
scale over time and short-term
and long-term causes and
effects.
SS HS.3.4.b Examine the spread
of cultural traits and the
potential benefits and
challenges of cultural diffusion,
economic development, and
globalization.
SS HS.3.4.c Analyze the
relationships of sovereign
nations and the role of
multinational organizations on
conflict and cooperation both
between and within countries.
SS HS.3.5 Evaluate issues
and/or events using geographic
HS.2.5 Explain the role of
markets in determining prices
and allocating scarce goods and
services. (4 indicators)
SS HS.2.5.a Summarize the role
of competition, markets, and
prices.
SS HS.2.5.b Illustrate how
markets determine changing
equilibrium prices through
supply and demand analysis.
SS HS.2.5.c Hypothesize how
competition between sellers
could result in lower prices,
higher quality products, and
better customer service.
SS HS.2.5.d Investigate possible
causes and consequences of
shortages and surpluses.
SS HS.2.6 Explain how
economic institutions impact
different individuals and
various groups. (3 indicators)
SS HS.2.6.a Explain how various
economic institutions have
played a role in United States
economic policy and practice.
SS HS.2.6.b Calculate and
describe the impact of economic
indicators.
SS HS.2.6.c Describe the
functions and role of the Federal
Reserve System and its
influence through monetary
policy.
SS HS.2.7 Assess the roles of
institutions such as clearly
defined property rights and the
SS HS.4.3 (WLD) Examine
historical events from the
perspectives of diverse groups.
(2 indicators)
SS HS.4.3.a (WLD) Identify how
differing experiences can lead to
the development of
perspectives.
SS HS.4.3.b (WLD) Interpret
how and why diverse groups
and/or individuals might
understand historical events
similarly or differently.
SS HS.4.4 (WLD) Evaluate
sources for perspective,
limitations, accuracy, and
historical context.
(4 indicators)
SS HS.4.4.a (WLD) Compare,
contrast, and critique the
central arguments in primary
and secondary sources of
history from multiple media.
SS HS.4.4.b (WLD) Evaluate
strengths and limitations of a
variety of primary and
secondary historical sources.
SS HS.4.4.c (WLD) Determine
the relationship between
multiple causes and effects of
events and developments in the
past.
SS HS.4.4.d (WLD) Synthesize
the relationships among
historical events in the world
and relevant contemporary
issues.
SS HS.1.1.h Analyze United
States foreign policy issues.
SS HS.1.2 Demonstrate
meaningful civic participation
by analyzing local, state,
national, or international
issues and policies.
(6 indicators)
SS HS.1.2.a Investigate how
individuals and groups can
effectively use the structure
and functions of various
levels of government to shape
policy.
SS HS.1.2.b Analyze and
communicate the significance
and impacts of patriotic
symbols, songs, holidays, and
activities in terms of
historical, social, and cultural
contexts.
SS HS.1.2.c Engage and reflect
on participation in civic
activities.
SS HS.1.2.d Investigate an
issue and communicate which
level of government is most
appropriate to utilize in
addressing the issue.
SS HS.1.2.e Demonstrate how
individuals, groups, and the
media check governmental
practices.
SS HS.1.2.f Analyze various
media sources for accuracy
and perspective.
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th
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10
th
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Human Geography
10
th
Grade
Introduction to Economics
11
th
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Modern World History
12
th
Grade
American Government
the relationship between
multiple causes and effects
of events and developments
in the past.
SS HS.4.4.d (US) Synthesize
the relationships among
historical events in the
United States and relevant
contemporary issues.
SS HS.4.5 (US) Apply the
inquiry process to construct
and answer historical
questions. (5 indicators)
SS HS.4.5.a (US) Construct
meaningful questions about
topics in U.S. history.
SS HS.4.5.b (US) Locate,
evaluate, and cite
appropriate sources for
research about selected
topics in U.S. History,
including primary and
secondary sources.
SS HS.4.5.c (US) Select,
organize, and corroborate
relevant historical
information about selected
topics in U.S. History.
SS HS.4.5.d (US) Synthesize
historical information to
create new understandings.
SS HS.4.5.e (US)
Communicate inquiry results
within a historical context.
knowledge and geospatial skills
to make informed decisions.
(3 indicators)
SS HS.3.5.a Apply geographic
knowledge and skills to
interpret the past and present in
order to plan for the future.
SS HS.3.5.b Analyze how
geospatial skills and geo-literacy
are applied to improve
standards of living and solve
problems.
SS HS.3.5.c Evaluate
geographical information
sources for applications,
credibility, and appropriateness
in displaying spatial data.
rule of law in a market
economy. (1 indicator)
SS HS.2.7.a Assess how property
rights are defined, enforced,
and limited by government
SS HS.2.8 Compare and contrast
the roles and responsibilities of
government and differing
outcomes from various
economic systems:
command/communism, mixed,
socialism, market, and
traditional economic systems.
(3 indicators)
SS HS.2.8.a Examine how
governments utilize taxation to
provide goods and services to
society.
SS HS.2.8.b Evaluate the
effectiveness of government
policies altering market
outcomes.
SS HS.2.8.c Critique government
policies and regulations in areas
of market failure.
SS HS.2.9 Examine the
government’s influence on
economic systems through
fiscal policy. (2 indicators)
SS HS.2.9.a Explore various
forms of taxation including
income, sales, and capital gains
and examine how governments
can use taxing and spending
policies to influence behavior.
SS HS.2.9.b Examine the impact
of fiscal policy on budget
SS HS.4.5 (WLD) Apply the
inquiry process to construct
and answer historical
questions. (5 indicators)
SS HS.4.5.a (WLD) Construct
meaningful questions that
initiate an inquiry.
SS HS.4.5.b (WLD) Locate,
evaluate, and cite appropriate
sources for research about
selected topics in world history,
including primary and secondary
sources.
SS HS.4.5.c (WLD) Select,
organize, and corroborate
relevant historical information
about selected topics in world
history.
SS HS.4.5.d (WLD) Synthesize
historical information to create
new understandings.
SS HS.4.5.e (WLD)
Communicate inquiry results
within a historical context.
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9
th
Grade
U.S. History
10
th
Grade
Human Geography
10
th
Grade
Introduction to Economics
11
th
Grade
Modern World History
12
th
Grade
American Government
deficits/surpluses and national
debt.
SS HS.2.10 Investigate how
international trade affects
individuals, organizations, the
domestic economy, and other
nations. (2 indicators)
SS HS.2.10.a Explore
comparative advantage among
different countries.
SS HS.2.10.b Analyze the impact
on prices and quantities of
various trade policies, both
domestically and
internationally.
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Secondary Proficiency Scale
The proficiency scale is designed to be adapted to the unit learning goal(s) and unit standards and indicators.
Learning Goal:
Advanced
Score 4.0
The student consistently
demonstrates a thorough
understanding of course
content/grade level standard by
making in-depth inferences and
showing extended applications of
the course content/grade level
standard(s).
The student performs consistently at
a high level of difficulty, complexity,
or fluency that is above the expected
course content/grade level standard.
• Exceeds expected course
content/grade level
standard
• Applies skills and strategies
in new and unfamiliar
situations
Unit standards and indicators as outlined in the pacing guide:
Proficient +
Score 3.5
The student demonstrates partial success at showing a thorough understanding of course
content/grade level standard by making in-depth inferences and applications of the course
content/grade level standard(s).
The student performs with partial success at a high level of difficulty, complexity, or fluency that is
above the expected course content/grade level standard.
• Demonstrates success toward exceeding course content/grade level standard
• Applies skills and strategies consistently in familiar situations, and at times, in unfamiliar
situations
Proficient
Score 3.0
The student demonstrates a
proficient understanding of the
expected course content/grade level
standard(s).
The student performs at the level of
difficulty, complexity, or fluency that
is at the expected course
content/grade level standard.
• Meets expected course
content/grade level
standard
• Retains information and
applies skills and strategies
in familiar situations
Basic +
Score 2.5
The student demonstrates an adequate understanding of the information for the course content/grade
level standard(s).
The student performs with partial success at the level of difficulty, complexity, or fluency that is at the
expected course content/grade level standard.
• Partially meets expected course content/grade level standard
• Retains information and at times applies skills and strategies in familiar situations
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Basic
Score 2.0
The student demonstrates a basic
understanding of the information
expected for the course
content/grade level standard(s).
The student performs the skills
required for the course
content/grade level standard at a
basic level of difficulty, complexity,
or fluency.
• Partially meets expected
course content/grade level
standard
• Retains information and
simple processes in familiar
situations
Approaching
Basic
Score 1.5
The student demonstrates some basic understanding of the information expected for the course content/grade level
standard(s).
The student struggles to perform the skills required for the course content/grade level standard at a basic level of
difficulty, complexity, or fluency.
• Partially meets some of expected course content/grade level standard
Retains some information and simple processes in familiar situations
Below
Basic
Score 1.0
The student demonstrates difficulty in understanding the information and performing the skills expected for the
course/grade level standard(s).
• Performs below expected course content/grade level on the standard.
Has difficulty retaining information and applying skills and strategies
Failing
Score 0
There is insufficient evidence of student learning.
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Academic Vocabulary
Six Step Vocabulary
1. EXAMPLES provided by teacher (not dictionary definitions)
2. RESTATED by students in their own words (written)
*Steps 1 and 2 are done at the beginning of the unit
3. PICTURES (Quick Sketches)
4. ACTIVITIES to add additional details (Compare & Contrast Matrix, Frayer Model, Cornell Notes, Foldables)
5. DISCUSSED by students (Pair Share, Numbered Heads Together, 4-Corners)
*Steps 3-5 during the unit
6. GAMES to review (Scattergories, Jeopardy, White Board Games)
*Step 6 end of the unit
TERM
LOCATION IN
PACING GUIDE
DEFINITION
Agriculture
Unit 1
The raising of plants and animals
Arid
Unit 1
Very dry desert climate
Christianity
Unit 1
Believe that Jesus Christ was the Son of God and that: God
sent his Son to earth to save humanity from the consequences
of its sins. Jesus was fully human and experienced this world in
the same way as other human beings of his time.
Diversity
Unit 1
Cultural variety
Fertile
Unit 1
Bearing, producing, or capable of producing vegetation, crops,
etc., abundantly; prolific: fertile soil. (Source: Dictionary.com)
Islam
Unit 1
A religion that believes in one god. In Islam, Allah is always
Allah, which is the Arabic word for 'the god' or 'the deity'. ...
People who follow Islam are called Muslims. They believe that
the Qur'an was spoken to Muhammad by the angel Gabriel,
and that it consists of words of Allah.
Judaism
Unit 1
A religion developed among the ancient Hebrews that stresses
belief in one God and faithfulness to the laws of the Torah.
Monotheism
Unit 1
The belief in a single God.
Natural Resource
Unit 1
Useful material found in the environment.
Nonrenewable Resources
Unit 1
Resource that cannot be replaced in a relatively short period of
time.
Petroleum
Unit 1
An oily, thick, flammable, usually dark-colored liquid that is
obtained by drilling: used in a natural or refined state as fuel, or
separated by distillation into gasoline, kerosene, paraffin, etc.
(Source: Dictionary.com)
Physical Features
Unit 1
A feature on Earth's surface that has been formed by nature.
Example: Trees, mountains, oceans, rivers, lakes, etc.
Renewable Resource
Unit 1
A resource that Earth or people can replace.
Atlantic Slave Trade
Unit 2
Process by which Europeans brough enslaved Africans to the
Americas.
Apartheid
Unit 2
Official South African government policy of keeping White and
Black South Africans apart.
Colonialism
Unit 2
Policy by which one country seeks to rule other areas.
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TERM
LOCATION IN
PACING GUIDE
DEFINITION
Desertification
Unit 2
The change when arable land dries out and becomes desert.
Developing Country
Unit 2
Country with a less-productive economy and a lower quality of
life.
Diffusion
Unit 2
The spread of people, things, ideas, cultural practices, disease,
technology, weather, and other factors from place to place.
Ethnic group
Unit 2
A group of people who share a similar culture (beliefs, values,
and behaviors), language, religion, ancestry, or other
characteristic that is often handed down from one generation to
the next.
Independence
Unit 2
Independence is a condition of a person, nation, country, or
state in which its residents and population, or some portion
thereof, exercise self-government, and usually sovereignty,
over the territory.
Linguistic group
Unit 2
A community or population made of people who share a
common language.
Sahara
Unit 2
A vast desert of northern Africa extending east from the
Atlantic coast to the Red Sea and south from the Atlas
Mountains and the Mediterranean Sea to the Sahel.
Savanna
Unit 2
Parklike landscape of grasslands with scattered trees that can
survive dry spells, found in tropical areas with dry seasons.
Civil Disobedience
Unit 3
Refusing to obey laws or to pay taxes and fines, as a peaceful
form of political protest.
Command Economy
Unit 3
An economy in which the central government makes all
economic decisions.
Communism
Unit 3
A government system where government owns all property and
makes all economic decisions.
Dictator
Unit 3
A leader who comes to power undemocratically and has
complete control over a country.
Dynasty
Unit 3
A series of rulers from the same family.
Globalization
Unit 3
The spread of products, technology, information, and jobs
across national borders and cultures.
Market Economy
Unit 3
Economy in which individual consumers and producers make
all economic decisions.
Partition
Unit 3
The action of a country being divided into two parts.
Population Distribution
Unit 3
The spreading of people over an area of land.
Specialization
Unit 3
Concentrating on a limited number of goods and services.
Arms Race
Unit 4
A rapid, competitive increase in the amount or quality of
weapons by enemy countries.
Cold War
Unit 4
A period of tension between the United States and its allies on
one side and the Soviet Union and its allies on the other side.
Collective farming
Unit 4
Agricultural production in which multiple farmers run their
holdings as a joint enterprise.
Glasnost
Unit 4
Means “openness”. Glasnost was introduced by Mikhail
Gorbachev and gave greater freedom of speech and media
freedom to the Soviet people.
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TERM
LOCATION IN
PACING GUIDE
DEFINITION
Perestroika
Unit 4
Means “restructuring”. Perestroika was introduced by Mikhail
Gorbachev and reduced the government’s control over the
economy, created free markets, and allowed non-communist
parties to form.
Propaganda
Unit 4
Information created or distributed by governments in order to
influence public opinion.
Serf
Unit 4
A peasant who is legally bound to live and work on land owned
by the lord.
Soviet Union (USSR)
Unit 4
A former federation of Communist republics that made up the
larger part of the former Russian Empire. The Soviet Union
collapsed in 1991.
Steppe
Unit 4
Vast area of grasslands.
Superpower
Unit 4
An extremely powerful nation.
Tsar (czar)
Unit 4
Ruler of Imperial Russia.
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th
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District Adopted Resources
Student Textbook
Pearson’s myWorld Geography—Eastern Hemisphere © 2016
ISBN: 9781323229293
Custom Student Edition for OPS
Pearson’s myWorld Geography—Eastern Hemisphere: Spanish Edition
© 2011
ISBN: TBD
Survey Student Edition
Teacher Manuals
Middle Grades Social Studies Geography Eastern Hemisphere Pro Guide © 2011
ISBN: 9780132516907
Middle Grades Social Studies Geography Survey Pro Guide © 2011
ISBN: 9780132516914
Middle Grades Social Studies Geography Teacher Edition Journal Answer Key © 2011
ISBN: 9780133638097
Middle Grades Social Studies Geography Essential Question Posters © 2011
ISBN: 9780133726497
Middle Grades Social Studies Geography Activity Cards © 2011
ISBN: 9780133726480
Middle Grades Social Studies Geography Wall Maps © 2011
ISBN: 9780133726510
Materials
Online Resources
Online Resources from Publisher: Online access to Pearson Text available via Clever.
Supplemental Resources
Textbook replacements
Textbooks that have been lost or damaged should be replaced annually by individual buildings. District adopted
resources can be purchased through the annual order using district-allocated off-formula funds. No class sets
should be used.
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9/25/21 Curriculum and Instruction Support 56
Use of Video in Instruction
The use of video (i.e., DVDs, videotapes, streaming video, YouTube, etc.), when used to
judiciously, can effectively promote student learning in the classroom. Brain research shows
that students in grades K-7 can generally attend to instruction for 5-12 minutes while older
adolescents can attend for approximately 12-15 minutes before their attention lags (Jensen,
1998). Researchers have suggested that students’ focus wanes after 10 minutes of passive
viewing of videos (Adams and Hamm, 2001). So, while videos can enrich educational
experiences, educators must be conscious of time constraints on a student’s ability to attend
and process visual media (Schulz, 2006).
When using video, district best practices must be considered and all of the following
conditions must be met:
• Copyright laws must always be followed.
• Video may not be used during instructional time for the purpose of entertainment,
incentives, or reward. This is a copyright violation.
• The video must be previewed by the instructor prior to classroom use.
• Video that is used in a lesson should be documented in the lesson plan.
• Excerpts should be generally used along with activities requiring active student
involvement such as discussion or analysis of the media.
• Complete videos that last more than one instructional period should be used only if
they are approved as part of an established curriculum. These resources should be
written into curriculum guides and/or maintained by the content area supervisor. A
public performance license is required when showing video for entertainment purposes
and is permitted only during non-instructional time (i.e. after school, during recess,
movie nights, etc.) Movie Licensing USA www.movlic.com/ provides public
performance license for schools.
Adams, D. and M. Hamm, Literacy in a Multimedia Age. Norwood, MA: Christopher-Gordon Publishers, Inc., 2001
Jensen, E. Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.
Schulz, Cynthia D. “Timing Is Everything: Using Videos and DVDs with Students.” Library Media Connection 24.4(2006): 14-
17. Education Research Complete. Web 19 Mar, 2015.
