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MIDDLE SCHOOL SOCIAL STUDIES CURRICULUM ROCKWOOD SCHOOL DISTRICT Curriculum and School Leadership Department Middle School Social Studies Curriculum History Board Approved Curriculum 1998 Annual Review 1999 Annual Review 2000 Research Review 2001 In-depth Review 2002 Board Approved Curriculum 2003 Annual Review 2004 Annual Review 2005 Annual Review 2006 Annual Review 2007 In-depth Review 2008
Transcript of ROCKWOOD SCHOOL DISTRICT - BoardDocs
MIDDLE SCHOOL SOCIAL STUDIES CURRICULUM
ROCKWOOD SCHOOL DISTRICT Curriculum and School Leadership Department
Middle School Social Studies Curriculum History
Board Approved Curriculum 1998 Annual Review 1999 Annual Review 2000 Research Review 2001 In-depth Review 2002 Board Approved Curriculum 2003 Annual Review 2004 Annual Review 2005 Annual Review 2006 Annual Review 2007 In-depth Review 2008
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TABLE OF CONTENTS
Acknowledgements..........................................................................................................................2 Document History............................................................................................................................2 Rockwood School District Mission Statement ................................................................................3 Social Studies Goals for Graduates..................................................................................................3 Rockwood School District Expectations .........................................................................................4 Middle School Social Studies Rationale..........................................................................................5 The Balance Between Content and Process.....................................................................................5 Expectations for Implementation of the Document .........................................................................6 Application Level Assessments .......................................................................................................7 Organizational Practice....................................................................................................................8 Differentiation in Social Studies......................................................................................................9 Acceleration in Social Studies .........................................................................................................9 Pre-instructional Assessment Strategies ........................................................................................10 Suggested Guidelines Regarding Formative Assessments of Content and Skills .........................11 Suggested Guidelines Regarding Summative Assessments of Content and Skills........................13 Equity.............................................................................................................................................17 Basic Skills in Rockwood Curriculum...........................................................................................18 Content and Skills for Social Studies.............................................................................................18 Alignment ......................................................................................................................................18 Social Studies Standards ................................................................................................................19 CCO’s Listed by Grade Level........................................................................................................20 Middle School Social Studies Scope and Sequence ......................................................................21 Sixth Grade World History Curriculum.........................................................................................56 Sixth Grade Challenge World History Curriculum .....................................................................138 Seventh Grade World Geography Curriculum ............................................................................214 Seventh Grade Challenge World Geography Curriculum ...........................................................299 Eighth Grade United States History Curriculum .........................................................................385 Eighth Grade Challenge United States History Curriculum........................................................489 Appendix A - Show-Me Standards ..............................................................................................594 Appendix B - Teacher Input and Evaluation Form......................................................................602 Appendix C - Instructional Technology Listing ..........................................................................604 Appendix D – Depth of Knowledge ............................................................................................606 Appendix E - Data Driven Instruction Model..............................................................................618 Appendix F - Social Studies Instructional Resources..................................................................622 Appendix G - Social Studies Material Review............................................................................629 Appendix H - World History Supplements..................................................................................631 Appendix I - World Geography Supplements .............................................................................674 Appendix J - U.S. History Supplements ......................................................................................779
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ACKNOWLEDGEMENTS
The writing team gratefully acknowledges those parents, patrons, students, teachers, and administrators who provided direction and feedback to the middle school social studies document at every stage of its development.
Writing Committee Michael Anselmo – Selvidge Marci McCrary – LaSalle Springs Carol Bauer – LaSalle Springs Roxanna Mechem – Director of Social Studies
and Assessment Julie Bestgen – Wildwood Sally Muraski - Crestview Michael Betz – Wildwood Katie Nease – Rockwood Valley Jane Brooks – Crestview Kim O’Day – Wildwood Tina Dedic – Rockwood South Amy Robinson – Wildwood Earl Draper, Jr. – Selvidge Kathy Rolofson – Wildwood Susan Dunham – Crestview Laura Ross – Rockwood South Leann Erhardt – Rockwood South Patricia Ross – Rockwood South Becky Forristal – Rockwood Valley Adam Schweizer – LaSalle Springs Brittany Guyer – Selvidge Dana Stiebel – Selvidge Lena Hall – Rockwood South Scott Szevery – Marquette Steve Hankins - Marquette Bergen Toth – LaSalle Springs Anne Hensley – Ridge Meadows Jessica Vehlewald – Social Studies Resource
Teacher Laurie King – Rockwood Valley Deb Vojslavek – Wild Horse Nathan Mattia - Crestview Kevin Walters – Selvidge Jan McClure-Brown – Crestview
Middle School Social Studies Curriculum History
Board Approved Curriculum 1998 Annual Review 1999 Annual Review 2000 Research Review 2001 In-depth Review 2002 Board Approved Curriculum 2003 Annual Review 2004 Annual Review 2005 Annual Review 2006 Annual Review 2007 In-depth Review 2008
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ROCKWOOD SCHOOL DISTRICT MISSION
All students will obtain the skills, abilities and attitudes to be lifelong learners and productive citizens with integrity who successfully compete in a changing, global society through a challenging curriculum within a safe, caring environment.
SOCIAL STUDIES GOALS FOR GRADUATES
As a result of their education in the Rockwood Social Studies Program, Rockwood School District students will: Use critical thinking skills. Understand the rights and responsibilities of active citizens.
Identify democratic values and principles embodied in the Constitution and fundamental charters of freedom. Use interpersonal skills such as cooperation, adaptability, and conflict resolution. Develop understanding for cultural diversity at the local, state, national, and global levels. Use available resources to research and process information in a changing world. Demonstrate effective oral and written communication. Recognize spatial, historical, political, social, and economic relationships. Connect the past with the present and future. Demonstrate characteristics of life-long learners.
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ROCKWOOD SCHOOL DISTRICT
EXPECTATIONS
As a result of their experience in the Rockwood Schools, students will become persons:
• Who demonstrate verbal,
quantitative, cultural, and technical literacy.
• Who can utilize community
resources to foster continual growth and development.
• With skills and attitudes
necessary to become self-directed, life-long learners.
• Who understand the value of
effort in realizing their full educational, vocational, civic, and personal potential.
• Who understand the
principles of physical and emotional health and the importance of maintaining them.
• With effective skills in
written and oral communication.
• With positive self-worth.
• Who demonstrate critical thinking
and problem-solving skills in all areas.
• Who demonstrate the adaptability
necessary for life in a changing world.
• Who think and express themselves
creatively and appreciate the creativity of others.
• Who have a broad familiarity with
the world of work to develop and enhance their career potentials and opportunities.
• Who understand and demonstrate
individual, social, and civic responsibility, including a global concern, tolerance, and respect for others.
• Who understand and appreciate the
elements and principles of the arts and their influence on all areas of life.
• Who demonstrate individual and
social ethics.
L E A R N E R
E X P E C T A T I O N S
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MIDDLE SCHOOL SOCIAL STUDIES RATIONALE Middle School Social Studies equips students with a framework and understanding of the past necessary for coping with the present and planning for the future. It is the study of political, economic, cultural, and environmental aspects of societies past and present. A solid foundation in social studies is necessary for the development of responsible and productive citizens as it helps them to evaluate and make decisions about often-competing claims in the world around them. Strands such as history, geography, economics, government, culture, and social science processing help students make logical connections and reasoned decisions as citizens of a culturally diverse, democratic society. Instructional emphasis is placed on problem solving and applying knowledge in order to approach and resolve issues of importance in an increasingly interdependent world. Middle School Social Studies students will use texts, primary and secondary sources, maps, charts, graphs, photographs, artifacts, software, and other related materials to construct a framework of knowledge within and across disciplines. Students will have the opportunity to construct narrative histories, use social science tools, conduct inquiry, present ideas, and examine the complexities of a rapidly changing pluralistic society.
THE BALANCE BETWEEN SOCIAL STUDIES CONTENT AND PROCESS
Social studies is a complex content area. Students are best served by an instructional approach that balances the instruction of social studies content with the instruction of social studies processing skills. Students should understand the significance of course content and its connections to other social studies disciplines. Students should also be able to use specified social studies skills in order to form opinions, gather information, make inferences, and create organizational patterns. The content and process expectations are addressed simultaneously in this document. Expectations for what students should know and do are clearly stated in the scope and sequence document as well as the grade level content and skills.
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EXPECTATIONS FOR IMPLEMENTATION OF THE DOCUMENT
The Middle School social studies document specifically outlines the Core Conceptual Objectives (CCO) for each course. The CCO’s are arranged into five strands at each grade level, K-8. CCO I represents the government/ civics strand. CCO II represents the history strand. CCO III represents the geography strand. CCO IV represents the economic strand, and CCO V represents the culture strand. Social science processing skills are integrated into the five CCO’s for each course. For each course, the CCO is clarified in the content and skills that follow it. The content and skills section contains specific objectives that state what students are to know and do as a result of instruction. Teachers should use this section as a blueprint for planning instruction. Required Application Level Assessments (ALA) are designed to measure the specified content and skills for each CCO. The accompanying scoring guides set the criteria for student performance. To help acquisition of the content and skills and to prepare for the ALAs, facilitating activities are provided as suggested teaching strategies. To help students see connections among topics and activities, all facilitating activities are arranged according to major course concepts. Strategies are coded by Depth of Knowledge Level (DOK) to help with differentiation. Teachers are free to modify or substitute facilitating activities based on the needs of their students. Additional instructional resources may be found the Appendices. This document is a living, changing document that will be reviewed and revised annually. Teacher feedback is essential to an effective curriculum process. Therefore, teachers are encouraged to record comments and observations about the curriculum as well as ideas for additions and deletions. Throughout the year teachers are encouraged to collect anchor papers to be used in the refinement of scoring guides and the development of more consistent scoring.
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APPLICATION LEVEL ASSESSMENTS IN MIDDLE SCHOOL SOCIAL STUDIES
Application level assessments are required tasks written at or above the application level of Bloom’s Taxonomy. The purpose of the Application Level Assessment is to measure student achievement of the corresponding content and skills. This measure of student ability gives the teacher valuable information needed to plan and adjust future instruction. The Middle School ALA’s contain unique features to help teachers successfully administer the assessment.
The related CCO(s) appear at the beginning of each assessment in order to focus attention on the required content and skills for completion of the assessment.
The student task is clearly listed in objective terms that correspond to the appropriate content and skills being measured.
Teacher notes are provided to outline preparation that may be necessary for successful completion of the ALA.
A suggested student prompt is provided as a usable example of clear directions and prompts for the student task.
Scoring guides are provided with each ALA as consistent criteria for achievement.
Social studies ALAs contain examples of themed, link-set performance assessments similar to many forms of social studies state and national tests. Each assessment contains a bank of questions or tasks related to a common theme. Questions or tasks may be preceded by stimulus material (source documents to be analyzed and used by students in order to complete the task). Stimulus material may include photographs, primary and secondary source readings, graphs, charts, maps, etc. Questions or tasks in the module require students to combine content and process skills in meaningful ways. Link-set modules are included in the curriculum document because they are unique to social studies testing.
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ORGANIZATIONAL PRACTICES
The following practices are considered important for middle school social studies, appear in content and skills, and should be utilized in instruction at every grade level. Use of historical method/ historical inquiry Understand that all evidence must be interpreted Examine conflicting evidences Evaluate validity and reliability of sources Develop defensible interpretations
Awareness of Continuity and Change Promotion of historical thinking Examine motive and intent Consider a range of motives/ point of view Evaluate context of motives/ point of view Discuss influencing factors Creation of connections to student experience Use of biography and historical fiction to introduce historical narrative Comparison of political, individual, and social histories Cooperative learning Current events linked to curriculum Frequent reflective discussion based on content Clarification and justification of student thesis Consideration of historical empathy Development of questions to guide research Evaluation of source documents Chronological thinking Service learning/ civic participation Awareness of patterns and trends in data Peaceful resolution of conflict
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DIFFERENTIATION AND SOCIAL STUDIES
All students have unique talents and abilities. Knowledge is retained and reinforced when it is connected to the student’s prior knowledge and abilities. No two students have identical learning needs, therefore, the middle school social studies curriculum provides a wide range of facilitating activities to support the acquisition of content and skills. Instructors should consider differences in learning styles, motivation, ability, and student interest when planning instruction. It is the goal of the social studies department to ensure that content and skills are organized and presented in ways that are appropriate for all learners.
ACCELERATION IN SOCIAL STUDIES
Acceleration in social studies does not require separate content and skill objectives. Instead, given the enhanced abilities of certain learners to handle abstract concepts and solve meaningful problems, instruction should focus on more advanced and complex processes and outcomes. Allowing students to research topics of interest, extend ideas into new contexts, formulate theories, and present position papers on issues of relevance can provide meaningful learning experiences for the talented learner. Middle school challenge social studies classes provide exceptional opportunities for high ability students. Instructional pacing in challenge courses is varied as some concepts are compacted in order to allow other concepts to be expanded and more closely examined. Materials used in challenge courses are varied and complex. With emphasis on inquiry and student interest, complex problems are examined in order to illustrate course content and skills. Writing is analytical with emphasis on essay and may be timed. Challenge students also learn the basics of historiography in preparation for document-based questions. Technology is fully utilized to enhance student learning.
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PRE-INSTRUCTIONAL ASSESSMENT STRATEGIES
Pre-assessment of content and skills is an essential part of teaching and learning. Instruction should be planned based on a student’s abilities and level of understanding of content. Pre-instructional assessments give valuable information for modifications to teaching and learning. Pre-instructional assessments should be short and target specific content and skills. They should establish clear learning targets for students. All assessments given solely for pre-instructional purposes should not be graded. Multiple types of formal and informal pre-instructional assessments may be used to ensure that each student is receiving appropriately challenging instruction. Social studies teachers are encouraged to match methods of pre-instructional assessment to learning objectives in order to constantly monitor student progress. The use of multiple methods over time will help teachers draw valid inferences regarding student needs. The following options represent possible pre-instructional assessment strategies: Teacher observation Student self-reflection Questioning Graphic organizers KWL Webbing Discussion Surveys Double column notes Quizzes Tests Performance assessment
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SUGGESTED GUIDELINES REGARDING FORMATIVE ASSESSMENTS OF
CONTENT AND SKILLS
Because meaningful assignments are found to foster good study habits and positive attitudes toward school, middle school social studies writing committee suggests the following guidelines for assignments for the acquisition of content and skills.
1. All assignments must be directly connected to the content and skill objectives of the course.
2. Assignments for the acquisition of content and skills will constitute approximately
30% of the course grade. 3. All social studies coursework must be assigned for the purposes of:
a. Preparation- [initiate thinking about a topic, establish context for a topic, gather materials and information needed to study a topic, etc.]
b. Practice- [additional repetition of a skill that students are largely familiar with in order to reinforce correct execution of the skill]*
c. Elaboration- [tasks to help connect new learning with prior knowledge in order to imbed concepts in long term memory, facilitate transfer of ideas, and encourage application of concepts.]
4. Depending on the purpose of the homework, the construct of the assignment and
feedback given to students will differ. 5. For optimal development total homework per night for a middle school student
should not exceed 60-90 minutes.
6. Focused practice is necessary for the acquisition of complex skills. It is important that students understand how the skills work and how to complete the individual steps before they are asked to independently demonstrate the skill.
7. Fewer assignments developed to mastery are more beneficial to learning than
numerous pieces that are not well defined or developed.
8. Students should receive feedback on performance of content and skills and be given opportunities for revision.
9. Students should be actively engaged in adapting and shaping what they are
learning and be given opportunities for self-assessment.
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Role of the teacher: 1. Teach the content and skills necessary for student success, differentiating instruction as
appropriate. 2. Demonstrate to students that success is dependent on student’s mastery of course content
and skills. 3. Motivate students to believe that effort will produce success. 4. Clearly articulate to students the relationship of the assignment to the content and skills. 5. Break down complex skills into steps and provide focused practice. 6. Clearly articulate to students the purpose of the assignment. 7. Provide varied and timely feedback to students on progress toward mastery of content
and skills. 8. Provide multiple opportunities for acquisition of skills and encourage revision.
Role of the student:
1. Accept responsibility for learning. 2. Fully understand the purpose of the assignment. 3. Fully understand and accept the consequences of non-completion. 4. Answer the question “What must I know or be able to do to complete the
assignment?” 5. Develop a plan for assignment completion. 6. Communicate with the teacher any areas of uncertainty or needed skill development. 7. Self-assess performance on assignments against the expected level of proficiency. 8. Communicate with teacher about areas that need improvement based on feedback and
plan for development. 9. Revise work as needed. 10. Inform teachers of circumstances that affect coursework.
Role of the parent:
1. Ask student to share course requirements. 2. Ask students to inform them of assignment deadlines and help develop a schedule for
completion. 3. Set up a consistent and organized place for study at home. 4. Encourage, motivate, and prompt students to compete assignments. 5. Facilitate completion of homework by asking clarifying questions. 6. If student is consistently unable to do homework independently, contact the teacher. [Do
not do homework for the student.]** 7. Ask students to think about what is easy or difficult about the assignment. 8. Ask students to discuss what content and skills they are applying. 9. Ask students to discuss completed/scored work by inquiring about plans for developing
areas of weakness. 10. If students consistently cannot talk about their learning, contact the teacher. 11. Inform teachers of circumstances that affect coursework.
*Note- Practice of unfamiliar skills/undeveloped skills is inefficient and habituates errors and misconceptions. (Joyce, Brophy, Marzano, et al) ** Note- Minimal and even negative effects on student achievement are realized when parents attempt to “help” with homework by solving content problems for students. This increases dependency and reinforces the misconception that individual effort is not a prime factor in learning. (Marzano-2001)
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SUGGESTED GUIDELINES REGARDING SUMMATIVE ASSESSMENTS OF
CONTENT AND SKILLS
Because meaningful assessment not only measures student progress on content and skills but also is a critical aspect of learning, the middle school social studies writing committee recommends the following guidelines for assessments for demonstration of content and skills.
1. All assessments must be directly connected to the content and skill objectives of the course.
2. Assessments for demonstration of content and skills will constitute approximately
70% of the course grade.
3. Assessments should be used to: a. measure achievement and give feedback to students and parents on
progress toward content and skills b. give opportunities for student revision and perfection of work c. provide guidance about future coursework and personal learning goals
4. When designing classroom assessments, teachers should consider the following
questions: a. Why am I doing the assessment? b. What content and skills are being targeted? c. What techniques will I use to gather information? d. How will I interpret the results? e. How will I use the results? f. How will I share information with students?
5. Assessment methods should be balanced. Students need exposure to a range of
assessment strategies. Teachers need a range of assessment methods to get an accurate picture of student ability.
Designing Assessments
1. Teachers should carefully balance questions used for summative assessment based on content and skills that are to be measured. A test outline or blue print can ensure a representative sample of questions.
a. Weighting single questions or over-representation of content standards elevates the status of that content or skill. Teachers should avoid overloading tests with questions about simple facts and oversampling areas of personal interest.
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b. Establishing the right number of questions for each test is important. Teachers should use the shortest assessment possible to get credible results. Experts recommend no more than 10 separate content/skill objectives target for each unit test. Question type should determine the number of questions per objective target. Teachers should evaluate whether the information obtained is worth the time used to obtain it.
c. The decision to use textbook assessment questions should be made after the decision of what content and skills are to be assessed.
2. Assessment items should be screened for factors other than academic achievement
that may affect scores. (Bias, skills not taught prior to the assessment, etc.)
3. Classroom assessment can take many forms. Various forms are better suited to certain purposes.
W= well suited for grading A= allows information to be gathered N= not suited Assessment Type
Informational topics
Process skills
Thinking and Reasoning
Communication Non-achievement factors
Essay W A W W N Constructed Response
W
N
A
N
N
Oral Presentation
W
A
W
W
N
Performance Event
W
W
W
W
A
Teacher Observation
A
W
N
N
W
Student Self- Assessment
A
A
A
A
A
Forced Choice (multiple choice, matching, true/false, fill in the blank)
A
N
A
N
N
• adapted from Marzano 2000 and MacMillan 2001
4. Forced choice items are difficult and time consuming to write in order to have viable distractors and to be free from bias. However they can be useful for testing a broad array of information quickly and efficiently. If using forced choice items, teachers should consider the following guidelines:
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a. avoid trick items that deceive or confuse b. avoid verbatim phrasing c. avoid unnecessary verbiage in the item stems or distractors d. avoid negative phrasing e. avoid using phrases like “all of the above” as choices f. include the central idea in the stem g. phrase all stems in a parallel manner h. answer choices should be mutually exclusive i. each forced choice item should test only one thing j. items should not ask for student’s opinion k. items of the same format should be grouped together l. true/false encourages guessing and should be used sparingly if at all
5. Deep understanding and reasoning are most efficiently measured in essays that
ask students to compare, evaluate, critique, defend and solve problems. Essay prompts should:
a. specify content that students should address in preparing a response b. specify the reasoning skills students must employ c. give guidance and direction without giving the answer
6. Skills are best measured through performance assessment that closely aligns to
curriculum objectives. It is unfair to assess students on content and skills not taught.
a. Performance assessment should integrate the most essential content with the most essential skills.
b. The task description should clearly identify the final product as well as scoring criteria.
c. The task should be structured to allow for multiple solutions.
7. Students should be familiar with the format of test questions and be given adequate notice for preparation.
8. Several short assessments often provide better information than one long
assessment.
9. The validity of the assessment of skills is a function of the novelty of the problems presented.
Scoring Assessments
1. Assessments must be graded on clearly established standards and criteria. Fair assessments make clear what will and will not be measured. Scoring criteria should be public.
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2. Grading of assessments should be criterion referenced and reflect students’ success in learning required content and skills. Therefore, grades should be proportional to the content learned.
3. Timely and specific feedback on assessments is critical to enhanced student
achievement. Feedback should: a. relate to content and skill performance standards b. indicate progress c. indicate corrective procedures d. be given frequently and immediately e. be specific and descriptive f. focus on key errors g. help students set learning goals
4. Teachers should be careful not to misinterpret scores when questions call for
students to exhibit multiple content and skills. (Did the student understand the content but have a skill deficit or did they have the skill but did not understand the content?)
5. Scoring guides should be analytical with clear criteria for each objective to be
measured. This will allow more specific and targeted feedback for students. Scoring guides for middle school social studies should also:
a. focus on important aspects of the performance b. be directly observable c. be written to be understood by students and teachers d. clearly and specifically state what students should know and do
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EQUITY
The Rockwood School District believes that it is the right of every student to receive equal opportunities in all educational programs and activities conducted by the district. It is the policy of the Board to accord equal considerations and impartial treatment regardless of race, color, national origin, ancestry, religion, socioeconomic status, sex, age or disability. In keeping with this policy, the district strives to ensure equitable programs, course offerings, services, facilities, and educational materials. In addition, the district promotes equal opportunities for educational development by equipping all students with technology, research/information processing, and job-preparedness skills. In order to promote equity, the Rockwood Department of Curriculum and School Leadership uses the following codes* to identify equity and readiness in all curriculum documents: GE= Gender Equity RE= Racial/Ethnic Equity D= Disability Equity T= Technology Skills R= Research/Information Processing W= Workplace/Job Preparedness A resource selection committee for each content area will evaluate educational material based on specific criteria including equity and readiness. The criteria checklist for this curriculum adoption is included in the Appendix. *Codes in this document will appear in the content and skills.
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BASIC SKILLS IN ROCKWOOD CURRICULUM
Basic skills lay the foundation for all future learning. Basic skills include: reading, writing, math, problem solving, working with others, analytical skills, and communicating effectively. In the middle school social studies curriculum, basic skills are integrated throughout the document in content and skills, facilitating activities, and application level assessments.
CONTENT AND SKILLS FOR SOCIAL STUDIES
In the middle school social studies curriculum content and skill objectives are clearly articulated. The content is labeled as “students should know” objectives and the skills are labeled as “students should be able to” objectives. Every objective is coded with a letter that designates its status for instruction. I = Objectives that are introduced for the first time (awareness and beginning discussion) D = Objectives that are developed (continued awareness and treatment of ongoing objective) E = Objectives that are essential (to be mastered at grade level and critical for future learning) A = Objectives that are applied (previously mastered but used in new contexts and higher levels of complexity)
ALIGNMENT
All facilitating activities and application level assessments in the middle school social studies curriculum are fully aligned to the content and skills. Each facilitating activity and assessment is coded to the content and skills for quick reference. For example, IIC1a refers to CCOII Content Standard 1a, IP2 refers to CCOI Process Standard 2, etc. It is the hope of the writing committee that coded alignment will allow focused instruction and assessment on specified content and skills.
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SOCIAL STUDIES STANDARDS
The middle school social studies curriculum is correlated to major state and national standards documents for social studies. The following abbreviation codes are used in the scope and sequence and content and skills sections for ease of reference. AP: College Board Advanced Placement Program Guidelines CE: Rockwood Character Education CIV: Civitas: Framework for Civic Education FWC: Framework for World History and culture HSSF: History-Social Science Framework JCEE: Joint Council on Economic Education LM: Library/Media Competencies MCE: McRel Compendium of Standards and Benchmarks for Economics MCGE: McRel Compendium of Standards and Benchmarks for Geography MCG: McRel Compendium of Standards and Benchmarks for Government MCH: McRel Compendium of Standards and Benchmarks for History NCEE: National Council for Economics Education NCHE: National Council for History Education NCHEW: National Council for History Education (World History) NCSS: National Council for the Social Studies Standards NGS: National Geography Standards NHS: National History Standards NSCG: National Standards for Civics and Government SCANS: Secretary’s Commission for Achieving Necessary Skills SM: Show-Me Process Standards SS: Social Studies Show-Me Standards SSEC: Social Science Education Consortium 21st: Twenty First Century Skills
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CCO’S LISTED BY GRADE LEVELS Grade 6 CCO I The student will analyze how governments are created, structured, maintained, and
changed. CCO II The student will examine the historical roots of society and their personal connection
to the past. CCO III The student will analyze human/environmental interaction using geographical skills
within an historical context. CCO IV The student will apply economic concepts to understand decision making in the
ancient world. CCO V The student will analyze the relationships between individuals, groups, and
institutions. Grade 7 CCO I The student will analyze the development of structures of power, authority and
governance throughout the world. CCO II The student will examine history in order to analyze the present and make
predictions. CCO III The student will analyze the world systems and regions using geographic tools and
the five themes of geography. CCO IV The student will evaluate economic decisions that are made by individuals, groups,
and societies. CCO V The student will analyze the influence of culture on human behavior. Grade 8 CCO I The student will examine the origins, structure, and rationale behind the formation
and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
CCO II The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History.
CCO III The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions.
CCO IV The student will evaluate the implications and impact of economic decision making in early United States History.
CCO V The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
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K-8 SOCIAL STUDIES SCOPE AND SEQUENCE
Objective Standard Document
K 1 2 3 4 5 6 7 8
Government/Civics Civic Dispositions: Respect Responsibility Honesty Caring Perseverance Self-Control Courage Cooperation
NHS, CIV,
MCG, Char. Ed.,
NCSS, 21st
I D D D D D D D D
Governments/nations exist of the people and for the people
SS, NGS, NSCG
E A A A A
Democratic decision making
SS, NHS, NCSS, NSCG,
CIV, MC
E A A A A A
Apply democratic decision making to classroom operations
SS, NSCG,
CIV
E A A A A A
Peaceful resolution of disputes by authority
SS, MC, NSCG,
CIV
I D E A A A
Necessity and purposes of government
NSCG, 21st
I D D
Promotion of the common good
SS, NSCG, CIV,
NCSS, MC
I E A A A A
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Participation of citizens promote the healthy functioning of democracy
NHS, NCSS, CIV, NSCG, SS, MCG,
SS 3.2
I E (Identify voting
letters/petition etc.)
E (Write
letters/support candidates,
etc.)
A E (Petitioning)
A
How power is distributed among individuals and institutions
SS 3.2, NSCG, CIV,
MCG, NSCC, 21st
I D D
Separation of powers
SS 1.1b, NCSS, HSSF,
NSCG, CIV, MCG,
NCHEW, NHS, 21st
I D (Roman
Republic)
D E/A
Protection of individual rights
SS, MC, CIV, NCSS,
SS 1.1, NSCG, NCSS,
NCHEA, HSSF
I E A A A A
Inalienable rights SS1.1, MCG,NSCG, NCSS, CIV,
MCG, NCHEW,
HSSF
E A
Checks and balances SS1.1, MCG, NSCG,
HSSF, CIV, NHS
I E
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Constitution SS 1, CIV, NSCG, NHS, MC
E (The
Constitution lists and
limits what the
government can do)
A (Main
purpose)
A (Main
purpose)
E/A
The Constitution is the fundamental law of the U.S.
SS, MC, NCSS, NSCH, CIV, NHS
E A A A
The Constitution is the basis for other laws
SS, NSCG, CIV I E
Shared, delegated, and reserved powers
SS 1b, NSCG I
Main purpose of the Bill of Rights
SS, CIV, NHS, NSCG, MCG, HSSF, NCHE,
E A A E/A
Bill of Rights includes freedoms of: Religion Speech Press Petition Assembly Due Process
NCSS, CIV, NSCG, SS 1.1, HSSF, MCG, NCHE
E (Bill of Rights
protects individual’s freedoms)
A E (Identify all
ten Amendments)
E/A
How leaders are selected
SS3.2C, CIV, NSCG,HSSF,NCSS,
MCG, NHS, 21st
E I
D (Comparative)
A
Recognize authority figures
MCG, CIV I E A A A A
Public servants help the common good
NSCG, CIV E A A A A
D R A F T
24
Majority Rule SS 1.1,
MCG, NSCG, CIV, NHS,
NGS, 21st
E A A E (Minority
rights)
A A (Minority
rights)
Rights and responsibilities of citizens
HSSF, NCSS, SM 4.2,
4.3, NCHEW, NSCG, CIV,
SCANS, MCG,
NHS, SS, NCS, 21st
E A E/A (Understand and apply)
A E/A (Individuals)
A A A
Becoming a citizen CIV, MHS, NSCG
I E/A
Rule of law SS 1.1b, NSCG, CIV,
MCG, NCSS,21st
D D
Unlimited government
SS 3.1, NSCG, MCG, CIV,
NCSS
I A (Authoritarian)
A
Authority is limited
CIV, SS, NSCG,
MC, NHS
E A A A
Limited government
SS 3.1, NSCG, HSSF, CIV,
MCSS, MCG,21st
E E (Magna Charta)
A A
D R A F T
25
Amendment process
SS 1.1, MCG,
NSCG, CIV
I/D
Government by consent of the governed
SS 1.1a, NSCG,
CIV, HSSF, MCG,NCSS
I D E
Voting SS 1.1b, NSSS, HSSF, NSCG,
CIV, MCG, NHS,21st
E A D (Public Policy)
D
Federalism MCG, SS 1.1b,
CIV, NHS, NSCG, NCSS, HSSF, NCHE
E (state and national
government share power)
I/D E/A
Confederation SS 1.1, NSGC, HSSF,
NCSS, CIV, MCG, NCHE
I/E
Systems of government
MCG, CIV, NSCG,21st,
NCSS, HSSF
I
E
E (Representative,
democracy, republic)
Unitary system NCSS, MC, CIV, HSSF,
NSCG, NCHEW
I/D
D R A F T
26
Powers, functions, and impact of local government
SS 3.3, NSCH,
CIV, MC, NCSS, NSCG, NHS, NGS
E A A
Powers, functions, and impact of state government
SS 3.3, NSCD,
CIV, MS, MC,
NCSS, NHS, NGS, NSCG
E A A A
Powers, functions, and impact of national government
SS 3.3, NSCG, NCSS, HSSF, CIV,
MCG, NSCG, NHS, NGS
E A E/A A E/A
International Organizations
NSCG, CIV,
MCG, NCSS, HSSF
I
How laws are made, interpreted, and enforced
SS 3.2, NSCG, CIV,
MCG, SC,
NCSS, 21st
E (School/
Community)
E (Local
government)
E (U.S.
government)
E (State
government)
E/A A E/A
Evaluate laws MCG, CIV,
NSCG
I D D D A
D R A F T
27
The Declaration of Independence
SS 1.1, NSCG, HSSF, CIV,
MCG, NCHE
E (Main
purpose)
A A E E/A
Fundamental principles/values of democracy
MCG, CIV,
NSCG, HSSF, NHS,
SS 1.1, NCSS
I D E E (Expansion of democracy)
Justice SS, NHS, CIV,
NCSS, MC
E A A A
Due process of law SS 1.1, NSCG, MCG, CIV,
HSSF, NCSS
E/A
Role of courts (procedures, judge, jury, attorneys, prosecution, defense, plaintiff, civil, criminal)
SS 3.3, MCG, CIV,
NCSS, NSCG
I
Formation and roles of political parties
CIV, NSCG,
MCG, SSI
E
Popular sovereignty SS 1.1, NSCG, CIV,
MCSS
E I
Civil disobedience CIV I D Foreign Policy NSCG,
CIV, NHS E
D R A F T
28
Objective Standard
Document K 1 2 3 4 5 6 7 8
History Pre-history/earliest human communities
MCH, NCHEW,
HSSF
E
Mesopotamia SS 2b.1, MC
I/E
Ancient Hebrews HSSF, NCHEW
I/E
Ancient China SS 2b.1, MCH, HSSF,
NCHEW
I/E
Ancient Egypt SS 2b.1, MCH, HSSF,
NCHEW
I/E
Ancient India SS 2b.1, MCH, HSSR,
NCHEW
I/E
Ancient Japan SS2b.5, MCH, HSSF,
NCHEW
I/E
Ancient African Empires
SS2b.3, MCH,
NCHEW, HSSF
I/E
Development & Spread of agrarian societies
NCHEW, HSSF
I
Ancient Greece SS 2b.1, MCH, HSSF,
NCHEW
I/E
D R A F T
29
Ancient Rome SS 2b.1, MCH, HSSF,
NCHEW
I/E
Origins of Democracy
SS 2b.2, HSSF
I/E
Viability and diversity of Native Americans and Pre-Europeans
SS 2a.1, HSSF, NHS, MCH,
NCHEW, NCHE
E (Eastern
Woodland; Plains)
A A A A
Mayans SS 2b.6, MCH,
NCHEW
I E
Incas SS 2b.6, MCH,
NCHEW
I E
Aztecs SS 2b.6, MCH,
NCHEW
I E
Exploration of the Americas
SS 2a.2, MCH, NCHE
E D E
Origins, central ideas, and influences of major religions
NCHEW, MCH, NCSS, HSSF
I/E A
Europe in the Middle Ages
SS2b.4, MCH,
NCHEW
I/E
Spread of Islam SS2b.3, MCH, HSSF,
NCHEW
I/E
Crusades SS2b.4, MCH,
NCHEW
I/E
D R A F T
30
Feudalism SS2b.4, MCH, CIV,
NCHEW
I/E
Manorialism 222b.4, MCH, CIV,
NCHEW
I/E
Early settlement of U.S.
SS 2a.2, MCH, NCHE, HSSF
E (Early
settlement of the US)
E
Important American individuals/groups
CIV, SS, MC, NHS,
NSC
E (George
Washington; Abraham Lincoln)
E (Martin Luther King)
A E (Thomas Jefferson)
E (Patriots; Loyalists)
Symbols of the United States
SS, MC, NSCG, NHS
E (Flag;
Statue of Liberty; Capitol; Eagle)
E (Understand the National
Anthem; Pledge of
Allegiance)
A A A
Important United States holidays
E (Fourth of
July; President’s
Day; Memorial
Day)
A A A A
American Revolution
SS 2a.2, HSSF, MCH, NCHE
I/E
E
Perspectives of Patriots and Loyalists
SS2a, HSSF, MCH, NCHE
E
D R A F T
31
Forming a new nation (US)
SS2a.4, NSCG, MCH, HSSF, NCHE
E
E
Louisiana Purchase/Lewis and Clark
SS2a.5, MCH, HSSF, NCHE
E (Louisiana Purchase; Lewis and
Clark Expedition)
E
Jacksonian Democracy
SS2a.7, MCH, HSSF, NCHE
I/E
Missouri history SS 2a, MCH,
NCHEA
E (Missouri as a gateway to
the West; Missouri as a border state; Missouri as a slave state; Missouri
Compromise; Difficulties obtaining statehood)
A E (Missouri
Compromise)
D R A F T
32
Individuals who made contributions to Missouri
SS, MC E (Merriwether
Lewis; William
Clark; Mary Easton
Sibley; John Berry
Meachum; George
Washington Carver;
Laura Ingalls Wilder;
Mark Twain; Harry S. Truman;
Thomas Hart Benson)
A
Ways Missourians have interacted, survived, and progressed from past to present
SS, MC, NHS
E A
Mexican War SS 2a., NCHE
E
Slavery/Indentured servants
MCH, NCHE
E
Sectionalism SS 4.2, NCSS, HSSF
E
Movement from Agrarian to Industrial Society
SS, NHS, MCH
I
Civil War/political, social, and economic causes
SS 2a.8, MCH, HSSF, NCHE,
NHS, CIV
I/E E
D R A F T
33
Reconstruction and aftermath of Civil War
SS 2a.8, NCHE, MCH, HSSF
E
Abolitionism SS2a.7, MCH HSSF, NCHE, NHS
I E
Constitution (drafting and passage)
SS 2a.4, NSCG, MCH, HSSF, NCHE
E E
Women’s Movement SS 2a.7, MCH, HSSF, NCHE,
NHS, CIV
I E
Motivations and difficulties of Westward Expansion
SS2a.5, MCH, NHS, HSSF, NCHE
E A E/A
Impact Of Westward Expansion on Native Americans
SS, NHS, MC
E A A A A
Gold Rush SS 2a. E Oregon Trail SS 2a.5,
NCHE, HSSF
E
Reform Movements of antebellum era
NHS, NCHE, NCSS
I
Immigration of Irish, Germans, and Chinese
NHS, NCHE, NCSS,
NCHEW
E
D R A F T
34
Education and work ethic as a characteristic of American society
E
Historical narrative SS, NHS I (Who/What
/ Where)
D E (Why/Whe
n/ What/The
n)
A A E (Develop defensible historical
interpretations/
narratives; differentiate between historical accounts
and historical fiction)
E E
Historical motive/empathy
SS, HSSF, NHS, NCSS
E (People have motives for
action)
A E (Context
for motives)
E A E
What is history? Why is it important?
NHS, NCSS
I D D D D D D E
Recognizing the past NHS I D D D D D
D R A F T
35
Objective Standard
Document K 1 2 3 4 5 6 7 8
Geography Globe as a representation of the earth
NGS I E A A A A
Use globes NGS, SS, MC, NHS
I E A A A A
Maps represent a place on Earth
NGS, SS I E A A A A
Use maps SS, NGS, MC, NHS,
NCSS
I E E E E A E/A A
Construct a map SS, NCSS, MCGE, NGS,
NHS, 21st
I D E A A E/A E/A A
Use relative location in regard to place
MCGE, NGS,
NCSS, HSSF, SS 5.2a
E A A A A A A A
Locate place using a grid system (absolute location)
SS, MCGE, NGS, HSSF,
SS 5.2a, NCSS
I (Coordina
tes)
E (Latitude
and longitude)
A A A A A
Use map key, titles, and compass rose
SS, MCGE,
NGS, NHS
E A A A A A A
Estimate distance and scale
NCSS, NGS
I E A A
Use atlas SS 5.1, MCGE, NGS, NCSS
E A A A E A
D R A F T
36
Physical characteristics of place
SS, NGS, NCSS, MCGE,
SS 5.2, 21st
E (Physical features,
landforms, water
bodies, vegetation, animal
life)
A A A A (Climate,
topography)
E/A A
Human characteristics of place
SS 5.2b, NGS,
MCGE
E (Human
characteristics such as
population, architecture, economics,
simple demographi
cs, use of land,
transportation)
A A
E/A E
Demographics SS 5.2, HSSF, NGS
E/A A
Population distribution
SS 5.2c, NGS, HSSF,
MCGE, NHS
I E E/A A
Locate continents and oceans
SS 5.2a, NGS, NCSS, HSSF, MCGE
E A A A A A A
Locate topographic features
SS 5.2a, NGS,
MCGE, HSSF
E A A A A E/A A
D R A F T
37
Locate nations SS 5.2A,
NGS, HSSF, MCGE
I (United States)
D D D E (Locate nations
related to early US history)
A (Including historical empires,
city-states, etc.)
E A
Locate states SS 5.2a, MCGE, NGS, HSSF, NCSS
E (states that
border Missouri)
E (states as parts of regions)
A A A
Locate cities SS 5.2a, NGS,
MCGE, HSSF
E (Kansas
City, Springfield, St. Louis, Jefferson
City, Columbia, St. Joseph)
E (Major United States cities)
E
A A
Identify regions (such as North America, Latin America, Western Europe, Eastern Europe, Euraia, Southwest Asia, Africa, South Asia, East Asia, Oceania, etc.)
NGS, NCSS, HSSF, MCGE, SS 5.2e,
NHS, MCGE,
NCHEW
I E A E E/A A
Compare regions SS 5.2c, NGS,
NCHEW, NCSS, MCGE,
NHS
I E A E E/A E
D R A F T
38
Predict how life in one region would differ from another
SS 5.2, MCGE, NGS,
NCSS, NCHEW
D E/A E/A
Transportation and communication has changed over time
SS, MC, NHS, NCSS
I E E (Advantages
and disadvantag
es)
A A
Transportation and technology communication effect the flow of people, products, and ideas
MCGE, NCSS, NHS,
SS 5.2b, NGS,
NCHEW, 21st
E (Effects
on people)
D E (Effects on
products and ideas)
A A A E
Cultural diffusion SS 5.2D, NGS,
MCGE, NCHEW,
NCSS, 21st
I/E A A
Factors (push/pull) influence groups to settle in a given place
NCSS, MCGE, NHS, HSSF, NGS,
SS 5.2d
E A A E (Cause/eff
ect of migration)
A (Barriers to movement)
E/A (Migratio
n)
A
Describe world ecosystems and explain how they change
NGS, MCGE, NCSS, SS 5.2c
E A A A D
Understands how human activities modify the physical environment
MCGE, NGS,
NCSS, SS5
E A A A A E/A
Effect on natural forces on human activity
SS 5.2c, NGS,
MCGE
E E
D R A F T
39
Identify cultural and personal connections to place
NCSS, MCGE
E A A A
Describe how physical processes shape the Earth
SS 5.2c, NGS,
MCGE, NCSS
I D E A A
Describe how the relationship between the Earth and the sun affects physical processes
NGS, NCSS
I D E A A
Advantages and Disadvantages of globes, map projections, and types of maps.
NGS, MCGE
E/A
Analyze relationships among places
SS5.2d, NGS
A A A
Use geography to interpret the past, explain the present, and predict the future/Geographic features of Missouri
SM1.6 SS 5.3, NGS,
MCGE
I E E A A A E/A
Use geographic resources to acquire, process, and report information and solve problems
SS 5.1, NGS,
NCSS, MCGE,
21st
A E/A A
Missouri geographic features, climate, and ecosystems
SS, MCGE,
NGS
E A
Identify environmental consequences of how people use resources
SS 5.2c, MCGE,
NGS
E
D R A F T
40
Five themes of geography (location, place, regions, movement, human/environmental interaction)
NGS, SS, MCGE
I E A A A
Urbanization, causes/consequences
NGS, MCGE, NCSS, SM1.6
I D D
Trade patterns/movement of goods and services
SS 5.2d, NGS, HSSF, JCEE, MCGE
E E/A A
Resource distribution patterns
SS 5.2d, HSSF, NGS,
MCGE, 21st
D E A
D R A F T
41
Objective Standard
Document K 1 2 3 4 5 6 7 8
Economics Barter SS, MCE,
EA, JCEE, NCEE,
NCSS, 21st
E A A A A A
Money/Trade using money
NCEE, JCEE, EA, SS, MCE, NCSS, 21st
E A A A A A A (Exchange rates) (D)
Taxes SS 4.6, NSCG, JCEE, NCSS,
CIV, EA, MCE, 21st
E (who pays,
how they are used, who
benefits/sales tax)
A E/A (Tariffs income)
A D E
Economic Interdependence among governments, households, and business
HSSF, NCHEW,
JCEE, NGS,
SS 4.5, 5.2d, MCE, NCEE, NCSS,
EA, CIV, NHS
E A A A A
E/A
Explain, interpret, and predict consequences of economic decisions
HSSF, NCSS, MCE, NGS,
CIV, EA, JCEE, SS 4.4,
E (Consumer/ Environmen
tal)
E (Public/ Private)
E/A
D A
Interpret past, present, and future economics
SS 4.3, NGS, NCSS,
21st
A A A
D R A F T
42
Technology in the economy
HSSF, NCHEW,
SS 4.2, MCE, NCSS,
21st
I D E
Income, wealthy, and sources of wealth
SS 4.1, HSSF, CIV,
NCSS, JCEE, NCEE,
MCE, 21st
I D E A
Productivity SS 4.1, HSSF,
NCHEW, MCE, NCEE,
JCEE, EA, CIV, 21st
I E A A
Scarcity/Surplus SS 4.1, HSSF, MCE, NCEE, JCEE, NCSS,
MC, EA, CIV,
NHS, 21st
E A A A E/A A
Human, natural, and capital resources
SS 4.1, NHS, JCEE, NCEE, MCE, NGS,
CIV, EA, 21st
I (Natural)
D E (Natural,
capital, and human)
A A A E/A A
Standard of Living JCEE, NCEE
E
D R A F T
43
Purchasing power Parity
JCEE, NCEE
I
Specialization SS 4.1, HSSF, MC,
JCEE, EA, CIV, 21st
E A A A A E
E/A E/A (Trade,
regional, national,
individual) Opportunity Cost EA, MCE,
JCEE, CIV, NHS,
SS 4.1, HSSF, NCEE,
NCSS, 21st
E A A A A A
Assess cost/benefits and consequences of a solution
SM 3.8, 3.5, CIV,
MCE, NCEE, JCEE, NCSS,
EA, SS4.4
E A A D A A
Supply and demand SS 4.1, MCE, NCEE, JCEE, HSSF, NCSS,
NHS, EA, CIV, 21st
E A A A E/A A
Profit/profit motive JCEE, CIV, EA, SS 4.1, HSSF, NCEE,
21st
E E/A A
Business cycle (expansion, recession, depression)
SS 4.1, MCE, NCEE, JCEE
I D
D R A F T
44
Unemployment SS 4.1, MCE, NCEE, JCEE
I
Gross domestic product
SS 4.1, HSSF, MCE, NCEE, JCEE
I/E
Inflation SS 4.1, MCE, JCEE, NCEE, NCSS,
I D
Production/ consumption
SS 4.1, JCEE, EA,
MCE, NCSS, CIV, NHS, HSSF, NCEE,
21st
I E A A A A A
Banking MC, JCEE, SS,
EA
I E A
Savings and Investment
EA, JCEE, CIV,
SS 4.1, MCE, 21st
E A A E A
Monopoly/competition JCEE, NCEE, MCE
I (Competition)
D D D D I (Monopoly)
D
Economic systems SS 4.1, HSSF, MCE, NCEE, JCEE, NCSS, NGS
I/E E A
D R A F T
45
Trade barriers NCEE D E Public/private goods SS, MC,
JCEE, NCSS,
CIV, EA
I D D E A A
Economic factors in Missouri and United States regions
SS, NCSS, NGS
E A
Economic factors in United States history
SS, NHS, NCSS
E A
Imports/exports JCEE, NCEE, MCD, MCE, SS4.1, CIV,
HSSF, 21st
I/E E/A E
D R A F T
46
Objective Standard
Document K 1 2 3 4 5 6 7 8
Cultural Awareness Factors that contribute to personal identity such as interests, capabilities, and perceptions.
NCSS I D D D D D
Identify personal strengths
MC I D D D D D
People have common physical, social, and emotional needs
SS 6, CIV, NCSS, NSCG, MGS,
MCC, 21st
E A A A A A A
Needs are met by families, friends, and other groups/organizations
MC, NCSS, CIV,
SS 6.1, 21st
E (Families
and friends)
E (Groups
and institution
s)
A A A A A A
Needs are met in different ways in different cultures and times
SS, NHS, MSCG, NCSS, NGS,
MCC, 21st
E A A A A A A
Ideas, concepts, and traditions change over time
SS 6.6, HSSF,
NCHEW
E A
Identify, analyze, and compare institutions, traditions, and art forms of past and present societies
NCSS, NGS, MC,
SM 1.9
I D D D D D E A E/A
Traditions of various groups
NHS, NGS E A A A A
D R A F T
47
Laws and events affect members of and relationships among groups
SS 6.4, MCC
I/E E
Compare institutions and traditions of past and present societies
SM 1.9, SS, NHS,
MC, NCSS, NGS
I D D D E A A A A
Cultural traditions, human actions, and institutions affect behavior
SS 6.3, NGS, MCC,
NCHEW, 21st
A E/A A
Personal and group experience influence perceptions and judgment
SS 6.5, NCSS,
CIV, NGS, HSSF,
NCHEW
I D D E
Settlement of people (Native American, Immigrants, etc.)
SS 2a.6, NCSS, MC,
HSSF, NCHEA
E A E
Respect diversity/multicultural perspective
CIV, MC, NCSS, HSSF,
NCHEW, NGS,
SCANS, 21st
I D D D D D D D D
The United States is and has always been multicultural
NHS, NCSS
E A A A A
Conflict Resolution NCSS, MGS, CIV,
MCC, 21st
I (groups of
government)
E E
D R A F T
48
People and groups create places that reflect ideas, personalities, culture, and needs
NCSS E A
Technology and culture influence resource use
MCC, NGS, MHS, SS 5.2,
NCHEW, SCANS,
21st
E A A A E A
Universal Human Rights
NCSS, CIV, 21st
I D D E A A A A
Gender issues in Society
CIV, NCSS,
NCHEW
I D D D
Cultural conflict/ethnic issues affect society
CIV, NCSS,
NCHEW, 21st
I/E E/A A
How a person becomes a member of a group/factors of inclusion and exclusion
SS 6.2, NCSS
I D
Analyze the duties of individuals in various societies past and present
SS, SM 4.3,
CIV
E A A A A
Groups and individuals have impacted events and figures in U.S. History
NHS, NCSS
E E/A
D R A F T
49
Objective Standard
Document K 1 2 3 4 5 6 7 8
Social Science Processing
Character Education traits: Respect, responsibility, caring, cooperation, honesty, effort, patience, self-control
SM, MC, NHS, CIV,
NCSS
I D D D D D D D D
Leadership skills MC I D D D D D Relate concept to example
SM 1.6, SCANS
E A A
Healthy self concept MC E A A A A A Create and interpret political cartoons
SS 7, NSCG, NCSS
E A A
Identify primary and secondary sources
NHS, NCSS, LM, 21st, NCHE,
NCHEW SS 7.1
E E (Interpret)
A A A E/A
Democratic decision making/cooperation
SM 1.10, SM 4.6, SCANS,
CIV, MCH, NHS,
NCSS, NGSW, 21st
I D D D D E A A E/A
Work cooperatively MC, NHS, SM, NCSS
E A A A A A A A E/A
Apply information, ideas, and skills to different contexts
SM 1.10, NCSS,
SCANS, 21st
D D D
D R A F T
50
Use charts, maps, diagrams, graphs, and databases to interpret and predict
SS 1.1, 7.2, 7.3, MCGE, NHS, NGS,
NCSS, SM 1.6, 21st
I D E A A A E/A E/A
Evaluate tables SS 1.6, NCSS
I D D D A E E
Time lines/sequencing
NCHE, MCH, NCSS,
SS 7.2, SM 1.6, HSSF, NCHEW
E A A A A A A E/A
Construct timelines SS, NCS, MC, NHS
I E A A A D A
Historical empathy/motive
HSSF, NCHE, NCSS,
NCHEW
E A E/A
Social studies writing
NHS, NCHE, SS, NCHEW
I D D D E (Essay,
narrative, expository)
A (Persuasiv
e)
A (Expository,
narrative)
A (Expositor
y, persuasive
)
E/A (Narrative, persuasive)
Identify, define, describe, and evaluate problems and solutions from multiple perspectives
SM 3.7, 3.4, 3.1, 3.2, 3.3, 3.6, NGS, SCANS, NCSS,
NHS, 21st
E A A A A
Peaceful resolutions of conflict, identification of problems, select criteria for judging, list alternatives, evaluate alternatives, decide on resolution
SS, NCSS, NSCG, CIV,
MC, NHS
I D E A A A
D R A F T
51
Evaluate the process used to solve problems
NCSS, MC, CIV, SS,
NSCG, SM 3.7
E A A A A A
Create maps, graphs, diagrams, databases, tables to predict, conclude, and interpret
SS 7.3, MCGE, NGS,
NCSS, SCANS, 21st
I D E A A E E/A E/A
Construct diagrams and posters
SM, SS, NHS
E A A A A E/A A
Use technological tools to locate, select, organize, and present information
SCANS, NCSS,
NGS, LM, MC, RCC,
SM 2.7, 1.4, 21st
E (Locate
and select informatio
n)
A A E (Organize informatio
n)
A E/A E/A
Use basic word processing and database
MC, RCC I D D E A A A A
Use electronic encyclopedias, atlases, and almanacs
RCC, SS I D E E E/A E/A
Use technology to locate graphics and illustrate a presentation
RCC, SM E A A A A
Use web sites LM, MCH, SCANS, RCC, 21st
I D D E I (Narrow search)
A (Identify
source) (I)
A (Evaluate
site) Interpret art, photographs, and artifacts
SM 2.4, NHS, NCSS
I D D D E A A A E/A
Evaluate artifacts SS, NHS E A A A A A E/A Explore media sources
SS, NHS E A A A A A A A A
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52
Evaluate the accuracy of sources/materials
SM 1.7, MCH, NHS,
SCANS, NCSS, 21st
E A E A A
Identify, research, and defend a point of view
SS 7.6, NGS,
NCSS, SM, CIV, 21st
E A A E/A
Exchange information while recognizing bias and multiple points of view
SS 7.6, NGS,
NCSS, SM 2.3, CIV, 21st
E A A E/A
Differentiate between fact and opinion
SS 7.6, NGS,
NCSS, SM 1.7,
NHS
I E A A A E/A
Differentiate between propaganda and persuasive appeal
CIV, NCHE, NCSS
I E
Develop, monitor, and revise plans to meet goals
SM 4.5, SCANS, NCSS, MCH,
MCG, W, 21st
I D D D E A A A
Generate questions and ideas for research
SM 1.1, MCH, NHS, SCANS, SS
I E A A A A A A
Conduct research to refine and answer questions
SM 1.1,1.2, MCH. NHS.
NCSS, NGS,
SCANS, 21st
E A A A A A E/A
Conduct investigations to study society
SM 1.3, NGS, NCSS
E A A A A
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Use library/media sources to gather and organize information
SS, MC E A A A A A A
Evaluate current events in relation to content objectives
NCSS, NHS, NGS
I D D D D D D E A
Use social studies vocabulary appropriately
I D D E E E A A D
Plan and create written, visual, and oral presentations (formal and informal)
SM 1.1, 1.2, 2.1, NCSS,
NHS, MCH, SCANS, 21st
I D E A A A A A A
Comprehend and evaluate written, visual, and oral presentations
SM 1.5, 21st, SCANS,
MCH, NHS, NCSS
E A A A A A A
Cause/effect SM 1.6, HSSF, NCSS,
MCH, NHS, NCHE,
NCHEW
E A A A A E/A
Review/revise communications
NCSS, SM 2.2, MCH, SCANS,
MHS, 21st
E A A A A A
Reason inductively and deductively
SM 3.5, SCANS,21st
D D D
Organizing information into useful forms for comprehension and retrieval (note taking, outlining, graphic organizers)
SM, NHS, R, SM2.6
I E A A A
D R A F T
54
Reading for inference (subtext)
SMI.10, NGS, NHS,
21st
I D E A A A A
Develop a thesis and Explain reasoning using supporting detail
SM 4.1, MCH,
SCANS, 21st
E A E (Thesis)
A E/A
Compare and contrast
SM 1.6, NCSS, MCG
E A A A A A E/A
Analyze primary and secondary sources
AP E (Challenge at least two
times a semester)
E (Challenge at least
three times a
semester/comparing
and contrasting sources)
E (Challenge - three times a
semester/ answer
document based essay question)
Interpret conflicting evidences
SS, SM, NCSS
E A A A
Answer essay questions on particular events several times a year with specific prompts
AP E (Challenge)
E (Challeng
e in a timed
situation on
compare and
contrast topic, three
times a year)
E (Challenge -
in timed situation
three times a year, to analyze topics,
compare/contrast,
evaluate role, analyze significance)
Use rules for evidence collection and evaluation
SS, MC, NHS
E A A A A A
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Select, investigate, and present a topic using primary and secondary sources
SM, SS 7.1,
NCSS, LM
I D E A
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SIXTH GRADE WORLD HISTORY
COURSE DESCRIPTION
Prerequisite: None (full-year) World history students will examine the ancient world from Pre-history through the Middle Ages using five key strands of social studies. While examining the history of the ancient world, students will analyze the connections among geography, government, culture, and economics. Students will also develop critical process skills for assessing issues, problem solving, decision-making, and taking civic action.
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I. Core Conceptual Objective: Government/Civics Students will analyze how governments are created, structured, maintained and changed.
IA. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards Correlations
By the end of sixth grade, all students should be able to: State and National Standards Correlations
1. Citizens have responsibilities that promote the healthy functioning of democracy. [Civic Dispositions] (D)
NHS, CIV, MCG, Char Ed, NCSS, 21st
1. a. Identify and demonstrate the civic dispositions of (D):
• Respect • Responsibility • Honesty • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
------------------------------------------------------------------------ 1. b. Develop, monitor, and revise plans to meet goals.
(A)
NHS, CIV, MCG, Char Ed, NCSS, W, 21st --------------------- SM4.5, SCANS, NCSS, MC, W, 21st
2. The necessity and purposes of government in the ancient world. (I)
NSCG
3. a. How power is distributed. (D) ------------------------------------------------------------------- 3. b. Majority Rule/Minority Rights. (A) ------------------------------------------------------------------- 3. c. Unlimited Government. (I) ------------------------------------------------------------------- 3. d. Limited Government. [Magna Carta] (E)
SS 3.2, NSCG, CIV, MCG, 21st ------------------------- SS 1.1, MCG, NSCG, CIV, 21st ------------------------- SS 3.1, NSCG, MCG, CIV, NCSS ------------------------- SS3.1, NSCG, HSSF, CIV, NCSS, MCG, 21st
4. Separation of Powers. [Roman Republic] (D) SS 1.1b, NCSS, HSSF, NSCG, CIV, MC, NCHEW, 21st
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5. Systems of Government. (I)
a. Monarchy b. Oligarchy c. Democracy d. Republic e. Dictatorship
MCG, 21st, NCSS, CIV, NSCG
5. Apply democratic decision making and cooperation skills. (A)
SM1.10, SM4.6, SCANS, CIV, MC, NHS, NCSS, NGS, W, 21st
6. a. Rights and responsibilities of citizens and governments in the ancient world. (A)
------------------------------------------------------------------- 6. b. Governments exist by the consent of the
governed. (I)
------------------------------------------------------------------- 6. c. Voting is a primary responsibility of a citizen.
(D)
------------------------------------------------------------------- 6. d. Rule of Law is the principle that everyone,
including political leaders, must follow the law. (D)
------------------------------------------------------------------- 6. e. How governments and groups attempt to
resolve conflict and seek to establish order. (A)
HSSF, NCSS, SM 4.2, 4.3, NCHEW, NSCG, CIV, MCG, Scans, 21st ------------------------- SS1.1a, NSCG, CIV, HSSF, MCG ------------------------- SS1.1b, NCSS, HSSF, NSCG, CIV, MCG, 21st ------------------------- SS1.1b, NSCG, CIV, MCG, NCSS, 21st ------------------------- NGS, MCG, CIV, 21st, NCSS
7. How laws are made, interpreted and enforced. (A) SS3.2, NSCG, CIV, MCG, NSCG, 21st
7. Evaluate laws. [compare ancient to ancient and ancient to modern] (D)
NSCG, CIV, MCG
8. How leaders are selected. (I) SS 3.2C, HSSF, CIV, NSCG, MCG, NCSS, 21st
8. Use social studies vocabulary appropriately. (A)
9. Write expository social studies documents. (A) NHS, NCHEW 10. Organize information into useful forms for
comprehension and retrieval. [note-taking, graphic organizers, outlines] (A)
SM, NHS, R
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IB. Facilitating Activities: CCO I: GOVERNMENT/CIVICS ORGANIZING IDEA #1 How and why do people create and change structures of power, authority, and government? The student will:
1. Participate in a mock election such as Kids Voting. (IC6c) [DOK2] 2. Match systems of government to scenarios depicting them. (IC5, IP8) [DOK2] 3. Explain the role of citizens in the democracy of ancient Athens using supportive evidence from source documents. (IC1,
IIC4b) [DOK3] 4. Create a poster that displays the main ideas and significance of the Magna Carta. (IC3d) [DOK2] 5. Explain possible reasons why subjects tolerated oppression and allowed rulers unlimited power. (IC6b) [DOK1] 6. Create concept definition maps of key terminology. (IP8, IP10) [DOK1] 7. Construct a chart that demonstrates levels of power based on social hierarchy in an ancient civilization in order to compare and
contrast groups. (IC3a, IP10) [DOK2] 8. Plan and participate in a service learning project. (IP1a, IGP1b) [DOK4] 9. Identify situations where majority rule was used in the ancient world and determine if minority rights were protected. (IC3b)
[DOK1] 10. Create a web that shows how leaders in various ancient civilizations were selected. (IC8, IP10) [DOK1] 11. Make a chart that compares how government was limited in Greece and Rome. (IC3d, IP10, IIC5, IIC4a) [DOK2] 12. Create a Venn diagram comparing two systems of government. (IC5, IP10) [DOK2] 13. Construct a T-chart for an ancient civilization placing government responsibilities on one side and citizens’ responsibilities on
the other side. (IP10, IC6a) [DOK1] 14. Compare ancient laws to modern laws considering formation, interpretation, and enforcement. (IC7, IP7) [DOK2] 15. Enumerate and analyze the necessity and purposes of governments in the ancient world. (IC2, IP8) [DOK2] 16. Evaluate the actions of ancient governments based on the civic dispositions giving examples and non-examples. (GC1, GP1a)
[DOK2] 17. Consider ways that ancient governments attempted to maintain order and resolve conflict, and then evaluate their merits
through group debriefing sessions. (IC2, IC3a, IC6c, IP7) [DOK3] 18. Through a cooperative jigsaw activity, examine source documents and discuss unlimited government as it applies to ancient
civilizations. (IC3c) [DOK3] 19. Decide if any ancient civilization upheld the rule of law and write a paragraph to defend your choice. (IC6d, IP9) [DOK3] 20. Write an expository essay comparing separation of powers in an ancient government to separation of powers in modern U.S.
government. (IP9, IC4) [DOK2]
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21. Create a set of classroom rules, monitor, and revise as necessary throughout the school year via class meetings (IP1b, IP5) [DOK3]
22. Participate in an online election simulation such as Kids Voting. (IP5) [DOK2]
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IC1. Application Level Assessment: Government/Civics and History
CCO I: The student will analyze how governments are created, structured, maintained, and changed.
CCO II: The student will examine the historical roots of society and their personal connection to the past.
Student Task: The student will:
1. Describe contributions and characteristics of ancient Greece. (IIC4a) 2. Analyze the origins of democracy. (II4b) 3. Organize information into useful forms for comprehension and retrieval (graphic organizers.) (IIP10, IIP14) 4. Write expository social studies documents. (IP9, IIP17) 5. Use social studies vocabulary appropriately. (IP8, IIP18) 6. Describe contributions and characteristics of ancient Rome. (IIC5) 7. Describe how leaders are selected. (IC8) 8. Analyze rights and responsibilities of citizens. (IC1, IC6a) 9. Identify voting as a primary responsibility of a citizen. (IC6c) 10. Determine how laws are made, interpreted, and enforced. (IC7) 11. Describe limited government. (IC3d)
Teacher Notes: Prior to this ALA the teacher will need to review the structure and relevant features of the United States Government. The attached chart on pages 63-70 may be used as a teaching aid or as the graphic organizer for the ALA. Students should have independent practice in using/creating graphic organizers prior to writing the essay. See pages 71 & 72 for sample organizers. This ALA can be completed in steps, requiring revision and student self-evaluation at teacher discretion.
Suggested Student Prompt: [DOK3] You are a reporter for Time Magazine. As part of an ongoing series about government in America, you are asked to write an expository essay comparing and contrasting the government of (insert either ancient Athens or the Roman Republic based on teacher discretion) with the government of the United States. To get started, organize the points you would like to make and complete the graphic organizer that is provided by your teacher. Once you have compiled and checked the necessary information, you are ready to write your essay. In your opening thesis statement, make sure to let readers know whether you believe the governments are more alike than different or more different than alike. Be sure to include at least three of the categories listed on the graphic organizer to make comparisons, contrasts, and illustrate your thesis. Sum up your ideas in a concluding statement.
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Sixth Grade World History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Graphic Organizer The student
independently describes the defining characteristics for all categories.
The student independently describes the defining characteristics for most categories.
The student independently describes the defining characteristics for some categories with teacher assistance.
The student independently describes the defining characteristics for few categories with teacher assistance.
Use of vocabulary to communicate social studies ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
Comparison/contrast of governmental topics
The student includes all important characteristics on which the governments should be compared or contrasted. Offers insightful and well-articulated reasons as to whether the governments are more alike or different.
The student includes most important characteristics on which the governments should be compared or contrasted. Offers articulated reasons as to whether the governments are more alike or different.
The student excludes some important elements on which the governments should be compared/contrasted. Offers general reasons for whether the governments are more alike or different.
The student uses trivial elements for comparison/contrast. Offers little or no reasons for whether the governments are more alike or different.
Expository Essay The student includes a thesis choosing three relevant comparisons or contrasts to support thesis. Conclusion is logical and relevant.
The student includes a thesis choosing three relevant comparisons or contrasts but all do not support thesis. Conclusion is relevant.
The student includes a thesis. The student chooses only two comparisons or contrasts and all do not support thesis. Conclusion is irrelevant or lacking.
The student does not include a thesis. Comparisons or contrasts are unrelated. No conclusion is provided.
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Comparing the Governments of Ancient Athens and the Modern United States
Government Topic Athens United States Similar or Different How were government decisions made? (How were leaders selected? Did majority rule apply?)
What were the rights and responsibilities of citizens?
Name and describe the separation of powers. (How were laws made, interpreted, and enforced?)
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Government Topic Athens United States Similar or Different How was government limited? (Give examples to support your answer.)
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Comparing the Governments of Ancient Athens and the Modern United States (Possible answers for graphic organizer. Students may generate other acceptable responses.)
Government Topic Athens United States Similar or Different How were government decisions made (How were leaders selected? Did majority rule apply?)
Citizens (male Athenians) vote
Direct democracy Leaders selected by
drawing names Majority rule applies
Citizens vote Republic (Representative
Democracy) Majority rule applies
What were the rights and responsibilities of citizens?
Voting Serve in army Own land Own slaves Participate in government Pay taxes Serve on juries
Voting Serve on juries Participate in government Pay taxes Serve in military Bill of Rights
Name and describe the separation of powers (including the different branches of government.) How were laws made, interpreted, and enforced?
Popular Assembly Council of 500 Ten Generals
Legislative (Congress) Executive (President) Judicial (Supreme Court)
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Government Topic Athens United States Similar or Different Who had power? (Does one group/person/branch have more power?)
Popular Assembly – lawmaking, decisions of war, elected officials
Council of 500 – assisted and advised assembly, chosen by lot
Ten Generals – 10 citizens with military experience, elected by Assembly
Assembly had more power
Legislative – makes laws Executive – executes laws Judicial –
interprets/enforces laws All branches equal
How was government limited? (Give examples to support your answer.)
Citizens vote No one group has absolute
power Ostracism – banishment
from state for 10 years Term limits
System of checks and balances
Term limits Veto Citizens vote
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Comparing the Governments of the Roman Republic and the Modern United States
Government Topic Roman Republic United States Similar or Different How were government decisions made (How were leaders selected? Did majority rule apply?)
What were the rights and responsibilities of citizens?
Name and describe the separation of powers. (How were laws made, interpreted, and enforced?)
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Government Topic Roman Republic United States Similar or Different Who had power? (Does one group/person/branch have more power?)
How was government limited? (Give examples to support your answer.)
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Comparing the Governments of the Roman Republic and the Modern United States (Possible answers for graphic organizer. Students may generate other acceptable responses.
Government Topic Roman Republic United States Similar or Different How were government decisions made (How were leaders selected and does majority rule apply)?
Citizens voted Representative Democracy Majority rule applied
Citizens vote Republic (Representative
Democracy) Majority rule applies
What were the rights and responsibilities of citizens?
Voting Serve in army Own land Own slaves Participate in government Pay taxes Serve on juries
Voting Serve on juries Participate in government Pay taxes Serve in military Bill of Rights
Name and describe the separation of powers (including the different branches of government.) How were laws made, interpreted, and enforced?
Consuls Tribunes Senate
Legislative (Congress) Executive (President) Judicial (Supreme Court)
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Government Topic Roman Republic United States Similar or Different Who had power? (Does one group/person/branch have more power?)
Patricians vote counted more
Senate had most power
Legislative – makes laws Executive – executes laws Judicial –
interprets/enforces laws All branches equal
How was government limited? (Give examples to support your answer.)
Power of veto Term limits Citizens vote Separate branches
System of checks and balances
Term limits Veto Citizens vote
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Compare/Contrast Thinking-Process Map
Topic: Conclusion:
COMPARE
CONTRAST
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Organizer for Comparative Paragraph
CCO: Government
(Use complete sentences for all sections.)
Step 1: Topic Sentence Look at your graphic organizer tally and conclusion. Are there more similarities or differences between the government of the modern United States and Ancient Roman (Greece) Republic? Create a topic sentence that states your opinion.
Step 2: Supporting Details
State the government topic that is similar or different
Explain or give an example of how the governments are similar or different
1.
2.
3.
Step 3: Conclusion – Rephrase your topic.
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Self-Assessment: Government and History 6th Grade World History - CCO I
Graphic Organizer: I was able to independently complete the graphic organizer.
3 2 1 0 Completed independently
Completed with some assistance
Completed with much assistance
Not completed – unable to score
I was able to accurately complete the graphic organizer with specific details in all categories.
3 2 1 0 Accurate, specific details for all categories
Accurate for most categories, but not very detailed
Many errors or missing details in most categories
Not completed – unable to score
Essay: I was able to clearly state whether the governments were alike or different.
3 2 1 0 Clearly stated Unclearly started Highly flawed
statement Not completed – unable to score
Compare/Contrast of Government Topics: I used at least three topics/categories from the graphic organizer to support my topic sentence (thesis).
3 2 1 0 Used three or more topics related to government
Used two topics related to government
Used one topic related to government
Used topics not related to government
I was able to support my government topics with specific detailed examples from the graphic organizer.
3 2 1 0 Examples are very clear and easy to follow
Some examples are stated but difficult to follow or inaccurate
Examples are missing or highly confusing
No examples were stated
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Social Studies Vocabulary: I was able to use my government social studies vocabulary correctly to communicate my ideas (i.e. limited government, separation of powers, rights and responsibility)
3 2 1 0 All required vocabulary is used correctly and effectively
Some required vocabulary is used correctly
Little/no vocabulary is used correctly
Vocabulary is not used
I wrote a clear expository essay.
3 2 1 0 Included thesis, three comparisons and conclusion
Included thesis, two comparisons and conclusion
Included thesis and comparisons
Included comparison
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IC2. Application Level Assessment: Government/Civics and History CCO I: The student will analyze how governments are created, structured, maintained, and changed. Student Task: The student will:
1. Identify the democratic values of majority rules and minority rights. (IC3b) 2. Apply democratic decision making skills. (IP5) 3. Apply the concept of limited government (Magna Carta). (IC3d)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: [DOK1-3] A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO I: The student will analyze how governments are created, structured, maintained, and changed.
Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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II. Core Conceptual Objective: History Students will examine the historical roots of society and their personal connection to the past. A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. History is a record of past events that must be interpreted. (D)
NHS, NCSS 1. a. Identify and use primary and secondary sources. (E)
---------------------------------------------------------- 1. b. Differentiate between fact and opinion.
(D)
SS7.1, NCSS, LM, R, 21st, NCHE, NCHEW -------------------------------------- SS7.6, NGS, NCSS, R, 21st
2. Characteristics of Pre-History/earliest human communities. (E)
MCH, NCHEW, HSSF
3. Contributions and Characteristics of Ancient River Valley Civilizations. (E)
a. Mesopotamia and Ancient Hebrews
b. Ancient Egypt c. Ancient China d. Ancient India
SS2b.1, MCH, HSSF, NCHEW, RE
3. a. Use technological tools to locate, select, organize, and present information. (E)
---------------------------------------------------------- 3. b. Use web sites. [narrow searches] (I) ---------------------------------------------------------- 3. c. Evaluate accuracy of sources and
materials. (A)
SM2.7, SCANS, NCSS, NGS, LM, MC, R, T, 21st -------------------------------------- LM, R, MC, SCANS, T, 21st -------------------------------------- SM1.7, MC, NHS, SCANS, NCSS, R, 21st
4. a. Contributions and characteristics of ancient Greece. (E)
--------------------------------------------- 4. b. Origins of democracy. (E)
SS2b.3, MCH, HSSF, NCHEW, RE ------------------------------------ SS2b.2, MCH
5. Characteristics and contributions of ancient Rome. (E)
SS2b.2, MCH, HSSF, NCHEW, RE
5. Analyze cause/effect relationships. [i.e. Fall of Rome] (A)
SM1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW
6. a. Systems, central ideas, and influence of Europe in the Middle Ages. (E)
--------------------------------------------- 6. b. Feudalism. (E) --------------------------------------------- 6. c. Manorialism. (E) --------------------------------------------- 6. d. Crusades. (E)
SS2b.2, MCH, NCHEW, RE ------------------------------------ SS2b.4, MCH, CIV, NCHEW ------------------------------------ SS2b.4, MCH, NCHEW ------------------------------------ SS2b.3, MCH, HSSF, NCHEW
6. Identify, research and defend a point of view. (D)
SS7.6, NGS, NCSS, 21st
7. The characteristics and contributions of feudal Japan. (E).
SS2b.5, MCH, HSSF, NCHEW, RE
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8. a. The viability and diversity of
Native Americans, Pre- Europeans. (D)
--------------------------------------------- 8. b. Characteristics and
contributions of Mayans, Aztecs, and Incas. (E)
SS2a.1, MCH, HSSF, RE, NCHE, NCHEW ------------------------------------ SS2b.6, MCH, NCHEW, RE
9. a. Characteristics and contributions of Sub-Saharan African Trading Empires. [i.e. Ghana, Mali, Songhai, Ethiopia, Zimbabwe] (E)
--------------------------------------------- 9. b. Spread of Islam into Africa.
(E)
SS2b.3, MCH, NCHEW, HSSF, RE ------------------------------------ SS2b.3, MCH, HSSF, NCHEW, RE
10. Origins, central ideas, and influences of major religions. [Buddhism, Hinduism, Confucianism, Judaism, Christianity, Islam] (E)
NCHEW, RE, MCH, HSSF, NCSS
11. Evaluate historical motives and cultivate empathy. [i.e. first person narrative, role-play, simulations] (E)
HSSF, NCSS, NCHEW
12. the development and spread of agrarian societies around the world. (I)
NCHEW, HSSF 12. Use time lines and sequence events. (A) SS7.2, SM1.6, NCHEW, MCH, NCSS, HSSF
13. a. Generate questions and ideas for research. (A)
---------------------------------------------------------- 13. b. Conduct research to answer questions and
evaluate information. (A) ---------------------------------------------------------- 13. c. Plan, create, and evaluate written, visual,
and oral presentations. (formal and informal) (A)
---------------------------------------------------------- 13. d. Review and revise communications. (A) ---------------------------------------------------------- 13. e. Explain reasoning using supporting
detail. (A)
SM1.1, MCH, NHS, SCANS, R -------------------------------------- SM1.2, MCH, NGS, NHS, NCSS, SCANS, R, 21st -------------------------------------- SM1.1, 1.2, 2.1, NCSS, NHS, MCH, SCANS, R, 21st -------------------------------------- SM2.2, NCSS, MCH, SCANS, NHS, R, 21st -------------------------------------- SM4.1, MCH, SCANS
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---------------------------------------------------------- 13. f. Comprehend and evaluate written, visual,
and oral presentations. (A)
-------------------------------------- SM1.5, W, 21st, SCANS
14. Organize information into useful forms for comprehension and retrieval. [note-taking, graphic organizers, outlines] (A)
SM, NHS, R
15. Reason inductively and deductively. (D) SM3.5, SCANS, R, 21st 16. Read for inference. [identify subtext] (A) SS, NGS, NHS, 21st 17. Write social studies documents. [Expository
and Narrative] (A) NHS, NCHEW
18. Use social studies vocabulary appropriately. (A)
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A. Facilitating Activities CCO II: History Students will examine the historical roots of society and their personal connection to the past. ORGANIZING IDEA #1 How am I connected to the past? The student will:
1. Use web sites to determine modern connections to products and innovations from ancient civilizations such as China or Africa. (IIC3c, IIC9a, IIP3a, IIP3b) [DOK1]
2. Construct an organizer to illustrate class structure in ancient India. (IIC3d, IIP14) [DOK2] 3. Compare the life of a student in Mesopotamia to a student today. (IIC3a) [DOK2] 4. Create a skit to illustrate the relationship between patricians, plebeians, and slaves in the Roman Empire. (IIC5, IIP11)
[DOK2] 5. Write a journal or diary entry from the point of view of a person living in a particular time period. (IIP11, IIP17) [DOK2] 6. Create and present a graphic organizer/visual about the origins, central ideas, and spread of Buddhism, Hinduism,
Confucianism, Judaism, Christianity, and Islam. (IIC9b, IIC10, IIP13c) [DOK1] 7. Take a field trip to Cahokia Mounds or a virtual field trip using web sites depicting Pre-Columbian cultures. Write a
paragraph comparing the lives of Native Americans to Americans today. (IIC8a, IIP17, IIP3b) [DOK2] 8. Student will evaluate written, visual, and oral presentations with a scoring guide provided by the teacher. (IIP13f) [DOK3] 9. Using the culture kit, student will analyze artifacts from Ancient Rome, Feudal Japan, Maya, Aztec Inca, India Egypt,
Greece, China, Africa to determine purposes of the item use and what evidence does this give us about their society. (IIC3, IIC9a, IIC8b, IIC5, IIC4a, IIC7) [DOK3]
ORGANIZING IDEA #2 How has the world changed over time? The student will:
1. Identify key events in ancient civilizations and determine how they may be interpreted differently by various participants. (IIC1, IIP6) [DOK3]
2. Develop a cause/effect web for the fall of Rome. (IIC5, IIP5) [DOK2] 3. Set up double column notes using a word processing program, in one column writing facts about the political structure of
Athens and corresponding facts about the United States in the other. (IIC4a, IIC4b, IIP14) [DOK1] 4. Compare Japanese Feudalism to European Feudalism. (IIC6b, IIC7) [DOK 2] 5. Construct a timeline showing key events of an ancient civilization. (IIP12) [DOK1]
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6. Construct a flowchart showing how Egyptian religion changed over time. (IIC3b, IIP12) [DOK1] 7. Construct a Venn diagram that shows the similarities and differences between Greek civilizations and the Roman Empire.
(IIC4a, IIC5, IIP14) [DOK2] 8. Create a poster describing the origins of democracy. (IIP13c, IIC4b) [DOK1] 9. Analyze a source document to determine how issues from the past are alike or differ from current issues? (IIP1a, IIP16)
[DOK 3] 10. Create a diagram that shows how the Crusades were a factor in the rise of kingdoms and the abolition of feudalism.
(IIP13c, IIC6b, IIC6d) [DOK2] 11. Create a map to show the development and spread of agrarian societies around the world. (IIC12, IIP11, IIP13c) [DOK1]
ORGANIZING IDEA #3 What were critical issues/problems of the past and how did ancient people solve them? The student will:
1. Brainstorm problems that ancient cultures might have been faced with given their location and population, and then research solutions. (IIP13a, IIP15, IIIP1a) [DOK3]
2. Research an invention or innovation and create a visual aid to illustrate the impact on the corresponding ancient society. (IIP13b, IIP13c, IIP5) [DOK2]
3. Make a web that depicts the characteristics of feudal Japanese society. (IIC7, IIP14) [DOK1] 4. Create a graphic organizer showing the characteristics and contributions of the Maya, the Aztec, and the Inca societies and
then use the organizer to compare and contrast cultures. (IIC8b, IIP14) [DOK2] 5. Write an essay (using appropriate vocabulary) defending or condemning the actions of the crusaders. Explain reasoning
using supporting detail. (IIC6d, IIP13e, IIP17, IIP18, IIP13d) [DOK 3] 6. Write, review, and revise a narrative from the point of view of a pre-historic person including how basic needs (food,
shelter, etc.) are met. (IIC2, IIP13d, IIP17, VC1b, VC1c) [DOK2] 7. Draw a model of individuals involved in the manorial system and write a paragraph from the point of view of one of the
individuals in the model, explaining their importance to the manorial system. (IIC6c, IIP6) [DOK2] 8. Role-play the social structure of a feudal society, then hold a debriefing session defending an individual’s actions and
explaining their contributions to the system. Determine how each role affected feudal society. (IIC6b, IIP11) [DOK2] 9. Evaluate a primary or secondary source document to determine the accuracy of the source and create lists of facts and
opinions that appear in the source document. (IIP1a, IIP1b, IIP3c) [DOK2] 10. Conduct research to determine an individual’s roles related to feudalism and manoralism. (IIC6a) [DOK3] 11. Participate in a librarian led lesson showing how to limit web searches using the RADCAB strategy. (Relevancy,
Appropriateness, Detail, Currency, Authority, Bias) Refer to www.radcab.com for scoring guide. (IIP3b) [DOK2]
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12. Create a student social studies vocabulary glossary using the Marzano vocabulary approach. (See appendix for vocabulary strategies) (IIP18) [DOK3]
13. Using photostory create a narrative from the point of view of a member of the Incan society. (IIC8b) [DOK3]
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IIC1. Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Analyze primary and secondary sources. (IIP1a) 2. Differentiate between fact and opinion. (IIP1b) 3. Evaluate the accuracy or sources. (IIP3c) 4. Identify, research, and defend a point of view. (IIP6) 5. Develop a thesis and explain ideas using supporting detail. (IIP13e) 6. Use social studies vocabulary appropriately. (IIP18) 7. Organize information into useful forms for comprehension and retrieval. (IIP14) 8. Review and revise communications. (IIP13d)
Teacher Notes: Prior to the ALA teachers should provide instruction on how to access and use primary and secondary source materials. In addition to the assigned source reading(s), students will need to evaluate a variety of resource materials. Students may also need access to computers. Teacher should pre-select some websites, texts, etc. for students to evaluate.
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Suggested Student Prompt: [DOK3] The Smithsonian Institute is creating an exhibit called “In Search of the Truth: Ideas and Images from World Cultures.” The exhibit is designed to focus on a primary or secondary source related to a specific culture in order to determine if it is an accurate description of the time and place. Your assigned source document(s) is (are):
“What is the truth about ?” Step 1: Read the source given to you and fill out the chart below. Probable author
Potential bias of the Author (Based on social class, where they live, etc.)
Purpose of the Source (Why it was written?)
Target Audience (Who was it written for?)
Context in which it was written (What was going on in society at the time?)
Main idea of the Source/Author’s opinion
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Step 2: Select key facts from your original source. Crosscheck each fact with two other sources that are provided for you. Based on your findings, fill in the graphic organizer below. Name of source 1: Name of source 2: Facts from original source Supporting/conflicting facts
from source 1 Supporting/conflicting facts from source 2
Is the original source accurate or inaccurate?
1.
2.
3.
4.
5.
Is source reliable/accurate? Why or why not?
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Sixth Grade World History Scoring Guide
CCO II, V: History and Culture
4 3 2 1 Analysis of primary and secondary sources
The student thoroughly and accurately identifies: Identification of author Potential bias Purpose of document Target audience Context Main idea
The student accurately identifies: Identification of author Potential bias Purpose of document Target audience Context Main idea
The student partially identifies: Identification of author Potential bias Purpose of document Target audience Context Main idea
The student is unable to identify or makes a seriously flawed identification of: Identification of author Potential bias Purpose of document Target audience Context Main idea
Fact/opinion and accuracy of sources
The student accurately identifies facts in the source document and accurately and independently uses two additional sources to cross check all facts for accuracy.
The student accurately identifies facts in the source document and accurately uses two additional sources to cross check most facts for accuracy.
The student identifies facts in the source document but may include a few opinions. Accurately uses at least one source to cross check most facts for accuracy.
The student has difficulty identifying facts in the source document and is unable to cross check more than a few facts for accuracy.
Identify and defend a point of view using supporting detail
The student correctly determined if the source is accurate and effectively used specific accurate details from the documents to support their view.
The student correctly determined and used accurate details from the documents to support their view.
The student correctly determined and used accurate details from the documents with a few errors in logic to support their view.
The student determined if the source was accurate but was unable to use supporting details to support their view.
Use social studies vocabulary to communicate ideas
The student uses vocabulary correctly, clearly, and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating ideas.
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Self-Assessment: Culture and History 6th Grade World History - CCO II, V
Charts: I was able to independently conduct research to complete the charts.
3 2 1 0 Completed independently
Completed with some assistance
Completed with much assistance
Not completed – unable to score
I was able to accurately complete the charts with specific details in all categories.
3 2 1 0 Accurate, specific details for all categories
Accurate for most categories but not very detailed
Many errors or missing details in most categories
Not completed – unable to score
I was able to conduct focused, independent research to make an accurate judgment on source reliability.
3 2 1 0 Accurately judged source reliability based on two other sources
Made a judgment on source based on two other sources
Make judgment on source not based on one other source.
Not able to judge reliability of source.
Short Answer: I was able to clearly state my point of view,
3 2 1 0 Clearly stated Unclearly stated Highly flawed
statement Not completed – unable to score
I was able to support my point of view with specific detailed examples from the chart(s).
3 2 1 0 Examples are very clear and easy to follow
Some examples are stated but difficult to follow or inaccurate
Examples are missing or highly confusing
No examples were stated
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Social Studies Vocabulary: I was able to use my social studies vocabulary correctly to communicate my ideas.
3 2 1 0 All required vocabulary is used correctly and effectively
Some required vocabulary is used correctly
Little/no vocabulary is used correctly
Vocabulary is not used
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IIB2: Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past.
CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Identify and use primary and secondary sources. (IIP1a) 2. Use technological tools to locate, select, organize, and present information. (IIP3a) 3. Use web sites (narrow searches.) (IIP3b) 4. Identify and analyze institutions, traditions, and art forms of past societies. (VP2a) 5. Describe contributions and characteristics of Ancient River Valley Civilizations. (IIC3) 6. Evaluate historical motives and cultivate empathy. (IIP11) 7. Write social studies documents. (IIP17, VP7) 8. Develop a thesis and explain ideas using supporting detail. (VP6e, IIP13e) 9. Use social studies vocabulary appropriately. (IIP18, VP8)
Teacher Notes: Prior to the ALA teachers should provide instruction on how to create questions for research and access and use primary and secondary source materials. Students will need access to a variety of resource materials. These materials may include textbooks, library materials, web sites, teacher created materials, etc. Students will also need access to computers. It may be helpful for teachers to pre-select some web sites, however students need to be actively taught how to conduct a narrow search for information. Recommended related activities are role-plays and simulations such as those found in History Alive, Interact, etc. Teachers may assign student roles. Suggested Student Prompt: [DOK3] The St. Louis History Museum is creating an exhibit called “Voices From the Past.” They have asked you to create a diary entry or letter based on the life of [assigned student role] to be used in the exhibit. To complete the task you will need to: 1. determine questions to research and answer about your life. 2. use resources available to you to gather information that answers the research questions. 3. write a diary entry or letter using the information from your research to explain aspects of your culture. 4. explain why your role is important to society. Include what would happen if your role was not there.
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Voices from the Past Role: Using the strands of culture, create questions about the influence your role has on society and how cultural elements influence your role.
Research questions Research Government 1. 2. 3.
Economy 1. 2. 3.
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Research questions Research
Religion 1. 2. 3.
Social Structure 1. 2. 3.
Technology 1. 2. 3.
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Sixth Grade World History Scoring Guide
CCO II, V: History and Culture
4 3 2 1 Develop questions to guide research
The student creates several insightful questions to guide research.
The student creates several questions to guide research.
The student creates some questions to guide research.
The student creates only a few questions that are not especially helpful to shape research.
Use of Primary and Secondary Sources
The student thoroughly and accurately identifies what is known about the assigned topic through the use of source material.
The student accurately identifies what is known about the assigned topic through the use of source material.
The student presents a partial description of what is known about the assigned topic through the use of source material.
The student presents a description of what is known about the assigned topic that is seriously flawed.
Use of technological tools The student independently and accurately searches web sites and uses software programs with fluency.
The student accurately searches web sites and uses software with limited assistance.
The student searches web sites and uses software with teacher guidance.
The student cannot search web sites or use software independently.
Analysis of Institutions and traditions of a past society
The student identifies the main influences of institutions and traditions related to their assigned role and selects insightful and accurate supporting details.
The student identifies the influences of institutions and traditions related to their assigned role and selects accurate supporting details.
The student identifies some influences of institutions and traditions related to their assigned role, but may exclude supporting detail.
The student does not address institutions and traditions related to their assigned role.
Using social studies vocabulary to communicate ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
First Person Narrative The student communicates a clear and detailed sense of what life was like in the culture for the assigned role.
The student communicates a clear sense of what life was like in the culture for the assigned role.
The student gives some sense of what life was like in the culture for the assigned role.
The student does not give a sense of what life was like in the culture.
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IIC2: Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. Student Task: The student will: 1. Describe characteristics of pre-history earliest human communities. (IIC2) 2. Describe characteristics and contributions of ancient Greece. (IIC4a) 3. Analyze origins of democracy. (IIC4b) 4. Describe characteristics and contributions of ancient Rome. (IIC5) 5. Describe characteristics and contributions of ancient River Valley civilizations. (IIC3) 6. Describe systems, central ideas,, and influence of Europe in the Middle Ages. (IIC6a) 7. Discuss feudalism. (IIC6b) 8. Describe Manorialism. (IIC6c) 9. Describe the Crusades. (IIC6d) 10. Describe characteristics, culture, and contributions of feudal Japan. (IIC7) 11. Analyze cause/effect relationships. (IIP6) 12. Discuss the viability and diversity of Native Americans, Pre-European. (IIC8a) 13. Describe the characteristics and contributions of Mayans, Aztecs, and Incas. (IIC8b) 14. Describe the characteristics and contributions of African trading Empires. (IIC9a) 15. Analyze the spread of Islam info Africa. (IIC9b) 16. Discuss origins, central ideas, and influences of major religions. (IIC10) 17. Use timelines to sequence events.
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO II: The student will examine the historical roots of society and their personal connection to the past. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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III. Core Conceptual Objective: Geography Students will analyze human/environmental interaction using geographical skills within an historical context.
A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. a. Use geography skills to interpret the past, explain the present, and predict the future. (A)
---------------------------------------------------------- 1. b. Evaluate current events in relation to
content objectives. (D)
SS5.2, SS5, NGS, MCGE, SM 1.6 -------------------------------------- NCSS, NHS, NGS
2. a. Identify world regions. (E) ---------------------------------------------------------- 2. b. Predict how life in one region would
differ from another. (D) ---------------------------------------------------------- 2. c. Compare regions. (E)
SS5.2e, NGS, NCSS, HSSF, MCGE -------------------------------------- SS5.2, MCGE, NGS, NCHEW, NCSS -------------------------------------- SS5.2c, MCGE, NGS, NCSS, NCHEW
3. Physical characteristics of place affect world history. (A)
NGS, MCGE, SS5.2 3. a. Identify physical characteristics of place. (A)
---------------------------------------------------------- 3. b. Locate continents and oceans. (A) ---------------------------------------------------------- 3. c. Locate and identify topographic features.
(A) ---------------------------------------------------------- 3. d. Locate nations and empires. (A) ---------------------------------------------------------- 3. e. Locate ancient cities. (E) ---------------------------------------------------------- 3. f. Use relative and absolute location to find
and describe a place. (A)
SS5.2a, NGS, MCGE, NCSS -------------------------------------- SS5.2a, NGS, MCGE, HSSF, NCSS -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, MCGE, NCSS, HSSF
4. a. Use geographic tools to acquire, process, and report information in order to solve problems. (A)
---------------------------------------------------------- 4. b. Apply information, ideas, and skills to
different contexts. (A)
SS5.1, NGS, NCSS, MCGE, W, 21st -------------------------------------- SM1.10, NCSS, SCANS, W, 21st
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5. Human characteristics of place are unique and may differ in how they affect world history. (A)
SS 5.2b, NGS, MCGE, 21st 5. a. Use maps, graphs, diagrams, databases, and tables to interpret, conclude, and predict. (A)
---------------------------------------------------------- 5. b. Use an atlas. (A)
SS7.2, SS7.3, SM1.6, NGS, MCGE, NCSS, W, 21st -------------------------------------- SS5.1, NGS, NCSS
6. a. Create graphs, databases, and tables. (E) ---------------------------------------------------------- 6. b. Construct maps (A) and mental maps. (E)
SS7.3, MCGE, NGS, NCSS, SCANS, W, 21st -------------------------------------- SS5.1, SM1.2, NGS, NCSS, 21st
7. a. Human/environmental interactions influence civilizations. (A)
-------------------------------------------- 7. b. Implications of resource
distribution patterns. (D) -------------------------------------------- 7. c. Patterns of population
distribution. (E) -------------------------------------------- 7. d. Causes and consequences of
urbanization. (I) -------------------------------------------- 7. e. Effect of natural forces on
human activity. (E) -------------------------------------------- 7. g. Human activities modify the
physical environment. [i.e. irrigation] (A)
SS5.2c3, NGS, MCGE, NCSS ------------------------------------ SS5.2c, NGS, JCEE, HSSF, 21st ------------------------------------ SS5.2c, NGS, HSSF ------------------------------------ NGS, NCSS ------------------------------------ SS5.2c3, NGS, MCGE ------------------------------------ MCGE, NGS, NCSS, SS5.2
8. a. Changes in transportation, communication, and technology effect movement. (A)
-------------------------------------------- 8. b. Cultural diffusion is the
spread of cultural characteristics from one group to another. (I/E)
SS5.2d, NGS, MCGE, NCHEW, 21st ------------------------------------ SS5.2d, NGS, MCGE, NCSS, 21st
8. a. Analyze relationships among places. (A) ---------------------------------------------------------- 8. b. Examine trade patterns/movement of
goods and services. (E) ---------------------------------------------------------- 8. c. Identify push/pull factors and barriers to
movement. (A)
SS5.2d, NGS -------------------------------------- SS5.2d, NGS, HSSF, JEE, MCGE -------------------------------------- SS5.2d, HSSF, NGS, MCGE
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9. Use social studies vocabulary appropriately (A)
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IIIB. Facilitating Activities CCO III: Geography
ORGANIZING IDEA #1 How does the development of civilization relate to the environment? The student will:
1. Use a physical map to identify and analyze the geographic barriers and features that affected settlement patterns and population distribution. (IIIP1a, IIIC7c, IIIP5a) [DOK2]
2. Using multiple maps, analyze how climate and geographic features of an area influenced its development [ie. agriculture, irrigation, and natural resources]. (IIIP1a, IIIC7a, IIIP5a) [DOK2]
3. Use geographic tools (atlas, maps, and google Earth) to determine potential trade barriers and alternate trade routes. (IIIP4a, IIIP8b) [DOK1]
4. Research two ancient river valley civilizations and create an illustration showing geographical similarities and differences. (IIC3, IIIP3a, IIIP4b) [DOK2]
5. Design a children’s book to show how people adapted to the physical environment or adapted the environment in order to meet their needs. (IIIC7a, IIIC7e, IIIC7g) [DOK1]
6. Select a settlement site based on physical characteristics of place and the needs of the settlers. (IIIP3a, IIIP1a, VC1b) [DOK3] 7. Identify physical features of an ancient civilization and explain how those features affect the civilization’s development.
(IIIC3) [DOK2] 8. Using “The Settling of Mesopotamia” History Alive lesson, identify human characteristics of place and how they adapt the
environment to meet their needs. (i.e.: irrigation, levees etc.) (IIIC5) [DOK3] 9. Using thematic maps from a website such as www.maps101.com, identify natural, human, and capital resources of a region in
order to describe the cause/effect relationship of resources on a civilization’s development. (IIIC7b) [DOK2] 10. Play “The Town Game” from The Medieval Realm in order to experience problems/situations from living in a medieval city.
(IIIC7d) [DOK1]
ORGANIZING IDEA #2 How can I use geographic concepts and skills to understand Ancient cultures? The student will:
1. Discuss current events and their connections to regions of the ancient world. (IIIP1b) [DOK2] 2. Use an historical atlas to locate cities, nations, and empires of the ancient world. (IIIP3d, IIIP3e, IIIP5b) [DOK1] 3. Use relative location to describe and locate continents and oceans related to ancient world cultures. (IIIP3b) [DOK1] 4. Prepare a gazetteer (geographical dictionary) of words of importance to ancient world history. (IIIP9) [DOK1] 5. Explain how travelers/traders such as Marco Polo, Ibn Battuta, Mansa Musa, or Askia Muhammad encouraged cultural
diffusion. (IIIC8b) [DOK1]
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6. Draw conclusions about the development of ancient India or Japan in relation to push/pull factors and barriers to movement. (IIIC3d, IIC7, IIIP8c) [DOK3]
7. Construct a graphic organizer that explains how changes in transportation, communication, and technology effect movement. (IIIC8a, IIP4) [DOK2]
8. Create a map showing trade patterns of an ancient civilization. (IIIP6b, IIIP8b) [DOK1] 9. Use and create maps to identify world regions and physical characteristics of place in both the ancient and modern world.
Describe similarities and differences of places. (IIIP6b, IIIP5a, IIIP3c, IIIP2a) [DOK2] 10. Design a database to show how life in ancient world regions were both similar and different from one another. (IIIP2b, IIIP2c,
IIIP6a) [DOK2] 11. Create a flow-chart that explains trade patterns of Ancient Rome. (IIC5, IIIP8b) [DOK1] 12. Create a 3-D model of an ancient region. (IIIP2a, IIIP3a) [DOK1] 13. Use an historical atlas and a modern map to determine the relationship between 21st century nations and ancient civilizations.
Use relative and exact location to verify sites. (IIIP3f) [DOK1] 14. Construct a mental map of the three continents in relationship to the Mediterranean Sea. (IIIP6b) [DOK1] 15. Within Ancient Greece, analyze relationships among places (ie. city, states) to determine characteristics that are shared and
characteristics that are unique. (IIIP8a) [DOK2] 16. After studying cultural diffusion as a concept, student will give examples of cultural diffusion in various civilizations (IIIP4b)
[DOK2]
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III.C1. Application Level Assessment: Geography, Economics, and History CCO II: The student will examine the historical roots of society and their personal connection to the past. CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Student Task: The student will:
1. Analyze contributions and characteristics of Sub-Saharan African Trading Empires. (IIC9a) 2. Analyze contributions and characteristics of River Valley Civilizations. (IIC3) 3. Analyze contributions and characteristics of Mayans, Aztecs, and Incas. (IIC8b) 4. Use an atlas. (III P5b) 5. Construct a map. (IIIP6b) 6. Identify physical features of a place. (IIIP3a) 7. Locate continents and oceans. (IIIP3b) 8. Locate ancient cities. (P3e) 9. Locate nations and empires. (IIIP3d) 10. Examine trade patterns/movements of goods and services. (IIIP8b) 11. Analyze economic factors such as:
a. Barter (IVC1a) b. Money (IVC1b) c. Scarcity/surplus (IVC1e) d. Supply and demand (IVC1i) e. Specialization (IVC1g) f. Human, natural, and capital resources (IVC1f)
12. Use social studies vocabulary appropriately. (IVP6, IIP18) 13. Create and evaluate graphs, databases, and tables. (IIIP6a) 14 Locate and identify topographic features. (IIIP3c) 15. Analyze relationships among places. (IIIP8a) 16. Identify cultural diffusion as the spread of cultural characteristics from one group to another. (IIIC8b) 17. Write an expository social studies document. (IIP17)
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Teacher Notes: Teachers will need to provide atlases and other resources to allow accurate map construction. Prior to the ALA, students will need instruction related to the selected civilization(s), geographic variables related to trade, economic variables related to trade, cultural diffusion through trade, and relationships among regions. For the assessment to be a valid measure of content and skills obtained, teachers should work through a similar exercise with a different culture (i.e. How did the economic factors influence the trade patterns of the Roman Empire?). Suggested Student Prompt: [DOK 3]
1. Many nations and groups in the ancient world were interdependent. Using the resources provided by your teacher, construct a map of (insert names of civilizations chosen) to show these interdependent relationships. Be sure to: a. Title the map. b. Identify and label key ancient cities. c. Identify and label all relevant nations or empires. d. Identify and label physical features that could influence trade. [topographical features, continents, and oceans] e. Draw the major trade patterns/routes used to move goods and services. f. Create a key to explain patterns and resources exchanged.
2. Once your map is completed, construct a table or database that defines the following economic terms and explains how they relate to the patterns visible on your map. a. Barter b. Money c. Scarcity/surplus d. Supply and demand e. Specialization f. Resources
3. Write a journal entry analyzing the relationships among the people and places along the trade route. Use all vocabulary
appropriately. 4. Explain in your journal how trade spreads cultural elements from one group to another. Give examples of cultural diffusion.
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Journal Activity
Stop #1 (Trade Route Origin) __________________________________________________________ Describe the region __________________________________________________________________ What trade goods or services are available?_______________________________________________ What type of transportation is available? _________________________________________________ What evidence of culture diffusion did you find? __________________________________________ Stop #2 ___________________________________________________________________________ Describe the region __________________________________________________________________ How is this region similar/different from the origin? ________________________________________ Why do you think this is a stop along the way? ____________________________________________ What trade goods or services are available?_______________________________________________ What evidence of culture diffusion did you find? __________________________________________ Stop #3 (Final Destination)____________________________________________________________ Describe the region __________________________________________________________________ How is this region similar/different from the other two? _____________________________________ Why do you think this is a stop along the way? ____________________________________________ What trade goods or services are available?_______________________________________________ What evidence of culture diffusion did you find? __________________________________________ Journal Reflection: Write a summary of your thoughts about your trip. Use the information from your map/table/journal entries to reflect the following:
• Analyze the relationship among the stops and people along the trade route. • More then goods/items were moved along trade routes. What customs, traditions,
religion, language, art, etc. did you see moving along the trade route?
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Sixth Grade World History Scoring Guide
CCO III, IV, II: Geography, Economics, and History 4 3 2 1
Map Construction and labeling
Map is detailed with relevant and accurate information but not cluttered with unnecessary information. All key cities and relevant nations/empires are correctly placed and labeled. All influential physical features are correctly placed and labeled.
Map is detailed with accurate information and the use of unnecessary information is minimal. Most key cities, relevant nations/empires, and influential physical features are correctly placed and labeled.
Map is general or may contain unnecessary information. Some key cities, relevant nations/empires, and influential physical features are correctly placed and labeled. A few may be incorrect or missing.
Map is overly general or contains a sizeable amount of unnecessary information. Few if any of the specified cities, nations/empires, and influential physical features are correctly labeled and placed.
Recreation of trade route and map key
Student accurately draws the major trade route and important connecting trade routes with no significant errors. The map key effectively represents all relevant aspects of the route and resources traded.
Student accurately draws the major trade route. The map key represents most relevant aspects of the route and the resources traded.
Student draws the trade route in the general location, but may have errors. The map key represents some aspects of the route and resources traded, but contains some errors.
The student draws the trade route with major errors. The map key may not represent aspects of the route or resources traded. The map key may be missing.
Analysis of economic factors and conditions
The student has a complete and detailed understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns drawn on the map.
The student has a complete understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns drawn on the map.
The student has an incomplete but basic understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns drawn on the map.
The student’s understanding is incomplete and contains significant misconceptions and errors about the economic concepts shown on the map.
Using social studies vocabulary to communicate ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
Organizer The student independently sets up a highly effective organizer that defines and explains the economic terms.
The student, with minimal assistance, sets up an effective organizer that defines and explains the economic terms.
The student, with moderate assistance, sets up an organizer that defines and explains most economic terms.
The student, only with considerable assistance, sets up an organizer that defines and explains a few terms.
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Expository journal writing The student demonstrates a
complete and detailed understanding of relationships between people and places along the trade route.
The student demonstrates a complete understanding of relationships between people and places along the trade route.
The student demonstrates a basic understanding of relationships between people and places along the trade route.
The student demonstrates an incomplete or flawed understanding of relationships between people and places along the trade route.
Cultural diffusion The student gave an accurate and detailed explanation of cultural diffusion with relevant examples.
The student gave an accurate explanation of cultural diffusion with examples.
The student gave an accurate explanation of cultural diffusion but lacked appropriate examples.
The student gave an inaccurate explanation of cultural diffusion.
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Sixth Grade World History Self Assessment – Economics and Geography
Name: _______________________________________________________________ Hour:_____________ Assignment Title: _______________________________________________________________________________________
Map Construction and Labeling I was able to create an accurate, detailed, map showing the route, major cities and nations and physical features of the trade route.
4 3 2 1 Map is neat, highly detailed with relevant and accurate labels including:
• Map title, cities, nations/empires, physical features: continents, oceans, deserts, seas
Map is neat, detailed with mostly relevant and accurate labels including:
• Map title, cities, nations/empires, physical features: continents, oceans, deserts, seas
Map contains general information. Some information is incorrect or unnecessary:
• Map title, cities, nations/empires, physical features: continents, oceans, deserts, seas
Map is not specific and has items missing or incorrect. Map may also contain numerous unnecessary details.
Trade Route and Map Key
I was able to create a map with accurate trade routes, trade patterns, and a key for the routes and items.
4 3 2 1 • Map accurately shows
the major trade route and also shows other connecting trade routes.
• Map key accurately shows all resources traded and trade patterns for each items
• Map accurately shows the major trade route.
• Map key shows most resources traded and trade patterns for each items
• Map shows a general understanding of the location of the trade route.
• Map key shows some resources traded, but contains some errors in the trade patterns
• Map shows major errors in the location of the trade route.
• Map key is either missing or does not have resources traded
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Create a Table/Database I was able to create a table/database that defines each economic word, is neat, easy to read, and contains accurate headings
4 3 2 1 Independently set up a very effective organizer that defines each term, is easy to read and use, and has very specific headings.
With minimal assistance, set up an effective organizer that defines each term, is legible with headings as needed.
With moderate assistance, set up an organizer that defines most terms. May be difficult to use/read or have heading missing or inaccurate
Only with much assistance, set up an organizer. Some information is still missing and/or incorrect.
Social Studies Vocabulary – Table/Database I was able to use social studies economic vocabulary to communicate my ideas.
4 3 2 1 Vocabulary is used correctly and shows a clear understanding of economics.
Vocabulary is used correctly. Vocabulary is sometimes used incorrectly.
Vocabulary use show serious misunderstanding of the words.
Making Connections – Table/Database I was able to make connections between my economic terms and how they relate to trade patterns on the map.
4 3 2 1 Complete and detailed understanding of how the economic words relate to trade patterns shown on the map.
Complete understanding of how the economic words relate to trade patterns shown on the map.
Basic understanding of how some economic words relate to trade patterns shown on the map.
Incomplete understanding of how the economic words relate to trade patterns shown on the map. May also show many misunderstandings about the words.
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Analyzing Relationships – Journal I was able to analyze relationships among people and places along the trade route.
4 3 2 1 Complete and detailed understanding of how the people and places along the trade route interact together
Complete understanding of how the people and places along the trade route interact together.
Basic understanding of how the people and places along the trade route interact together
Incomplete understanding of how the people and places along the trade route interact together. May also show many misunderstandings about the relationships.
Cultural Diffusion – Journal I was able to identify the movement of ideas, customs, traditions, religions, etc. along the trade route. (Cultural diffusion)
4 3 2 1 Complete and detailed understanding of how ideas, customs, traditions, religions, etc. move along the trade route.
Complete understanding of how ideas, customs, traditions, religions, etc. move along the trade route.
Basic understanding of how ideas, customs, traditions, religions, etc. move along the trade route.
Incomplete understanding of how ideas, customs, traditions, religions, etc. move along the trade route. May also show many misunderstandings.
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III.C2. Application Level Assessment: CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. Student Task: The student will:
1. Use geography skills to interpret the past, explain the present, and predict the future. (IIIP1a) 2. Identify world regions. (IIIP2c) 3. Compare regions. (IIIP2c) 4. Physical characteristics of place affect world history. (IIIC3) 5. Use relative and absolute location to find and describe a place. (IIIP3f) 6. Apply information, ideas, and skills to different contexts. (IIIP4b) 7. Describe human characteristics of place are unique and may differ in how they affect world history. (IIIC5) 8. Use maps, graphs, diagrams, databases, and table to interpret, conclude, and predict. (IIIP5a) 9. Analyze how human environmental interactions influence civilizations. (IIIC7a) 10. Analyze patterns of population distribution. (IIIC7c) 11. Describe the effect of natural forces on human activity. (IIIC7e) 12. Describe how human activities modify the physical environment. (IIIC7g) 13. Discuss how changes in transportation, communication, and technology affect movement. (IIIC8a) 14. Examine trade patterns/movement of goods and services. (IIIP8b) 15. Identify push/pull factors and barriers to movement. (IIIP8c)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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IV. Core Conceptual Objective: Economics
The student will apply economic concepts to understand decision making in the ancient world. IVA. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. Basic economic terms: a. Barter (A)
---------------------------------------------- b. Money (A) c.
---------------------------------------------- d. Sources of wealth (D)
---------------------------------------------- e. Productivity (E)
---------------------------------------------- f. Scarcity/surplus (A)
---------------------------------------------- g. Human, natural, and capital
resources (A) ----------------------------------------------
h. Specialization (A)
---------------------------------------------- i. Opportunity cost/trade offs
(A) ----------------------------------------------
j. Supply and demand (A)
---------------------------------------------- k. Production/consumption (D)
----------------------------------------------
l. Imports/exports (I/E)
NCEE, JCEE, NCSS, MCE, 21st ------------------------------------ NCEE, JCEE, NCSS, MCE, 21st ------------------------------------ SS4.1g, JCEE, NCEE, HSSF, MCE, CIV, 21st ------------------------------------ SS4.1f, JCEE, NCEE, HSSF, MCE, NCHEW, 21st ------------------------------------ SS4.1a, JCEE, NCEE, MCE, CIV, HSSF, NCSS, 21st ------------------------------------ SS4.1, JCEE, NCEE, MCE, CIV, NGS, 21st ------------------------------------ SS4.1c, JCEE, NCEE, HSSF, MCE, 21st ------------------------------------ SS4.1d, JCEE, NCEE, MCE, NCSS, CIV, 21st ------------------------------------ SS4.1b, JCEE, NCEE, MCE, NCSS, HSSF, CIV, 21st ------------------------------------ SS4.1, JCEE, NCEE, HSSF, CIV, 21st, EA, MCE, NCSS, NHS ------------------------------------ SS4.1, JCEE, NCEE, CIV, HSSF, MCE, 21st
1. Relate concept to example. (E) SM1.6, SCANS
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---------------------------------------------- l. Taxes (A)
------------------------------------ SS4.6, NSCG, JCEE, NCSS, MCE, 21st
2. All economic decisions have consequences. (E)
SS4.4, HSSF, JCEE, NCSS, MCE, NGS, CIV, EA, 21st
2. Identify and describe problems and solutions from multiple perspectives. (A)
SM3.1, SM 3.2, SM 3.3, SM 3.4, SM 3.6, SM 3.7, NGS, SCANS, NCSS, W, 21st
3. Many nations and groups in the ancient world were economically interdependent. (A)
SS4.5, SS5.2d, HSSF, NCHEW, JCEE, NGS, MCE, NCEE, NCSS, 21st
4. An economic system is the framework that a society uses to allocate its resources to produce and distribute goods and services. (I/E)
SS4.1, HSSF, MCE, NCEE, JCEE, NCSS, NGS, 21st
4. a. Interpret the past, explain the present, and predict the future consequences of economic decisions. (A)
---------------------------------------------------------- 4. b. Evaluate current events in
relation to content objectives. (A)
SS4.3, NGS, NCSS, W, 21st -------------------------------------- NCSS, NHS, NGS
5. Changing technology played a role in the economy and development of the ancient world. (I)
SS4.2, HSSF, NCHEW, MCE, NCSS, 21st
6. Use social studies vocabulary appropriately. (A)
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IV.B. Facilitating Activities CCO IV: Economics ORGANIZING IDEA #1 How did people in the ancient world organize themselves for the production, consumption, and distribution of goods and services? The student will:
1. List imports and exports that were important to the economy of Medieval Europe. (IIC6a, IVC1k) [DOK1] 2. Discuss the opportunity costs involved in the Spartan lifestyle and their dependence on agriculture. (IIC4a, IVC1h) [DOK1] 3. Explain how sources of wealth motivated Roman colonization. (IVC1c, IVP4a, IIC5) [DOK1] 4. Make a flipbook that illustrates how technology increased the productivity of workers in ancient society. (IVC1d, IVC5)
[DOK1] 5. Give examples of how specialization of trade related to class structure in ancient India. (IVC1g, IIC3d, VC4b) [DOK1] 6. Construct a chart to demonstrate social structure in an ancient society and then discuss economic interdependence among
social groups. (IVC3) [DOK2] 7. Give a presentation to show how a feudal manor was economically self-sufficient. (IVP4a) [DOK1] 8. Analyze how supply and demand influenced interactions among African trading empires. (IVC9a, IVC1i) [DOK2] 9. Analyze patterns of production and consumption related to the manorial system. (IIC6c, IVC1j) [DOK2] 10. Create a database to identify key economic terms and gives examples in both the ancient and modern world. (IVP1, IVP4b,
IVP6) [DOK1] 11. Design a web to show how people and nations were economically interdependent. (IVC3) [DOK2] 12. Create a flow chart to show collection and use of taxes in Medieval Europe. (IVC1j, IIC6a) [DOK1] 13. Write an expository paragraph that compares the relationship between the scarcity/surplus of resources and the success of an
ancient civilization. (IVC1e, IVC1f) [DOK2] 14. Simulate a trading situation [i.e. History Alive]. (IVC1a, IVC1b) [DOK1] 15. Create a decision tree, showing outcomes of specific economic choices. (IVC2) [DOK2] 16. Select 10 inventions or innovations from ancient world history, rank them in order of economic importance and justify the
ranking. (IVC5) [DOK3] 17. Describe how individuals in a manorial system use and allocate its resources to produce and distribute goods and services.
Choose a role within the system and explain the individual’s impact on the economic system. (IVC4) [DOK3] 18. Explain how economic decisions affect multiple groups in a society (taxation, allocation of resources, etc.) (IVP2) [DOK2]
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C. Application Level Assessment: Economics and Geography CCO IV: The student will apply economic concepts to understand decision making in the ancient world. CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. Student Task:
1. Relate economic concepts to examples. (IVP1) a. Specialization (IVC1g) b. Productivity (IVC1d) c. Imports/Exports (IVC1k) d. Opportunity cost/trade-offs (IVC1h) e. Human, natural, and capital resources (IVC1f) f. Scarcity/surplus (IVC1e) g. Production/consumption (IVCj) h. Barter (IVC1a) i. Taxes (IVC1l)
2. Interpret the past, explain the present, and predict future consequences of economic decisions. (IVP4a) 3. Use a map to interpret, conclude, and predict. (IVP5a) 4. Identify push/pull factors and barriers to movement. (IVP8c) 5. Use geographic tools to process information in order to solve problems. (IIIP4a) 6. Apply democratic decision making and cooperation skills (IP5) 7. Identify and describe solutions from multiple perspectives. (IVP2)
Teacher Notes: Prior to the ALA students should receive instruction in economic concepts and vocabulary. The teacher should provide each student with a copy of the attached link-set module. (A link-set module is a series of questions designed around a central theme.) This link-set module is consistent with the format and skills assessed on the MAP. The provided scoring guide simulates MAP scoring criteria. Once the module packet is complete, student should be divided into the cooperative groups (tribal councils). Each student should present their solution to the council. After all members have presented, the council should make a final decision about settlement. Each group should give a short oral presentation to the class, justifying their move based on geographic and economic reasoning. (The teacher will need to specify expectations for group presentation in the prompt.)
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Suggested Student Prompt: We have been studying how geography and economics affect the choices civilizations make. In order to determine what you have learned, you will need to complete the assessment packet. You may want to cross off the questions as you answer them to make sure that you complete all required steps. Please write your answers in complete sentences.
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IN SEARCH OF AN EMPIRE
Chief Geo must lead his people into new lands. Enemy warriors are raiding and threatening his people. Their attacks become worse each day. He has asked for your advice about where to relocate. Lands are available to the North and the chief’s scouts have brought you a map of the land. You must select either site A or site B based on your best geographic and economic reasoning.
Facts about Chief Geo’s Tribe
• The people are skilled farmers and herdsmen. • People will be able to transport the tribe’s pottery wheels, looms, plows, and other farming equipment. • The tribe is made up of the very old and the very young. Many warriors have been killed in the recent fighting with enemy
tribes. • The tribe raises goats and weaves their hair into thick blankets. The blankets and the goat’s milk are sold to nearby tribes. • The tribe must buy all metal from surrounding tribes. • Chief Geo collects a fee on all metal purchased from surrounding tribes.
Things look pretty hopeless to Chief Geo. Help cheer him up by focusing on the positive economic resources of the tribe. Using the facts about Chief Geo’s tribe, list resources available to him.
Human Resources of Chief Geo’s Tribe Capital Resources of Chief Geo’s Tribe 1. 2. 3.
1. 2. 3.
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1. Which of the following items is an imported good for Chief Geo’s tribe?
a. Milk b. Blankets c. Metal d. Pottery
2. If the neighboring tribe wanted to exchange metal directly for milk and blankets, this would be an example of:
a. Money b. Barter c. Production d. Consumption
3. What would happen to productivity of the potters if the pottery wheels were broken and all pots had to be crafted by hand?
a. it would go down b. it would go up c. there would be no change
4. An example of a consumer is:
a. anyone who makes pottery b. anyone who farms c. anyone who buys milk d. anyone who works in the mines
5. The Chief charges a fee on all metal purchased. This is an example of:
a. import b. export c. barter d. taxes
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6. Directions: Use the information from the map, the description of the tribe and your own knowledge to complete the graphic organizer below. Use your best economic and geographic thinking to compare factors for each settlement site.
Settlement A Settlement B Natural Resources Available
Natural Resources that are scarce
Opportunities for Specialization and Trade
Advantages of the location
Disadvantages of the location
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7. Chief Geo needs your final recommendation of where to settle. Use your knowledge of his tribe’s resources, your chart, and the map to guide your decision. Be sure to include the following: • Three specific reasons (with explanation) why the tribe should settle where you recommend • The opportunity cost of your decision
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N
S
E W
In Search of An Empire
Physical Features
= Desert
= Water
= Plain/Grassland
= Forest
= Mountains
Resources = Fish = Lumber
= Clay = Gold
= River reeds = Coal
= Herbs = Silver
A
B
1 inch = 50 miles
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Present your idea to Chief Geo’s tribal council. As each council member presents their ideas, record their thoughts on the following chart. REASONS TO SELECT SETTLEMENT A REASONS TO SELECT SETTLEMENT B
Use your summary chart to make a collective decision about where to settle. Prepare a presentation to the rest of the class (the tribe) to announce the move and your reasons for the settlement selection.
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Sixth Grade World History CCO II, V: History and Culture
IN SEARCH OF AN EMPIRE
SCORING GUIDE
1. C 2. B 3. A 4. C 5. D 6. Human Resources may include:
Farmers, herdsmen, potters, and weavers Also acceptable: Youth and experienced elders
Score Points: 3 points – 3 or more acceptable with no errors 2 points – 2 or more acceptable with some errors 1 point – 1 acceptable with some errors 0 points – 0 acceptable answers
7. Capital Resources may include:
Pottery wheels, looms, plows, and farm equipment Also acceptable: Blankets
Score Points: 3 points – 3 or more acceptable with no errors 2 points – 2 or more acceptable with some errors 1 point – 1 acceptable with some errors 0 points – 0 acceptable answers
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Sixth Grade World History Scoring Guide
4 3 2 1
Relating Economic concepts to an example situation. (Graphic Organizer)
The student identifies the main considerations for each category.
The student identifies the main considerations for most categories.
The student identifies considerations for some categories.
The student identifies considerations for few categories or incorrectly identifies considerations.
Predict how resource distribution and human/ environmental interaction should affect movement. (Summary)
The student provides a clearly stated decision. The student provides three specific reasons that demonstrate their clear understanding of economic concepts. Clearly states the opportunity cost.
The student provides a decision. The student provides three reasons that demonstrate some understanding of economic concepts. States the opportunity cost.
The student’s decision is not clearly stated. The student provides some reasons that demonstrate a general understanding of economic concepts. The statement of the opportunity cost is flawed.
The student does not reach a decision. The student provides limited reasons that show a lack of understanding of economic concepts. Does not state the opportunity cost.
Democratic Decision Making
The student works toward the attainment of group goals and participates in discussion without being asked. Selects the solution that is most effective based on evidence that shows why it is the most effective.
The student works toward the attainment of group goals and participates in discussion without being asked. Selects the solution that is most effective, but does not completely explain why it is the most effective.
The student works toward the attainment of group goals and participates in discussion only with strong urging. Selects a solution.
The student refuses to engage in discussion and to work toward the attainment of group goals. Unable to agree on a solution.
Expository Writing The student demonstrates a complete and detailed understanding of resource distribution and human environmental interaction. Uses three relevant and detailed examples. Clearly states opportunity cost.
The student demonstrates an understanding of resource distribution and human environmental interaction. Uses three relevant examples and states opportunity cost.
The student demonstrates partial understanding of human environmental interaction. Uses a few relevant examples and states opportunity cost but may have an error in logic.
The student demonstrates a flawed understanding of human environmental interaction. Uses vague/irrelevant examples or does not provide examples. Does not state opportunity cost.
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IV.C.2. Application Level Assessment: CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Student Task:
1. Understand basic economic terms. a. money (IVC1b) b. opportunity cost (IVC1h) c. specialization (IVC1g)
2. Understand that all economic decisions have consequences. (IVC2) 3. Understand that many nations and groups in the ancient world were economically independent. (IVC3) 4. Understand than an economic system is the framework that a society uses to allocate its resources to produce and distribute
goods and services. (IVC4) 5. Evaluate current events in relation to content objectives. (IVP4b)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback with the objectives have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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V. Core Conceptual Objective: Culture The student will analyze the relationships between individuals, groups, and institutions. A. Content and Skills
By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. a. People have common physical, social, and emotional needs. (A)
-------------------------------------------- 1. b. Needs are met in different
ways in different cultures and different times. (A)
-------------------------------------------- 1. c. Needs are met by families,
friends, groups and organizations. (A)
SS6, CIV, NCSS, NSCG, NGS, MC, GE, RE, D ------------------------------------ SS6, NHS, NSCG, NGS, MCC, NCSS, GE, RE, D, 21st ------------------------------------ SS6.1, GE, RE, D, 21st
2. Ideas, concepts, and traditions change over time. (E)
SS6.6, HSSF, NCHEW 2. a. Identify, analyze and compare institutions, traditions, and art forms of past and present societies. (A)
---------------------------------------------------------- 2. b. Interpret art, photographs, and artifacts.
(A)
SM1.9, RE -------------------------------------- SM2.4, NHS, NCSS, RE
3. a. Develop a multicultural perspective that respects the dignity and worth of all people. (D)
-------------------------------------------- 3. b. Personal and group
experiences influence perceptions and judgment. (D)
-------------------------------------------- 3. c. Cultural traditions, human
actions, and institutions affect behavior. (A)
-------------------------------------------- 3. d. Cultural conflict/ethnic issues
affect society. (I/E)
HSSF, NCHEW, NGS, SCANS, GE, RE, D, 21st ------------------------------------ SS6.5, HSSF, NGS, NCHEW, RE, GE, D ------------------------------------ SS6.3, NGS, MCC, NCHEW, RE, GE, D, 21st ------------------------------------ CIV, NCSS, NCHEW, RE, 21st
3. a. Identify and describe problems and solutions from multiple perspectives. (A)
---------------------------------------------------------- 3. b. Exchange information while recognizing
bias and multiple points of view. (A) ---------------------------------------------------------- 3. c. Compare and contrast. (A)
SM3.1, SM3.2, SM3.3, SM3.4, SM3.6, SM3.7, NGS, SCANS, NCSS -------------------------------------- SS7.6, NGS, NCSS, SM2.3, RE, GE -------------------------------------- SM1.6, NCSS, MC
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-------------------------------------------- 3. e. Gender may influence an
individual’s role in society. (D)
------------------------------------ CIV, NCSS, NCHEW, GE
----------------------------------------------------- 3.e. Describe how ideas, concepts and
traditions have changed over time (E)
-------------------------------------- SS6.6, HSSF, NCHEW
4. a. Laws and events affect members of and relationships among groups. (I/E)
-------------------------------------------- 4. b. People are included and
excluded from groups based on a variety of factors. (I)
SS6.4, MCC, D, RE, GE ------------------------------------ SS6.2, NCSS, RE, GE, D
4. Resolve conflict peacefully. (D) NCSS, NGS, CIV, W
5. Technology and culture influences resource use. (A)
SS5.2b, MCC, NGS, NCHEW, SCANS, T, 21st
6. a. Conduct research to answer questions and evaluate information. (A)
---------------------------------------------------------- 6. b. Generate questions and ideas for
research. (A) ---------------------------------------------------------- 6. c. Plan and create written, visual, and oral
presentations. [formal and informal]. (A) ---------------------------------------------------------- 6. d. Review and revise communications. (A) ---------------------------------------------------------- 6. e. Explain reasoning using supporting
detail. (A) ---------------------------------------------------------- 6. f. Comprehend and evaluate written, visual,
and oral presentations. [formal and informal] (A)
SM1.2, MCH, NGS, NHS, NCSS, SCANS, W, 21st -------------------------------------- SM1.1, MCH, NHS, SCANS, R -------------------------------------- SM1.1, SM1.2, SM2.1, NCSS, NHS, MCH, SCANS, W, 21st -------------------------------------- SM2.2, NCSS, MCH, SCANS, NHS, W, 21st -------------------------------------- SM4.1, MCH, SCANS, 21st -------------------------------------- SM1.5, W, 21st, SCANS
7. Write social studies documents. [Expository and narrative] (A)
NHS, NCHEW, NCHE
8. Use social studies vocabulary appropriately. (A)
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B. Facilitating Activities CCO V: Culture
ORGANIZING IDEA #1 What are the common characteristics of ancient cultures regarding physical, social, and emotional needs?
The student will: 1. Analyze art and artifacts from various ancient cultures to identify common characteristics of the cultures. [e.g. household
items, religious icons, architectural structures] (IVC1a, IVP2b) [DOK2] 2. Compare the rights and responsibilities of two people of similar stations in life, but from different civilizations or eras [e.g.
Egyptian pharaoh and European King] and discuss similarities and differences in experiences and perceptions. (ICa, VC3b) [DOK2]
3. Use primary and secondary sources to research and identify cultural universals/common characteristics of ancient civilizations. (VC1a, VP6a) [DOK3]
4. Role-play relationships within social systems. [e.g. plebeians/patricians, lords/serfs] Debrief the role-play by discussing how a person or group’s experiences influence their perspective. (VC3b) [DOK2]
5. Create a poster or booklet that illustrate how the cultural traits of a given civilization have changed over time. (VP2a, VC2) [DOK2]
6. Write, review, and revise an expository paragraph describing contributions of ancient cultures to modern society. (VP7, VP6d, VC3c) [DOK2]
ORGANIZING IDEA #2 What are the unique characteristics of ancient cultures that allowed people to meet their physical, social, and emotional needs?
The student will: 1. Maintain an ongoing log of cultural vocabulary. (VP8) [DOK1] 2. After viewing presentations that illustrate unique characteristics of ancient cultures, complete a graphic organizer using
software such as Photostory that shows how the culture meets their physical, social, and emotional needs. (VC1a, VC1b, VC1c, VP6f) [DOK1]
3. Generate questions and conduct research in order to prepare a Power Point presentation that illustrates how technology and culture influence resource use. (VC5, VP6b, VP6c) [DOK3]
4. Identify a problem in an ancient culture, conduct research and create a PowerPoint presentation to show the problem, potential solutions, and the course of action taken by the ancient culture. (VC3d) [DOK3]
5. Analyze the roles of a feudal society and write an expository paragraph explaining how the roles are interconnected and how the system cannot function if one group was missing. (VC3a) [DOK3]
6. Examine typical statements from people in ancient civilizations and determine how social class might influence point of view or encourage bias. (VC3b, VP3b) [DOK2]
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7. Create a T-chart comparing the roles of women in different Greek city states. (VC3e) [DOK2] 8. Create a podcast to identify problems in the ancient world and solutions from multiple perspectives (VP3a) [DOK4] 9. Identify the different perspectives of Spartans and Athenians regarding education. (VC4a) [DOK2] 10. Create a chart describing the characteristics of Plebians and Patricians. (VC4b) [DOK1]
ORGANIZING IDEA #3 How have ideas, concepts, and traditions changed over time?
The student will: 1. Create a Venn diagram that compares a specific characteristic of an ancient culture to the modern United States. [e.g.
compare school in Mesopotamia to school in the U.S.] (VP3c, VC2) [DOK2] 2. Create an illustration or cartoon that demonstrates the use of resources and the role of technology in ancient cultures. (VC5,
VP6c) [DOK2] 3. Create a T-chart showing ancient inventions and their contribution to modern society. (VC1b, VC2, VC5) [DOK2] 4. Create a flow chart explaining how ideas, concepts, and traditions have changed over time. (ie. Religion, language, role in
society, etc.) (VP3e) [DOK2] 5. Write a paragraph explaining which laws had the most enduring impact on society and explain reasoning using supporting
detail. (VP6e) [DOK3]
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B. Application Level Assessment: Culture and History CCO II: Student will examine the historical roots of society and their personal connections to the past. CCO V: Student will research analyze the relationships between individuals, groups, and institutions.
Student Task: The students will:
1. Analyze Primary and Secondary Sources. (IIP19) 2. Organize information into useful forms for comprehension and retrieval. (IIP14) 3. Use social studies vocabulary appropriately. (IIP18, VP8) 4. Identify how needs are met in different ways in different cultures in different times. (VC1b) 5. Identify how people have common physical, social emotional needs. (VC1a) 6. Identify how needs are met by families, friends, groups, and organizations. (VC1c) 7. Analyze how ideas, concepts, and traditions change over time. (VP3e) 8. Analyze how cultural conflict/ethnic issues affect society. (VC3d) 9. Identify how laws and events affect members of and relationships among groups. (VC4a) 10. Determine how technology and culture influences resource use. (VC5) 11. Identify, analyze, and compare institutions, traditions, and art forms of past and present societies. (VP2a) 12. Identify and describe problems and solutions from multiple perspectives. (VP3a) 13. Analyze the characteristic and contributions of Mayans, Aztecs, and Incas. (IIC8b) 14. Analyze the viability and diversity of Native Americans, Pre-European. (IIC8a) 15. Interpret art, photographs, and artifacts. (VC2b)
Teacher Notes: Prior to this ALA the teacher will gather source documents on selected cultures. Students will also need access to a variety of resource materials, such as books, computers, and web sites. It may be helpful for teachers to pre-select some web sites; however, students need to be actively taught how to conduct a narrow search for information. Teachers also need to choose a piece of art to be analyzed for each possible culture and provide students with the link set module to guide their work.
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Name: _______________________________________ Hour:________________________
Exploring Ancient Cultures
Section 1 Use the wide variety of primary and secondary sources throughout the room, including textbooks, web sites, encyclopedias, library books, charts, and handouts to become an expert on one of the cultures of the Americas. Use words, pictures, and visuals to record your information. Name of culture of the to be investigated: __________________________________________
Laws and Government: What type of government did this culture have? How did the government (including laws) affect the social structure and relationships of groups in this culture? How did the government and laws affect people’s behavior?
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Technology and Science: What new technologies were developed that changed the way this culture lived?
Customs and Traditions: Identify some of the customs and traditions of this culture.
Artifact Analysis: Look at the artifact your teacher has selected from your culture and answer the following about the item.
What is the item made from? What was the purpose of the item? What can you infer about the culture based on this artifact? What connection do you see between the artifact and our society today?
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Section 2 You should now share your completed chart with a partner who explored a different culture. While sharing look for information that will help you answer the following questions: How do these civilizations both meet the needs of members (physical, emotional, and social) in similar ways? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ How do these civilizations both meet the needs of members (physical, emotional, and social) in different ways? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Help you partner identify a specific problem that their civilization had and a solution(s) to the problem? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
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Section 3 Based on your discussion and exchange with your partner, complete the following tasks.
1. State the problem of your civilization._________________________________________________________________
________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
2. State the solution(s) to the problem. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 3. Now select two different people from your culture and complete the cartoon dialogue with their thoughts on the solution (Do
they agree? Disagree? Support?)
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4. Did this solution create any conflict between your characters above? Explain. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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Sixth Grade World History Scoring Guide
CCO V: Culture
4 3 2 1 Analyzing Source Material
The student thoroughly and accurately identifies what is known about the assigned topic through the use of source material.
The student accurately identifies what is known about the assigned topic through the use of source material.
The student presents a partial description of what is known about the assigned topic through the use of source material.
The student presents a description of what is known about the assigned topic that is seriously flawed.
Chart Organization and Completion
The student describes the defining characteristics for all categories.
The student describes the defining characteristic for most categories.
The student describes the defining characteristics for some categories.
The student describes the defining characteristics for few categories.
Use of vocabulary to communicate social studies ideas
The student uses vocabulary correctly, clearly, and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communication social studies ideas.
Culture Students, in great detail, identify how their culture needs (physical, emotional, and social) are met.
Students list how many of their culture’s needs (physical, emotional, and social) are met.
Students list who some of their culture’s needs (physical, emotional, and social) are met.
Student could not identify how their cultures needs are met.
Problem/Solution Student identified a significant problem for their culture and created several possible solutions.
Student identified a problem for their culture and created a possible solution.
Student identified a problem for their culture.
Student could not identify a problem/ solution for their culture.
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V. C3. Application Level Assessment CCO II: Student will examine the historical roots of society and their personal connections to the past CCO V: Student will research analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Describe how cultural traditions, human actions, and institutions affect behavior. (VC3c) 2. Interpret art, photographs, and artifacts. (V2b) 3. Identify and describe problems and solutions from multiple perspectives. (VP3a) 4. Exchange information while recognizing bias and multiple points of view, (VP3b) 5. Compare and contrast. (VP3c) 6. Analyze how laws and events affect members of and relationships among groups. (VC4a) 7. Explain reasoning using supporting detail. (VP6e)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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SEVENTH GRADE WORLD GEOGRAPHY
COURSE DESCRIPTION
Students in seventh grade World Geography will explore patterns and relationships throughout the world using the five themes of geography and economic reasoning within the context of world regional study. Geographic and economic research tools will be used in order to make decisions and problem solve. Major course strands include: government, economics, geography, and culture.
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I. Core Conceptual Objective: Government/Civics The student will analyze the development of structures of power, authority and governance throughout the world.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Citizens have responsibilities that promote the healthy functioning of democracy. [Civic Dispositions] (D)
NHS, CIV, MCG, Char Ed, NCSS, 21st
1. a. Identify & demonstrate the civic dispositions of (D): • Respect • Responsibility • Honesty • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
-------------------------------------------------- 1. b. Develop, monitor, and revise plans
to meet goals. (A) -------------------------------------------------- 1. c. Use democratic decision-making
and cooperation skills to accomplish tasks. (A)
NHS, CIV, MCG, Char Ed, NCSS, W, 21st -------------------------- SM4.5, SCANS, NCSS, MCG, W, 21st
-------------------------- SM 4.6, SM 1.10, Scans, CIV, MCG, NHS, NCSS, NGS, W, 21st
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2. The necessity and purposes of
government. [Government accomplishes things collectively that individuals can’t easily accomplish alone] (D) Such as: • highway systems • national security • making and enforcing laws • protecting rights • economic structure • promoting the common good
NSCG, 21st 2. Relate concept to example. (A) SM 1.6 Scans
3. Governments exist by the consent of the governed. (D)
SS1.1a, NCSS, HSSF, NSCG, CIV, MCG
4. Power comes from the people and may be distributed through a federal system or a unitary system. (I/D)
SS1.1b, NSCG, CIV, MCG, NCSS, HSSF, NCHE
5. Separation of governmental powers prevents power being held by a single person or branch of government. (D)
SS 1.1b, NSCG, CIV, MCG, NCHEW, NCSS, HSSF, 21st
6. Leaders are selected in different ways within different types of governments and communities. (D)
SS 3.2c, HSSF, CIV, NSCG, MCG, NCSS, 21st
7. Voting effects public policy. (E) SS1.1b, NCSS, HSSF, NSCG, CIV, MCG, 21st
7. Evaluate current events in relation to content objectives. (E)
NCSS, NHS, NGS
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8. a. Various systems of government function throughout the world. (I/E)
-------------------------------------------------- 8. b. Limited Government (A)
•Parliamentary democracy (E) •Presidential democracy (E) •Constitutional monarchy (E)
-------------------------------------------------- 8. c. Unlimited Government (A)
•monarchy (E) •dictatorship (E) •totalitarian (E)
MCG, NCSS, CIV, NSCG, 21st, HSSF -------------------------- SS3.1, NSCG, MCG, CIV, NCSS, HSSF, 21st -------------------------- SS3.1, NSCG, MCG, CIV, NCSS
Powers, functions, and impact of: 9. a Local Government (A) -------------------------------------------------- 9. b State Government (A) -------------------------------------------------- 9. c. National Government (A)
SS 3.3, NSCG, CIV, MCG -------------------------- SS 3.3, NSCG, CIV, MCG -------------------------- SS 3.3, NSCG, CIV, MCG, NCSS, HSSF
10. The purpose and function of international organizations such as: • The United Nations • NATO • European Union (I)
NSCG, CIV, MCG, NCSS, HSSF
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11. Citizens have rights and responsibilities. (A)
HSSF, NCSS, SM 4.2, SM 4.3, 21st, NCHEW, NSCG, CIV, SCANS, MCG
11. Compare and contrast the rights and responsibilities of individuals in different societies. (A)
SM 1.6, NCSS, MCG
12. Create and interpret political cartoons. (A)
SS 7, NCSG, NCSS
13. a. Write expository and/or persuasive essays. (A) -------------------------------------------------- 13. b. Review and revise communications. (A)
NHS, NCSS, NCHE, SM 2.1, NCHEW -------------------------- NCSS, SM 2.2, MCH, Scans, NHS, W, 21st
14. Use social studies vocabulary appropriately (A)
15. Plan, create, and evaluate written, visual, and oral presentations (formal and informal) (A)
SM 1.1, 1.2, 2.1, NCSS, NHS, MCH, SCANS, W, 21st
16. Organize information into useful forms such as note taking, outlining and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities CCO I: GOVERNMENT/CIVICS ORGANIZING IDEA #1 Why do we need government? The student will:
1. Interview community leaders (policemen, councilmen, etc.) on the necessity and purposes of government. (IC2) [DOK 1] 2. Determine advantages and disadvantages of various systems of limited and unlimited government. (IC8b, IC8c) [DOK 2] 3. Chart ways government has affected his/her life for a portion of a day [seat belt laws, FDA, FCC, etc.]. (IC2, IP2) [DOK 1] 4. Review the first amendment rights and rank order them from most important to least important. Justify your answer. (IC11)
[DOK 3] 5. Work in cooperative groups to design an ideal government using aspects from various systems of government and justify
selections. (IC4, IC8a, IP1c) [DOK 3] 6. Write, review, and revise an expository paragraph explaining how government provides services that can’t be easily provided
by individual citizens. (IC2, IP13a, IP13b) [DOK 2]
ORGANIZING IDEA #2 Who has the power? The student will:
1. Attend a school board or city council meeting and make a list of responsibilities of local government that surface during the meeting. (IC9a) [DOK 1]
2. Match types of leaders with the appropriate systems of government. (IC8a, IC8b, IC8c, IC6) [DOK 1] 3. Examine how various governments get and maintain power. (IC3) [DOK 2] 4. Participate in a mock election and determine factors that influenced the outcome of the election. (IC7) [DOK 2] 5. Analyze various governments to determine how power is divided among governmental branches or departments and evaluate
the impact on the country. (IC5) [DOK 3] 6. Compare and contrast limited and unlimited government using modern governments as examples. (IC8b, IC8c, IP7) [DOK 2] 7. Create a definition to explain each system of government and provide examples of countries that utilize that system. (IC8a,
IP2) [DOK 2] 8. Create a chart to differentiate between various levels and functions of government in the United States. (IP15, IC9a, IC9b,
IC9c) [DOK 2]
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9. Create a graphic organizer that reflects rights and responsibilities of citizens. (IC11, IP15, IP16) [DOK 2] 10. Conduct an interview with a local official to learn about their responsibilities and power as well as how they attained office.
(IC6, IC9) [DOK 1] 11. Create a diagram or database that explains the distribution of power within each system of government and present to the class.
(IC8a, IP15) [DOK 2] 12. Survey two select populations to determine and compare usage of rights and responsibilities in the community. (IC8b, IC8c,
IP11) [DOK 2] ORGANIZING IDEA #3 How does government affect people and society? The student will:
1. Maintain an ongoing log of key terms related to governance. (IP14) [DOK 1] 2. Track the history and progress of a candidate or ballot issue. (IC6, IC7, IP7) [DOK 1] 3. Summarize current events dealing with public policy. (IP7) [DOK 2] 4. Create a web of citizen’s responsibilities. (IC1, IP16) [DOK 1] 5. After being briefed on a past public policy issue, discuss possible outcomes and solutions in small groups, select an appropriate
outcome, and compare to what really happened to resolve the issue. (IP1c, IP7, IC7) [DOK 3] 6. Create a political cartoon for a current event. (IP12, IP7) [DOK 3] 7. Write an expository paragraph, explaining how each level of government has impact on their life and explain reasoning with
supporting detail. (IC9a, IC9b, IC9c, IP13a) [DOK 3] 8. Design a CD cover with song titles that reflect the levels and functions of government. (IC9a, IC9b, IC9c) [DOK 3] 9. Write an editorial detailing how life in the United States would change without three levels of government. (IC9a, IC9b, IC9c,
IP13a) [DOK 3] 10. Evaluate public policy decisions based on the civic dispositions. (IP1a, IP7, IC7) [DOK 3] 11. Evaluate political cartoons that depict the U.S. government from the perspective of other countries. (IP12, VP4c) [DOK 3] 12. Write a story about a nation that has an undemocratic governance system and how it could change using the concepts of
voting, campaigning, lobbying, petitioning, or public opinion. (IC8c, IC7, IP13a) [DOK 3] 13. Work with the school leadership to develop a plan to improve the school environment. Monitor and revise plans to meet the
goal. (IP1b) [DOK 3] 14. Create a chart comparing the purpose and functions of international organizations such as the United Nations, NATO, and the
European Union. (1C10) [DOK 2]
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C.1 Application Level Assessment: Government and Economics CCO I: The student will analyze the development of structure of power, authority, and governance throughout the world in order to develop civic competence. CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task: The student will:
1. Determine how voting effects public policy issues. (IC7) 2. Evaluate current events in relation to content objectives. (IP7) 3. Organize information into useful forms such as note taking, outlining and graphic organizers. (IP16) 4. Evaluate the costs, benefits, and consequences of economic decisions. (IVP3b) 5. Write expository and/or persuasive essay. (IP13a) 6. Review and revise communications. (IP13b) 7. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (IVP9a)
Teacher Notes:
Prior to the ALA, the teacher should discuss how voting can affect public policy issues and how issues and candidates are supported or rejected based on policy issues. Before this ALA, students should know the following vocabulary: political party, platform, public policy, cost/benefit analysis, raw materials, advantages/disadvantages. Teacher should assign candidates or issues for inspection and provide resources. The following are helpful websites: www.kidsvoting.org, www.ontheissues.org, www.votesmart.org, www.cnn.com, www.govspot.com . Cost/ benefit organizers are provided for evaluating either candidates or a public policy issue. See page 702 for helpful organizers. Students will also need prior instruction on using outlines and/or graphic organizers to organize information for effective communication and writing a persuasive essay. Teachers should take 10-15 minutes to explain the prompt and stress that the student’s decision should be what is best for the company. The actual writing should take ½ to one hour. See Appendix pages 703-705 for additional ideas.
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Suggested Student Prompt: (DOK 3)
1. You have been hired by “The Green Market” as a public policy analyst. Your job is to review the candidates running for public office or the public policy issue the government is considering. 2. “The Green Market” needs your advice because the candidates or issue will positively or negatively affect their company and employees. 3. Read the company fact sheet to familiarize yourself with “The Green Market.” 4. Read the information about the candidates or policy issue. 5. Fill out the cost/benefit analysis chart. (cost/benefit analysis is stating the advantages and disadvantages) of a decision. 6. Use the cost/benefit analysis chart to decide which candidate/issue The Green Market company should support. 7. Create a pre-write to develop your thoughts for your persuasive essay. 8. Using details from your chart and company fact sheet write a persuasive paragraph that will convince the company to support
the candidate and/ or policy issue that benefits The Green Market the most. 9. Edit and revise your work. 10. Highlight or underline the supporting details in your paragraph.
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Company Fact Sheet Location: St. Louis County Size: 800 Employees (mid-size company) Products: Environmentally friendly products such as natural foods and medicine made from
rainforest materials obtained without damaging the rainforest ecosystem. Customers: Individual families who shop at the store and order from the catalog and website. Employee Benefits: The company pays for medical and dental insurance for employees. The company
provides a daycare center for the employees’ children. Plans to Expand: The company is looking to open a second store. Raw Materials: Natural resources obtained from the rain forest.
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Cost/Benefit Chart
Candidate A
Advantages Disadvantages 1) 1)
2) 2)
3) 3)
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Cost/Benefit Chart Candidate B
Advantages Disadvantages
1) 1)
2) 2)
3) 3)
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Cost/Benefit Chart Policy Issue
Advantages Disadvantages
1) 1)
2) 2)
3) 3)
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Seventh Grade World Geography Scoring Guide
CCO I, V: Government and Economics 4 3 2 1
Evaluation of Policy Issue/Candidate
The student independently, thoroughly, and accurately identifies what is known about the subject of investigation.
The student, with minimal assistance, identifies what is known about the subject of investigation.
The student, with moderate teacher guidance, partially identifies what is known about the subject of investigation.
The student’s identification of what is know is severely flawed.
Cost/Benefit Organizer
The student includes at least three reasons to support or reject. Reasons are insightful and relevant to the company fact sheet.
The student includes at least two reasons that are relevant to the company fact sheet.
The student includes at least one reason that is relevant to the company fact sheet.
The student includes no supported reasons that are relevant to the company fact sheet.
Pre-write Pre-write creates a clear structure for the paragraph.
Pre-write creates a loose structure for the paragraph.
Pre-write has too few details for structuring the paragraph.
Pre-write is missing or incomplete.
Argument The student provides a well-written and detailed argument from the perspective of The Green Market Company containing no errors in logic.
The student provides a well-written argument from the perspective of The Green Market Company containing few errors in logic.
The student presents a an argument from the perspective of The Green Market Company but contains errors in logic.
The student presents an argument that makes no clear point or is not from the perspective of The Green Market Company.
Supporting Details Student uses at least two logical supporting details to support his/her argument.
Student uses one logical supporting detail to support his/her argument.
Student uses details that are not logical to support his/her argument.
Student uses no details to support his/her argument.
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C.2 Application Level Assessment: Government CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to develop civic competence. Student Task:
The student will: 1. Relate concept to example. (IP2) 2. Identify limited and unlimited government systems. (IC8b, IC8c) 3. Illustrate how various systems of government function throughout the world. (IC8a) 4. Organize information into useful forms such as note taking, outlining and graphic organizers. (IP16) 5. Write expository and/or persuasive essays.(IP13a) 6. Review and revise communications. (IP13b) 7. Compare and contrast the rights and responsibilities of individuals in different societies. (IP11) 8. Identify economic systems. (IVC1)
Teacher notes: Students will need prior instruction on limited and unlimited government systems. Students will need instruction in writing an expository essay and planning strategies for timed writing prior to the ALA. This item can be used as a section of a classroom test or expanded into a larger activity.
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Suggested Prompt: (DOK 3) 1) Read the following scenarios and label each as a Command, Market or Mixed economic system. ______________________________ Becky lives in a country where she owns her own music store. She makes decisions about production and distribution of music supplies. ______________________________ Christy lives in a country where the government controls all resources, production and distribution of goods and services. She really wants to open an ice cream shop, but has been assigned to work in a cheese factory. ______________________________ Dana lives in a country where the government owns the electric company and oil industry. She and her family own and operate a small jewelry store. They make all of the decisions regarding their business and can keep all of their profits. 2) Read the following scenarios and label each as a Limited or Unlimited government system. _______________________________ Kevin lives in a country where the leaders of the government are elected by the people for a
specific length of time. The leaders are expected to represent the interests and wishes of the citizens.
_______________________________ Marci lives in a country where a military group controls the country. The senior military
general holds all the power and serves as the prime minister. _______________________________ Kim lives in a country that is governed by a single political party. Power is maintained
through force and citizens do not speak against the government for fear of the consequences. _______________________________ Laura lives in a country where the prime minister is head of the government. Parliament is the
law making body whose members are elected by the people.
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Now create a pre-write graphic organizer and write a paragraph comparing and contrasting the rights and responsibilities of citizens in limited and unlimited government systems.
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Seventh Grade World Geography Scoring Guide
CCO I: Government
4 3 2 1 Economic System Scenarios
The student accurately matches concept to example for four of the economic scenarios.
The student accurately matches concept to example for three of the economic scenarios.
The student accurately matches concept to example for two of the economic scenarios.
The student accurately matches concept to example for one of the economic scenarios.
Limited and Unlimited Government Scenarios
The student accurately matches concept to example for four of the government scenarios.
The student accurately matches concept to example for three of the government scenarios.
The student accurately matches concept to example for two of the government scenarios.
The student accurately matches concept to example for one of the government scenarios.
Pre-write Pre-write creates a clear structure for the paragraph and includes multiple rights and responsibilities for both limited and unlimited government.
Pre-write creates a loose structure for the paragraph and includes some rights and responsibilities for both limited and unlimited government.
Pre-write has too few details for structuring the paragraph and includes few rights and responsibilities for both limited and unlimited government.
Pre-write is missing or incomplete and includes no rights and responsibilities for both limited and unlimited government.
Expository Paragraph The student presents a clear, well-written paragraph that compares and contrasts the rights responsibilities of citizens in limited and unlimited government systems.
The student presents a clear paragraph that compares and contrasts the rights and responsibilities of citizens in limited and unlimited government systems.
The student presents an paragraph that discusses the rights and responsibilities of citizens in limited and unlimited government systems.
The student does not present a relevant discussion of the rights and responsibilities of citizens in limited and unlimited government systems.
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C.3 Application Level Assessment: Government/History CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to develop civic competence. Student Task: The student will:
1. Identify the powers, functions and impact of local, state, and national government. (IC9a, IC9b, IC9c) 2. Evaluate current events in relation to content objectives. (IP7) 3. Organize information into a graphic organizer. (IP16) 4. Write an expository paragraph. (IP13a) 5. Develop a thesis and explain reasoning using supporting detail. (IVP5a) 6. Use social studies vocabulary appropriately. (IP14)
Teacher Notes: Teacher needs to provide graphic organizer and newspaper articles for students. Students will need instruction on writing an expository paragraph and supporting their answer with facts. Teachers should provide specific practice supporting ideas with newspaper articles prior to the ALA. Students also may need assistance with initial identification of state and federal agencies. Actual writing should take 30-45 minutes. Appendix page 728 may be helpful. Suggested Prompt: (DOK 3) 1. Carefully read the selected headlines and stories from recent weeks that represent levels of government. 2. Place each story or headline under the appropriate level of government in the graphic organizer. 3. Based on your completed graphic organizer and the articles you have read choose the level of government that impacts your
life the most. 4. Write a paragraph explaining which level of government impacts your life the most and include three supporting details using
at least two different newspaper articles to explain how that level of government impacts your life.
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Seventh Grade World Geography
Scoring Guide CCO I: Government
4 3 2 1
Graphic Organizer The student accurately places all headlines into the appropriate level of government.
The student accurately places most headlines into the appropriate level of government.
The student accurately places few headlines into the appropriate level of government
The student accurately places little or no headlines into the appropriate level of government.
Expository Paragraph The student presents a clear and well- written paragraph that answers the prompt.
The student presents a clear paragraph that answers the prompt.
The student presents a paragraph that is not clearly related to the prompt.
The student does not present a paragraph that answers the prompt.
Supporting Details The student supports their opinion with at least three specific, factual details from two different newspaper articles.
The student supports their opinion with at least two specific, factual details from two different newspaper articles.
The student supports their opinion with at least one specific, factual detail from a newspaper articles.
The student does not support their opinion with details from the newspaper articles.
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C.3 Application Level Assessment: Government/History CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to develop civic competence. Student Task: The student will:
1. Identify the powers, functions and impact of local, state, and national government. (IC9a, IC9b, IC9c) 2. Evaluate current events in relation to content objectives. (IP7) 3. Organize information into a graphic organizer. (IP16) 4. Write an expository paragraph. (IP13a) 5. Develop a thesis and explain reasoning using supporting detail. (IVP5a) 6. Use social studies vocabulary appropriately. (IP14)
Teacher Notes: Teacher needs to provide graphic organizer and newspaper articles for students. Students will need instruction on writing an expository paragraph and supporting their answer with facts. Teachers should provide specific practice supporting ideas with newspaper articles prior to the ALA. Students also may need assistance with initial identification of state and federal agencies. Actual writing should take 30-45 minutes. Appendix page 728 may be helpful.
Suggested Prompt: (DOK 3) 1. Carefully read the selected headlines and stories from recent weeks that represent levels of government. 2. Place each story or headline under the appropriate level of government in the graphic organizer. 3. Based on your completed graphic organizer and the articles you have read choose the level of government that impacts
your life the most. 4. Write a paragraph explaining which level of government impacts your life the most and include three supporting details
using at least two different newspaper articles to explain how that level of government impacts your life.
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Seventh Grade World Geography Scoring Guide
CCO I: Government
4 3 2 1 Graphic Organizer The student accurately
places all headlines into the appropriate level of government.
The student accurately places most headlines into the appropriate level of government.
The student accurately places few headlines into the appropriate level of government
The student accurately places little or no headlines into the appropriate level of government.
Expository Paragraph The student presents a clear and well- written paragraph that answers the prompt.
The student presents a clear paragraph that answers the prompt.
The student presents a paragraph that is not clearly related to the prompt.
The student does not present a paragraph that answers the prompt.
Supporting Details The student supports their opinion with at least three specific, factual details from two different newspaper articles.
The student supports their opinion with at least two specific, factual details from two different newspaper articles.
The student supports their opinion with at least one specific, factual detail from a newspaper articles.
The student does not support their opinion with details from the newspaper articles.
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C.4 Application Level Assessment: Government CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to
develop civic competence. Student Task: The student will:
1. Use democratic decision- making and cooperation skills to accomplish tasks. (IP1c) 2. Citizens have rights and responsibilities. (IC11) 3. Create and interpret political cartoons. (IP12)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given
to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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II. Core Conceptual Objectives: History
The student will examine history in order to analyze the present and make predictions.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Origins, distributions, central ideas, and influences of major religions. (A) Hinduism Buddhism Christianity Judaism Islam
NCHEW, MCH, NCSS, HSSF 1. Compare and contrast world religions. (D)
SM 1.6, NCSS, MCH
2. Use geographic and economic reasoning to interpret the past, explain the present, and predict the future. (A)
SS 4.3, SS 5.3, NGS, NCSS, 21st , MCGE, SM 1.6
3. Use and create timelines. (A) NCHE, MCH, NCSS, SS 7.2, NCHEW, SM 1.6, HSSSF
4. a. Write expository and/or persuasive essays. (A)
-------------------------------------- 4. b. Review and revise
communications. (A)
NHS, NCSS, NCHE, SM 2.1, NCHEW -------------------------------------- NCSS, SM 2.2, MCH, Scans, NHS, W, 21st
5. Use social studies vocabulary appropriately. (A)
6. Plan, create, and evaluate written, visual, and oral presentations (formal and informal). (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, W, 21st
7. Organize information into useful forms such as note taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities CCO II: HISTORY
ORGANIZING IDEA #1 How does history influence the present and the future? The student will: 1. Determine the distribution of the world’s major religions using a thematic map. (IIC1, IIIP2d) [DOK 1] 2. Work in research teams to inspect African studies, Latin American studies, and Asian studies websites (see appendix website
listings) to compare and contrast the distribution of religion. IIC1,IIP1, IIIP1f) [DOK 2] 3. Create a timeline sequencing the major factors in a regional conflict. (IIP3, VC4) [DOK 2] 4. Complete a database that includes the origins, central ideas, distributions, and influences of major religions. (IIC1, IIP7) [DOK
2] 5. Create a visual to explain how economic decisions of the past influence present conditions. (IIP2, IIP6) [DOK 3] 6. Design an alphabet book that illustrates important vocabulary about the origins, ideas, and influences of world religions. (IIC1,
IIP5) [DOK 2] 7. Write, review, and revise a paragraph explaining how geography has influenced a region’s history. (IIP2, IIP4a, IIP4b) [DOK
3]
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C.1 Application Level Assessment: History CCO II: The student will examine history in order to analyze the present and make predictions. Student Task: The student will:
1. Origins, distributions, central ideas, and influences of major religions. (IC1) • Hinduism • Buddhism • Christianity • Judaism • Islam
2. Use and create timelines. (IIP3) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given
to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna
Mechem ([email protected]) or clearance codes or assistance with EdGate
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Seventh Grade World Geography Scoring Guide
CCO II: History
CCO II: The student will examine history in order to analyze the present and make predictions.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com.)
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III. Core Conceptual Objective: Geography The student will analyze world systems and regions using geographic tools and the five themes of geography.
A. Content and Skills
By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Geographer’s use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. (E/A)
NGS, NCSS, SS 5.1, MCGE, 21st
1. a. Use maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (E/A)
-------------------------------------------------- 1. b. Construct maps, graphs, diagrams,
databases, tables, and charts to predict, conclude and interpret. (E/A)
-------------------------------------------------- 1. c. Construct mental maps (sketch
maps from memory) and analyze how mental maps reflect individual’s attitudes and influence decisions. (E/A)
-------------------------------------------------- 1. d. Use geographic sources to acquire,
process, and report information and solve problems. (E/A)
-------------------------------------------------- 1. e. Compare the advantages and
disadvantages of globes, map projections and types of maps (political, physical, and thematic) in solving problems. (E/A)
NGS, MCGE, NCSS, SM 1.6, SS 7.2, SS 7.3, W, 21st -------------------------- SS 5.1, SS 7.3, Scans, MCGE, NGS, NCSS, W, 21st -------------------------- SS 5.1, SM 1.2, NGS, NCSS, 21st -------------------------- SS 5.1, NGS, NCSS -------------------------- NGS, MCGE
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------------------------------------------------------ 1. f. Use web sites (A) and identify
source of site. (I) ------------------------------------------------------ 1. g. Use technological tools to locate,
select, organize, and present information. (E/A)
------------------------------------------------------ 1. h. Identify and use primary and
secondary sources to select, investigate or present a topic. (A)
-------------------------------------------------- 1. i. Evaluate the accuracy of sources
and materials. (A) -------------------------------------------------- 1. j. Conduct research by generating
questions and evaluating information. (A)
-------------------------------------------------- 1. k. Read for inference and evaluate
subtext. (A) ------------------------------------------------ 1. l. Use an atlas. (E)
----------------------------- LM, CC, MCH, Scans,T, 21st -------------------------- Scans, CC, NGS, LM, MC, SM 2.7, T, 21st -------------------------- SS 7.1, NCSS, LM, R, 21st , NCHE, NCHEW -------------------------- SM 1.7, MCH, NHS, SCANS, NCSS, R -------------------------- SM 1.1, MCH, NHS, SCANS, R -------------------------- SM 1.10, 21st , NGS, NHS, R -------------------------- SS 5.1, NCSS, NGS
2. a. A geographer’s view of a place includes the study of human and physical features. (E/A)
-------------------------------------------------- 2. b. Physical processes shape the earth.
(A)
SS 5.2b, NGS, MCGE, 21st -------------------------- NGS, MCGE, SS 5.2c
2. a. Identify and describe physical characteristics of place such as climate and topography. (E/A)
-------------------------------------------------- 2. b. Describe the earth-sun relationship
and analyze the effects on physical processes such as climate and seasons. (A)
NGS, SS 5.2b, MCGE, 21st -------------------------- NGS
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-------------------------------------------------- 2. c. Human Characteristics of Place
include: (E/A) • education • religion • language • diversity • economics • settlement patterns • population
-------------------------- SS 5.2b, NGS, MCGE
------------------------------------------------ 2. c. Evaluate Human Characteristics of
Place using demographic data. (E) -------------------------------------------------- 2. d. Analyze spatial organization of
people, places, and environments. (E)
-------------------------------------------------- 2. e. Evaluate causes and effects of
urbanization. (D) -------------------------------------------------- 2. f. Identify major patterns of
population distribution, demographics, and migrations. (E/A)
-------------------------- SS 5.2, NGS, HSSF -------------------------- NGS -------------------------- NCSS, MCGE, NGS, SM 1.6 -------------------------- SS 5.2c2, HSSF, NGS
3. Location refers to the spatial organization of people, places, and environments on the Earth’s Surface. (E)
NGS, NHS, MC 3. a. Use relative location to find and describe place. (A)
-------------------------------------------------- 3. b. Use absolute location to find and
describe place. (A) -------------------------------------------------- 3. c. Locate and identify topographic
features. (E/A)
SS 5.2a, NGS, MCGE, HSSF, NCSS -------------------------- SS 5.2a, NGS, MCGE, HSSF, NCSS -------------------------- SS5.2a, NGS, MCGE, NCSS
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-------------------------------------------------- 3. d. Locate cities. (A) -------------------------------------------------- 3. e. Locate states. (A) -------------------------------------------------- 3. f. Locate nations. (E)
-------------------------- SS 5.2a, NGS, HSSF, MCGE, NCSS -------------------------- SS5.2a, NGS, HSSF, MCGE, NCSS -------------------------- SS5.2a, NGS, MCGE, HSSF
4. a. Movement of goods/services, ideas, and people influence global patterns and relationships. (E/A)
------------------------------------------------ 4. b. Changes in transportation,
communication, and technology affect movement. (A)
SS 5.2b, SS 5.2c, NGS, MCGE, HSSF, JCEE -------------------------- SS 5.2d, NGS, MCGE, NCHEW, NCSS, 21st
4. a. Identify and explain the significance of patterns of cultural diffusion. (A)
-------------------------------------------------- 4. b. Analyze causes and effects of
migration streams including barriers to movement and push/pull factors. (E/A)
-------------------------------------------------- 4. c. Identify and explain the primary
geographic causes for world trade. (comparative advantage) (E)
SS 5.2d, NGS, MCGE, NCHEW, NCSS -------------------------- SS 5.2d, HSSF, NGS, MCGE -------------------------- NGS, NCEE
5. a. Human/environmental interaction is the examination of how people change their environment to suit their needs and/or how the environment influences the way people live. (E/A)
-------------------------------------------------- 5. b. Ecosystems are constantly
changing. (A)
MCGE, NGS, NCSS -------------------------- SS5.2, NGS, MCGE
5a. Locate and describe ecosystems. (D) -------------------------------------------------- 5. b. Determine the effect of natural
forces on human activities. (E/A)
SS 5.2c1, NGS, MCGE -------------------------- NGS, SS 5.2c3, MCGE, NCSS
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-------------------------------------------------- 5. c. Technology and culture influence
resources use. (E) -------------------------------------------------- 5. d. Environmental resources
contributed to the development and functioning of human society. (E)
-------------------------- NGS, SS5.2, MCGE, Scans, NCHEW, 21st -------------------------- NGS, SS 5, MCGE, NCHE
-------------------------------------------------- 5. c. Identify environmental
consequences of how people use resources. (E)
--------------------------------------------------
-------------------------- SS 5.2c, MCGE, NGS
6. a. Understand how areas with shared characteristics can be classified into regions. (E/A)
-------------------------------------------------- 6. b. Regions undergo constant change.
(E/A)
SS 5.2c, NGS, NCHEW, NCSS, MCGE, HSSF -------------------------- SS5.2, MCGE, NGS, NCSS, NCHEW
6. a. Identify regions. (E/A) -------------------------------------------------- 6. b. Explain how regions relate to one
another and change over time. (E/A)
-------------------------------------------------- 6. c. Compare regions and predict how
life in one would differ from another. (E/A)
-------------------------------------------------- 6. d. Apply information, ideas, and
skills to different contexts. (D)
SS 5.2e, HSSF, NGS, NCSS -------------------------- SS 5.2, NGS, MCGE, NCHEW, NCSS -------------------------- SS 5.2, MCGE, NGS, NCSS, NCHEW -------------------------- SM 1.10, NCSS, SCANS, W, 21st
7. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 7. b. Review and revise
communications. (A)
NHS, NCSS, NCHE NCHEW, SM 2.1 -------------------------- NCSS, SM 2.2, MCH, Scans, NHS, W, 21st
8. Use social studies vocabulary appropriately. (A)
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9. Plan, create, and evaluate written, visual, and oral presentations (formal and informal). (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, W, 21st
10. Organize information into useful forms such as note-taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
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A. Facilitating Activities: CCO III: Geography ORGANIZING IDEA #1 How do the five themes of geography influence how people live? The student will:
1. Make a list of items in our culture that have origins in other cultures and explain the significance of cultural diffusion in United States society. (IIIP4a) [DOK 2]
2. Describe an ecosystem in terms of location, physical characteristics of place, and human environmental interaction. (IIIP5a, IIIC5a, IIIC3) [DOK 2]
3. Determine countries experiencing the most emigration and countries receiving the most immigrants. Investigate push/pull factors that account for the movement among countries. (IIIP4b) [DOK 3]
4. Viewing photos of other cultures (such as Material World) identify items influenced by Western culture. (IIIP4a, VP6) [DOK 2]
5. Compare and contrast vegetation maps from two world regions and determine relationships between vegetation, climate, technology and location. (IIIP1a, IIIP2a) [DOK 2]
6. Investigate how local business’ exchange of goods and services have been affected by changes in technology, communication, and transportation. (IIIC4b, IIIP6d) [DOK 3]
7. Investigate and analyze potential sources of world conflict. (IIIC4a) [DOK 3] 8. Participate in a world trade simulation (such as NCHEE International Economics lesson). (IIIP4c) [DOK 2] 9. Create a travel brochure that depicts the human characteristics of place for a given country or region. (III2c, IIIP9) [DOK 2] 10. Design a collage of pictures that show human/environmental interaction. (GEC5a) (DOK 1) 11. Design currency for a country that reflects their human characteristics of place [religion, diversity, population, etc.]. (IIIC2c,
IIIP9) [DOK 1] 12. Create a flowchart that demonstrates how ecosystems are constantly changing due to human/environmental interaction and
natural forces. (IIIC5b, IIIP5b) [DOK 3] 13. Create a graphic organizer that compares and contrasts the 12 world climate regions. (IIIP6c, IIIC6a, IIIP10, IIIP2a) [DOK 2] 14. Create a web to illustrate factors that affect climate. (GEP10, GEP2a) (DOK 2) 15. Use geographic resources to design an advertisement to promote products best suited for marketing in a particular world
region. (IIIP1d, IIIC5a, IIIP6d) [DOK 2] 16. Write a paragraph to show how urbanization has effected a community. (IIIP2e, IIIP7a) [DOK 3]
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17. Write, review, and revise a persuasive essay to encourage Americans to change their patterns of resource use. (IIIC5c, IIIP7a, IIIP7b) [DOK 3]
18. Compare and contrast the formation of the Hawaiian Islands to the formation of the Appalachian Mountains (IIIC2b) [DOK 2] 19. Use a regional natural resource map to compare two different regions and discuss how natural resources help the regions
develop and function (IIIC5d) [DOK 2] 20. Create a cost benefit analysis for the impact of resource use on the environment. (IIIP5c) [DOK 2] 21. Compare historical maps to explain how regions relate to one another and change over time (IIIC6b, IIIP6b) [DOK 2]
ORGANIZING IDEA #2 How can I use the tools of a geographer? The student will:
1. Using a globe and a flashlight, model the earth’s tilt and path around the sun to demonstrate the earth/sun relationship and its effect on climate. (IIIP2b) [DOK 1]
2. Use a political map to identify and locate cities, states, and nations. (IIIP3d, IIIP3e, IIIP3f) [DOK 1] 3. Use absolute and relative location to describe a place. (IIIP3a, IIIP3b) [DOK 1] 4. Use physical maps to locate and identify topographic features. (IIIP3c, IIIP1a) [DOK 1] 5. Use a desk atlas to select a city and identify three regions to which it could belong. (IIIC6a, IIIP6a, IIIP1a, IIIP1l) [DOK 1] 6. Use thematic maps to analyze cities, countries, and regions of the world. (GEC1, GEP1a) (DOK 2) 7. Use a population distribution map to determine common features of large population centers. (IIIP2f) [DOK 2] 8. Make a booklet of key geographic terms. (IIIP8) [DOK 1] 9. Create a climograph. (IIIP1b, IIIP2a) [DOK 2] 10. Research demographic data using an almanac or web sites in order to create a country profile. (IIIC2c, IIIP1d, IIIP1f, IIIP1g,
IIIP2c) [DOK 2] 11. Construct a mental map of the world (sketch maps from memory) and analyze how mental maps reflect individual’s attitudes
and influence decisions. (IIP1c) [DOK 3] 12. Read articles from the newspaper and point out unstated premises and background information necessary to understand the
article. (IIIP1k) [DOK 3] 13. Evaluate demographic data from web sites such as www.cia.gov, www.govspot.com,. (IIIP2c, IIIP1f) [DOK 2] 14. Set goals to research a country, analyze data gathered from primary and secondary sources, and develop a presentation to
explain the country’s profile. (IIIP1h, IIIP9) [DOK 3]
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15. List advantages and disadvantages of various types of map projections and types. Select the most appropriate maps for specified tasks. (IIIP1e) [DOK 2]
16. Examine web sites and databases and evaluate the accuracy of sources by comparing to known information. (IIIP1f, IIIP1i) [DOK 2]
17. Read a climograph and climate map and determine discuss potential causes of climate patterns. (IIIP1j) [DOK 2] 18. Describe the human and physical characteristics of your home town.(IIIC2a) [DOK 1]
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C.1 Application Level Assessment: Geography CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. Student Task: The student will:
1. Use relative location to find and describe a place. (IIIP3a) 2. Use absolute location to find and describe a place. (IIIP3b) 3. Locate and identify topographic features. (IIIP3c) 4. Locate cities. (IIIP3d) 5. Construct maps, graphs, diagrams, databases, tables, and charts to predict, conclude and interpret. (IIIP1b) 6. Use maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IIIP1a) 7. Identify and describe physical characteristics of place such as climate and topography. (IIIP2a) 8. Describe the earth/sun relationship and analyze the effects on physical processes such as climate and seasons. (IIIP2b) 9. Analyze spatial organization of people, places, and environments. (IIIP2d) 10. Determine the effect of natural forces on human activities. (IIIP5b) 11. Organize information into useful forms such as note taking, outlining, and graphic organizers. (IIIP10) 12. Compare regions and predict how life in one would differ from another. (IIIP6c) 13. Write a comparison/contrast essay in a timed situation three times a year. (VP5c)
Teacher Notes: Prior to this ALA teachers should help students infer what people might do or wear because of climate. Students should also have prior instruction on comparing/contrasting and the use of databases. The student should select a pair of cities at the same latitude, but with different climates. It is recommended that teachers provide a list of possible cities for student use. Students should be familiar with climate regions and factors that create climate prior to the ALA. Teachers should use the provided sample database to give guidance to students during database construction. A variety of maps and geographic resources should be available for student inspection during the course of the ALA. Students may do research and writing on different days.
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Suggested Student Prompt: (DOK 2)
Sun Earth
1) Complete the diagram to explain the earth and sun relationship on June 21. Be sure to draw and label the axis, equator, Tropic of Capricorn, Tropic of Cancer and an arrow showing the direct rays of the sun.
2) Write a sentence or two to explain what season it is in the northern hemisphere and what season it is in the southern
hemisphere on June 21. Part Two: 1. Select a pair of cities at the same latitude but with different climates. 2. Use the maps and geographic materials provided to construct a climate graphic organizer for each of your cities. 3. Once you have completed the graphic organizer determine what two factors most influenced climate for each location. 4. Complete the outline explaining the two factors that influence the climate in your two cities.
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Sample Factors of Climate Data Base
Name of City
Absolute Location Coordinates
Give Three Examples of Relative Location for this City
Climate Name (page 14-15 Nystrom Desk Atlas)
Specific Features of this Climate Type
The Main Topographical Features of this Location
Elevation
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Factors of Climate Outline
City Name: City Name: Factor 1: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 1: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 2: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 2: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
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Seventh Grade World Geography Scoring Guide
CCO III: Geography 4 3 2 1 Earth/Sun relationship
The student accurately completes the diagram and answers the questions with a clear explanation.
The student either completes the diagram or answers the question correctly with clear explanation.
The student either completes the diagram or answers the question correctly with unclear explanation.
The student attempts to complete the diagram and answer the question.
Data Base Absolute Location
The student accurately identifies the latitude and longitude of both cities to within 3 degrees.
The student accurately identifies the latitude and longitude of both cities to within 7 degrees.
The student accurately identifies the latitude and longitude of one city to within 7 degrees.
The student is unable to accurately identify the latitude and longitude of the cities.
Relative location The student accurately gives three points of reference of relative location.
The student accurately gives two points of reference of relative location.
The student accurately gives one point of reference of relative location.
The student is unable to give accurate points of reference.
Climate Name: The student correctly identifies the climate type and gives clear and relevant features of the climate type.
The student correctly identifies the climate type and gives features of the climate type.
The student either correctly identifies the climate type with incorrect features or gives features of an incorrect climate type.
The student is unable to provide the correct climate type or features.
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Topographical Features
The student is able to list relevant and prominent topographical features as well as accurate elevation.
The student is able to list topographical features as well as accurate elevation.
The student lists either topographical features or accurate elevation.
The student is unable to determine topographical features and elevation.
Outline Main topographical factors influencing climate
The student clearly states a valid conclusion about all four factors that influenced climate for the cities.
The student clearly states a valid conclusion about three factors that influenced climate for the cities.
The student clearly states a valid conclusion about two factors that influenced climate for the cities.
The student clearly states a valid conclusion about one factor that influenced climate for the cities.
Supporting evidence The student is able to support their answer with information from the database.
The student does not fully support their answer with information from the database.
The student does not support their answer with information from the database.
The student is unable to support their answer.
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C.2 Application Level Assessment: Geography CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. Student Task: The student will:
1. Construct mental maps (sketch maps from memory) and analyze how mental maps reflect individual’s attitudes and influence decisions. (IIIP1c)
2. Use geographic sources to acquire, process, and report information and solve problems. (IIIP1d) 3. Read for inference and evaluate subtext. (IIIP1k) 4. Locate nations and continents. (IIIP3F) 5. Write an expository paragraph. (IIIP7a)
Teacher Notes: Students should be asked to create a mental map of the world as a pre-assessment early in the geography course. It would be beneficial to save the early mental maps for comparison to the maps created for the ALA. This ALA should be completed late in the year. Teachers should have students draw mental maps throughout the year for various regions. Students should be instructed to label as many continents and nations that they can identify. Students can compare their mental maps to the sample mental maps provided, but they should not change the maps they created. When working on the written response, students should be given access to an accurate world map. Suggested Prompt: (DOK 2) [Use the provided module.]
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Step 1 People view the world differently based on their knowledge and experience. Use what you have learned in geography class this year to draw a “mental map” of the world. You have one half hour to draw and label continents and nations of the world. (You will not be graded on artistic ability.) Step 2 Now that you have completed your mental map, compare it to mental maps of other students around the world. You may not make changes to your map while comparing.
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Step 3 Now that you have completed your mental map and reviewed the mental maps of others, use the mental maps of other students from around the world to answer the following questions. 1. Which map was most likely drawn by a South American student?
a. Map A b. Map B c. Map C d. Map D
2. Which map was most likely drawn by a Chinese student?
a. Map A b. Map B c. Map C d. Map D
3. Which map was most likely drawn by a British student?
a. Map A b. Map B c. Map C d. Map D
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Step 4 Where is the student who drew Map D most likely from? (Be sure to support your opinion using examples from the map and tell why they are relevant.)
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Seventh Grade World Geography Scoring Guide
CCO III: Geography
4 3 2 1 Mental Map The student accurately
and clearly identifies continents and several nations.
The student accurately and clearly identifies continents and some nations.
The student accurately identifies continents.
The student is unable to identify continents.
Multiple Choice The student accurately identifies the creator of all three maps.
The student accurately identifies the creator of two maps.
The student accurately identifies the creator of one map.
The student is unable to identify the creators of the maps.
Constructed Response The student gives a plausible and insightful response, supporting their ideas with examples from the map and discussing why the examples are relevant.
The student gives a plausible response, supporting their idea with examples from the map.
The student gives a response and attempts to support their ideas with examples.
The student is unable to support their response.
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Seventh Grade World Geography
Scoring Guide CCO III: Geography
4 3 2 1 Mental Map The student accurately
and clearly identifies continents and several nations.
The student accurately and clearly identifies continents and some nations.
The student accurately identifies continents.
The student is unable to identify continents.
Multiple Choice The student accurately identifies the creator of all three maps.
The student accurately identifies the creator of two maps.
The student accurately identifies the creator of one map.
The student is unable to identify the creators of the maps.
Constructed Response The student gives a plausible and insightful response, supporting their ideas with examples from the map and discussing why the examples are relevant.
The student gives a plausible response, supporting their idea with examples from the map.
The student gives a response and attempts to support their ideas with examples.
The student is unable to support their response.
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IV. Core Conceptual Objective: Economics The student will evaluate economic decisions that are made by individuals, groups, and societies.
A. Content and Skills
By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards correlations
1. Economic systems [market economy, command economy, and mixed economy] determine what, how and for whom goods and services are produced. (I/E)
HSSF, MCE, JCEE, NCSS, SS 4.1, NGS
1. Compare and contrast different economic systems. (E)
SM 1.6, NCSS, MCE
2. Productive resources (natural, capital, and human) are limited causing scarcity. (E/A)
NHS, SS 4.1, JCEE, MCE, NGS, CIV, 21st NCEE, HSSF, NCSS
2. Use thematic maps to predict, conclude, and interpret resource distribution. (E)
SS 7.3, MCE, NGS, NCSS, SCANS, 21st
3. Opportunity cost is what you give up to get something else. (A)
SS 4.1, MCE, JCEE, HSSF, 21st , NCSS, CIV
3. a. Identify the opportunity cost of a decision. (A)
-------------------------------------------------- 3. b. Evaluate the cost/benefits and
consequences of economic decisions. (A)
SM 4.1, MCE, Scans, 21st, W -------------------------- SS 4.4, MCE, NGS, NCSS, CIV, JCEE, W, 21st
4. Productivity is the output per worker or machine. (A)
SS4.1, MCE, NCEE, HSSF, JCEE, NCHEW, 21st
5. a. Individuals, regions, and nations specialize (specialization) to produce goods and services at the lowest cost. (E/A)
SS 4.1, JCEE, MCE, HSSF, NCEE, 21st
5. a. Develop a thesis and explain reasoning using supporting detail. (A)
SM 4.1, MCH, SCANS, W, 21st
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-------------------------------------------------- 5. b. Specialized trade with others
causes both production and consumption to increase. (A)
-------------------------- SS 4.1, JCEE, EA, MCE, NCSS, CIV, NHS, NCEE, 21st
-------------------------------------------------- 5. b. Relate concept to example. (A)
-------------------------- SM 1.6, Scans, W
6. a. Gross Domestic Product (GDP) is the total market value, measured in dollars, of all final goods and services produced in the economy in one year. (I/E)
------------------------------------------------ 6. b. Purchasing Power Parity is the
exchange rate that equates the price of a market basket of identical traded goods and services in two countries. (I)
------------------------------------------------ 6. c. Standard of Living is the measure of
the necessities, comforts, and luxuries available in a society. (E)
SS 4.1, HSSF, MCE, NCEE, JCEE -------------------------- JCEE, NCEE -------------------------- JCEE, NCEE,
6. a. Use data to compare and contrast GDP per capita between different countries. (E/A)
-------------------------------------------------- 6. b. Analyze the causes and effects of
GDP per capita in different countries. (E/A)
SM 1.6, HSSF, NCSS, MCE, NHS -------------------------- SM 1.6, HSSF, NCSS, MCE
7. a. Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (A)
-------------------------------------------------- 7. b. The exchange rate is the price of
one nation’s currency in terms of another nation’s currency. (D)
NCEE, JCEE, 21st, MCE, SCANS -------------------------- MCE, NCEE, JCEE
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-------------------------------------------------- 7. c. Sources of wealth include: (E)
• earnings from wages and salaries
• interest • rent • profit
-------------------------- SS4.1, JCEE, NCEE, HSSF, MCE, CIV, 21st
8. The government pays for the goods and services it provides through taxing and borrowing. (A) • Sales Tax • Property Tax • Income Tax
NSCG, SS 4.6, JCEE, NCSS, MCE, 21st
8. Create or analyze a chart or graph to predict, conclude, and interpret. (E/A)
SS 7.3, MCE, NGS, NCSS, SCANS, W, 21st
9. Economic decisions in one part of the world effect economic conditions and policies in other parts of the world. (Interdependence) (D)
SS 5.2d, HSSF, NGS, NCHEW, JCEE, NCEE, MCE, NCSS
9. a. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (A)
-------------------------------------------------- 9. b. Use maps, graphs, databases, and tables to determine patterns of economic interdependence. (I/D)
SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, 21st SCANS, NCSS, W -------------------------- SS 5.2d, HSSF, NGS, MCE, W
10. a. Trade barriers (Such as: physical, cultural, tariffs, quotas, subsidies, embargoes) reduce the flow of goods and services among countries. (E/A)
-------------------------------------------------- 11. b. Trade barriers raise the cost of
goods from other countries. (E)
NCEE, MCE -------------------------- SCANS, NCEE, MCE
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11. a. Investment refers to the use of resources by businesses, individuals, or governments to increase productive capacity. (E) -------------------------------------------------- 11. b. Technological advances result in new and improved goods and services and better ways of producing them. (D)
SS 4.1, EA, MCE, CIV, 21st -------------------------- HSSF, MCE, SS 4.2, NCSS, NCHEW, 21st
12. a. Forces of supply and demand determine prices. (E/A) -------------------------------------------------- 12. b. Supply and demand affect movement of goods, services and resources [trade patterns]. (E/A)
HSSF, MCE, NCEE, JCEE, SS4.1, NCSS -------------------------- HSSF, MCE, NCEE, JCEE, NCSS
13. a. Reason inductively and deductively. (D)
SM 3.5, SCANS, 21st
13. a. Profit is the money left over from selling goods or services after businesses pay the cost of production. (E/A)
-------------------------------------------------- 13. b. Profit motive encourages risk. (E/A)
SS 4.1, HSSF, JCEE, NCEE, CIV, 21st -------------------------- SS4.1, HSSF, JCEE, NCEE, CIV, 21st
14. a. Business cycles are complete when a period of increased GDP is followed by a period of decline in GDP. (I)
-------------------------------------------------- 14. b. Inflation is the rise in the general level of prices in the economy. (I)
SS 4.1, MCE, JCEE, NCEE -------------------------- MCE, NCEE, SS 4.1, NCSS, JCEE
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-------------------------------------------------- 14. c. The unemployment rate rises
during a recession. (I)
-------------------------- SS 4.1, MCE, NCEE, JCEE
15. a. Competitive markets have many buyers and sellers and usually result in lower prices for consumers. (I)
-------------------------------------------------- 15. b. A monopoly exists when only one producer sells a product. (I)
JCEE, NCEE, MCE ----------------------- JCEE, NCEE, MCE
16. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 16. b. Review and revise communications. (A)
NHS, NCSS, NCHE -------------------------- NCSS, SM 2.2, MCH, Scans, NHS, W, 21st
17. Use social studies vocabulary appropriately. (A)
18. Plan, create, and evaluate written, visual, and oral presentations (formal and informal). (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, W, 21st
19. Organize information into useful forms such as note taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities:
CCO IV: Economics ORGANIZING IDEA #1 Who controls the resources and what do they do with them? The student will:
1. Define and give examples of competitive markets and monopolies. List advantages and disadvantages of each. IVEC15a, IVC15b, IVP5b) [DOK 1]
2. Participate in a simulation of resource allocation, production, and distribution. (IVC2, IVC4) [DOK 2] 3. Use geographic sources to create a map that identifies all of the countries involved in the manufacture and sale of a pair of
tennis shoes [sources of raw materials, transport, production, etc.]. (IVC9, IV9b) [DOK 1] 4. Analyze GDP figures for various countries and using deductive reasoning formulate theories to explain the commonalties and
variance between countries based on economic and geographic reasoning. (IVC6a, IVP6a, IVP12) [DOK 3] 5. Predict the long-term effects of GDP per capita in various countries. (IVP6b) [DOK 3] 6. Examine prices from the past and compare to the present. Determine potential reasons for inflation. (IVC14b) [DOK 2] 7. Evaluate the production and consumption needs of African herders and farmers and explain (give specific examples) how
specialized trade helps them to meet their needs. (IVC5b, IVP5a) [DOK 3] 8. Make a presentation highlighting a country’s potential sources of wealth. (IVC7c, IVP18) [DOK 2] 9. Use thematic maps to predict and interpret resource distribution. (IIIP1a, IVP2) [DOK 2] 10. Research current exchange rates and discuss reasons for the variance. Write, review, and revise an essay that explains how a
favorable exchange rate encourages trade. (IVC7b, IVP16a, IVP16b) [DOK 3] 11. Write a paragraph that explains how a country’s demand for certain goods influences their trade patterns. (IVC12b) [DOK 3] 12. Create and analyze a chart that compares economic systems. Make predictions, draw conclusions and interpret the data for
discussion. (IVP1, IVP8) [DOK 2] 13. Using a chart that shows the cost of goods in two different countries, explain the Purchasing Power Parity that causes the cost
to be different. (IVC6b) [DOK 2] 14. Look at visuals (such as Material World) to compare standard of living in different countries. (IVC6c) [DOK 2] 15. Research and create a chart that explains the distribution of tax money. (IVC8) [DOK 2] 16. Given a scenario, students decide which trade barrier would be most cost effective for a company. (IVC10a) [DOK 2] 17. List the advantages and disadvantages of the barter system and a monetary system. (IVC7a) [DOK 2]
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ORGANIZING IDEA #2 How do we make economic decisions and what are the consequences? The student will:
1. Give specific examples of investments that governments make in the national economy (e.g. infrastructure). (IVC11a, IVP5b) [DOK 1]
2. List types of trade barriers that have potential to raise the prices of goods. (IVC10b) [DOK 1] 3. Identify and list three personal decisions and their opportunity costs. (IVC3, IVP3a) [DOK 2] 4. Examine the costs and benefits of a country investing in armaments instead of industry or specializing in a single industry.
(IVP3b, IVC5a) [DOK 3] 5. Create a graphic organizer to illustrate the business cycle. (IVP19, IVC14a) [DOK 2] 6. Create a database of key economic terms and examples relevant to the concepts. (IVP5b, IVP17) [DOK 2] 7. Use and create supply and demand curves to determine their effects on price. (IVC12a, IVP9b) [DOK 2] 8. Examine peaks and troughs in the normal business cycle and make inferences about employment rates. List reasons for
assumptions. (IVC14a, IVC14c, IVP5a) [DOK 3] 9. Analyze the worldwide economic effects if a country or industry stopped production of a product [oil, cola, etc.]. Determine
what problems would surface and how countries’ reactions and solutions might vary. (IVC19, IVP9a) [DOK 3] 10. Create a concept and definition map of opportunity cost. (IVC3, IVP5b) [DOK 2] 11. Research environmental problems and identify contributing factors and possible solutions related to the use of technology.
(IVC12b, IIIC5a, IIIC5c, IIIP5c) [DOK 4] 12. Participate in a global summit on economic issues and critique how different governments deal with economic issues. (IVC1)
[DOK 3] 13. Participate in a business simulation to determine how production expenses impact profit. (IVC13a) [DOK 3] 14. Prepare a chart or table that compares goods and services provided by European governments to goods and services provided
by the U.S. government, then prepare a chart or graph that compares the tax rates of the countries. (IVC9) [DOK 2] 15. Write a persuasive essay encouraging an entrepreneur to take an economic risk based on profit motive (IVC13b, IVP16a)
[DOK 3] 16. Observe a fast food restaurant in operation and rate the strategies used to produce and serve hamburgers with a high level of
productivity. (IVC4, IVP5b) [DOK 2]
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C.1 Application Level Assessment:
CCO IV: Economics The student will evaluate economic decisions that are made by individuals, groups, and societies. CCO III: Geography The student will analyze world systems and regions using geographic tools and the five themes of geography. CCO II: History The student will examine history in order to analyze the present and make predictions. Student task: The student will:
1. Identify GDP as the total market value of all final goods and services published in the economy in one year. (IVC6a) 2. Analyze the causes and effects of GDP per capita in different countries. (IVP6b) 3. Identify human characteristics of place such as education, population, settlement patterns. (IIIUC2c) 4. Identify physical characteristics of place such as climate and topography. (IIIP2a) 5. Use thematic maps to predict, conclude, and interpret resource distribution. (IVP2) 6. Examine how people change their environment to suit their needs and how the environment influences the way people
live [Human/environmental Interaction]. (IIIC5a) 7. Identify environmental consequences of how people use resources. (IIIP5c) 8. Use geographic and economic reasoning to interpret the past, explain the present, and predict the future. IIP2) 9. Reason inductively and deductively. (IVP12) 10. Write an expository paragraph. (IVP16a, IIP4a) 11. Construct maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IIIP1b) 12. Conduct research to answer questions. (IIIP1J) 13. Evaluate how productive resources are limited causing scarcity. (IVC2)
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Teacher Notes: Students need instruction on the economic content necessary to understand the data. Teachers may assign countries or allow students to choose from a pre-determined list. Students will require guidance and access to materials in order to collect data for analysis. A database should be supplied by the teacher and may/should include: natural resource distribution, education levels, population distribution, settlement patterns, climate, topography, human-environmental interaction, technology, culture, imports, exports, life expectancy, and trade partners. Sample graphic organizers are provided in the appendix. Student Prompt: (DOK 3) Part 1 You will be writing a letter to the leader of a country, giving suggestions for improving the GDP per capita. Follow the steps below to gather the information that will be needed to write your letter.
1. Complete the data chart provided by your teacher. 2. Analyze the chart to decide the reasons why the country has a low GDP per capita.
Part 2 Write a letter to the leader of a country, describing the current GDP and giving suggestions for improvement. In your letter to the leader of the country: a. State two reasons why the country has a low GDP per capita and give details from the data chart to support your reasons.
b. State two realistic strategies to improve the GDP per capita. Be sure to explain your strategies in detail. c. State how the strategies would impact the natural environment. d. Include how the strategies you suggested will impact the standard of living for the people in the country.
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Seventh Grade World Geography Scoring Guide
CCO III, IV: Geography and Economics
4 3 2 1 Data Collection The student
independently, accurately and thoroughly identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student with minimal assistance accurately identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student with moderate assistance identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student presents a description of what is known about the country that is severely flawed and can only complete the task with considerable assistance.
Inductive/deductive analysis
The student constructs valid generalizations and conclusions about GDP based on specific data that is clearly identified.
The student constructs valid generalizations and conclusions about GDP based on identified data.
The student constructs generalizations and conclusions about GDP that are only partially supported.
The student does not construct generalizations or conclusions about GDP or generates one that has no support.
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Summary (Expository writing)
The student presents a clear and well- written letter that answers the prompt completely by listing 2 reasons for GDP and 2 realistic strategies for GDP improvement. The student includes an insightful discussion of how the solutions would impact both the natural environment and the standard of living.
The student presents a clear letter that answers the prompt by listing either 2 reasons for GDP and 1 realistic strategy for GDP improvement or 1 reason for GDP and 2 realistic strategies for GDP improvement. The student includes a discussion of how the solution would impact both the natural environment and the standard of living.
The student presents a letter that partially answers the prompt by listing 1 reason and 1 strategy for GDP improvement. The student discusses either how the solution would impact the natural environment or the standard of living.
The student does not present a letter that adequately answers the prompt. Lists only 1 reason or 1 strategy. Discussion of how solution would impact the environment or standard living is unrealistic.
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C.2. Application Level Assessment: Economics CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task: The student will:
1. Use thematic maps to predict, conclude, and interpret resource distribution. (IVP2) 2. Determine sources of wealth. (IVP7c) 3. Determine how trade barriers reduce the flow of goods among countries. (IVC10a) 4. Determine how individuals, economic institutions, and nations specialize to produce goods and services at the lowest cost.
(IVC5a) 5. Predict how technological advances will effect the production of goods and services. (IVC11b) 6. Explain how forces of supply and demand determine price. (IVC12a) 7. Determine profit as the money left over from selling goods or services after paying the cost of production. (IVC13a) 8. Create or analyze a chart or graph to predict, conclude and interpret. (IVP8) 9. Determine how trade barriers raise the cost of goods from other countries (IVC10b) 10. Determine how specialized trade causes both production and consumption to increase. (IVC5b) 11. Explain how supply and demand affect trade patterns. (IVC12b)
Teacher Notes: The teacher should provide the student with a copy of the attached link-set module, an atlas with political maps, and a good thematic map that clearly shows sugar production world-wide such as the sugar map in appendix page 725. (A link-set module is a series of questions designed around a single theme.) This link-set module is consistent with the format and skills assessed on the MAP. The provided scoring guide simulates MAP scoring criteria. Suggested Prompt: (DOK 3) You have been studying how economic factors affect individuals, countries, and regions. In order to determine what you have learned, you will need to complete the assessment packet. You may want to cross off parts of questions as you complete them to make sure that you have answered all required steps. Please write your answers in complete sentences.
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CONGRATULATIONS
You are the new owner and CEO of Acme Candy Company. Acme is a 100 year old company based in the United States. The main ingredient of all Acme candy is sugar. Sugar is mixed with other ingredients to produce 47 variations of candy that is sold world-wide. Some of Acme’s most important buyers are retail stores in the United States, Mexico, Japan, and Canada. On your first day as CEO, you are told that only limited amounts of sugar are available from United States farmers. Sugar cane is grown in sub-tropical and tropical climates. You discover that climate conditions and topography make it possible to grow sugar at a lower cost. Your company currently buys the most sugar from India.
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1. Embargoes, tariffs, and quotas do which of the following to the price of goods and services? a. Increase the cost of goods and services coming from other countries b. Decrease the cost of goods and services coming from other countries c. Does not change the cost of goods and services coming from other countries
2. Which of the following is a source of wealth for Acme Candy Company?
a. wages b. salaries c. profit
3. Use the provided thematic map and political map to determine four countries from which Acme
Candy Company could buy sugar (cane sugar). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Examine the location of the sugar producing regions. What characteristic do they all have in
common that allows them to successfully grow sugar cane?
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5. The United States has decided to impose an embargo against Brazil. Complete the chart for each group stating their likely position on the trade barrier and the economic reason(s) for their position.
Groups affected by trade barrier
For or against embargo Reason(s) for position
Sugar producers in Brazil
The Acme Company
A candy consumer in the U.S.
Sugar producers in Louisiana
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6. Which of the four groups from the chart would benefit the most as a result of the embargo? (Be sure to give reasons for your answer)
7. Because of the embargo placed on Brazil by the United States, what will happen to the price of sugar produced in the United States? As a result of the same embargo, what will happen to the demand for United States sugar? Explain your answer.
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Examine the following tables.
8. Based on the tables and information provided about Acme Candy Company, determine if the company is making a profit and
suggest two ways (based on information in the tables) to increase future profit. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Raw Sugar Prices Per Pound Brazil 30 cents Louisiana 60 cents China 40 cents Thailand 45 cents India 50 cents
Acme Expenses (in million of dollars) Raw materials 4.5 Wages 15.0 Packaging 10.0 Other expenses 5.5
Acme Sales (in millions of dollars) United States 10 Japan 5 Canada 9 Mexico 7 Other 4
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Acme is considering the purchase of a new packaging machine so that packaging will no longer have to be done by hand.
9. What would happen to productivity and the cost of the candy produced? (Be sure to give reasons for your answer.)
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Scoring Guide CCO IV: Economics
1. A 2. C 3. 2 points- Lists 4 correct sources of sugar 1 point- Lists two or three correct sources of sugar 0 points- Lists 1 or fewer correct sources of sugar 4. 1 point Student identifies (tropical) climate as the main characteristic 0 points Student fails to identify (tropical) climate as the main characteristic 5. 4 points- Gives four probable positions and gives corresponding logical reasons for positions 3 points- Gives three probable positions and gives corresponding logical reasons for positions 2 points- Gives two probable positions and gives corresponding logical reasons for positions 1 point- Gives one probable position and gives corresponding logical reason for position 6. 2 points- Correctly identifies the group that would find the embargo most beneficial (Louisiana farmers) and gives logical
reasons for their selection. 1 point- Correctly identifies the group that would find the embargo most beneficial but gives no reason 0 points- Incorrectly identifies the group that would find the embargo most beneficial 7. 3 points- Provides a logical answer for price and demand and supports both with logical reasoning. 2 points- Provides a logical answer for price and demand and supports one with logical reasoning. 1 point- Provides a logical answer for either price or demand and supports it with reasoning 0 point- Does not provide a logical answer for either price or demand
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8. 3 points- States that the company is not making a profit and offers two plausible suggestions based on the tables. 2 points- States the company is not making a profit and offers one plausible suggestion for future profit based on the
tables or incorrectly determines current profit but offers two plausible suggestions for future profit. 1 point- States the company is not making a profit but offers no plausible suggestions or incorrectly determines the
current profit but offers one plausible suggestion for future profit or incorrectly states the company is making a profit and offers plausible suggestions to increase profit.
9. 3 points- Provides a logical answer for productivity and cost and supports both with logical reasoning. 2 points- Provides a logical answer for productivity and cost and supports one with logical reasoning. 1 point- Provides a logical answer for either price or demand and supports it with logical reasoning. 0 points- Does not provide a logical answer for either price or demand.
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C.3 Application Level Assessment: Economics CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task:
1. Opportunity cost is what you give up to get something else. (IVC3) 2. Productivity is the output per worker or machine. (IVC4) 3. Standard of Living is the measure of the necessities, comforts, and luxuries available in a society. (IVC6c) 4. Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (IVC7a) 5. The government pays for the goods and services it provides through taxing and borrowing. (IVC8)
• Sales Tax • Property Tax • Income Tax
6. Economic decisions in one part of the world effect economic conditions and policies in other parts of the world. (Interdependence) (IVC9) 7. Compare and contrast different economic systems. (IVP1) 8. Identify the opportunity costs of a decision. (IVP3a) 9. Develop a thesis and explain reasoning using supporting detail. (IVP5a) 10. Use data to compare and contrast GDP per capita between different countries. (IVP6a) 11. Investment refers to the use of resources by businesses, individuals, or governments to increase productive capacity.
(IVC11a) 12. Business cycles are complete when a period of increased GDP is followed by a period of decline in GDP. (IVC14a) 13. Evaluate the cost/benefits and consequences of economic decisions. (IVP3b) 14. Relate concept to example. (IVP5b) 15. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (IVP9a) 16. Use maps, graphs, databases, and tables to determine patterns of economic interdependence. (IVP9b) 17. Profit motive encourages risk. (IVC13b)
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Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil.
Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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V. Core Conceptual Objective: Culture The student will analyze the influence of culture on human behavior.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. People have common social, physical, and emotional needs that are met in different ways in different cultures and times. (A)
SS6, CIV, NHS, NSCG, NGS, MCC, NCSS, GE, RE, D, 21st
2. a. Personal and group experiences influence perceptions and judgment. (D)
-------------------------------------------------- 2. b. Cultural traditions, human actions,
and institutions affect behavior. (E/A)
SS 6.5, HSSF, NGS, NCHEW, RE, GE, D -------------------------- SS 6.3, NGS, MCC, NCHEW, RE, GE, D, 21st
2. Differentiate between fact and opinion. (A)
SS 7.6, NGS, NCSS
3. Universal Human Rights are those which are essential to live as human beings and fully develop ourselves. (A)
NCSS, CIV, 21st , RE, GE, D
3. Develop a multicultural perspective that respects the dignity and worth of all people. (D)
NGS, NCHEW, HSSF, SCANS, RE, GE, D, 21st
4. Forces of cooperation and conflict among people influence the division and control of the Earth’s surface. (E)
NCSS, NGS, CIV, MCC, 21st
4. a. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (A)
-------------------------------------------------- 4. b. Identify, research, and defend a
point of view. (A)
SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, 21st, SCANS, NCSS, W ------------------------- SS 7.6, NGS, NCSS, R, 21st
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-------------------------------------------------- 4. c. Exchange information while
recognizing bias and multiple points of view. (A)
-------------------------- SS 7.6, NGS, NCSS, GE, RE
5. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 5. b. Review and revise
communications. (A)
NHS, NCSS, NCHE -------------------------- NCSS, SM 2.2, MCH, Scans, NHS, W, 21st
6. Interpret art, photographs and artifacts. (A)
SM 2.4, NHS, NCSS, R
7. Use social studies vocabulary appropriately. (A)
8. Plan, create, and evaluate written, visual, and oral presentations (formal and informal). (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MC, SCANS, W, 21st
9. Organize information into useful forms such as note-taking, outlines, and graphic organizers. (A)
NHS, SM 2.6, R
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A. Facilitating Activities: CCO V: CULTURE
ORGANIZING IDEA #1 How does culture affect human behavior? The student will: 1. Identify basic human rights. (VC3) [DOK 1] 2. Read a passage written by someone from another culture and determine which statements are facts and which are opinions.
(VP2) [DOK 2] 3. Develop interview questions to ask someone from another culture in order to determine how needs are met differently in their
culture. (VC1, IIIP1j) [DOK 2] 4. Create a Venn diagram that shows how people from two separate cultures may share common behaviors or have behavioral
differences due to culture. (VC2b, VP9) [DOK 2] 5. Find and summarize current news articles about conflict/cooperation in the world. (VC4) [DOK 1] ORGANIZING IDEA #2 What are the cultural perspectives? The student will: 1. Examine and interpret pictures, art, or music from various cultures. (VP6) [DOK 2] 2. Keep a log of cultural/demographic terms. (VP7) [DOK 1] 3. Identify a conflict between two countries [e.g. Israel/Palestine, India/Pakistan] and defend a point of view on the issue. (VC4,
VP4b) [DOK 3] 4. Analyze a decision from the perspective of multiple cultures. (VP3, VP4a) [DOK 3] 5. Create and deliver a presentation on a human rights that reflects cultural perspectives. (VP8, VP4c, VC3, VP3) [DOK 3] 6. Write, review, and revise a persuasive essay outlining the problems and advocating a solution to a regional conflict from the
perspectives of both sides. (VP4a, VP5a, VP5b) [DOK 3] 7. Examine a case study of a region and determine how personal and group experiences influence perceptions and judgments
(VC2a) [DOK 2]
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C.1 Application Level Assessment: Geography and Culture CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. CCO V: The student will analyze the influence of culture on human behavior. Student Task: The student will: 1. Identify and analyze human characteristics of place using demographic data, including: (IIIC2c, IIIP2f)
a. education b. religion c. language d. diversity e. economics f. settlement patterns g. population h. government
2. Analyze the spatial organization of people, places, and environments. (IIIP2d) 3. Identify and evaluate how forces of cooperation and conflict among people influence the division and control of the Earth’s
surface. (VC4) 4. Organize information into useful forms such as graphic organizers. (VP9) 5. Plan, create and present information using a visual aid. (VP8)
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Teacher Notes: Students should receive instruction on finding and interpreting demographic data prior to the ALA. Teachers should provide appropriate resources and may give students a limited selection of countries to be considered. Teacher also has the option to provide demographic data for one or all countries. Websites that may be helpful to students include: www.cia.gov , www.govspot.com , and www.lonelyplanet.com . Helpful organizers may be found on Appendix pages 726-727. Presentations may be made to the class or to small groups. Visual aids may include Powerpoint, posters, graphic organizers, etc. at the discretion of the teacher. Suggested Prompt: (DOK 4) National Geographic magazine has hired you to determine which countries of the world are most likely to have conflict or which are most likely to cooperate. To complete this task you will work with your editor (your teacher) to select two countries to use for comparison. 1. Complete the graphic organizer by looking up the necessary facts for the countries you have been assigned. Based on the
information your gather, decide which two countries would be most likely to have conflict or which two countries would most likely cooperate. Give three reasons to support your choice.
2. Prepare a presentation to explain your choice to the class. Create a visual aid to illustrate the key reason you feel the two countries
would have conflict or be likely to cooperate.
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DEMOGRAPHIC DATA
COUNTRY A COUNTRY B CONFLICT/COOPERATION REASONS FOR DETERMINATION
LITERACY RATE
MAJOR RELIGIONS BY
%
MAJOR LANGUAGES
BY %
MAJOR ETHNIC
GROUPS BY %
ECONOMICS: GDP Per Capita Major Imports Major Exports
Trading Partners
SETTLEMENT PATTERNS
Urban Rural
POPULATION Density
Growth Rate Life Expectancy
TYPE OF GOVERNMENT
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Organizer for Class Presentation
1. I chose the following two countries: 2. I believe they would have conflict/cooperate. (Circle One) Explain why.
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3. The following categories are important to my argument. 4. Three reasons I believe the countries will cooperate/have conflict are: a. b. c.
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Seventh Grade World Geography Scoring Guide
CCO III, V: Geography and Culture 4 3 2 1 Analysis of human characteristic of place and spatial organization
The student identifies valid sources of cooperation or conflict and clearly articulates the logic of the identification based on specific details.
The student identifies valid sources of cooperation or conflict but does not clearly state the logic of the identification.
The student identifies some sources of cooperation and conflict or fails to give reasons or gives reasons that are not logical supporting details.
The student does not identify sources of conflict or cooperation.
Graphic Organizer
The student independently, thoroughly, and accurately identifies what is known about the subject of investigation.
The student, with minimal assistance, identifies what is known about the subject of investigation.
The student, with moderate teacher guidance, partially identifies what is known about the subject of investigation.
The student’s identification of what is know is severely flawed.
Presentation The student clearly and concisely articulates the sources of cooperation or conflict using presentation skills appropriately.
The student articulates the sources of cooperation or conflict and appropriately uses most presentation skills.
The student attempts to articulate the sources of cooperation or conflict and demonstrates errors in presentation skills.
The student is unable to articulate sources of cooperation or conflict and demonstrates significant errors in presentation skills.
Visual Aid The student creates a visual aid that is well constructed and clearly and insightfully demonstrates the sources of conflict or cooperation.
The student creates a visual aid that clearly demonstrates the sources of conflict or cooperation.
The student creates a visual aid that demonstrates some sources of conflict or cooperation but is jumbled or unclear.
The student is unable to create a visual aid that demonstrates sources of conflict or cooperation.
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C.2 Application Level Assessment: Culture
CCO V: The student will analyze the influence of culture on human behavior.
Student Task: 1. Cultural traditions, human actions, and institutions affect behavior. (VC2b) 2. Universal Human Rights are those which are essential to live as human beings and fully develop ourselves. (VC3) 3. Differentiate between fact and opinion. (VP2) 4. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (VP4a) 5. Identify, research, and defend a point of view. (VP4b) 6. Exchange information while recognizing bias and multiple points of view. (VP4c) 7. Interpret art, photographs and artifacts. (VP6)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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Seventh Grade World Geography Scoring Guide
CCO V: Culture
CCO V: The student will analyze the influence of culture on human behavior.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com ).
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EIGHTH GRADE UNITED STATES HISTORY
COURSE DESCRIPTION
Students will examine the history of the United States from exploration through reconstruction using social studies processing skills to develop social studies concepts. The major course strands include government, economics, geography, and culture as they relate to the study of United States history. Students will use primary and secondary sources, participate in democratic decision- making, engage in problem solving, and apply effective use of technology.
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I. Core Conceptual Objective: Government/Civics The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. Citizens have responsibilities which promote the healthy functioning of democracy. [Civic Dispositions]. (A)
NHS, CIV, MCG, Char Ed, NCSS, HSSF, SM4.2, 4.3, NCHEW, NSCG, SCANS, 21st
1. Identify and demonstrate the civic dispositions of (D): • Respect • Responsibility • Integrity • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
NHS,CIV, MCG, Char Ed, NCSS, 21st
2. Necessity and purposes of government. (D)
NSCG , 21st
3. Governments may be limited or unlimited. (A)
NSCG, MCG, SS3.1, CIV, NCSS, HSSF, 21st
3. Compare and contrast limited and unlimited government. (A)
SM1.6, NCSS, MCG
4. a. Power is derived by the consent of the governed. (E)
NSCG, MCG, CIV, HSSF, SS1.1A
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------------------------------------------ 4. b. Popular sovereignty allows
people to make decisions about issues that affect them [rule by the people]. (I)
-----------------------SS1.1, NSCG, CIV, NCSS
5. Rule of law is the principle that everyone, including political leaders, must follow the law. (D)
NSCG, CIV, MCG, NCSS, SS1b, 21st
6. The majority rules but the rights of minorities are protected. (A)
SS1.1B3, NSCG, MCG, CIV
7. a. The Declaration of Independence began the establishment of a democratic government which promoted basic American rights. (E/A)
------------------------------------------ 7. b. People have Inalienable
Rights. (A)
SS1.1, NSCG, HSFF, CIV, MCG, NCHE -----------------------SS1.1, NSCG, NCSS, CIV, MCG, NCHEW, HSSF
7. Identify and use primary and secondary sources. (E/A) SS7.1, NCSS, LM, 21st, NCHE, NCHEW
8. A confederation is a loose union of independent states. (I/E)
SS1.1, NSCG, HSSF, NCSS, CIV, MCG, NCHE
8. Determine the advantages and disadvantages of a confederation. (I/E)
SS1.1, NSCG, HSSF, NCSS, CIV, MCG, NCHE
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9. a. The structure of the United
States government was established by the Constitution. (E/A)
------------------------------------------ 9. b. Federalism is a system in
which power is divided among the national and state governments. (E/A)
------------------------------------------ 9. c. The Constitution designates
shared, delegated, reserved powers. (I)
------------------------------------------ 9. d. Powers, functions and
authority of the national government. (E/A)
------------------------------------------ 9. e. Power is divided among the
Executive, Legislative and Judicial branches. [Separation of powers] (E/A)
------------------------------------------ 9. f. Checks and balances allow
each branch of government to have some control over the others. (E)
SS1, CIV, NSCG -----------------------SS1.1B, NCSS, MCG, CIV, HSSF, NSCG, NCHE -----------------------SS1B, NSCG -----------------------SS3.3, NSCG, NCSS, HSSF, CIV, MCG -----------------------SS1.1B, NCSS, HSSF, NSCG, CIV, MCG, NCHEW -----------------------SS1.1, MCG, NSCG, HSSF, CIV
9. a. Use and create charts, graphs, diagrams, databases, and tables to predict, conclude, and interpret. (E/A)
------------------------------------------------------------------------ 9. b. Relate concepts to specific examples. (A) ------------------------------------------------------------------------ 9. c. Compare and contrast government concepts. (E/A) -------------------------------------------------------------------- 9. d. Give examples of how local, state, and national levels of government affected the lives of people in American History. (A)
SS7.2, SS7.3,SM1.6, NCSS, NGS, SCANS, 21st ---------------- SM1.6, SCANS ---------------- SM 1.6, NCSS, MCG --------------- SS3.3, NSCD, NCSS, HSFF, CIV, MCG
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---------------------------------------- 9. g. Functions and powers of state and local government. (A)
--------------------- SS3.3, NSCD, NCSS, HSFF, CIV, MCG
10. Specific steps necessary to amend the United States Constitution. (I/D)
SS1.1, MCG, NSCG, CIV
11. a. The first 10 amendments [Bill of Rights] guarantee basic freedoms. (E/A)
------------------------------------------ 11. b. The government must follow proper constitutional procedures in actions taken against individuals. (A) - due process of law. (E) - equal protection (E)
SS1, NSCG, HSSF, MCG, CIV, NCHE -----------------------SS1.1, NSCG, MCG, CIV, HSSF, NCSS
12. United States leaders are selected according to Constitutional direction and tradition. (i.e. electoral college, nominating conventions, appointment of judges) (A)
SS3.2C, HSSF, CIV, NSCG, MCG, NCSS, 21st
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13. a. Citizens may participate in government in various ways. [i.e. voting, lobbying, campaigning, petitioning] (A)
------------------------------------------ 13. b. Voting effects public policy.
(D)
SS3.2, NSCG, NCSS, CIV, MCG -----------------------SS1.1B, NCSS, HSSF, NSCG, CIV, MCG, 21st
13. Write a persuasive essay. (A) NHS, NCHE, NCHEW
14. Citizens of the United States have rights and responsibilities. (A)
HSSF, NCSS, SS4.2, SS4.3, NCHEW, NSCG,CIV, SCANS, MCG
15. Elected officials govern on behalf of the people in a representative democracy/republic. (E)
MCG, CIV, NSCG, HSSF, 21st, NCSS
16. In the United States, political parties have changed over time. [formation, position, and roles] (E)
SS1.1, NSCG, MCG, CIV
16. Identify, research, and defend a point of view. (E/A) SS7.6, NGS, NCSS, 21st
17. The role of courts in the United States. [procedures, judge, jury, attorney, prosecution, defense, plaintiff, civil, criminal] (I)
SS3.3, MCG, CIV, NCSS, NSCG
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18. Laws are made, interpreted
and enforced in a democracy. (E/A)
SS3.2, NSCG, CIV, MCG, NCSS, 21st
18. Evaluate laws. (A) MCG, CIV, NSCG
19. Democracy and citizenship was expanded through amendments to the Constitution. (E)
NHS, NSCG, SS1.1, MCG, HSSF, CIV, NCSS
19. Evaluate cause and effect. (E/A) SM 1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW
20. Foreign and domestic policy decisions shaped early United States history. (E).
CIV, NHS, NSCG 20. Identify foreign policy issues in United States History. (E)
NHS, NSCG, CIV
21. Evaluate current events in relation to content objectives. (A)
NCSS, NHS, NGS
22. Create and interpret political cartoons. (A) SS 7, NSCG, NCSS
23. Use social studies vocabulary appropriately. (A)
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B. Facilitating Activities: CCO I: Government/Civics
ORGANIZING IDEA #1 How have social, economic, and geographic factors influenced the development of the United States Government? 1. List the purposes and causes of the Declaration of Independence. (IC7a) [DOK 1] 2. Keep a log of key government vocabulary. (IP23) [DOK 1] 3. Create a diagram showing how problems that existed under the Articles of Confederation were addressed in the United
States Constitution. (IC8, IP8, IC9a, IP9a) [DOK 2] 4. Create a timeline showing the changes in political parties from 1800-1865. (IC16, IP3) [DOK 2] 5. Debate critical issues in a simulated Constitutional convention. (IC9a, IP16) [DOK 3] 6. Evaluate historical laws (e.g. Stamp Act, Alien and Sedition Acts, Missouri Compromise) and their effects on the
development of the United States. (IP18) [DOK 3] 7. Interpret the concept of “consent of the governed” as represented in the Mayflower Compact and define in everyday
language. (IC4a) [DOK 2] 8. Evaluate how various laws in U.S. history were influenced by social, economic, and geographic factors. (IP18) [DOK 3] ORGANIZING IDEA #2 What rights and responsibilities should citizens and governments have? 1. Cite examples of the U.S. government’s protection of minority rights. (IC6, IP9b) [DOK 1] 2. Diagram the powers and functions of the national government. (IC9d, IP9a) [DOK 1] 3. Compare and contrast constitutional monarchy with representative democracy. (IC3, IP3) [DOK 2] 4. Debate whether all issues (e.g. slavery, secession) should be decided based on popular sovereignty. (IC4b, IP16) [DOK 3] 5. Explain the benefits of representative democracy as opposed to direct democracy in the United States. (IC15) [DOK 2] 6. Using technology, create a graphic organizer that shows the functions and powers of the three branches of government.
(IC9d, IP9a) [DOK 2] 7. Analyze court cases and situations in early U.S. history to determine if basic freedoms were protected under due process of
law. (IC11b, IC17) [DOK 3] 8. Participate in a mock trial in order to determine the role of courts in U.S. history. (IC17) [DOK 3]
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9. Write an editorial defending a Constitutional right that could be challenged. (IC7b, IC11a, IP13) [DOK 3] 10. Write a letter advocating a change in public policy. (IC12a, IC13b, IP13) [DOK 2] 11. Write a letter of nomination for a famous American to receive a humanitarian award. Focus on three of the civic
dispositions to show why they should receive the award. (IP1, IC1, IP13) [DOK 3] 12. Create a political cartoon that shows how citizens influence public policy (e.g. voting, petitioning, lobbying). (IC12b,
IC12a, IP22) [DOK 2] 13. Rank the top 5 rights and top 5 responsibilities of citizens and justify selections. (IC14) [DOK 2] ORGANIZING IDEA #3 How does the Constitution adapt to an ever- changing society? 1. Examine the Declaration of Independence to determine how King George violated the rule of law. (IC5, IC7A, IC7B, IP7)
[DOK 3] 2. Determine the necessity and purpose of the United States government by paraphrasing the Preamble. (IC2) [DOK 2] 3. Given various governmental situations, determine which branch of government could exercise checks and balances. (IC9D,
IC9f, IP9b) [DOK 2] 4. Draw a diagram that illustrates how power is divided in a federal system. (IC9b, IP9a) [DOK 1] 5. Select a current issue from the newspaper and explain how the Constitution might relate. (IP20, IC9a, IP21) [DOK 2] 6. Create a graphic organizer that compares Jefferson’s (Anti-Federalist) interpretation of the Constitution to Hamilton’s
(Federalist). (IP16, IP9c, IP9a, IP9B) [DOK 2] 7. Using technology, create a graphic organizer that illustrates separation of power. (IC9e, IP9a) [DOK 1] 8. Using technology, create a timeline showing the growth of U.S. democracy over the last 200 years by noting changes to the
Constitution and explaining how the changes expanded democracy. (IC19, IP19, IIP3) [DOK 3] 9. Describe the Electoral College system and advocate for or against its continuance. (IC12, IC15, IP16) [DOK 3] 10. Write an expository paragraph to describe how the Constitution may be amended. (IC10, IIP20a) [DOK 2] 11. Evaluate whether public policy issues are most related to delegated, shared, or reserved powers (as identified in the
Constitution). (IC9c, IP9b) [DOK 2]
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C.1 Application Level Assessment CCO I: Government
The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Student Task: [DOK 3] The student will: 1. Identify a confederation as a loose union of independent states. (IC8) 2. Identify federalism as a system in which power is divided among national and state governments. (IC9b) 3. Determine advantages and disadvantages of a confederation and federal system. (IC9b, IP8) 4. Identify and defend a point of view. (IP16)
Teacher Notes: See explanation of how teeter-totter drawings work before administering this ALA. Also make sure that you have given class instruction on the debate between Federalists and Anti-Federalists.
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Suggested Student Prompt Complete the drawings about governmental power and then answer the following questions on the Constitutional debate between the Federalists and the Anti-Federalists. Make sure you support your answer when required. Part 1 Teeter-Totter drawings are useful for showing power relationships between two people or groups of people. For example, in this drawing, Albert has more power on the teeter-totter than Mike because Albert weights more. Since Albert weighs more and he has more power, Albert controls most of the activity on the teeter-totter, and he is usually closer to the ground.
Albert
Mike
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Make the following drawings using the key below Part 1 Drawing Key for 1-4: N=National Government GP=Government Power S=State Governments PF=People’s Freedom 1. Draw a teeter-totter drawing that shows how Anti-Federalists though National and State Power should relate to one another. 2. Draw a teeter-totter drawing showing how Federalists viewed how national and state power should relate to one another.
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3. Draw a teeter-totter drawing that shows how Anti-Federalists FEARED our national and state governments would relate if the Federalists got their way. 4. Draw a teeter-totter drawing that shows how Anti-Federalists wanted the relationship between Government Power and People’s Freedom.
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Part 2 – Answer the questions below. 5. Define confederation as a system of government. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 6. Define federalism as a system of government. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________
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7. In 1787 during the Constitutional Convention, why would Federalists have rejoiced at the inclusion of this Clause in the Constitution? Make sure you explain: - who the Federalists were. - what this Clause in the Constitution is saying. - how they relate to each other. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
Document 1 – Article 1, Section 8, Clause 18: “The Congress shall have Power – To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.” (This is the Elastic Clause of the Constitution)
D R A F T
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8. Why would Anti-Federalists have been in favor of this Amendment to the U.S. Constitution? Make sure you explain: - who the Anti-Federalists were. - what this Amendment is saying. - how they relate to each other. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
Document 2 – Bill of Rights Amendment X: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
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9. Looking at the two documents above, do you see any potential problems in store for the new government of the United States? What obstacles or arguments might arise? Support your thesis with examples. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics Answer Key for 1-9 Part 1: 1. State Power 2. National Government 3. State governments would lose power under National rule 4. People’s rights and freedoms Part 2: 5. Describes confederation as a loose union of independent states. 6. Describes federalism as a government where power is divided between State and National government. 7. Possible answers include: the Federalists were people who believed in a stronger central government than had been utilized under
the Articles of Confederation. They believed that power between the National and State governments should be shared, but that the National government must be stronger than the individual state governments. This clause is giving a branch of the national government the power to do whatever is necessary to make sure all the laws are carried out. They relate because this “elastic clause” is giving the National government more power.
8. Possible answers include: the Anti-federalists tended to be in favor of giving more power to state governments than the National government. They favored this amendment because it is giving power to states and the people to do all things not mentioned specifically in the Constitution. They relate because this amendment favors exactly what the anti-federalists wanted: stronger local and State governments and a weaker National government.
1. N S
2. S N
3. S N
4. GP PR
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9. Answers will vary but might include: - the issue isn’t really settled over who does what. - what if state and federal laws disagree? - what if two states have different laws about the same thing? - what happens if a state wants to leave this new union?
4 3 2 1 Analysis of new government
The student clearly and effectively communicates predicted problems with relevant examples that are rooted in the history of the Revolutionary period.
The student communicates predicted problems with specific examples that are rooted in the history of the Revolutionary period.
The student communicates predicted problems with general examples that are rooted in the history of the Revolutionary period.
The student communicates predicted problems with an inaccurate example or an example that is not rooted in the history of the Revolutionary period.
D R A F T
404
C.2 Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America. DOK 2 Student Task: [DOK 2] The student will: 1. Use and create graphs, diagrams, databases, tables to predict, conclude and interpret. (IP9a) 2. Identify the powers, functions, and authority of the national government. (IC9d) 3. Determine how power is distributed among the executive, legislative, and judicial branches. (IC9e) 4. Examine how laws are made, interpreted, and enforced in a democracy. (IC18) 5. Explain how checks and balances allow each branch to have control over the others. (IC9f)
Teacher Notes: Students should receive instruction on the powers and functions of each branch prior to the ALA. (See helpful graphic organizer in the Appendix pages 806-808.) The teacher may suggest a graphic organizer or leave selection to the student. Suggested Student Prompt: Complete a graphic organizer or diagram that clearly shows the powers, functions, and authorities (who, what, how) in each branch of the national government.
D R A F T
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Name:
Write the correct word or phrase that best answers each question.
Legislative Branch Executive Branch Judicial Branch Who is in this branch?
main group: divided into two houses: 1. 2.
1. 2. 3.
1. 2.
What is the main job of each branch?
Additional jobs of each branch.
1. 2.
1. 2.
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Checks and Balances For each of the following situations, answer which branch of government should handle the situation. Answer “E” for Executive Branch “L” for Legislative Branch “J” for Judicial Branch 1. _____The American people want a new trade agreement about women’s shoes between the U.S. and Italy. Which branch can negotiate this treaty? 2. _____The American people demand that we declare war with another country. Which branch can declare war? 3. _____The American people demand more government money be spent on schools. Which branch can give more money to the
schools? 4. _____The American people question whether wiretapping is a violation of their constitutional right to privacy. Which branch
decides if this is right, according to the Constitution? 5. _____A community stockpiles a lot of guns and starts to threaten his neighbors and the government. They are thought to be making
bombs. Which branch can lead the military to protect the public? 6. _____The President begins to show signs of mental illness. He forgets that he is President and often says things that are
inappropriate. Which branch can remove the President from office? 7. _____The Senate and the House of Representatives pass a bill that requires you to pay half of your money to the government in the
form of taxes. Which branch can stop the law from taking effect with veto power? 8. _____The President has declared that you must keep U.S. soldiers in your house. Which branch decides if this is right, according to
the Constitution? 9. _____Judge Joe Brown wants a job on the Supreme Court. Which branch nominates him for the job?
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10. ____The President offers someone the position of Secretary of State. (The Secretary of State is responsible for most of our negotiations with other countries). Which branch approves the appointment?
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How Does a Bill Become a Law? Write the answers to the missing steps for how a bill becomes a law. Your answers should be written in the column on the right. Be thorough.
Write answers for missing steps below:
1. 2. 3. 4. 5. 6. 7.
IDEA FROM A CITIZEN
The bill is introduced into the Senate.
The bill is introduced to the House of Representatives.
1. What happens here? The bill is sent to a House Committee to be approved, revised, or killed.
2. What happens here? 3. What happens here?
4. What happens here?
5. What happens here?
The bill is given to the President
The President vetoes the bill. 7. What happens here? OR
OR
6. What can happen here? The bill becomes a law!
The Bill does not become a law.
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Checks and Balances Organization
The student clearly, thoroughly, and accurately shows what is known about the powers of the three branches, and shows at least two checks on each branch.
The student accurately shows what is known about the powers of the three branches and shows at least one check on each branch.
The student presents a partial description of what is known about the powers of the three branches and shows at least one check on each branch.
The student’s description of the powers of the three branches is severely flawed and does not show at least one check on each branch.
Checks and Balances and Powers situational assessment
The student identifies all scenarios correctly.
The student identifies most scenarios correctly.
The student identifies some scenarios correctly.
The student identifies few scenarios correctly.
Law Making flowchart The student completes chart correctly and completely.
The student completes the flowchart correctly.
The student completes the flowchart with a few errors.
The student completes the flowchart with several errors.
Correct Answers for Checks and Balances situations:
1. E 2. E 3. L 4. J 5. E 6. L 7. E 8. J 9. E 10. L
Correct Answers for Bill-Law Flowchart: Use this to guide you.
1. The bill is sent to a Senate Committee to be approved, revised, or killed.
2. The Senate debates and votes on its version of the bill. 3. The House debates and votes on its version of the bill. 4. House and Senate committee members work out the
differences between the two versions. 5. Both houses of Congress pass the revised bill. 6. Two-thirds majority vote of Congress approves the vetoed
bill. 7. The President signs the bill.
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C.3 Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Student Task: [DOK 2] The student will: 1. Identify and use primary and secondary sources. (IP7) 2. Analyze and interpret the Bill of Rights. (IC11a) 3. Evaluate cause and effect. (IP19) 4. Evaluate government actions according to due process of law. (IC11b)
Teacher Notes: Students should have discussed the Bill of Rights prior to the ALA. Students should receive copies of the Bill of Rights and dictionaries in order to use the source documents to answer the ALA prompt. Students may use the Bill of Rights outline in place of the graphic organizer at teacher discretion.
Suggested Student Prompt: Complete the chart by identifying rights protected by the Bill of Rights and give a modern example of each. You will also use the scenarios that are provided to explain whether or not “due process of law” was followed and why. Cite evidence from the Bill of Rights to support your answer.
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Directions: In the column on the left an amendment appears as it is written in the U.S. Constitution - your job is to identify rights listed in the amendments and give an example of each. What the Constitution says: Rights/Examples:
Right: Example: Right: Example: Right: Example: Right: Example:
1st Amendment: Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Right: Example:
2nd Amendment: A well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed.
Right: Example:
3rd Amendment: No soldier shall, in time of peace be quartered in any house, without the consent of the owner, not in time of war, but in a manner to be prescribed by law.
Right: Example:
4th Amendment: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, an no Warrants shall issue, but upon probable causes, supported by Oath, or affirmation, and particularly describing the place to be searched and the persons or things to be seized.
Right: Example:
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Right: Example: Right: Example:
5th Amendment: No persons shall beheld to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in the actual service in the time of War or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy in life or limb, nor shall be compelled in any criminal case to be a witness against himself, not be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Right:
Example:
6th Amendment In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.
Right: Example: Right: Example: Right: Example:
7th Amendment: In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.
Right: Example:
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8th Amendment: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
Right: Example:
9th Amendment: The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
Right: Example:
10th Amendment: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
Right: Example:
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DIRECTIONS: Read each of the following situations. Below each one, explain why if the government legally followed due process based upon the Bill of Rights. SITUATION 1: Mrs. Peterson lives on a 100 acre farm in Georgia. The state is building a major highway which will connect Atlanta to Savannah. The state has told Mrs. Peterson that she must sell her land to the state for the price of $500,000, which is fair market value for land in the area. Can this happen? Explain. SITUATION 2: Jenny came home to find two U.S. soldiers, with all of their gear, on the front porch of her house. They tell her that they barracks on the base are full, so she will have to house them for the next two months of training. Does Jenny have to let them stay? Explain.
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SITUATION 3: Kyle has been charged with robbing a local bank. He does not want to take the stand as a witness, but the judge tells him he has to do so. When he refuses, the judge orders the bailiff to beat Kyle with his club until he testifies. There are actually two amendments in question here. Can this happen? Explain. SITUATION 4: While shopping at Wal-Mart, Adam steals a cd player, a digital camera, and a pack of gummy worms. The store calls the police, who arrest him. When he is brought before the judge at his arraignment, his bail is set at $700,000. Can this happen? Explain.
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SITUATION 5: Tina’s religion, Threeism, states that she must silently kneel and pray for three minutes everyday at 3:33 p.m. Her boss forbids this and threatens to fire her if she takes part in her daily prayers, even though she is using her break time to do it. Can she be fired? Explain. SITUATION 6: This time, you need to write your own situation which either shows people’s rights being protected or denied under the Bill of Rights. Then write your own explanation for the situation. WRITE YOUR SITUATION: Can this happen according to the Bill of Rights? Explain.
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Analyzing Source Materials
The student clearly and thoroughly conveys the meaning of all of the selected amendments using the Bill of Rights.
The students clearly convey the meaning of most of the selected amendments using the Bill of Rights.
The student conveys the meaning of some of the selected amendments using the Bill of Rights.
The student is unable to convey the meaning of the selected amendments using the Bill of Rights.
Due Process of Law Evaluation
The student clearly and correctly explains whether due process was followed and supports their answer with specific details from the Bill of Rights.
The student correctly explains whether due process was followed and supports their answer with general references to the Bill of Rights.
The student correctly explains whether due process was followed but did not support their answer.
Student incorrectly explains whether due process was followed.
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C.4 Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America. Student Task: [DOK 3] The student will: 1. Identify and use primary sources. (IP7) 2. Elaborate on principles established in the Declaration of Independence. (IC7a) 3. Illustrate how power is derived by the consent of the governed. (IC4a) 4. Create a political cartoon. (IP22) 5. Represent the perspective of a patriot or loyalist during the American Revolution. (IIC5b) 6. Describe how people have inalienable rights. (IC7b)
Teacher Notes: The teacher may discuss concepts and phrasing from the Declaration with small groups of students prior to the ALA. Political cartoons should be taught and applied to historical contexts prior to the ALA. Teachers may also allow students to work in pairs. One student will draw cartoon from a patriot’s perspective, while the other student draws from a loyalist’s perspective.
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Suggested Student Prompt: 1. Analyze the Declaration of Independence and combine with your own knowledge in order to complete the graphic organizer.
Define unalienable rights and give three examples.
According to the Declaration of Independence, where do governments get power?
According to the Declaration of Independence, what should people do when governments abuse their power?
List three charges against King George that show how he violated the rights of the American colonists.
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2. Using one of the charges against King George III, create a political cartoon from the perspective of a patriot or a loyalist.
Circle One Patriot’s Perspective / Loyalist’s Perspective
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Using source materials The student correctly
defines due process of law and gives at least two relevant examples from the Declaration of Independence of how King George violated due process of law.
The student correctly defines due process of law and gives one relevant example from the Declaration of Independence of how King George violated due process of law.
The student correctly defines due process of law but does not provide relevant examples from the Declaration of Independence or the student incorrectly defines due process of law but gives at least one relevant example.
The student incorrectly defines due process of law and does not provide relevant examples from the Declaration of Independence of how King George violated due process of law.
Governmental Power The student articulates in clear and precise language where governments get power and what happens when governments abuse their power.
The student articulates where government gets power and what happens when governments abuse power but may repeat in exact language used in Declaration.
The student articulates either how governments get power or what happens when governments abuse power.
The student is unable to identify sources of power and abuses of power.
Political Cartoon The student’s cartoons include relevant symbolism and clearly define concepts from a patriot and a loyalist perspective.
The student’s cartoons include some symbolism and identify concepts from a patriot and loyalist perspective.
The student’s cartoons are illustrations that identify a concept from a patriot and loyalist perspective.
The student’s cartoons do not illustrate a concept from a patriot or loyalist perspective.
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C.5 Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Student Task: 1. Understand that citizens have responsibilities which promote the healthy functioning of democracy. (IC1) 2. Describe how governments may be limited or unlimited. (IC3) 3. Analyze how popular sovereignty allows people to make decisions about issues that affect them. (IC4b) 4. Compare and contrast limited and unlimited government .(IP3) 5. Relate concepts to specific examples. (IP9b) 6. Compare and contrast government concepts. (IP9c) 7. Give examples of how local, state, and national levels of government affected lives of people in American History.
(IP9d) 8. Describe functions and powers of state and local governments. (IC9g) 9. Describe how the first 10 amendments guarantee basic freedoms. (IC11a) 10. Illustrate how citizens may participate in government in various ways. (IC13a) 11. Describe how citizens of the United States have rights and responsibilities. (IC14) 12. Analyze how elected officials govern on behalf of the people in a representative democracy/republic. (IC15) 13. Describe how political parties in the United States have changed over time. (IC16) 14. Describe how foreign and domestic policy decisions shaped early United States history. (IC20) 15. Identify foreign policy issues in United States history. (IP20) 16. Evaluate current events in relations to content objectives. (IP21)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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Scoring Guide
CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
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II. Core Conceptual Objective: History The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. The methods of history and why it is important. (E)
NHS, NCSS 1. Exchange information while recognizing bias and multiple points of view. (E/A)
SS7.6, NGS, NCSS, SM 2.3, 21st
2. The viability and diversity of Pre-European Native Americans. (A)
SS2A.1, HSSF, NCHE, NCHEW
2. Interpret art, photographs and artifacts. (E/A) SM 2.4, NHS, NCSS
3. The exploration of the Americas. (E)
SS2A.2, MCH, NCHE
3. Determine sequence and create a timeline. (E/A) NCHE, MCH, NCSS, SS7.2, SM1.6, HSSF, NCHEW
4. The early settlement of the United States. (E)
SS2A.2, MCH, NCHE, HSSF
4. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (A)
SM 3.1, SM3.2, SM3.3, SM3.4, SM3.6, SM3.7, NGS, SCANS, NCSS, 21st
5. a. The causes, outcome and effects of the American Revolution. (E)
SS2A.3, MCH, HSSF, NCHE
5. a. Evaluate causes and effects of historical events. (E/A)
SM 1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW
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----------------------------------------- 5. b. The perspectives of the Patriots and the Loyalists during the American Revolution. (E)
----------------- SS2a, HSSF, MCH, NCHE
-------------------------------------------------------------------------- 5. b. Differentiate between propaganda and persuasive appeal. (E)
----------------- CIV, NCHE, NCSS
6. The purposes and compromises involved in the drafting of the Constitution. (E)
SS2a.4, NSCG, MCH, HSSF
6. Evaluate and practice democratic decision- making and cooperation. (E/A)
SM 4.6, SM1.10, SCANS, CIV, MCH, NHS, NCSS, NGS, NCHEW, 21st
7. The formation of the United States as a new nation and the development of national unity. (E)
SS2a.4, NSCG, MCH, HSSF, NCHEW
8. The impact of Jacksonian Democracy on the United States. (I, E)
SS 2a.7, MCH, HSSF, NCHE
9. The significance of sectional compromises, including the Missouri Compromise. (E)
SS2A, NCHE
10. The struggles and conflicts associated with Westward Expansion in the development of the United States. (E/A/)
• Louisiana Purchase. (E) • Lewis and Clark
Expedition. (E) • Oregon Territory. (E) • Texas and the Mexican
War. (E) • The California Gold Rush.
(E)
SS2a.5, MCH, HSSG, NCHE, HSSF
10. a. Use maps, graphs, diagrams, databases, tables to interpret, conclude, and predict. (E/A) -------------------------------------------------------------------------- 10. b. Evaluate motive and cultivate historical empathy. (E/A) ------------------------------------------------------------------------ 10. c. Identify and use primary and secondary sources. (A)
SS7.3, MCGE, NGS, NCSS, SCANS, SS7.2, SM1.6, 21st ----------------- HSSF, NCHE, NCSS, NCHEW ----------------- SS7.1, NCSS, LM, NCHE, NCHEW, 21st
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--------------------------------------------------------------------- 10. d. Apply information, ideas, and skills to different contexts. (D)
----------------- SM 1.10, NCSS, SCANS, 21st
11. Advances made in the Women’s Movement in America. (E)
SS2a.7, MCH, HSSF, NCHE
12. The development of sectionalism in the United States. (E)
SS4.2, NCSS, HSSF
12. Create maps, graphs, diagrams, databases, and tables to predict, conclude, and interpret. (E/A)
SS7.3, MC, NGS, NCSS, SCANS
13. Indentured servitude and slavery in the United States. (E)
MCH, NCHE
14. The Abolition movement in the United States. (E)
SS2A.7A, MCH, HSSF, NCHE
14. Differentiate between fact and opinion. (E/A) SS7.6, NGS, NCSS
15. The immigration of the Irish, Chinese, and Germans to the United States in the 1800’s. (E)
NHS, NCHE, NCHEW, NCSS
15. Evaluate current events in relation to content objectives. (A)
NCSS, NHS, NGS
16. Cultural, social, and religious reform movements in the antebellum era (i.e. the 2nd Great Awakening). (I)
NHS, NCHE, NCSS
17. Economic, political, and social causes and effects of the Civil War. (E/A)
SS2A.8, MCH, HSSF, NCHE
17. Develop a thesis and explain reasoning using supporting detail. (E/A)
SM4.1, MCH, SCANS, 21st
18. Significant events and the progression of the Civil War. (E)
SS2A.8. NCHE
18. Conduct research to answer questions and evaluate information. (E/A)
SM1.2, MCH, NGS, NHS, NCSS, SCANS, 21st
19. The political, social, and economic developments and legacies associated with the Reconstruction era. (E)
SS2A.8, MCH, HSSF, NCHE
19. a. Read and write narrative and persuasive social studies documents. (E/A)
NHS, NCHE, NCHEW
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------------------------------------------------------------------------- 19. b. Review and revise communications. (A)
----------------- NCSS, SCANS, SM2.2, MCH, NHS, 21st
20. a. Plan and create both expository and persuasive, written, visual, and oral presentations. (A) ------------------------------------------------------------------------ 20. b. Comprehend and evaluate written, visual, and oral presentations. (A) ---------------------------------------------------------------------- 20. c. Develop, monitor, and revise plans to meet goals. (A)
SM1.1, SM1.2, SM2.1, NCSS, NHS, MCH, SCANS, 21st ---------------- SM1.5, NCSS, NHS, MCH, SCANS, 21st ----------------- SM4.5, SCANS, NCSS, MCH
21. a. Select, investigate and present a topic using primary and secondary sources. (E/A) ----------------------------------------------------------------------- 21. b. Evaluate the accuracy of sources and materials. (A) ------------------------------------------------------------------------ 21. c. Read for inference and subtext. (A)
SS7.1, NCSS, LM -------------- SM1.7, MCH, NHS, LM SCANS, NCSS, 21st ----------------- SS, NGS, NHS, 21st
22. Use social studies vocabulary appropriately. (A) 23. Organize information into useful forms for
comprehension and retrieval such as note-taking, outlining, and graphic organizers. (A)
SM, NHS, R
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B. Facilitating Activities CCO II: History
ORGANIZING IDEAS #1 What were critical issues in early United States History? The student will: 1. Using technology, complete a graphic organizer to compare indentured servitude to slavery. (IC13, IP12, IIP2) [DOK 3] 2. Compare and contrast Native American cultures that existed prior to European exploration. (IIC2) [DOK 2] 3. Create a timeline of the settlement of the United States. (IIC4, IIP3) [DOK 1] 4. Map Lewis and Clark’s expedition and identify obstacles they faced along the way. (IIC10, IIP12) [DOK 1] 5. Identify and evaluate the causes of the American Revolution from the perspectives of Patriots and Loyalists. (IIC5, IIC5B,
IIP4) [DOK 2] 6. Evaluate compromises involved in the drafting of the Constitution. (IIP1, IIC6) [DOK 2] 7. Create editorials evaluating the Presidency of Andrew Jackson. (IIP1, IIP6, IIC8) [DOK 2] 8. Using technology, create a Power Point presentation to show how the Mexican War and the California Gold Rush influenced
territorial expansion and the concept of Manifest Destiny. (IIC11, IIP20a, VP15a) [DOK 3] 9. Analyze issues that led to sectionalism in the United States. (IIC12) [DOK 2] 10. Choose the most influential person in the women’s movement and justify your choice. (IIC11, IIP10b) [DOK 2] 11. Using technology, design a web-page highlighting political, economic, and social causes of the Civil War. (IIC17, VP15a)
[DOK 2] 12. Create a special edition magazine (such as Time) devoted to the effects of the Civil War and Reconstruction. Conduct research
to write, review, and revise narrative articles that target immediate and long-term effects of the war. [see appendix] (IIC18, IIP18, IIP19a, IIP19b) [DOK 3]
ORGANIZING IDEAS #2 How are historical events related to one another? The student will: 1. Complete a triple Venn diagram to compare and contrast the administrations of Washington, Jefferson, and Adams. (IIC7,
IIP12) [DOK 2] 2. Using technology, create a flow chart linking the causes of the American Revolution. (IIC5, IIP12) [DOK 1] 3. Create a timeline of the Abolition movement. (IIC14, IIP3) [DOK 1] 4. Compare reasons for immigration in early American history to reasons for immigration today. (IIC15, IIP15) [DOK 2] 5. Develop a timeline showing important events and people in the exploration of the Americans. (IIP3) [DOK 1]
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6. Compare maps of Native American population distributions from the 1600’s and mid 1800’s. Make inferences explaining what changed and why. (IIC2, IIP4, IIP10a, IIP10d) [DOK 3]
7. Write a paragraph that explains the short and long term effects of the Missouri Compromise. (IIC9, IIP17) [DOK 2] 8. Use source material to determine whether the “Sons of Liberty” were justified in their actions. Support your answer. (IIC5,
IIP10c, IIP10b) [DOK 3] ORGANIZING IDEAS #3 How can you interpret source materials to reconstruct the past? The student will: 1. Compile an outline of important vocabulary and definitions for U.S. history. (IIP23, IIP22) [DOK 1] 2. Using charts and diagrams to determine how immigration influenced the settlement of the West. (IIC10, IIP10a) [DOK 2] 3. Using a variety of primary and secondary sources, write a first person narrative account of a specific event (e.g. the Boston
Massacre, John Brown's raid, the Indian Removal Act, the Louisiana Purchase). (IIC5, IIC10, IIC12, IIC14, IIC8, IIP10b, IIP10c, IIP10d, IIP21a, IIP19a) [DOK 2]
4. After viewing photographs taken at the time of the Civil War, write a news article describing the war (Base your comments on what is revealed in the photos.) (IIP2, IIC17, IIC18) [DOK 3]
5. Read source material from Cherokee leaders, the U.S. government, and/or the state of Georgia and determine sources of discrepancy and conflict. (IIC8, IIP21b, IIP20b) [DOK 3]
6. Examine statements made by individuals during the Gold Rush to determine fact from opinion. (IIC10, IIP14) [DOK 2] 7. Read passages from the Bill of Rights and make inferences about the concerns of the framers of the Constitution. (IIP21c,
IP9a, IC11a) [DOK 2] ORGANIZING IDEAS #4 Why do some things change and some things remain constant? The student will: 1. Discuss how historical events relate to modern life and how we can learn from it. (IIC1, IIP15) [DOK 2] 2. Create a map that illustrates the territorial expansion of the United States. (IIP12, IIC10) [DOK 1] 3. Using technology, create a flow chart that depicts the changing role of women in American history. (IIP12, IIC11) [DOK 1] 4. Write a diary entry from the point of view of a pioneer on the Oregon Trail. (IIC10, IIP10b) [DOK 2]
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C.1 Application Level Assessment: History and Culture CCO II: History The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States History. CCO V: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. Student Task: The student will:
1. Determine sequence of events and create a timeline. (IIP3) 2. Identify, describe, and evaluate problems from multiple perspectives. (IIP4) 3. Analyze the purposes and compromises involved in drafting the Constitution. (IIC6) 4. Identify and evaluate political, economic, and social causes of the Civil War. (IIC17) 5. Identify and evaluate the Abolition movement in the United States. (IIC14) 6. Evaluate the significance of sectional compromises including the Missouri Compromise. (IIC9) 7. Analyze how laws and events affect members and relationships among groups. (VC8) 8. Identify how conflict resolution was necessary in the development of the United States. (VC14) 9. Use and analyze primary and secondary sources. (VP16) 10. Evaluate laws. (IP18) 11. Determine how regions relate to one another. (IIIP6b)
Teacher Notes: Teachers may have students use timeline software or other methods of sequencing. Students should evaluate web sites to ensure accuracy (see web site evaluation guide in the appendix). Resource material should be provided.
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Suggested Student Prompt: The causes of the Civil War did not surface overnight. Determine the most important events and issues that influenced sectionalism and conflict between the North and South and DEVELOP A DETAILED TIMELINE.. A. Your timeline should include 2 events from each of the following categories: a. Constitutional issues and compromises b. Laws and significant events that affected the relationships between the North and South c. Territorial Expansion issues (including the Missouri Compromise) d. Key events in the Abolition movement B. Next, expand upon ONE of the events on your timeline. The Missouri Compromise is a good example of the tensions caused by political, social, and economic differences of the North and South and the need for conflict resolution. Research either the Missouri Compromise or another event that influenced sectionalism. Use primary and secondary sources and available websites. Based on your research, determine: a. What is the North’s perspective? b. What is the South’s perspective? c. How was the issue settled? d. Was the event an effective solution? (Consider both the short and long term). Be sure to support your answers with evidence from the source material.
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Eighth Grade United States History Scoring Guide
CCO II: History and Culture
4 3 2 1 Timeline The student selects the
most important events and issues that influenced sectionalism and conflict from all specified categories and develops a timeline that includes well-placed accurate information that is detailed yet concise.
The student selects important events and issues that influenced sectionalism and conflict from most specified categories and develops a timeline that includes well-placed accurate information that is detailed.
The student selects events and issues that influenced sectionalism and conflict from some specified categories and develops a timeline that includes well-placed accurate information that may be general.
The student selects events and issues that influenced sectionalism and conflict from a few specified categories and develops a timeline that includes inaccurate or misplaced information.
Explanation of the Missouri Compromise or other event leading to sectionalism.
The student accurately presents a complete and detailed explanation of both the North and South’s perspectives and how the issue was settled. Clearly and effectively evaluates whether the compromise/solution was an effective short and long-term solution and accurately explains why it was or was not effective.
The student presents a complete and detailed explanation of both the North and South’s perspectives and how the issue was settled. Clearly evaluates whether the compromise/solution was an effective short and long-term solution and effectively explains why it was or was not effective.
The student presents an explanation of both the North and South’s perspectives and how the issue was settled but may not provide an articulated evaluation whether the compromise/solution was an effective short and long-term solution.
The student is unable to present or explain the North and/or South’s perspective and how the issue was settled or provide an articulated evaluation whether the compromise/solution was an effective short and long-term solution.
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C.2 Application Level Assessment: History and Culture CCO II: History The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States history. CCO V: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. Student Task: The student will:
1. Analyze how ideas, concepts, and traditions change over time. (VC3) 2. Identify, analyze, and compare institutions and traditions of past and present societies. (VP3) 3. Describe how the United States is and has always been multicultural. (VC7) 4. Analyze the women’s movement in America. (IIC11) 5. Create maps, graphs, diagrams, databases, and tables to predict, conclude and interpret. (IIP12) 6. Evaluate motive and cultivate historical empathy. (IIP10b) 7. Write a persuasive social studies document. (IIP19a) 8. Illustrate how democracy and citizenship was expanded through amendments to the Constitution. (IC19)
Teacher Notes: The preferred timing for this ALA would be after the reform movements and prior to studying the causes of the Civil War. Teachers should direct students to source materials that are appropriate for completing the chart. You may want to brainstorm as a class for suggestions for the “today” column. Students should complete the “early 1800’s” column independently. Students should have experience with persuasive writing, historical empathy, and point of view prior to the ALA. Oral presentation of their work is not required but may be used as an extension activity.
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Suggested Student Prompt: American democracy of the 21st century is vastly different than American democracy in the early 1800’s. What rights and responsibilities did each of the groups below have in the mid 1800’s and what rights and responsibilities do they have in today’s American society? Be sure to include political participation, education, jobs, and property rights. Groups Mid 1800’s Today Women
Education Jobs Property Rights Political
Participation
White males, high social status (Land-owning or merchants)
Education Jobs Property Rights Political
Participation
White males, low social status
Education Jobs Property Rights Political
Participation
Native Americans Education Jobs Property Rights Political
Participation
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African Americans Education Jobs Property Rights Political
Participation
Slave Free
Immigrant groups Education Jobs Property Rights Political
Participation
Citizens Non-citizens
Now select one group from the chart and write a persuasive speech from the perspective of a member of that group in 1850 arguing for the expansion of your legal and social rights.
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Eighth Grade United States History Scoring Guide
CCO II: History and Culture
4 3 2 1 Expansion of Democracy chart
The student clearly and effectively communicates the expansion of democracy by providing a powerful and appropriate examples for all 4 identified topics.
The student clearly and effectively communicates the expansion of democracy by providing an appropriate example for at least 3 identified topics.
The student clearly communicates the expansion of democracy by providing an example for at least 2 identified topics.
The student is unable to communicate the expansion of democracy and provides examples for only 1 topic.
Persuasive article for the expansion of legal and social rights
The student provides a well-articulated, detailed argument from the perspective of a person who would benefit, using several relevant details from the expansion of democracy chart to support claims.
The student provides an articulated argument from the perspective of a person who would benefit, using some relevant details from the expansion of democracy chart to support claims.
The student provides an articulated argument that lacks perspective, using a few relevant details from the expansion of democracy chart to support claims.
The student us unable to provide an articulated argument and does not support claim with details.
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C.3 Application Level Assessment CCO II: History and Culture The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States history.
Student Task: 1. Analyze the methods of history and why it is important. (IIC1) 2. Understand the viability and diversity of Pre-European Native Americans. (IIC2) 3. Analyze the exploration of the Americas. (IIC3) 4. Analyze the causes, outcome, and effects of the American Revolution. (IIC5a) 5. Illustrate the formation of the United States as a new nation and the development of national unity. (IIC7) 6. Describe the impact of Jacksonian Democracy on the United States. (IIC8) 7. Analyze the struggles and conflicts associated with the Louisiana Purchase. (IIC10) 8. Analyze the struggles and conflicts associated with the Lewis & Clark Expedition. (IIC10) 9. Analyze the struggles and conflicts associated with the Oregon Territory. (IIC10) 10. Analyze the struggles and conflicts associated with the Texas and the Mexican War. (IIC10) 11. Analyze the struggles and conflicts associated with the California Gold Rush. (IIC10) 12. Exchange information while recognizing bias and multiple points of view. (IIP1) 13. .Interpret art, photographs, and artifacts. (IIP2) 14. Evaluate causes and effects of historical events. (IIP5a) 15. Differentiate between propaganda and persuasive appeal. (IIP5b) 16. Evaluate and practice democratic decision-making and cooperation. (IIP6) 17. Analyze the development of sectionalism in the United States. (IIC12) 18. Analyze indentured servitude and slavery in the United States. (IIC13) 19. Illustrate the immigration of the Irish, Chinese, and Germans to the United States in the 1800’s. (IIC15) 20. Differentiate between fact and opinion. (IIP14) 21. Analyze significant events and the progression of the Civil War. (IIC18) 22. Analyze the political, social, and economic developments and legacies associated with the Reconstruction era. (IIC19) 23. Evaluate the accuracy of sources and materials. (IIP21b) 24. Read for inference and subtext. (IIP21c)
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Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback with the objectives have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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Scoring Guide
CCO II: The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States History.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
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III. Core Conceptual Objective: Geography The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. a. Use geographic resources to process and report information, and solve problems. (A)
----------------------------------------------------------- 1. b. Use an atlas. (A) ----------------------------------------------------------- 1. c. Use maps, graphs, diagrams, databases,
tables and charts to predict, conclude and interpret. (E/A)
SS 5.1, NGS, NCSS, MCGE, 21st ----------------------------- SS 5.1, NGS, NCSS ----------------------------- NGS, MCGE, NCSS, SM1.6, SS7.2, SS7.3
2. a. Use geography to interpret the past, explain the present, and make predictions. (E/A)
----------------------------------------------------------- 2. b. Reason inductively and deductively (D)
SS 5.2, 5.3, NGS, MCGE, SM1.6 ----------------------------- SM3.5, SCANS, 21st
D R A F T
441
3. a. Human characteristics of place influenced early U.S. History. (E)
------------------------------------------------ 3. b. Human characteristics of place
[demographics] in early American history include: (A) • education • religion • language • diversity • economics • population • settlement patterns • governance systems
------------------------------------------------ 3. c. Geographic, economic, political
and social factors in the United States influenced population distribution. (A)
SS 5.2b, NGS, MCGE ---------------- SS 5.2C, NGS, HSSF ---------------- SS5.2c, NGS, HSSF
3. Identify and evaluate patterns of population distribution. (A)
SS5.2c, NGS, HSSF
4. Analyze causes and effects of migration in early United States history. [Push-pull factors]. (A)
SS 5.2d, MCGE, NGS, HSSF
5. Determine the causes and effects of urbanization in early United States history. (D)
NGS, SM1.6, NCSS, MCGE
6. Early United States history was marked by regional interaction and conflict. (E/A)
SS 5.2, NGS, NCSS
6. a. Identify regions. (A) ----------------------------------------------------------- 6. b. Determine how regions relate to one
another. (E/A) ----------------------------------------------------------- 6. c. Compare how life in one region differs
from another. (E/A)
SS 5.2e, MCGE, HSSF, NGS, NCSS ----------------------------- SS 5.2c, NCHEW, MCGE, NGS, NCSS ----------------------------- SS 5.2, MCGE, NGS, NCSS, NCHEW
D R A F T
442
7. Physical characteristics of place influenced early United States history. (A)
SS 5.2, NGS, MCGE, 21st
7. a. Locate topographic features important in early United States history. (A)
----------------------------------------------------------- 7. b. Locate continents and oceans. (A) ----------------------------------------------------------- 7. c. Locate U.S. cities and states prominent in
early United States history. (A) ----------------------------------------------------------- 7. d. Locate countries that interacted with the
United States in its early history. (A)
SS 5.2, NGS, MCGE ----------------------------- SS 5.2a, NGS, MCGE, HSSF ----------------------------- SS 5.2a, NGS, MCGE, NCSS ----------------------------- SS5.2a, NGS, MCGE, NCSS
8. Use relative location to find and describe place. (A)
SS 5.2a, NGS, MCGE, HSSF
9. Construct maps, mental maps, graphs,
diagrams, databases, tables and charts to predict, conclude and interpret. (A)
SS 5.1, SM 1.2, NGS, NCSS, SS7.3, SCANS, MCGE
10. a. Patterns of resource distribution influence regional development and interactions in early United States history. (A)
------------------------------------------------ 10. b. Technology and culture influence
resource use. (E/A)
SS 5.2c, NGS, JCEE, HSSF ------------- SS 5.2c3, MCGE, NGS, SCANS
11. Evaluate internal and external trade patterns of the early United States. (A)
SS 5.2d, NGS, HSSF, JCEE, MCGE
12. Changes in transportation, communication, and technology affect movement. (E)
NCHEW, NGS, SS 5.2, MCGE
D R A F T
443
B. Facilitating Activities CCO III: Geography ORGANIZING IDEA #1 How do characteristics of place change over time? The student will: 1. Use relative location to describe and locate a place. Discuss whether the same directions would have been effective in an
earlier time. (IIIP8) [DOK 2] 2. Using technology, such as Excel spreadsheets, create a database that illustrates the demographics of colonial America. (IIC4,
IIIC3b, IIIP9) [DOK 2] 3. Map European divisions of America based on land claims. (IIIP9, IIIC6) [DOK 1] 4. Create a map showing topographic features of the U.S. and identify features that may help or hinder exploration and
settlement. (IIIC7, IIIP7a, IIIP9) [DOK 2] 5. Determine advantages and disadvantages for settling in a selected location [e.g. original colonies, frontier]. (IIC4, IIC10,
IIIC3c, IIIC7) [DOK 2] ORGANIZING IDEA #2 Why do people move from place to place? The student will: 1. Identify geographic factors that allowed early American cities to grow. (IIIC3a, IIIP5) [DOK 1] 2. Using technology, such as Inspiration software, design a chart that identifies push/pull factors that influence immigration.
(IIIP9, IIIP4, IIC15) [DOK 1] 3. Describe the concept of Manifest Destiny from the perspective of an American settler, Native American or Mexican. (IIC10,
IIIC12, IIIP4, IIP10b) [DOK 2] 4. Use a U.S. history atlas to identify and evaluate patterns of population distribution over time. (IIIP1b, IIIP3) [DOK 2] 5. Based on source material, determine whether Jamestown was a good choice for a settlement site. (IIIP1a, IIIP2b, IIIP2a,
IIIP1c) [DOK 2]
D R A F T
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ORGANIZING IDEA #3 How have regional interactions affected United States history? The student will: 1. Describe the conflict and competition among U.S. regions in early U.S. history. (IIIC10a, IIIC6, IIIP6b) [DOK 2] 2. Discuss how the characteristics of the early settlers influenced the characteristics of settlements, states, or regions. (IIIC3a,
IIIC3b) [DOK 2] 3. Explain the importance of various inventions to regions in early U.S. history. (IIIC10b, IIIC12) [DOK 2] 4. Use maps, graphs, and diagrams to identify various regions in early U.S. history. (IIIP1c, IIIP6a) [DOK 1] 5. Compare demographic data from the New England colonies to demographic data from the Southern colonies. (IIIC3b, IIIP6c)
[DOK 2] 6. Create a map of the triangular trade route. Label continents, oceans, countries, and cities relevant to the trade route. (IIIP7b,
IIIP7c, IIIP7d, IIC4, IIIP9) [DOK 1]
D R A F T
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C.1 Application Level Assessment: Geography CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions. DOK 3
Student Task: The student will:
1. Analyze causes and effects of migration in early United States History. (IIIP4) 2. Evaluate the struggles and conflicts associated with Westward expansion in the development of the United States. (IIC10) 3. Identify regions. (IIIP6a) 4. Use and construct maps to predict, conclude, and interpret. (IIIP1c, IIIP9) 5. Use geography to interpret the past. (IIIP2a) 6. Determine how physical characteristics of place influenced early United States History. (IIIC7) 7. Locate topographical features important in early United States History. (IIIP7a) 8. Locate cities prominent in early U.S. History. (IIIP7c) 9. Analyze how changes in transportation, communication, and technology affect movement. (IIIC12) 10. Determine how geographic, economic, political and social factors influenced population distribution. (IIIC3c) 11. Identify and use primary and secondary sources. (IIP10c) 12. Organize information into useful forms for comprehension and retrieved, such as note-taking, outlining and graphic
organizers. (IIP23) Teacher Notes: The teacher needs to select appropriate outline maps for student use, such as the U.S. physical map from www.eduplace.com/ss/maps/usa.html. Additional map features may be required at teacher discretion. Prior to the ALA, the teacher will need to gather sources that contain information relevant to the graphic organizer to speed student research. Suggested Student Prompt: Using primary and secondary sources complete the map and the Westward Expansion Data Sheet to reflect the westward movement of your assigned group. Next, complete the Manifest Destiny and the Age of Expansion chart. Using your research, write a narrative essay explaining your group’s journey west. Follow the directions to make sure you complete all of the required steps.
D R A F T
446
1. Westward Expansion Map A. Label the following physical features: Rocky Mountains Sierra Nevada Mountains Cascade Mountains
Missouri River Mississippi River Columbia River Colorado River Platte River Salt Desert Great Salt Lake Pacific Ocean B. Locate the following cities: Sacramento Salt Lake City Independence St. Louis Santa Fe Oregon City Nauvoo, IL Los Angeles San Francisco C. Draw the following trails: Oregon Santa Fe Mormon Old Spanish California
D R A F T
447
2. Westward Expansion Data Group that moved West in the 1800's
Destination
Push/ Pull factors influencing the move
Physical, economic, social and political obstacles
Role of transportation, communication, and technology
Factors that influenced settlement site selection
D R A F T
448
Manifest Destiny and the Age of Expansion Explain the idea of Manifest Destiny.
How did Manifest Destiny and Westward Expansion affect the following groups?
How did Westward Expansion affect the slavery issue?
• Native Americans • Pioneers
What were the effects of Manifest Destiny and Westward Expansion on the United States?
What were some benefits of Westward Expansion in the 1840’s?
What problems resulted from Westward Expansion in the 1840’s?
• Social
• Political • Geographical
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3. Narrative Essay Use your graphic organizers and your map to write a narrative essay (who, what, where, why, how) that explains the group's experience of moving West. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
450
Eighth Grade United States History Scoring Guide
CCO III: Geography
4 3 2 1 MAP The student correctly
identifies and locates all physical features, cities, and trails.
The student correctly identifies and locates most physical features, cities, and trails.
The student correctly identifies and locates some physical features, cities, and trails.
The student identifies and locates few physical features, cities, and trails.
Data Sheet The student provides a comprehensive, detailed analysis for all categories of the data sheet.
The student provides detailed analysis for most categories of the data sheet.
The student provides analysis for some categories of the data sheet.
The student completes one or fewer categories of the data sheet.
Manifest Destiny and Westward Expansion Organizer
The student provides comprehensive, detailed answers for each of the categories.
The student provides comprehensive, detailed answers to most of the categories.
The student provides detailed answers for most of the categories.
The student provides general answers for some of the questions.
Narrative Essay The student creates a sophisticated synthesis of information to clearly and thoroughly explain a group’s journey West. Clearly includes answers for the 5 “W” questions using detailed, appropriate and effective information from the charts to support their answer.
The student creates a synthesis of information to clearly explain a group’s journey West. Includes answers for the 5 “W” questions and using detailed, appropriate information from the charts to support their answer.
The student relays information from the chart to attempt to explain a group’s journey West. Answers some of the 5 “W” questions using general information from the chart to support their answer.
The student is unable to relay information from the chart to explain a group’s journey West. Answers few or none of the 5 “W” questions and may not use information from the chart to support their answer.
451
C.2 Application Level Assessment: Geography CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions. Student Task:
1. Use geographical resources to process and report information and solve problems. (IIIP1a) 2. Identify and evaluate patterns of population distribution. (IIIP3) 3. Describe physical characteristics of place influenced early United States history. (IIIC7) 4. Locate countries that interacted with the United States history. (IIIP7d) 5. Analyze how patterns of resource distribution influence regional development and interactions in early United States
history. (IIIC10a) 6. Evaluate internal and external trade patterns of the early United States. (IIIP11) 7. Use an atlas. (IIIP1b) 8. Discuss how early United States history was marked by regional interaction and conflict. (IIIC6) 9. Locate continents and oceans. (IIIP7b) 10. Use relative location to find and describe place. (IIIP8) 11. Analyze technology and culture influence resource use. (IIIC10b)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback with the objectives have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
452
Scoring Guide
CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
453
IV. Core Conceptual Objective: Economics The student will evaluate the implications and impact of economic decision making in early United States History. A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. Decisions and actions of government, business groups, and individuals affect one another. (Economic Interdependence) (E/A)
SS 5.2d, SS 4.5, HSSF, NCHEW, JCEE, NGS, MCE, NCSS
1. Interpret the past, explain the present and predict future consequences of economic decisions. (A)
SS 4.3, NGS, NCSS, 21st
2. All personal and public economic decisions have consequences. (A)
SS 4.4, HSSF, NCSS, MCE, NGS, CIV, EA, JCEE, NCSS
2. Assess cost/benefits and consequences of a solution. (A) SM 3.5, 3.8, CIV, MCE, NCEE, JCEE, NCSS
3. Various economic systems influenced early American history. (market economy, mercantilism, traditional, and mixed)) (A)
SS 4.1, HSSF, MCE, NCEE, JCEE, NCSS, NGS
3. Compare and Contrast economic systems. (A) SM 1.6, MCE, NCSS
4. Resources [ natural, capital, and human] aided the development of the United States. (A)
SS 4.1, NHS, JCEE, NCEE, MCE, NGS, CIV, 21st
454
5. a. Nations, regions, and individuals specialize to produce goods and services at the lowest cost [specialization of trade]. (E,A)
--------------------------------------------- 5. b. Goods are exchanged among
nations by import and export. (E)
SS 4.1, HSSF, MCE JCEE, NCEE, 21st ------------- MCE JCEE, NCEE, CIV, SS4.1, HSSF, 21st
6. a. The business cycle includes periods of expansion, recession, depression, and unemployment. (D)
--------------------------------------------- 6. b. Monopoly and competition
affect the business cycle. (D)
SS 4.1, JCEE, NCEE, MCE ------------- JCEE, NCEE, MCE
455
Economics factors influenced early America: 7. a. Investments. (joint stock
company) (A) --------------------------------------------- 7. b. Profit/profit motive. (A) --------------------------------------------- 7. c. Opportunity cost/ trade offs.
(A) --------------------------------------------- 7. d. Productivity. (A) --------------------------------------------- 7. e. Sources of wealth and income.
(A)
SS 4.1, EA, MCE, CIV ------------- SS4.1, HSSF, JCEE, NCEE, CIV ------------- SS 4.1, MCE, HSSF, JCEE, NCEE ------------- SS 4.1, HSSF, NCHEW ------------ SS 4.1, HSSF, CIV, NCSS, JCEE
7. Construct maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (A)
SS 5.1, SM 1.2, NGS, NCSS, SS7.3, SCANS, MCE
456
-------------------------------------------- 7. f. Production/Consumption. (A) -------------------------------------------- 7. g. Supply and demand. (A) --------------------------------------------- 7. h. Scarcity/surplus. (A) --------------------------------------------- 7. i. Inflation. (D)
------------- SS 4.1, MCE, JCEE, NCEE, EA, NCSS, CIV, NHS ------------- SS 4.1, HSSF, MCE, NCSS, NCEE, JCEE ------------- SS 4.1, HSSF, NCHEW, MCE, NCEE, JCEE ------------- SS 4.1, MCE, NCEE, JCEE, NCSS
457
8. Purposes and uses of taxes. (E/A) • Tariffs • Sales • Property • Excise
SS 4.6, NSCG, JCEE, NCSS
8. Evaluate current events in relation to content objectives. (A) NCSS, NHS, NGS
9. Technology plays a significant role in the economy. (E)
SS 4.2, MCE, NCSS, NCHEW, HSSF
9. Relate concept to example. (D) SM1.6, SCANS
458
B. Facilitating Activities CCO IV: Economics ORGANIZING IDEA #1 How has the distribution of wealth affected American society? The student will: 1. List the various sources of wealth that the colonies represented to England under a mercantile system. (IVC7e) [DOK 1] 2. Compare and contrast the effects of monopoly and competition on the business cycle in colonial America. (IIC4, IVC6b)
[DOK 2] 3. Compare historical forms of taxation to modern systems of taxation. (IVC8, IVP8) [DOK 2] 4. Using technology, such as Excel, create a database of resources (natural, capital, and human) in the North and South in the
mid-1800’s and use the database to determine how life might differ in each region. (IVC4, IVP7, IIC6, IIC12) [DOK 3] 5. Using technology, such as Inspiration, create a diagram that illustrates the various aspects of the business cycle. (IVC6a, IIP12)
[DOK 1] 6. Using technology, such as Inspiration, create a Venn diagram that compares and contrasts mercantilism to a market economy.
(IVC3, IVP3) [DOK 1] 7. Write a paragraph explaining how the triangular trade route benefited or harmed the colonists. (IIC4, IVC5b, IVP2, IIIP11)
[DOK 2] 8. Predict the economic consequences if Missouri’s borders were sealed and no deliveries of goods could be made into or out of
the state (consider supply and demand, scarcity, surplus, and inflation in the response). (IVP1, IVC7g, IVC7h, IVC7i) [DOK 3]
9. Design a concept map that illustrates a ripple effect resulting from unemployment in a particular industry or community. (IVC1, IVC6a, IVP7) [DOK 3]
10. Identify government actions on national and state levels and chart the probable effects of the actions of individual, family, and business economic systems. (IVC1, IVP1, IVC2, IVP2) [DOK 3]
ORGANIZING IDEA #2 How were events in early American history motivated by economic decisions? The student will: 1. Explain how the cotton gin affected cotton farming, cloth manufacturing and the institution of slavery. (IIIC10a, IVC9, IVP9)
[DOK 2]
459
2. Identify opportunity costs involved in the decision to be a patriot or a loyalist. (IVC7c, IIC5b) [DOK 2] 3. Analyze the impact of the cotton gin on productivity, production, and consumption of cotton. (IVC7d, IVC7f) [DOK 2] 4. Using technology, create a database of British laws that affected the economic life of colonial merchants, manufacturers,
farmers, and individual citizens and use the database to predict how the laws might affect colonial loyalty. (IVP7, IVC1, IVP1, IP19) [DOK 3]
5. Conduct a cost benefit analysis regarding colonial support of the Revolutionary War. (IIC5a, IIC5b, IIP5b, IVP2) [DOK 3] 6. Conduct a cost/benefit analysis of the effects of specializing in a single trade [e.g. production of cotton in the south, tobacco
production in the Mid-Atlantic States, fishing industry in New England]. (IVC5a, IVP2) [DOK 3] 7. Create a political cartoon supporting or opposing the Tariff of Abominations. (IVP1, IVC1, IVP2, IVC2, IIC12, IP22) [DOK
2] 8. Using technology, such as Inspiration, create a Venn diagram comparing and contrasting mercantilism to a free market
economy. (IVP7, IVC3, IVP3) [DOK 2] 9. Write a paragraph explaining how profit motive may have influenced Britain’s reaction to the U.S. Civil War. (IVC7b, IIC17)
[DOK 2] 10. Compare market and command economic systems and predict how operating a business would be different in each system.
(IVC2, IVC3, IVP3) [DOK 3]
460
C.1 Application Level Assessment: Economics and History CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. CCO II: The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History. Student Task: The student will:
1. Explain reasoning using supporting detail. (IIP17) 2. Identify consequences of personal and public economic decisions. (IIC2) 3. Assess costs and benefits of a solution. (IVP2) 4. Explain how decisions and actions of government, business groups, and individuals affect one another [economic
interdependence]. (IVC1) 5. Identify resources that aided the development of the United States. (IVC4) 6. Relate concept to example. (IVP9) 7. Evaluate how individuals specialize to produce goods and services at the lowest cost. (IVC5a) 8. Identify how goods are exchanged among nations by import and export. (IVC5b) 9. Identify investments. (IVC7a) 10. Construct graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IVP7) 11. Evaluate factors that influence profit and productivity. (IVC7b, IVC7d) 12. Evaluate opportunity cost/tradeoffs. (IVC7c) 13. Identify sources of wealth and income. (IVC7e) 14. Apply the principles of supply and demand. (IVC7g) 15. Explain the purposes and uses of taxes (tariffs). (IVC8) 16. Determine the relationship between scarcity, surplus and price. (IVC7h) 17. Examine economic, political, and social factors at the time of the Civil War. (IIC17)
461
Teacher Notes: The teacher should provide each student with a copy of the attached link-set module. (A link-set module is a series of questions designed around a central theme.) Suggested Student Prompt: We have studied economic concepts throughout the year. In order to determine what you have learned, complete the assessment packet. You may want to cross off parts of the questions as you complete them to make sure that you have finished all required steps. Please write your answers in complete sentences.
462
THE PERPLEXING PROBLEM OF PETER PLANTER'S PLANTATION
The year is 1840. Plantation owner Peter Planter owns a 100-acre plantation in Georgia. With the help of fifty slaves, Peter has made a good living producing cotton. Changing situations require Peter to make some important economic decisions. It is your job to make sure that he makes the best choices. Use your knowledge and the information provided to answer the following questions. 1. What effect would the cotton gin have on cotton production on Peter's plantation?
a. Cotton would be more expensive to produce. b. Cotton processing would be faster. c. Fewer people would grow cotton. d. The supply of cotton would decrease.
2. Since Peter had been successful growing cotton, many of his neighbors have stopped growing tobacco and are now planting
cotton. What effect will this probably have on the availability and price of cotton in Peter's county? a. Cotton will be scarce and prices will go up. b. Cotton will scarce and prices will go down. c. There will be a surplus of cotton and prices will go up. d. There will be a surplus of cotton and prices will go down.
463
3. Help Peter Planter inventory his resources. Name one resource on his plantation for each category. Natural Resource
Human Resource
Capital Resource
464
Peter Planter keeps a ledger of items that are bought and sold on his plantation. Examine Peter's ledger for the week of October 13, 1840, and use it to answer the questions on the next page.
Transactions Item Company/Location Expenses (-) Income (+)
Cotton (50 bales) 8 dollars per pound
Leed's Textiles London
$40,000.00
Cotton (25 bales) 32 cents per pound
Penn's Manufacturing Lancaster, Pennsylvania
$800.00
Flour (500 pounds) Watkins Mill, NC $10.00 Sugar (500 pounds) British West Indies Company
Bahamas $125.00
Tea (50 pounds) British East India Company
London $50.00
Cotton Gin Mathers Industries
Salem, Massachusetts $30.00
Children's Shoes (2 Pair) Lipton Shoes
New York, New York $0.50
Silk Cloth (30 yards) Harrod's Clothier
London $22.50
465
4. Using the ledger, list one good imported and one good exported by Peter Planter. Import
Export
466
5. Based on the ledger, what is Peter Planter's specialized industry?
a. flour b. sugar c. cotton d. tea
6. Define economic interdependence and give examples from Peter Planter’s ledger.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
467
After hearing the speeches of Abolitionists, Peter decided to emancipate his slaves. To continue production of cotton, Peter will need to hire workers to plant and pick cotton.
7. Explain the possible implications of Peter's actions in regard to productivity and profit on his plantation?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________________________________________________________________
468
Because of his decision, Peter is conducting a cost benefit analysis to see if he should stay in the cotton business or go into business with his brother. Peter's brother wants to build a textile (cloth) factory in Boston, Massachusetts. In order to do this, Peter would need to raise cash. Peter's potential sources of wealth include: land, profit, and rent. 8. Name at least two opportunity costs of Peter selling the land.
a.
b. 9. If Peter sells the land and uses the money to start a cloth factory in Boston, he is:
a. saving b. borrowing c. investing d. profiting
469
10. The United States government is thinking about imposing a high tariff on British textiles (manufactured cloth). Explain the likely
effects of the tariff for each group. Cotton Planter
Unites States Textile (cloth) company
470
11. Complete a T-chart to conduct a cost-benefit analysis for each decision.
Keep the plantation with paid laborers Enter the textile (cloth) business with brother Advantages Disadvantages Advantages Disadvantages
471
12. Using all of the information gathered from the t-charts, write a paragraph advising Peter of the risks and potential for profit in each
situation. Then use evidence and supporting detail to explain the best option for his situation. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
472
Eighth Grade United States History Scoring Guide
CCO IV: Economics
1. B 2. D 3. 3=student names a resource in 3 categories
2=student names a resources in 2 categories 1=student names a resource in 1 category
4. 2=correctly identifies one import and one export
1=correctly identifies one import or one export 5. C 6. 4=defines economic interdependence by clearly diagramming trade relationships in detail using items from the ledger
3=defines economic interdependence and diagrams trade relationships in detail using items from the ledger 2=defines economic interdependence and diagrams trade relationships in general 1= either defines economic interdependence or attempts to diagram trade relationships
7. 2=explains the implications to productivity and profit
1=explains the implications to either productivity or profit 8. 2=names two opportunity costs
1=names ones opportunity cost 9. C
473
10. 2=explains the likely effects for both groups 1=explains the likely effects for one group
11. 4=provides valid analysis of advantages and disadvantages for both groups (4 categories)
3=provides valid analysis of advantages and disadvantages for three categories 2=provides valid analysis of advantages and disadvantages for two categories 1=provides valid analysis of advantages and disadvantages for one category
12.
4 3 2 1 The student writes a persuasive essay that clearly advises and details the risks and potential for profit. Uses compelling evidence and supporting detail to clearly articulate logic.
The student writes a persuasive essay that advises and details the risks and potential for profit. Uses evidence and supporting detail to articulate logic.
The student writes a persuasive essay that advises the risks or potential for profit and uses some detail to support ideas.
The student is unable to write a persuasive essay to advise of risks and potential for profit or use detail to support ideas.
474
IVC.2 Application Level Assessment: Economics CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. Student Task: 1. Interpret the past, explain the present and predict future consequences of economic decisions. (IVP1) 2. Describe how various economic systems influenced early American history. (IVC3) 3. Compare and contrast economic systems. (IVP3) 4. Construct graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IVP7) 5. Describe production/consumption. (IVC7f) 6. Analyze how technology plays a significant role in the economy. (IVC9) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
475
Scoring Guide
CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
476
V. Core Conceptual Objective: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
A. Content and Skills
By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to: State and National Standards Correlations
1. Personal and group experiences influence people’s perception and judgments. (E)
SS 6.5, HSSF, NGS, NCHEW
2. Cultural traditions, human actions and institutions affect behavior. (A)
SS 6.3, MCC, HSSF, NGS, NCHEW,
2. Exchange information while recognizing bias and multiple points of view. (E/A)
SS7.6, NGS, NCSS, SM2.3
3. Ideas, concepts, and traditions change over time. (A)
SS 6.6, HSSF, NCHEW
3. Identify, analyze, and compare institutions, traditions, and art forms of past and present societies. (E)
SM 1.9
4. People have universal human rights. (A)
NCSS, CIV
5. a. People have common physical, emotional, and social needs. (A)
-------------------------------------------- 5. b. Needs are met by families,
friends, groups, and institutions in different ways in different cultures and different times. (A)
SS, CIV, NCSS, NSGG, NGS, MCC, 21st ---------------- SS6, NHS, NSCG, NCSS, NGS, MCC, 21st
477
6. Develop a multicultural perspective that respects the
dignity and worth of all people. (A) NGS, HSSF, NCHEW
7. The United States is and always has been multicultural. (A)
NHS, NCSS
8. Laws and events affect members and relationships among groups. (E)
SS 6.4, MCC 8. Describe and evaluate problems from multiple perspectives. (A)
SM1.6, HSSF, NCSS, MCC
9. Factors of Inclusion and exclusion determine how a person becomes a member of a group. (D)
SS 6.2, NCSS
10. Gender roles in American society are constantly changing. (D)
CIV, NCSS, NCHEW
10. Describe how ideas, concepts, and traditions have changed over time. (E)
SS6.2, NCSS
11. Racial/Ethnic issues have caused compromise and conflict in early American history. (D)
CIV, NCSS, NCHE
12. Cultural diffusion has shaped American culture. (A)
SS5.2d, HSSF, NGS, MCC
12. Describe cultural interaction among Native Americans, Immigrants, African Americans, colonists, etc. (E)
SS 2a.6, HSSF, NCHE, MCC
13. Technology and culture influence resource use. (A)
SS 5.2b, MCC, NGS, NCHEW, SCANS, 21st
14. Conflict resolution was necessary in the development of the United States. (E)
NCSS, NGS, CIV
14. Identify, research and defend a point of view. (A) SS7.6, NGS, NCSS
478
15. a. Use technological tools to select, organize, and present information. (E/A)
---------------------------------------------------------------------------- 15. b. Use and evaluate web sites. (E)
SCANS, MCC, LM, NGS, SM2.7 --------------- LM,.MCC, MC, SCANS
16. Use and analyze primary and secondary sources. (A) SS7.1, NCSS, LM
17. Use social studies vocabulary appropriately. (A) 18. Organize information into useful forms for comprehension
and retrieval such as note taking, outlining, and graphic organizers. (A)
SM, NHS
479
B. Facilitating Activities CCO V: Culture
ORGANIZING IDEA #1 How have events in U.S. history affected groups and individuals? The student will: 1. Using technology, create a mini-documentary about the effects of westward expansion for various groups. (VP14, VP12,
VC12, VP8, VC8, VP6, IIC10) [DOK 2]
ORGANIZING IDEA #2 What affect have different groups and individuals had on American society? The student will: 1. Discuss how Paul Revere’s engraving of the Boston Massacre influenced people’s reaction to the event. (VC5, VP3, IIP2)
[DOK 2] 2. Compare a colonial and a British account of the same event. (VC1, VP16) [DOK 2] 3. Design a visual representation [e.g. collage, quilt, Power Point] of the many cultures interacting throughout U.S history. (VC7)
[DOK 2] 4. Debate the issues surrounding the Mexican War from the perspective of Texans and then from the perspective of Mexicans.
Determine how and why the points of view might differ. (IIC10, VP2) [DOK3] 5. Write a journal entry from the point of view of Chinese or Irish immigrant, focusing on conflict they experienced and its
resolution. (VC14, VP12, VC11, IIP10b) [DOK 2]
ORGANIZING IDEA #3 How have individuals, groups, and institutions changed over time? The student will: 1. Examine issues of inclusion and exclusion of ex-slaves in political parties and educational institutions during Reconstruction.
(VC9, IIC19) [DOK 2] 2. Compare everyday activities of a 19th century girl or boy with a 21st century girl or boy. (VC10) [DOK 2] 3. Using technology, such as Inspiration, complete a graphic organizer to compare the life and roles of the people in colonial
times to people in modern times. (VC2, VC3, VP3, VC5b, VC5a, VP18) [DOK 2] 4. Defend the point of view that slavery is a violation of universal human rights. (VP6, VC4) [DOK 3]
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5. Create an advertisement showing how an invention affected individuals, groups and institutions in American history. (VC13, VP14, VP15a) [DOK 2]
6. Using technology, such as Inspiration, create a graphic organizer to show the changing role of women in early American history. (VC10, VP18) [DOK1]
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B. Application Level Assessment: Culture, Geography, History and Economics CCO V: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. CCO III: Geography The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions. CCO II: History The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History. Student Task: The student will:
1. Identify regions. (IIIP6a) 2. Determine how regions relate to one another. (III96b) 3. Compare how life in one region differs from another. (IIIP6c) 4. Give examples of specialization of trade and how regions produce goods and services. (IVC5a) 5. Describe how human characteristics of place influenced early United States history. (IIIC3a, IIIC3b) 6. Evaluate the early settlement of the United States. (IIC4) 7. Use technological tools to select, organize, and present information. (VP15a) 8. Use and analyze primary and secondary sources. (VP16) 9. Exchange information while recognizing bias and multiple points of view. (VP2) 10. Explain reasoning using supporting detail. (IIP17) 11. Conduct research to answer questions and evaluate information. (IIP18) 12. Plan and create a visual and oral presentation. (IIP20a) 13. Comprehend and evaluate presentations. (IIP20b) 14. Organize information into useful forms such as outlines or graphic organizers. (IIP23)
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Teacher Notes: Teachers may choose to have students create the Colonial Advertising Campaign on their own or work with partner with clearly defined roles. Websites of a Chamber of Commerce may be an effective tool when discussing the persuasive yet truthful nature of the presentation. Graphic organizers (such as the attached chart) should be provided to those listening to presentations. Suggested Student Prompt: [DOK3] Part 1: As a member of a group of investors 1730's, you will make a lot of money if you can convince immigrants to settle in one of the English colonial regions in the Americas (New England Colonies, the Mid-Atlantic Colonies, Southern Colonies). Create an advertising campaign showing the immigrants information about the region. Your presentation should provide useful information that will help immigrants decide where to settle.
A. Before you can begin designing your advertising campaign, you must do research to gather information. Use primary and
secondary sources to find information to complete the graphic organizer that is attached.
B. While your advertising campaign should be designed to shed the best light on your region, all information must be truthful and useful in making a decision about settlement. Include each of the following: 1. Slogan to represent the region. 2. Economic conditions (include resources and specialization of trade) 3. Government 4. Population and settlement patterns (include urban/rural, religions, languages, etc) 5. Cultural Interactions (interactions or conflict among various groups) 6. Climate and Geography 7. Maps, artwork, charts, or graphs to illustrate the conditions within the region. 8. Persuasive summary that addresses how the region could meet the needs of the immigrant group.
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C. The advertising campaign may include one or more of the following as the advertising media:
a. Power Point b. Web page c. Video d. Song/jingle e. Brochure
D. Present your advertising campaign to the class and answer questions about your region to the best of your ability. Part 2: You are living in England in 1750. You want to move your family to the British colonies in North America. A. Complete the graphic organizer to conduct a colonial comparison as you listen to the advertising campaigns. B. Use your graphic organizer to list three reasons why you selected a particular region for settlement.
C. List two reasons why you would not want to settle in the other regions.
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Regional Facts
Topic Information Sources Economics - types of resources available, kind of work available, specialization of trade, etc.
Government - description of government, the role religion plays in the government, problems or concerns about the government, etc.
Population/Settlement patterns - the groups currently (1730’s) in this area, where people are located, urbanization, religions, etc.
Cultural Interactions - describe the type of relationship the colonists have with the Indians, the relationships among European groups in this area, etc.
Climate and Geography - describe the climate and geography and their importance to the region.
485
Colonial Comparison Chart
New England Middle Colonies Southern Colonies Names of Colonies 1.
2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4. 5.
How they make $$$$ 1. 2. 3.
1. 2. 3.
1. 2. 3.
Religion 1. 1. 2.
1.
Land/Soil
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Eighth Grade United States History Scoring Guide CCO V: Culture
Part 1 4 3 2 1
Research and Graphic Organizer
The student thoroughly and accurately identifies what is known about the colonial region for all categories.
The student accurately identifies what is known about the colonial region for most categories.
The student identifies some of what is known about the colonial region for some categories.
The student identifies little of what is known for few categories.
Advertising Campaign The student includes all required slides with important detailed information along with art, maps, graphs, etc. that add to the quality of the presentation and persuade settlement.
The student includes required slides with detailed information along with art, maps, graphs, etc. that contribute to presentation.
The student includes most required detailed information, but may be disjointed.
The student includes general or irrelevant information that does not persuade settlement.
Comparison Organizer The student completes organizers with all important characteristics on which the regions should be compared or contrasted.
The student completes organizer with most important characteristics on which the regions should be compared or contrasted.
The student excludes some critical elements on which the regions should be compared or contrasted.
The student uses trivial items to compare and contrast regions.
Regional Selection The student generates a valid conclusion and gives three specific and valid reasons to support choice.
The student generates a valid conclusion and gives at least two valid reasons to support choice.
The student generates a valid conclusion and gives at least one valid reason to support choice.
The student generates a conclusion but offers no valid reason to support choice.
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VC.2 Application Level Assessment CCO V: The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
Student Task: 1. Analyze how personal and group experiences influence people’s perception and judgment. (VC1) 2. Describe how cultural traditions, human actions, and institutions affect behavior. (VC2) 3. Exchange information while recognizing bias and multiple points of view. (VP2) 4. Describe how people have universal rights. (VC4) 5. Describe how people have common physical, emotional, and social needs. (VC5a) 6. Explain how needs are met by families, friends, groups, and institutions in different ways. (VC5b) 7. Develop a multicultural perspective that respects the dignity and worth of all people. (VP6) 8. Describe and evaluate problems from multiple perspectives. (VP8) 9. Describe how ideas, concepts, and traditions have changed over time. (VP10) 10. Explain how cultural diffusion has shaped American culture. (VC12) 11. Describe cultural interaction among Native Americans, Immigrants, African Americans, colonists, etc. (VP12) 12. Explain how technology and culture influence resource use. (VC13) 13. Identify, research, and defend a point of view. (VP14) 14. Use and evaluate websites. (VP15b) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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Scoring Guide
CCO V: The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
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SIXTH GRADE CHALLENGE WORLD HISTORY
COURSE DESCRIPTION
Prerequisite: Students must meet Board of Education approved criteria. (full year) The challenge world history curriculum is designed to meet the needs of those students who desire and are capable of studying intensified, compacted curriculum. Students will utilize independent study skills with emphasis on research, analysis, and inquiry. The course will include varied and complex reading and writing assignments to promote the development of key social studies skills. Students will examine the ancient world from Pre-history through the Middle Ages analyzing the connections among geography, government/civics, economics and culture. Critical process skills for assessing issues, solving problems, making decisions, and taking civic action will be developed.
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I. Core Conceptual Objective: Government/Civics Students will analyze how governments are created, structured, maintained and changed.
A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards Correlations
By the end of sixth grade, all students should be able to: State and National Standards Correlations
1. Citizens have responsibilities that promote the healthy functioning of democracy. [Civic Dispositions] (D)
NHS, CIV, MC, Char Ed, NCSS, 21st
1. a. Identify and demonstrate the civic dispositions of (D): • Respect • Responsibility • Integrity • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
----------------------------------------------------------------------- 1. b. develop, monitor, and revise plans to meet goals.
(A)
NHS, CIV, MCG, Char Ed, NCSS, W, 21st --------------------- SM4.5, SCANS, NCSS, MC, W, 21st
2. The necessity and purposes of government in the ancient world. (I)
NSCG
3. a. How power is distributed. (D) ------------------------------------------------------------------- 3. b. the democratic values of Majority Rule/Minority
Rights. (A) ------------------------------------------------------------------- 3. c. Unlimited government. (I) ------------------------------------------------------------------- 3. d. Limited Government. [Magna Carta] (E)
SS 3.2, NSCG, CIV, MCG, 21st ------------------------- SS 1.1, MCG, NSCG, CIV, 21st ------------------------- SS 3.1, NSCG, MCG, CIV, NCSS ------------------------- SS3.1, NSCG, HSSF, CIV, NCSS, MC, 21st
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4. Separation of Powers. [Roman Republic] (D) SS 1.1b, NCSS,
HSSF, NSCG, CIV, MCG, NCHEW, 21st
5. Systems of Government (I) a. Monarchy b. Oligarchy c. Democracy d. Republic e. Dictatorship
MCG, 21st, NCSS, CIV, NSCG
5. Apply democratic decision making and cooperation skills. (A)
SM1.10, SM4.6, SCANS, CIV, MC, NHS, NCSS, NGS, W, 21st
6. a. Rights and responsibilities of citizens and governments in the ancient world. (A)
------------------------------------------------------------------- 6. b. Governments exist by consent of the governed.
(I) ------------------------------------------------------------------- 6. c. Voting is a primary responsibility of a citizen.
(A)
------------------------------------------------------------------- 6. d. Rule of Law is the principle that everyone,
including political leaders, must follow the law. (D)
------------------------------------------------------------------- 6. e. how governments and groups attempt to resolve
conflict and seek to establish order. (I)
HSSF, NCSS, SM 4.2, 4.3, NCHEW, NSCG, CIV, MCG, Scans, 21st ------------------------- SS1.1a, NSCG, CIV, HSSF, MCG ------------------------- SS1.1b, NCSS, HSSF, NSCG, CIV, MCG, 21st ------------------------- SS1.1b, NSCG, CIV, MCG, NCSS, 21st ------------------------- MCG, CIV, NGS, 21st, NCSS
7. How laws are made, interpreted and enforced. (A) SS3.2, NSCG, CIV, MCG, NCSS, 21st
7. Evaluate laws. [compare ancient to ancient and ancient to modern] (D)
NSCG, CIV, MCG
8. How leaders are selected. (I) SS 3.2C, HSSF, CIV, NSCG, MCG, NCSS, 21st
8. Use Social Studies Vocabulary appropriately. (A)
9. Write expository social studies documents. (A) NHS, NCHEW 10. Organize information into useful forms for
comprehension and retrieval. [note-taking, graphic organizers, outlines] (A)
SM, NHS, R
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IB. Facilitating Activities: CCO I: GOVERNMENT/CIVICS ORGANIZING IDEA #1 How and why do people create and change structures of power, authority, and government? The student will:
1. Participate in a mock election such as Kids Voting. (IC6c, IP5) [DOK2] 2. Construct a chart that demonstrates levels of power based on social hierarchy in an ancient civilization in order to compare and
contrast groups. (IC3a, IP10) [DOK2] 3. Plan and participate in a service learning project. (IP1a, IP1b) [DOK4] 4. Create concept and definition maps of key government vocabulary. (IP8, IP10) [DOK1] 5. Create a diagram comparing two or more systems of government including how leaders are selected, how decisions are made,
and who has the power. (IC8, IP10, IC3) [DOK2] 6. Compare ancient laws to modern laws, considering formation, implementation, and enforcement. (IP7, IC7) [DOK2] 7. Using source documents, find examples of limited and unlimited government in ancient civilizations to determine if
government was more limited or unlimited in the ancient world. (IC3c, IC3d, IIP16, IIP19) [DOK3] 8. Evaluate from multiple perspectives the ways that ancient civilizations maintained order and managed conflict. (IC6e)
[DOK4] 9. Determine how a civilization would have been different if the rule of law had been applied. (IC6d) [DOK3] 10. Debate why ancient subjects tolerated oppression, addressing issues related to the “consent of the governed..” (IC6b) [DOK3] 11. Evaluate the actions of ancient governments based on the civic dispositions. (IC1, IP1a) [DOK3] 12. Write an expository essay comparing an aspect of ancient government to modern U.S. government. (IP9) [DOK2] 13. Form a list of important characteristics of an effective leader. As a cooperative group, rank the characteristics in order of
importance. Evaluate a specific leader from the ancient world according to the characteristics. (IP5, IC1, IP1a) [DOK3] 14. Brainstorm a list of the major functions of government, research and evaluate a specific ancient government and create a report
card reflecting their performance on the major government functions. (IC2, IIP15) [DOK4] 15. Create a set of classroom rules. Monitor and revise as necessary throughout the year via class meetings. (IP1b, IP5) [DOK3] 16. Create a t-chart placing government responsibilities on one side and citizens responsibilities on the other side to compare our
government. (IP6a) [DOK2] 17. Identify situations where majority rule was used in the ancient world and determine if minority rights were protected in order
to compare/contrast groups. (IC3b) [DOK2] 18. Write an expository essay comparing separation of powers in an ancient government to separation of powers in a modern
government. (IC4) [DOK2] 19. Create a Venn diagram comparing two or more systems of government and decide which is more efficient. (IC5) [DOK3]
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IC1. Application Level Assessment: Government/Civics and History CCO I: The student will analyze how governments are created, structured, maintained, and changed. CCO II: The student will examine the historical roots of society and their personal connection to the past. Student Task: The student will:
1. Describe contributions and characteristics of ancient Greece. (IIC4a) 2. Analyze the origins of democracy. (IIC4b) 3. Analyze Primary and Secondary Sources to interpret a historical event. (IIP19) 4. Read for inference. (IIP16) 5. Organize information into useful forms for comprehension and retrieval [graphic organizers]. (IP10, IIP14) 6. Write expository social studies documents. (IP9, IP17) 7. Use social studies vocabulary appropriately. (IP8, IP18) 8. Describe contributions and characteristics of ancient Rome. (IIC5) 9. Describe how leaders are selected. (IC8) 10. Analyze rights and responsibilities of citizens. (IC1, IC6a) 11. Identify voting as a primary responsibility of a citizen. (IC6c) 12. Determine how laws are made, interpreted, and enforces. (IC7) 13. Describe limited government. (IC3d)
Teacher Notes: Prior to this ALA the teacher will gather selected source documents related to government structures in Greece or Rome (the teacher may choose) and the United States. Ideally, there should be a mix of sources including excerpts from narratives. Students should be asked to independently complete a graphic organizer by using the sources and making inferences prior to writing the essay. The graphic organizer can then be used to shape the essay. This ALA can be completed in steps, requiring revision and student self-evaluation at teacher discretion.
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Suggested Student Prompt: [DOK3] You are a reporter for Time Magazine. As part of an ongoing series about government in America, you are asked to write an expository essay comparing the government of (Athens or Rome) with the government of the United States. You will also determine which government idea from the past has made the greatest lasting impact to our government. To get started: 1. Analyze the source documents that are provided. 2. Complete the graphic organizer that is provided by writing down relative ideas and clues you find the in the source documents. 3. Determine the similarities between the government systems. 4. Organize your facts on the outline provided by your teacher. 5. Now you are ready to write. 6. Be sure to include a thesis that states your opinion (from #4), comparisons and/or contrasts of all of the categories from the
graphic organizer, and an explanation to support your opinion (from #4).
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Sixth Grade Challenge World History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Analyzing Source Material The student thoroughly
and accurately identifies what is known about the assigned topic through the use of source material.
The student accurately identifies what is known about the assigned topic through the use of source material.
The student presents a partial description of what is known about the assigned topic through the use of source material.
The student presents a description of what is known about the assigned topic that is seriously flawed.
Graphic Organizer The student describes the defining characteristics for all categories.
The student describes the defining characteristics for most categories.
The student describes the defining characteristics for some categories.
The student describes the defining characteristics for few categories.
Use of vocabulary to communicate social studies ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
Comparison of governmental topics
The student includes all-important characteristics on which the governments should be compared. Offers insightful and well- articulated reasons as to which government idea has had the greatest impact.
The student includes most important characteristics on which the governments should be compared. Offers articulated reasons as to which government idea has had the greatest impact.
The student excludes some important elements on which the governments should be compared. Offers general reasons for which government idea has had the greatest impact.
The student uses trivial elements for comparison. Offers little or no reasons for which government idea has had the greatest impact.
Expository Essay The student includes a thesis choosing three relevant comparisons or contrasts to support thesis. Conclusion is logical and relevant.
The student includes a thesis choosing three relevant comparisons or contrasts but all do not support thesis. Conclusion is relevant.
The student includes a thesis. The student chose only two comparisons or contrasts and all do not support thesis. Conclusion is irrelevant or lacking.
The student does not include a thesis. Comparisons or contrasts are unrelated. No conclusion is provided.
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Comparing the Governments of Ancient Athens and the Modern United States
Government Topic Athens United States Similar or Different How were government decisions made? How were leaders selected? Did majority rule apply?
What were the rights and responsibilities of citizens?
How were laws made, interpreted, and enforced?
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Government Topic Athens United States Similar or Different Who had power? (Does one group/person/branch have more power?)
How was government limited? (Give examples to support your answer.)
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Comparing the Governments of the Roman Republic and the Modern United States Government Topic Roman Republic United States Similar or Different
How were government decisions made? How were leaders selected? Did majority rule apply?
What were the rights and responsibilities of citizens?
How were laws made, interpreted, and enforced?
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Government Topic Roman Republic United States Similar or Different Who had power? (Does one group/person/branch have more power?)
How was government limited? (Give examples to support your answer.)
Who could vote?
Conclusion: Based on this information, are the government systems more similar or more different? Be sure to answer in a complete sentence.
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Government Essay Outline - Challenge Step 1: Thesis Look at your graphic organizer comparing Greece (Rome) with the United States. Select three similarities or differences that you believe have influenced the United States. Select the government idea from the past that you believe has had the greatest influence and create a topic sentence to support your opinion. Step 2: Supporting Details
State the government topic that is similar How did this idea influence the United States?
1.
2.
3.
Step 3: Conclusion Which aspect of Greece (Rome) government was most important to the United States today?
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Self-Assessment: Government and History 6th Grade Challenge World History – CCO I
Graphic Organizer: I understood the sources materials and was able to find accurate information about the government systems. Not at all To a great extent 0 1 2 3 I was able to accurately and thoroughly complete the graphic organizer for all categories. Not at all To a great extent 0 1 2 3 Expository Essay: I was able to determine which government idea has had the greatest impact and I supported my opinion with specific and insightful reasons. Not at all To a great extent 0 1 2 3 I included all three government topics from the graphic organizer to show the comparisons between the two governments in my essay. Not at all To a great extent 0 1 2 3 I included clear and effective examples of influence on the United States. Not at all To a great extent 0 1 2 3 I used all of the appropriate social studies vocabulary to communicate my ideas (i.e., limited government, separation of powers, rights and responsibilities…). Not at all To a great extent 0 1 2 3 I wrote a clear expository essay that included thesis, three comparisons and conclusion. Not at all To a great extent 0 1 2 3 Total: __________/21 points Total: __________/21 points
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IC2. Application Level Assessment: CCO I: The student will analyze how governments are created, structured, maintained, and changed. Student Task: The student will:
1. Identify the democratic values of majority rules and minority rights. (IC3b) 2. Examine the rights and responsibilities of citizens and government in the ancient world. (IC6a) 3. Apply the concept of limited government [Magna Carta]. (IC3d)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO I: The student will analyze how governments are created, structured, maintained, and changed. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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II. Core Conceptual Objective: History Students will examine the historical roots of society and their personal connection to the past.
A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. History is a record of past events that must be interpreted. (D)
NHS, NCSS 1. a. Identify and use primary and secondary sources. (A)
---------------------------------------------------------- 1. b. Differentiate between fact and opinion.
(A)
SS7.1, NCSS, LM, R, 21st, NCHE, NCHEW -------------------------------------- SS7.6, NGS, NCSS, R, 21st
2. Characteristics of Pre-History/earliest human communities. (I/E)
MCH, NCHEW, HSSF
3. Contributions and Characteristics of Ancient River Valley Civilizations. (I/E) a. Mesopotamia and Ancient
Hebrews b. Ancient Egypt c. Ancient China d. Ancient India
SS2b.1, MCH, HSSF, NCHEW, RE
3. a. Use technological tools to locate, select, organize, and present information. (A)
---------------------------------------------------------- 3. b. Use web sites. [narrow searches] (I) ---------------------------------------------------------- 3. c. Evaluate accuracy of sources and
materials. (E)
SM2.7, SCANS, NCSS, NGS, LM, MC, R, T, 21st -------------------------------------- LM, MC, SCANS, T, 21st -------------------------------------- SM1.7, MC, NHS, SCANS, NCSS, R, 21st
4. a. Contributions and characteristics of ancient Greece. (I/E)
--------------------------------------------- 4. b. Origins of democracy. (I/E)
SS2b.3, MCH, HSSF, NCHEW, RE ------------------------------------ SS2b.2, MCH
5. Characteristics and contributions of ancient Rome. (I/E)
SS2b.2, MCH, HSSF, NCHEW, RE
5. Analyze cause/effect relationships. [i.e. Fall of Rome] (A)
SM1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW
6. a. Systems, central ideas, and influence of Europe in the Middle Ages. (I/E)
--------------------------------------------- 6. b. Feudalism. (I/E) --------------------------------------------- 6. c. Manorialism. (I/E) --------------------------------------------- 6. d. Crusades. (I/E)
SS2b.2, MCH, NCHEW ------------------------------------ SS2b.4, MCH, CIV, NCHEW ------------------------------------ SS2b.4, MCH, NCHEW ------------------------------------ SS2b.3, MCH, HSSF, NCHEW
6. Identify, research and defend a point of view. (A)
SS7.6, NGS, NCSS, 21st
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7. The characteristics and contributions of feudal Japan. (I/E).
SS2b.5, MCH, HSSF, NCHEW, RE
8. a. The viability and diversity of Native Americans, Pre- Europeans. (A)
--------------------------------------------- 8. b. Characteristics and
contributions of Mayans, Aztecs, and Incas. (I/E)
SS2a.1, MCH, HSSF, RE, NCHE, NCHEW ------------------------------------ SS2b.6, MCH, NCHEW, RE
9. a. Characteristics and contributions of Sub-Saharan African Trading Empires. [i.e. Ghana, Mali, Songhai, Ethiopia, Zimbabwe] (I/E)
--------------------------------------------- 9. b. Spread of Islam into Africa.
(I/E)
SS2b.3, MCH, NCHEW, HSSF, RE ------------------------------------ SS2b.3, MCH, HSSF, NCHEW, RE
10. Origins, central ideas, and influences of major religions. [Buddhism, Hinduism, Confucianism, Judaism, Christianity, Islam] (I/E)
NCHEW, MCH, HSSF, NCSS, RE
11. Evaluate historical motives and cultivate empathy. [i.e. first person narrative, role-play, simulations] (E)
HSSF, NCSS, NCHEW
12. The development and spread of agrarian societies around the world. (I)
NCHEW, HSSF 12. Use time lines and sequence events. (A) SS7.2, SM1.6, NCHEW, MCH, NCSS, HSSF
13. a. Generate questions and ideas for research. (A)
---------------------------------------------------------- 13. b. Conduct research to answer questions and
evaluate information. (A) ---------------------------------------------------------- 13. c. Plan, create, and evaluate written, visual,
and oral presentations. (formal and informal) (A)
SM1.1, MCH, NHS, SCANS, R -------------------------------------- SM1.2, MCH, NGS, NHS, NCSS, SCANS, R, 21st -------------------------------------- SM1.1, 1.2, 2.1, NCSS, NHS, MCH, SCANS, R, 21st
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---------------------------------------------------------- 13. d. Review and revise communications. (A) ---------------------------------------------------------- 13. e. Explain reasoning using supporting
detail. (A) ---------------------------------------------------------- 13. f. Comprehend and evaluate written, visual,
and oral presentations. (A)
-------------------------------------- SM2.2, NCSS, MHC, SCANS, NHS, R, 21st -------------------------------------- SM4.1, MCH, SCANS, 21st -------------------------------------- SM1.5, W, 21st, Scans
14. Organize information into useful forms for comprehension and retrieval. [note-taking, graphic organizers, outlines] (A)
SM, NHS, R
15. Reason inductively and deductively. (D) SM3.5, SCANS, R, 21st 16. Reading for inference. [identify subtext] (A) SS, NGS, NHS, 21st 17. Write social studies documents. [Expository
and Narrative] (A) NHS, NCHEW
18. Use social studies vocabulary appropriately. (A)
19. Analyze primary and secondary sources to interpret a historical event at least two times a semester. (E)
AP, R
20. Answer essay questions with specific prompts several times a year. (E)
AP
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IIB. Facilitating Activities CCO II: HISTORY ORGANIZING IDEA #1 How am I connected to the past? The student will:
1. Compare the life of a student in Athens to a student’s life today. (IIC4a, IIP11) [DOK2] 2. Use source material and web sites to plan and deliver a presentation about the world’s major religions. (IIC10, IIP3b,
IIP13c) [DOK2] 3. Write a journal or diary entry from the point of view of a person living in a particular time period. (IIP11, IIP17) [DOK2] 4. Choose five ancient inventions and rank them by their perceived impact on modern society. Justify your rankings. (IIP15)
[DOK3] 5. Write a narrative history of your teacher’s life, based on a limited set of artifacts provided for examination and
interpretation. Share ideas with the class, and based on additional information from the teacher, separate fact from opinion. (IIC1, IIP1b, IIP17, IIP1a) [DOK3]
6. Students will evaluate written, visual, and oral presentations using a scoring guide. (IP13f) [DOK3] 7. Use websites to locate and select information and then use Inspiration to create a web describing contributions and
characteristics of an Ancient River Valley civilization. (IIC3, IIP3a) [DOK2] 8. Using a culture kit, the student will analyze artifacts from ancient Rome, feudal Japan, Maya/Aztec, Inca, India, Egypt,
Greece, China, or Africa to determine the purpose of the items and what evidence it gives us about their society. (IIC4a, IIC3, IIC7, IIC5, IIC9a, IIC8b) [DOK3]
9. Take a field trip to Cahokia Mounds or a virtual field trip using web sites depicting Pre-Columbian cultures. Write a paragraph comparing the lives of Native Americans to Americans today. (IIC8a) [DOK2]
10. Create a student social studies vocabulary glossary using the Marzano approach to background vocabulary. See appendix. (IIP18) [DOK2]
ORGANIZING IDEA #2 How has the world changed over time? The student will:
1. Create cause and effect chains to describe the fall (decline) of ancient civilizations. (IIP5) [DOK2] 2. Construct a timeline of critical events in the development of an ancient civilization and justify your selections. (IIP12)
[DOK2] 3. Create a map that traces the spread of Islam in the ancient world. (IIC9b, III6b) [DOK1]
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4. Locate and analyze primary and secondary sources to answer “How has the world changed over time?” (IIP19, IIP16, IIP13b, IIP1a) [DOK4]
5. Research the role of an individual in manorial society of the Middle Ages and create a skit to illustrate the problems of everyday life for an individual living in manorial society. (IIP11, IIC6c) [DOK2]
6. Write an essay on the topic “How was democracy in ancient Greece both like and unlike democracy in the United States?” (IIC4b, IIP20) [DOK2]
7. Write an essay to answer the question “What changes did the Spread of Islam bring to African society?” (IIC9b, IIP20) [DOK2]
8. Create a map to show the development of agrarian societies around the world. (IIC12) [DOK1] 9. Using Photostory create a narrative from the point of view of a member of the Incan society. (IIC8b, IIP11, IIP13c)
[DOK3] ORGANIZING IDEA #3 What were critical issues/problems of the past and how did ancient people solve them? The student will:
1. Develop a list of questions to help determine the key characteristics of feudal Japan. Conduct research to answer the questions. (IIC7, IIP13a) [DOK2]
2. Research an invention or innovation and create a visual aid to illustrate the impact on the corresponding ancient society. (IIP13b, IIP13c) [DOK2]
3. Create a flow chart showing effects of an historical event. Identify similar actions in the modern world and discuss possible effects. Point out any significant differences in the situations. (IIP5, IIP14) [DOK2]
4. Write narratives about the Crusades from varying points of view. (IIC6d, IIP6, IIP11, IIP17) [DOK3] 5. Create a Power Point presentation that advocates a class in feudal society as the most important to the success of the feudal
system. Support your selection with details and examples. (IIP13e, IIC6b) [DOK3] 6. Evaluate a primary and secondary source document to determine the accuracy of the source by creating lists of facts and
instances of bias that appear in the document. (IIP1a, IIP1b, IIP19) [DOK2] 7. Independently research to determine individual roles in feudalism/manarialism via History Alive, websites, video, teacher
provided materials. (IIC6a) [DOK3] 8. Participate in a librarian lead lesson showing how to limit web searches using RADCAB (Relavency, Appropriateness
Detail, Currency, Authority, Bias) (refer to www.radcab.com for the strategy). (IIP3b, IIP3c) [DOK2] 9. Write, review, and revise a narrative from the point of view of a pre-historic person including how basic needs (food,
shelter, etc.) are met. (IIC2, IIP13d) [DOK2]
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IIC1. Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Identify and use primary and secondary sources. (IIP1a) 2. Analyze primary and secondary sources to interpret a historical event. (IIP19) 3. Differentiate between fact and opinion. (IIP1b) 4. Evaluate the accuracy of sources and materials. (IIP3c) 5. Use technological tools to locate, select, organize, and present information. (IIP3a) 6. Identify, research, and defend a point of view. (IIP6) 7. Develop a thesis and explain reasoning using supporting detail. (IIP13e) 8. Use social studies vocabulary appropriately. (IIP 18) 9. Answer essay questions with a specific prompt. (IIP20) 10. Review and revise communications. (IIP13d)
Teacher Notes: Prior to the ALA, teachers should provide instruction on how to access and use primary and secondary source materials. In addition to the assigned source reading(s), students will need access to a variety of resource materials. These materials may include textbooks, library materials, web sites, teacher created materials, etc. Students will also need access to computers. It may be helpful for teachers to pre-select some web sites; however, students need to be actively taught and addressed on how to conduct a narrow search for information.
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Suggested Student Prompt: [DOK3] The Smithsonian Institute is creating an exhibit called “In Search of Truth: Ideas and Images from World Cultures.” The exhibit is designed to focus on a primary or secondary source related to a specific culture in order to determine if it is an accurate description of the time and place. You have been hired to write an essay for one of the exhibits. Your assigned source document(s) is(are) __________________________.
“What is the truth about _________?” Step 1: Read the source given to you and fill out table #1 below.
Topics Notes Probable author
Bias
Purpose
Target audience
Context in which the source was written
Main idea
Point of view/opinion of the author
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Step 2: Select key facts from your original source. Crosscheck each fact with two other sources. Based on your findings, fill in table #2 below. Name of source 1: Name of source 2: Facts from original source
Supporting/conflicting facts from source 1
Supporting/conflicting facts from source 2
Is the original source accurate or inaccurate?
1.
2.
3.
4.
5.
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Step 3: Write a paragraph: Determine if the original source is accurate and reliable by evaluating the information in table #1 and # 2. Write, review, and revise a paragraph titled “What is the truth about (insert name of source document)?” Your thesis sentence should let the reader know whether you believe the source to be accurate and reliable. Use the information gathered in table # 1 and #2 to support your thesis.
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Sixth Grade Challenge World History Scoring Guide
CCO II, V: History and Culture
4 3 2 1 Analysis of Primary and Secondary Sources
The student thoroughly and accurately identifies what is known about the assigned topic through the use of source material. author/creator identification cross checking
contradictions in sources potential bias purpose of document target audience context main idea point of view
The student accurately identifies what is known about the assigned topic through the use of source material. author/creator identification cross checking
contradictions in sources potential bias purpose of document target audience context main idea point of view
The student presents a partial description of what is known about the assigned topic through the use of source material. author/creator identification cross checking
contradictions in sources potential bias purpose of document target audience context main idea point of view
The student presents a description of what is known about the assigned topic that is seriously flawed. author/creator identification cross checking
contradictions in sources potential bias purpose of document target audience context main idea point of view
Fact/Opinion Accuracy of sources
The student accurately identifies facts in the source document and independently and accurately uses two additional sources to cross check for accuracy.
The student accurately identifies facts in the source document and accurately uses two additional sources to cross check for accuracy.
The student identifies some facts in the source document but may include a few opinions. Accurately uses at least one source to cross check for accuracy.
The student has difficulty identifying facts in the source document and is unable to cross check more than a few facts for accuracy.
Use of technological tools The student independently and accurately searches web sites and appropriately narrows search. Uses software programs with fluency.
The student accurately searches web sites and narrows search. Uses software with limited assistance.
The student searches web sites. Uses software with teacher guidance.
The student cannot search web sites or use software independently.
Research to evaluate reliability of sources
The student conducts focused, independent research that is relevant to the task and is able to make an accurate judgment on source reliability.
The student conducts research (with minimal assistance) that is relevant to the task and is able to make a judgment on source reliability.
The student conducts research (with moderate assistance) that is relevant to the task.
The student cannot conduct research relevant to the task without constant assistance.
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Using social studies vocabulary to communicate ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
Identify and defend a point of view using supporting detail
The student correctly determined if the source is accurate and effectively used specific accurate details from the documents to support their view. The student provides a well-articulated and detailed argument that contains no error in logic.
The student correctly determined and used accurate details from the documents to support their view. The student provides an argument that contains no error in logic, but may omit some details.
The student correctly determined and used accurate details from the documents with a few errors in logic to support their view. The student provides an argument that contains some error in logic.
The student determined if the source was accurate but was unable to use supporting details to support their view. The student provides an argument that fails to make a point or that is completely invalid.
Write an essay for a specific prompt
The student clearly and effectively addresses the prompt.
The student clearly addresses the prompt.
The student attempts to address the prompt.
The student does not address the prompt.
Review and revise communications
The student independently uses teacher feedback to improve communication.
The student uses teacher feedback to improve communication with minimal teacher assistance.
The student uses teacher feedback to improve communication with moderate teacher assistance.
The student does not use teacher feedback to improve communication.
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IIC2. Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. Student Task: The student will:
1. describe characteristics of pre-history/earliest human communities. (IIC2) 2. describe contributions and characteristics of Mesopotamis. (IIC3a) 3. describe contributions and characteristics of Ancient Hebrews. (IIC3a) 4. describe contributions and characteristics of Ancient Egypt. (IIC3b) 5. describe contributions and characteristics of Ancient China. (IIC3c) 6. describe contributions and characteristics of Ancient India. (IIC3d) 7. describe systems, central ideas, and influence of Europe in the Middle Ages. (IIC6a) 8. analyze cause/effect relationships. (IIP5) 9. describe feudalism. (IIC6b) 10. describe Manorialism. (IIC6c) 11. analyze the Crusades. (IIC6d) 12. describe the characteristics, culture, and contributions of feudal Japan. (IIC7) 13. describe the viability and diversity of Native Americans, Pre-Europeans. (IIC8a) 14. identify characteristics and contributions of Mayans, Aztecs, and Incas. (IIC8b) 15. identify characteristics and contributions of Sub-Sahara African trading Empires. (IIC9a) 16. discuss the spread of Islam into Africa. (IIC9b) 17. discuss the origins, central ideas, and influences of major religions. (IIIC10) 18. evaluate historical motives and cultivate empathy. (IIP11) 19. use timelines and sequence events. (IIP12) 20. generate questions and ideas for research. (IIP13a) 21. evaluate written, visual, and oral presentations. (IIP13f)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil.
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Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO II: The student will examine the historical roots of society and their personal connection to the past. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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III. Core Conceptual Objective: Geography Students will analyze human/environmental interaction using geographical skills within an historical context.
A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. a. Use geography skills to interpret the past, explain the present, and predict the future. (A)
---------------------------------------------------------- 1. b. Evaluate current events in relation to
content objectives. (A)
SS5.2, SS5.3, NGS, MCGE, SM 1.6 -------------------------------------- NCSS, NHS, NGS
2. a. Identify world regions. (E) ---------------------------------------------------------- 2. b. Predict how life in one region would
differ from another. (D) ---------------------------------------------------------- 2. c. Compare regions. (E)
SS5.2e, NGS, NCSS, HSSF, MCGE -------------------------------------- SS5.2, MCGE, NGS, NCHEW, NCSS -------------------------------------- SS5.2c, MCGE, NGS, NCSS, NCHEW
3. Physical characteristics of place affect world history. (A)
NGS, MCGE, SS 5.2 3. a. Identify physical characteristics of place. (A)
---------------------------------------------------------- 3. b. Locate continents and oceans. (A) ---------------------------------------------------------- 3. c. Locate and identify topographic features.
(A) ---------------------------------------------------------- 3. d. Locate nations and empires. (A) ---------------------------------------------------------- 3. e. Locate ancient cities. (E) ---------------------------------------------------------- 3. f. Use relative and absolute location to find
and describe a place. (A)
SS5.2a, NGS, MCGE, NCSS -------------------------------------- SS5.2a, NGS, MCGE, HSSF, NCSS -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, MCGE, HSSF -------------------------------------- SS5.2a, NGS, NCGE, NCSS, HSSF
4. a. Use geographic tools to acquire, process, and report information in order to solve problems. (A)
---------------------------------------------------------- 4. b. Apply information, ideas, and skills to
different contexts. (A)
SS5.1, NGS, NCSS, MCGE, W, 21st -------------------------------------- SM1.10, NCSS, SCANS, W, 21st
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5. Human characteristics of place are unique and may differ in how they affect world history. (A)
SS5.2b, NGS, MCGE, 21st 5. a. Use maps, graphs, diagrams, databases, and tables to interpret, conclude, and predict. (A)
---------------------------------------------------------- 5. b. Use an atlas. (A)
SS7.2, SS7.3, SM1.6, NGS, MCGE, NCSS, W -------------------------------------- SS5.1, NGS, NCSS
6. a. Create graphs, databases, and tables. (E) ---------------------------------------------------------- 6. b. Construct maps (A) and mental maps. (E)
SS7.3, MCGE, NGS, NCSS, SCANS, W, 21st -------------------------------------- SS5.1, SM1.2, NGS, NCSS, 21st
7. a. Human/environmental interactions influence civilizations. (A)
-------------------------------------------- 7. b. Implications of resource
distribution patterns. (D) -------------------------------------------- 7. c. Patterns of population
distribution. (E) -------------------------------------------- 7. d. Causes and consequences of
urbanization. (I) -------------------------------------------- 7. e. Effect of natural forces on
human activity. (E) -------------------------------------------- 7. f. Human activities modify the
physical environment. [i.e. irrigation] (A)
SS5.2c3, NGS ------------------------------------ SS5.2c, NGS, JCEE, HSSF ------------------------------------ SS5.2c, NGS, HSSF ------------------------------------ NGS, NCSS ------------------------------------ SS5.2c3, NGS, MCGE ------------------------------------ MCGE, NGS, NCSS, SS5.2
8. a. Changes in transportation, communication, and technology affect movement. (A)
-------------------------------------------- 8. b. Cultural diffusion is the
spread of cultural characteristics from one group to another. (I/E)
SS5.2d, NGS, MCGE, NCHEW, 21st ------------------------------------ SS5.2d, NGS, MCGE, NCSS, 21st, NCSS
8. a. Analyze relationships among places. (A) ---------------------------------------------------------- 8. b. Examine trade patterns/movement of
goods and services. (E) ---------------------------------------------------------- 8. c. Identify push/pull factors and barriers to
movement. (A)
SS5.2d, NGS -------------------------------------- SS5.2d, NGS, HSSF, JEE, MCGE -------------------------------------- SS5.2d, HSSF, NGS, MCGE
9. Use social studies vocabulary appropriately. (A)
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B. Facilitating Activities CCO III: Geography
ORGANIZING IDEA #1 How does the development of civilization relate to the environment? The student will: 1. Use a physical map to predict the geographic barriers and features that affected settlement patterns and population distribution.
(IIIP1a, IIIC7c,IIIP5a) [DOK2] 2. Find a specific location on a map. Use geographic tools and reasoning to determine how the physical environment influenced
how people met their needs. (e.g. the mountains of Greece hindered agriculture, transportation, and communication) (IIIP1a, IIIP3a, VC1b) [DOK2]
3. Using multiple maps, determine how climate and geographic features of an area influenced its development. [i.e. agriculture, irrigation, and natural resources] (IIIP1a, IIIC7a, IIIP5a) [DOK2]
4. Create a map showing trade patterns and trade barriers between Europe, China, and India. (IIIP8b, IIIP6b) [DOK1] 5. Design a children’s book to show how people adapted to the physical environment or adapted the environment in order to meet
their needs and develop a gazetteer of geographic terms to include at the back of the book. (IIIC7a, IIIC7e, IIIC7f, IIIP9) [DOK1]
6. Identify physical features of an ancient civilization and explain how those features affect the civilization’s development. (IIC3) [DOK2]
7. Using the setting of Mesopotamia students will identify human characteristics of place and how they adapt the environment to meet their needs (i.e., irrigation, levees, etc.). (IIC5) [DOK3]
8. Using thematic maps from www.maps101.com students will identify human, natural, and capital resources of a region in order to describe the cause/effect relationship of resources on a civilization’s development. (IIC7b) [DOK2]
9. Play the “Town Game” (from the Medieval Realm) in order to experience problems/situations from living in a medieval city. (IIC7d) [DOK1]
10. Use geographic tools (MAPS 101, Google Earth, Atlas) to determine trade barriers and alternate trade routes. (IIIP4a) [DOK1]
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ORGANIZING IDEA #2 How can I use geographic concepts and skills to understand Ancient cultures? The student will: 1. Use an historical atlas and a modern map to determine the relationship between 21st century nations and ancient civilizations.
Use relative and exact location to verify sites. (IIIP5b, IIIP3d, IIIP3f) [DOK1] 2. Explore cultural diffusion using the “Silk Road” lesson from History Alive. (IIIC8b) [DOK3] 3. Design a database to show how life in ancient world regions differed from each other and determine the relative merits of each
region. (IIIP2b, IIIP2c, IIIP6a) [DOK3] 4. Use and create maps to identify world regions and physical characteristics of place in both the ancient and modern world.
Compare similarities and differences. (IIIP6b, IIIP5a, IIIP3c, IIIP2c, IIIP2a) [DOK2] 5. Create a flow chart to illustrate push/pull factors that cause people to migrate. (IIIP8c, IIP14) [DOK1] 6. Create a 3-D model of an ancient region noting continents, oceans, nations, empires, and cities of importance. (IIIP2a, IIIP3a,
IIIP3b, IIIP3d, IIIP3e) [DOK1] 7. Create a poster that describes the human characteristics (education, religion, language, etc.) of Native American civilizations.
(IIIC5, IIP13c, IIC8a) [DOK1] 8. Evaluate current events and their connections to regions of the ancient world. (IIIP1b) [DOK2] 9. Study the Roman road system and write an expository paragraph to explain how the development of transportation,
communication, and technology influenced the expansion of the Roman Empire. (IIIC8a, IIP17, IIC5) [DOK2] 10. Construct a mental map of the three continents in relationship to the Mediterranean Sea. (IIIP6b) [DOK1] 11. Within Ancient Greece analyze relationships among places (i.e. city-states) to determine characteristics that are shared and
characteristics that are unique. (IIIP8a) [DOK2] 12. After studying cultural diffusion as a concept students will give examples of cultural diffusion in various civilizations.
Students will then evaluate the impact that it had on the culture (i.e., Buddhism, Chinese technology/inventions). (IIIP4b) [DOK3]
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IIIC1. Application Level Assessment: Geography, Economics, and History CCO II: The student will examine the historical roots of society and their personal connection to the past. CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Student Task: The student will:
1. Analyze contributions and characteristics of Sub-Saharan African Trading Empires. (IIC9a) 2. Analyze contributions and characteristics of ancient River Valley Civilizations. (IIC3) 3. Analyze contributions and characteristics of Mayans, Aztecs, and Incas. (IIC8b) 4. Construct a map. (IIIP6b) 5. Identify physical features of a place. (IIIP3a) 6. Locate continents and oceans. (IIIP3b) 7. Locate ancient cities. (IIIP3e) 8. Locate nations and empires. (IIIP3d) 9. Examine trade patterns/movement of goods and services. (IIIP8b) 10. Analyze economic factors such as:
a. Barter (IVC1a) b. Money (IVC1b) c. Scarcity/surplus (IVC1e) d. Supply and demand (IVC1i) e. Specialization (IVC1g)
11. Human, natural, and capital resources. (IVC1f) 12. Use social studies vocabulary appropriately. (IVP6, IIP18) 13. Write an expository social studies document. (IIP17) 14. Analyze relationships among places. (IIIP8a) 15. Analyze cultural diffusion as the spread of cultural characteristics from one group to another. (IIIC8b) 16. Locate and identify topographic features. (IIIP3c)
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Teacher Notes: Teachers will need to provide atlases and other resources to allow accurate map construction. Prior to the ALA, students will need instruction related to the selected civilization(s), geographic variables related to trade, economic variables related to trade, cultural diffusion through trade, and relationships among regions. For the assessment to be a valid measure of content and skills obtained, teachers should work through a similar exercise with a different culture (i.e. How did the economic factors influence the trade patterns of the Roman Empire?). Suggested Student Prompt: [DOK3]
1. Many nations and groups in the ancient world were interdependent. Using the resources provided by your teacher, construct a map of (insert name of civilizations chosen) to show these interdependent relationships. Be sure to: a. Title the map. b. Identify and label key ancient cities. c. Identify and label all relevant nations or empires. d. Identify and label physical features that could influence trade (topographical features, continents, and oceans.) e. Draw the major trade patterns/routes used to move goods and services. f. Create a key to explain patterns and resources exchanged.
2. Once your map is completed, write a journal entry that explains how the following terms relate to the patterns visible on your
map: a. Barter b. Money c. Scarcity/surplus d. Supply and demand e. Specialization f. Resources
3. Be sure to use all vocabulary appropriately as you discuss the relationship between people and places along the trade route. 4. Discuss how trade spread cultural characteristics from one group to another. Give specific examples.
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Journal Activity
Stop #1: (Trade Route Origin) Describe the region: What trade goods or services are available? What type of transportation is available? What evidence of culture diffusion did you find? Stop #2: Describe the region: How is this region similar/different from the origin? Why do you think this is a stop along the way? What trade goods or services are available? What evidence of culture diffusion did you find? Stop #3: (final destination) Describe the region: How is this region similar/different from the other two? Why do you think this is a stop along the way? What trade goods or services available? What evidence of culture diffusion did you find? Journal reflection: Write a summary of your thoughts about your trip. Use the information from your map/table/journal entries to reflect on the following: How do the following terms relate to the patterns visible on your map:
o Barter o Money o Scarcity/surplus o Supply and demand o Specialization o Resources
Analyze the relationship among the stops and people along the trade route. More than goods/items were moved along trade routes. What customs, traditions, religion,
language, art, etc. did you see moving along the trade route?
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Sixth Grade Challenge World History Scoring Guide
CCO III, IV, II: Geography, Economics, and History
4 3 2 1 Map Construction and labeling
Map is detailed with relevant and accurate information but not cluttered with unnecessary information. All key cities and relevant nations/empires are correctly placed and labeled. All influential physical features are correctly placed and labeled.
Map is detailed with accurate information and the use of unnecessary information is minimal. Most key cities, relevant nations/empires, and influential physical features are correctly placed and labeled.
Map is general or may contain unnecessary information. Some key cities, relevant nations/empires, and influential physical features are correctly placed and labeled. A few may be incorrect or missing.
Map is overly general or contains a sizeable amount of unnecessary information. Few if any of the specified cities, nations/empires, and influential physical features are correctly labeled and placed.
Recreation of trade route and map key
Student accurately draws the major trade route and other important connecting trade routes with no significant errors. The map key effectively represents all relevant aspects of the route and resources traded.
Student accurately draws the major trade route. The map key represents most relevant aspects of the route and the resources traded.
Student draws the trade route in the general location, but may have errors. The map key represents some aspects of the route and resources traded, but contains some errors.
The student draws the trade route with major errors. The map key may not represent aspects of the route or resources traded. Map key may be missing.
Analysis of economic factors and conditions
The student has a complete and detailed understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns shown on the map.
The student has a complete understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns shown on the map.
The student has an incomplete but basic understanding of how barter, money, scarcity/surplus, supply and demand, specialization, and resources relate to trade patterns shown on the map.
The student’s understanding is incomplete and contains significant misconceptions and errors about the economic concepts shown on the map.
Using social studies vocabulary to communicate ideas
The student uses vocabulary correctly, clearly and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
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Expository journal writing The student demonstrates a
complete and detailed understanding of relationships between people and places along the trade route.
The student demonstrates a complete understanding of relationships between people and places along the trade route.
The student demonstrates a basic understanding of relationships between people and places along the trade route.
The student demonstrates an incomplete or flawed understanding of relationships between people and places along the trade route.
Cultural diffusion The student gave an accurate and detailed explanation of cultural diffusion with relevant examples.
The student gave an accurate explanation of cultural diffusion with examples.
The student gave an accurate explanation of cultural diffusion but lacked appropriate examples.
The student gave an inaccurate explanation of cultural diffusion.
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Sixth Grade Challenge World History Self-Assessment—Economics and Geography
Name: ______________________________________________________________________________ Hour: __________ Assignment Title: _____________________________________________________________________________________
Map Construction and Labeling
I was able to create an accurate, detailed map showing the trade route, major cities and nations and physical features of the trade route.
4 3 2 1 Map is neat, highly detailed with relevant and accurate labels including: • Map title, cities,
nations/empires, physical features: continents, oceans, deserts, seas
Map is neat, detailed with mostly relevant and accurate labels including: • Map title, cities,
nations/empires, physical features: continents, oceans, deserts, seas
Map contains general information. Some information is incorrect, unnecessary or missing: • Map title, cities,
nations/empires, physical features: continents, oceans, deserts, seas
Map is not specific and has numerous missing or incorrect items. Map may also contain numerous unnecessary details.
Trade Route and Map Key I was able to create a map with accurate trade routes, trade patterns, and a key for the routes and items.
4 3 2 1 • Map accurately shows the
major trade route and also shows other important connecting trade routes.
• Map key accurately shows all resources traded and trade patterns for each item.
• Map accurately shows the major trade route.
• Map key shows most resources traded and trade patterns for each item
• Map shows a general understanding of the location of the trade route.
• Map key shows some resources traded, but contains some errors in the trade patterns.
• Map shows major errors in the location of the trade route
• Map key is either missing or does not have resources traded.
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Social Studies Vocabulary – Journal I was able to use social studies economic vocabulary to communicate my ideas.
4 3 2 1 Vocabulary is used correctly used and shows a clear understanding of economics.
Vocabulary is used correctly. Vocabulary is sometimes used incorrectly.
Vocabulary used shows serious misunderstandings of the words.
Making Connections – Journal I was able to make connections between my economic terms and how they relate to trade patterns on the map.
4 3 2 1 Complete and detailed understanding of how the economic concepts relate to trade patterns shown on the map.
Complete understanding of how the economic concepts relate to trade patterns shown on the map.
Basic understanding of how some economic concepts relate to trade patterns shown on the map.
Incomplete understanding of how the economic concepts relate to trade patterns shown on the map. May also show many misunderstandings about the concepts.
Analyzing Relationships – Journal I was able to analyze relationships among people and places along the trade route.
4 3 2 1 Complete and detailed understanding of how the people and places along the trade route interact together.
Complete understanding of how the people and places along the trade route interact together.
Basic understanding of how the people and places along the trade route interact together.
Incomplete understanding of how the people and places along the trade route interact together. May also show many misunderstandings about the relationships.
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Cultural Diffusion – Journal I was able to identify the movement of ideas, customs, traditions, religions, etc. along the trade route. (cultural diffusion)
4 3 2 1 Complete and detailed understanding of how ideas, customs, traditions, religions, etc. move along the trade route supported with great examples.
Complete understanding of how ideas, customs, traditions, religions, etc. move along the trade route supported with an example.
Basic understanding of how ideas, customs, traditions, religions, etc. move along the trade route.
Incomplete understanding of how ideas, customs, traditions, religions, etc. move along the trade route. May also show many misunderstandings.
Comments/goals for improvement:
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IIIC2. Application Level Assessment: Geography, Economics, and History CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. Student Task: The student will:
1. Use geography skills to interpret the past, explain the present, and predict the future. (IIIP1a) 2. Identify world regions. (IIIP1a) 3. Compare regions. (IIIP2c) 4. Use relative and absolute location to find and describe a place. (IIIP3f) 5. Apply information, ideas, and skills to different contexts. (IIIP4b) 6. Identify physical characteristics of place that affect world history. (IIIP3) 7. Human characteristics of place are unique and may differ in how they affect world history. (IIIC5) 8. Use maps, graphs, diagrams, databases, and tables to interpret, conclude, and predict. (IIIP5a) 9. Use an atlas. (IIIP5b) 10. Create and evaluate graphs, databases, and tables. (IIIP6a) 11. Analyze how human/environmental interactions influence civilizations. (IIIC7a) 12. Analyze patterns of population distribution. (IIIC7c) 13. Describe the effect of natural forces on human activity. (IIIC7e) 14. Analyze how human activities modify the physical environment. (IIIC7f) 15. Describe how changes in transportation, communication, and technology affect movement. (IIIC8a) 16. Identify push/pull factors and barriers to movement. (IIIP8c)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO III: The student will analyze human/environmental interaction using geographical skills within an historical event. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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IV. Core Conceptual Objective: Economics
The student will apply economic concepts to understand decision making in the ancient world.
A. Content and Skills By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. Basic economic terms: a. Barter (A)
----------------------------------------------
b. Money (A) ----------------------------------------------
c. Sources of wealth (D) ----------------------------------------------
d. Productivity (E) ----------------------------------------------
e. Scarcity/surplus (A) ----------------------------------------------
f. Human, natural, and capital resources (A)
---------------------------------------------- g. Specialization (A)
----------------------------------------------
h. Opportunity cost/trade-offs (A)
---------------------------------------------- i. Supply and demand (A)
----------------------------------------------
j. Production/consumption (A) ----------------------------------------------
k. Import/exports (I/E)
NCEE, JCEE, NCSS, MCE, 21st
------------------------------------ NCEE, JCEE, NCSS, MCE, 21st ------------------------------------ SS4.1g, JCEE, NCEE, HSSF, MCE, CIV, 21st ------------------------------------ SS4.1f, JCEE, NCEE, HSSF, MCE, NCHEW, 21st ------------------------------------ SS4.1a, JCEE, NCEE, MC, CIV, HSSF, NCSS, 21st ------------------------------------ SS4.1, JCEE, NCEE, MCE, CIV, NGS, 21st ------------------------------------ SS4.1c, JCEE, NCEE, HSSF, MCE, 21st ------------------------------------ SS4.1d, JCEE, NCEE, MCE, NCSS, CIV, 21st ------------------------------------ SS4.1b, JCEE, NCEE, MCE, NCSS, HSSF, CIV, 21st ------------------------------------ SS4.1, JCEE, NCEE, HSSF, CIV, 21st, EA, MCE, NCSS, NHS ------------------------------------ SS4.1, JCEE, NCEE, CIV, HSSF
1. Relate concept to example. (E) SM1.6, SCANS
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---------------------------------------------- l. Taxes (A)
------------------------------------ SS4.6, NSCG, JCEE, NCSS, MCE, 21st
2. All economic decisions have consequences. (E)
SS4.4, HSSF, JCEE, NCSS, MCE, NGS, CIV, EA, 21st
2. Identify and describe problems and solutions from multiple perspectives. (A)
SM3.1, SM 3.2, SM 3.3, SM 3.4, SM 3.6, SM 3.7, NGS, SCANS, NCSS, W, 21st
3. Many nations and groups in the ancient world were economically interdependent. (A)
SS4.5, SS5.2d, HSSF, NCHEW, JCEE, NGS, MCE, NCEE, NCSS, 21st
4. An economic system is the framework that a society uses to allocate its resources to produce and distribute goods and services. (I/E)
SS4.1, HSSF, MCE, NCEE, JCEE, NCSS, NGS, 21st
4. a. Interpret the past, explain the present, and predict the future consequences of economic decisions. (A)
---------------------------------------------------------- 4. b. Evaluate current events in relation to
content objectives. (D)
SS4.3, NGS, NCSS, W, 21st -------------------------------------- NCSS, NHS, NGS
5. Changing technology played a role in the economy and development of the ancient world. (I)
SS4.2, HSSF, NCHEW, MCE, NCSS, 21st
6. Use social studies vocabulary appropriately. (A)
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B. Facilitating Activities CCO IV: Economics ORGANIZING IDEA #1 How did people in the ancient world organize themselves for the production, consumption, and distribution of goods and services? The student will:
1. Explain how the search for sources of wealth influenced interactions between Europeans and Native Americans. (IIC8b, IVC1c) [DOK1]
2. Explain the demand for products in the Middle Ages and how the manorial system self-sufficiently supplied products. (IVC1i, IIC6c) [DOK1]
3. Give examples of how technology increased the productivity of ancient cultures. (IVC5, IVC1d, IVP1) [DOK2] 4. Construct a chart to demonstrate social structure in an ancient civilization and then discuss economic interdependence among
social groups. Determine which group was most important to the economy of the civilization. (IVC3) [DOK3] 5. Create a database to identify key economic terms and give examples in both the ancient and modern world. (IVP1, IVP4b,
IVP6) [DOK2] 6. Create a database that shows the production and consumption of goods in ancient river civilizations. (IVC1j, IIC3, IIP14)
[DOK1] 7. Use primary and secondary sources to determine how human, capital and natural resources influence the expansion and
success of the Roman Empire. (IVC1f, IVC5, IIP1a) [DOK3] 8. Simulate a trading situation. [i.e. History Alive] (IVC1a, IVC1b) [DOK1] 9. Analyze how imports and exports influenced the development of Sub-Saharan Africa. (IIC9a, IVC1k) [DOK2] 10. Conduct a cost-benefit analysis of a specific economic choice in ancient world history. (IVP4a, IVC2) [DOK2] 11. Create a flow chart predicting the outcome of economic decisions. (IVC2, IVP4a) [DOK2] 12. Evaluate the use of taxes and tribute in the feudal system of Medieval Europe. (IIC6b, IVC1l) [DOK2] 13. Select 10 inventions or innovations from ancient world history, rank them in order of economic importance and justify the
ranking. (IVC5) [DOK3] 14. Examine economic decisions made by ancient peoples and determine the opportunity costs and trade-offs involved in the
decisions. (IVC1h, IVP4a) [DOK2] 15. Write a paragraph that explains how specialization of trade transformed the earliest human communities. (IIC2, IIP17, IVC1g)
[DOK2] 16. Evaluate how scarcity or surplus of resources influenced the development of cultures and how cultures chose to meet the needs
of its people. (IVC1c, IVP1, VC1b) [DOK2]
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17. Students will identify the surplus/scarcity of resources in an Ancient society and analyze the effect on the economic decision making for that civilization. (IVC1e) [DOK3]
18. Describe how individuals in a manorial society allocate its resources to produce and distribute goods and services. Choose a role within the system and explain the individual’s impact on the economy. (IVC4) [DOK3]
19. Explain how economic decisions affect multiple groups in a society (i.e., taxation, allocation resources, etc.) (IVP2) [DOK2]
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C. Application Level Assessment: Economics and Geography CCO IV: The student will apply economic concepts to understand decision making in the ancient world. CCO III: The student will analyze human/environmental interaction using geographical skills within an historical context. Student Task:
1. Relate economic concepts to examples. (IVP1) a. Specialization (IVC1g) b. Productivity (IVC1d) c. Imports/Exports (IVC1k) d. Opportunity cost/trade-offs (IVC1h) e. Human, natural, and capital resources (IVC1f) f. Scarcity/surplus (IVC1e) g. Production/consumption (IVC1j) h. Barter (IVC1a) i. Taxes (IVC1h)
2. Interpret the past, explain the present, and predict future consequences of economic decisions. (IVP4a) 3. Describe solutions from multiple perspectives. (IVP5a) 4. Use a map to interpret, conclude, and predict. (IIIP5a) 5. Identify push/pull factors and barriers to movement. (IIIP8c) 6. Use geographic tools to acquire, process, and report information in order to solve problems. (IIIP4a) 7. Apply democratic decision making and cooperation skills. (IP5)
Teacher Notes: The teacher should provide each student with a copy of the attached link-set module. (A link-set module is a series of questions designed around a central theme.) This link-set module is consistent with the format and skills assessed on the MAP. The provided scoring guide simulates MAP scoring criteria. Once the module packet is complete, students should be divided into cooperative groups (tribal councils). Each student should present their solution to the council. After all members have presented, the council should make a final decision about settlement. Each group should give a short oral presentation to the class, justifying their move based on geographic and economic reasoning. (The teacher will need to specify expectations for group presentation in the prompt.)
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Suggested Student Prompt: We have been studying how geography and economics affect the choices civilizations make. In order to determine what you have learned, you will need to complete the assessment packet. You may want to cross off the questions as you answer them to make sure that you complete all required steps. Please write your answers in complete sentences.
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IN SEARCH OF AN EMPIRE
Chief Geo must lead his people into new lands. Enemy warriors are raiding and threatening his people. Their attacks become worse each day. He has asked for your advice about where to relocate. Lands are available to the North and the chief’s scouts have brought you a map of the land. You must select either site A or site B based on your best geographic and economic reasoning.
Facts about Chief Geo’s Tribe
• The people are skilled farmers and herdsmen. • People will be able to transport the tribe’s pottery wheels, looms, plows, and other farming equipment. • The tribe is made up of the very old and the very young. Many warriors have been killed in the recent fighting with enemy tribes. • The tribe raises goats and weaves their hair into thick blankets. The blankets and the goat’s milk are sold to nearby tribes. • The tribe must buy all metal from surrounding tribes. • The chief collects a fee on all metal purchased from surrounding tribes.
Things look pretty hopeless to Chief Geo. Help cheer him up by focusing on the positive economic resources of the tribe. Using the facts about Chief Geo’s tribe list resources available to him.
Human Resources of Chief Geo’s Tribe Capital Resources of Chief Geo’s Tribe
1. 2. 3.
1. 2. 3.
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1. Which of the following items is an imported good for Chief Geo’s tribe?
a. Milk b. Blankets c. Metal d. Pottery
2. If the neighboring tribe wanted to exchange metal directly for milk and blankets, this would be an example of:
a. Money b. Barter c. Production d. Consumption
3. What would happen to productivity of the potters if the pottery wheels were broken and all pots had to be crafted by hand?
a. it would go down b. it would go up c. there would be no change
4. An example of a consumer is:
a. anyone who makes pottery b. anyone who farms c. anyone who buys milk d. anyone who works in the mines
5. The Chief charges a fee on all metal purchased. This is an example of:
a. import b. export c. barter d. taxes
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6. Directions: Use the information from the map, the description of the tribe and your own knowledge to complete the graphic organizer below. Use your best economic and geographic thinking to compare factors for each settlement site.
Settlement A Settlement B Natural Resources Available
Natural Resources that are scarce
Opportunities for Specialization and Trade
Advantages of the location
Disadvantages of the location
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7. Chief Geo needs your final recommendation of where to settle. Use your knowledge of his tribe’s resources, your chart, and the map to guide your decision. Be sure to include the following: • Three specific reasons with explanation why the tribe should settle where you recommend • The opportunity cost of your decision
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Present your idea to Chief Geo’s tribal council. As each council member presents their ideas, record their thoughts on the following chart.
REASONS TO SELECT SETTLEMENT A REASONS TO SELECT SETTLEMENT B
Use your summary chart to make a collective decision about where to settle. Prepare a presentation to the rest of the class (the tribe) to announce the move and your reasons for the settlement selection.
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N
S
E W
In Search of An Empire
Physical Features
= Desert
= Water
= Plain/Grassland
= Forest
= Mountains
Resources = Fish = Lumber
= Clay = Gold
= River reeds = Coal
= Herbs = Silver
A
B
1 inch = 50 miles
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Sixth Grade World History CCO II, V: History and Culture
IN SEARCH OF AN EMPIRE
SCORING GUIDE
1. C 2. B 3. A 4. C 5. D 6. Human Resources may include:
Farmers, herdsmen, potters, and weavers Also acceptable: Youth and experienced elders
Score Points: 3 points – 3 or more acceptable with no errors 2 points – 2 or more acceptable with some errors 1 point – 1 acceptable with some errors 0 points – 0 acceptable answers
7. Capital Resources may include:
Pottery wheels, looms, plows, and farm equipment Also acceptable: Blankets
Score Points: 3 points – 3 or more acceptable with no errors 2 points – 2 or more acceptable with some errors 1 point – 1 acceptable with some errors 0 points – 0 acceptable answers
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Sixth Grade Challenge World History Scoring Guide
Questions 7 and 8
4 3 2 1 Relating economic concepts to an example situation (Graphic Organizer)
The student identifies the main considerations for each category.
The student identifies the main considerations for most categories.
The student identifies considerations for some categories.
The student identifies considerations for few categories or incorrectly identifies considerations.
Democratic Decision Making
The student works toward the attainment of group goals and participates in discussion without being asked . Selects the solution that is most effective based on evidence that shows why it is the most effective.
The student works toward the attainment of group goals and participates in discussion when asked. Selects the solution that is most effective, but does not completely explain why it is the most effective.
The student works toward the attainment of group goals and participates in discussion only with strong urging. Selects a solution.
The student refuses to engage in discussion and to work toward the attainment of group goals. Unable to agree on a solution.
Expository Writing The student demonstrates a complete and detailed understanding of resource distribution and human environmental interaction. Uses three relevant and detailed examples. Clearly states opportunity cost.
The student demonstrates an understanding of resource distribution and human environmental interaction. Uses three relevant examples and states opportunity cost.
The student demonstrates partial understanding of human environmental interaction. Uses a few relevant examples and states opportunity cost but may have an error in logic.
The student demonstrates a flawed understanding of human environmental interaction. Uses vague/irrelevant examples or does not provide examples. Does not state opportunity cost.
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IVC2. Application Level Assessment: CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Student Task:
1. Understand basic economic terms. a. money (IVC1b) b. opportunity cost (IVC1h) c. specialization (IVC1g)
2. Understand that all economic decisions have consequences. (IVC2) 3. Understand that many nations and groups in the ancient world were economically independent. (IVC3) 4. Understand than an economic system is the framework that a society uses to allocate its resources to produce and distribute
goods and services. (IVC4) 5. Evaluate current events in relation to content objectives. (IVP4b)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback with the objectives have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO IV: The student will apply economic concepts to understand decision making in the ancient world. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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V. Core Conceptual Objective: Culture The student will analyze the relationships between individuals, groups, and institutions. A. Content and Skills
By the end of sixth grade social studies, all students should know:
State and National Standards and Correlations
By the end of sixth grade, all students should be able to:
State and National Standards Correlations
1. a. People have common physical, social, and emotional needs. (A)
-------------------------------------------- 1. b. Needs are met in different
ways in different cultures and different times. (A)
-------------------------------------------- 1. c. Needs are met by families,
friends, groups and organizations. (A)
SS6, CIV, NCSS, NSCG, NGS, MC, GE, RE, D ------------------------------------ SS6, NHS, NSCG, NGS, MCC, NCSS, GE, RE, D, 21st ------------------------------------ SS6.1, GE, RE, D, 21st
2. Ideas, concepts, and traditions change over time. (E)
SS6.6, HSSF, NCHEW 2. a. Identify, analyze and compare institutions, traditions, and art forms of past and present societies. (A)
---------------------------------------------------------- 2. b. Interpret art, photographs, and artifacts.
(A)
SM1.9, RE -------------------------------------- SM2.4, NHS, NCSS, RE
3. a. Develop a multicultural perspective that respects the dignity and worth of all people. (D)
-------------------------------------------- 3. b. Personal and group
experiences influence perceptions and judgment. (D)
-------------------------------------------- 3. c. Cultural traditions, human
actions, and institutions affect behavior. (A)
-------------------------------------------- 3. d. Cultural conflict/ethnic issues
affect society. (D)
HSSF, NCHEW, NGS, SCANS, RE, D, GE, 21st ------------------------------------ SS6.5, HSSF, NGS, NCHEW, RE, GE, D ------------------------------------ SS6.3, NGS, MCC, NCHEW, RE, GE, W, 21st ------------------------------------ CIV, NCSS, NCHEW, RE, 21st
3. a. Identify and describe problems and solutions from multiple perspectives. (A)
---------------------------------------------------------- 3. b. Exchange information while recognizing
bias and multiple points of view. (A) ---------------------------------------------------------- 3. c. Compare and contrast. (A)
SM3.1, SM3.2, SM3.3, SM3.4, SM3.6, SM3.7, NGS, SCANS, NCSS -------------------------------------- SS7.6, NGS, NCSS, SM2.3, RE, GE -------------------------------------- SM1.6, NCSS, MC
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-------------------------------------------- 3. e. Gender may influence an
individual’s role in society. (D)
------------------------------------ CIV, NCSS, NCHEW, GE
---------------------------------------------------------- 3. e. Describe how ideas, concepts, and
traditions have changed over time. (E)
-------------------------------------- SS 6.6, HSSF, NCHEW
4. a. Laws and events affect members of and relationships among groups. (I/E)
-------------------------------------------- 4. b. People are included and
excluded from groups based on a variety of factors. (I)
SS6.4, MCC, RE, GE, D ------------------------------------ SS6.2, NCSS, RE, GE, D
4. Resolve conflict peacefully. (D) NCSS, NGS, CIV, W
5. Technology and culture influences resource use. (A)
SS5.2b, MCC, NGS, NCHEW, SCANS, T, 21st
6. a. Conduct research to answer questions and evaluate information. (A)
---------------------------------------------------------- 6. b. Generate questions and ideas for
research. (A) ---------------------------------------------------------- 6. c. Plan and create written, visual, and oral
presentations. [formal and informal] (A) ---------------------------------------------------------- 6. d. Review and revise communications. (A) ---------------------------------------------------------- 6. e. Explain reasoning using supporting
detail. (A) ---------------------------------------------------------- 6. f. Comprehend and evaluate written, visual,
and oral presentations [formal and informal]. (A)
SM1.2, MCH, NGS, NHS, NCSS, SCANS, W, 21st -------------------------------------- SM1.1, MCH, NHS, SCANS, R -------------------------------------- SM1.1, SM1.2, SM2.1, NCSS, NHS, MCH, SCANS, W, 21st -------------------------------------- SM2.2, NCSS, MCH, SCANS, NHS, W, 21st -------------------------------------- SM4.1, MC, SCANS, 21st -------------------------------------- SM1.5, W, 21st, SCANS
7. Write social studies documents. [Expository and narrative] (A)
NHS, NCHEW, NCHE
8. Use social studies vocabulary appropriately. (A)
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B. Facilitating Activities CCO V: Culture ORGANIZING IDEA #1 What are the common characteristics of ancient cultures regarding physical, social, and emotional needs? The student will:
1. Examine art/artifacts from various ancient cultures to identify common characteristics across cultures. (VC1a, VP2b) [DOK2]
2. Analyze how ideas and traditions spread and change through instances of contact and cultural diffusion. [e.g. China to Japan, Greece to Rome] (VC2, IIIC8b) [DOK2]
3. Use primary and secondary sources to research and identify cultural universals of ancient civilizations and create a presentation with visual aids showing those cultural universals. (VC1a, VP6a, VP6c) [DOK3]
4. Write an expository paragraph that evaluates characteristics of culture that have contributed to a civilization’s success. Review and revise the paragraph. [consider transportation, communication, government, etc.] (VP7, VP6d, VC3c) [DOK3]
ORGANIZING IDEA #2 What are the unique characteristics of ancient cultures that allowed people to meet their physical, social, and emotional needs? The student will:
1. Identify the different perspectives of Spartans and Athenians regarding education. (VP2a, IIC4a) [DOK2] 2. Maintain an on-going log of important cultural terminology. (VP8) [DOK1] 3. After reading about or seeing a presentation about a source of conflict in the ancient world, determine the
perspectives/positions of all groups involved. Describe potential solutions to the problem and evaluate which solutions might resolve the conflict peacefully. (VP6f, VP4, VP3a) [DOK4]
4. Examine typical statements from people in ancient civilizations and determine how social class might influence point of view or encourage bias. (VP3b, VC3b) [DOK2]
5. Participate in a mock trial that examines issues and laws of ancient cultures from multiple points of view and write an essay with the thesis “Laws of ancient cultures were just (or unjust).” (VC2a, VP7, IIP20) [DOK4]
6. Identify a problem in an ancient culture, conduct research and create a Power Point presentation to show the problem, potential solutions, and the course of action taken by the ancient culture. (VC3d, VP3a, VP6a, VP6b, VP6c) [DOK3]
7. Using a variety of primary and secondary sources, write first person accounts (diary, journal etc.) that communicate the point of view of the assigned role. [slave living in Sparta, Lord of the Manor, etc.] (IIC4a, IIC6a, VP6c, VP3b) [DOK3]
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8. Create a podcast to identify problems in the ancient world and solutions from multiple perspectives. (VP3a) [DOK4] 9. Participate in a Socratic seminar to determine what conflicts existed among members of a social system and evaluate how
issues are the same or different today. (VC3c, VC3d, VP3) [DOK3] 10. Analyze the roles of a feudal society and write an expository paragraph explaining how the roles are interconnected.
(VC3a) [DOK3] 11. Make a t-chart comparing the roles of women in different Ancient Greek city-states. (VC3d) [DOK2] 12. Create a chart describing to characteristics of plebeians and patricians. (VC4b) [DOK1] 13. After viewing presentations that illustrate unique characteristics of ancient culture, complete a graphic organizer that shows
how various cultures meet their physical, social, and emotional needs using software such as photostory. (VC1b, VC1a, VC1c, VP6f) [DOK1]
ORGANIZING IDEA #3 How have ideas, concepts, and traditions changed over time? The student will:
1. Keep a running list of various civilizations’ contributions to modern society. (VC3a) [DOK1] 2. Create a graphic organizer that compares an ancient culture to the modern United States. (VP3c, VC2) [DOK2] 3. Create an illustration or cartoon that demonstrates the use of resources and the role of technology in ancient cultures. (VC5,
VP6c) [DOK2] 4. Create a cause/effect chart that shows the impact of technology (inventions) on ancient cultures. (VC5, IIIP5a) 5. Write a paragraph explaining which laws had the most enduring impact on society and explain reasoning using supporting
detail. (VC4a, VP6e) [DOK3] 6. Compare and contrast the personal freedoms of people in the modern United States to people in ancient society and
evaluate how the social structure impacts personal freedom. (VC3c, VP3c) [DOK2] 7. Create a flowchart to show how an idea, concept, or tradition has changed over time (i.e., roles in society, language, etc.)
(VP3e) [DOK2]
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C1. Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will: 1. Generate questions and ideas for research. (VP6b, IIP13a) 2. Identify and analyze primary and secondary sources. (IIP1a, IIP19) 3. Identify, analyze, and compare institutions, traditions, and art forms of one or more of the following past societies: (VP2a)
a. Early human communities (IIC2) b. River Valley Civilizations (Mesopotamia, Hebrews, Egypt, China, India) (IIC3) c. Medieval Europe (IIC6a) d. Feudal Japan (IIC7) e. Mayans, Aztecs, and Incas (IIC8b)
4. Identify and describe problems and solutions from multiple perspectives. (VP3a) 5. Describe how laws and events affect members of and relationships among groups. (VC4a) 6. Analyze cause/effect relationships. (IIP5) 7. Write a historical narrative to a specific prompt. (IIP17, IIP20, VP7) 8. Use social studies vocabulary appropriately. (VP8, IIP18) 9. Plan, create, comprehend, and evaluate oral presentation. (IIP13c, IIP13f) 10. Recognize ideas, concepts, and traditions that change over time. (VC2) Teacher Notes: The teacher should provide a variety of materials. Students should be taught how to accurately use the materials to gather needed information. Students need access to computers for the gathering and organizing of information. Role-play and simulations are recommended warm up activities. Teachers may assign student roles related to social hierarchy or famous individuals in history.
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Student Prompt: [DOK4] Pretend that you are (insert assigned role). Develop questions to determine a critical issue or problem that exists in your society. Once you have determined a critical issue, conduct research to determine the cause(s) of the problem. Determine if other members of your society might feel differently about the issues. Write a first person narrative to inform your peers of the “The most critical problem facing our society, the factors that created it, and how it effects your life.” Be sure to include the point of view of others. Give an oral presentation summarizing your critical issue.
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Sixth Grade Challenge World History Scoring Guide
CCO II and V: History and Culture
4 3 2 1 Generating Ideas The student identifies a
significant critical issue in ancient society relevant to their assigned role.
The student identifies a significant issue in ancient society.
The student identifies an issue in ancient society with assistance.
The student is unable to identify an issue in ancient society.
Identifying problems from multiple perspectives
The student clearly articulates multiple perspectives related to the issue.
The student articulates multiple perspectives related to the issue.
The student articulates a single perspective related to the issue.
The student is unable to articulate a perspective on the issue.
Using source documents to analyze cause and effect
The student independently uses source documents to thoroughly and accurately identify causes of a critical issue in ancient society.
The student uses (with limited assistance) source documents to accurately identify causes of a critical issue in ancient society.
The student uses (with moderate assistance) source documents to find information relevant to a critical issue in ancient society.
The student is unable to use source documents without constant assistance.
Writing a historical narrative of cause and effect
The student presents and effectively supports a well-articulated thesis that clearly and effectively addressedsthe prompt.
The student presents and supports a thesis that clearly addresses the prompt.
The student presents a thesis but struggles to support it that is related to the prompt.
The student is unable to present a thesis that does not address the prompt.
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Oral presentation Student uses
conventions of speaking to clearly communicate the critical issue of their assigned role.
Student uses conventions of speaking to communicate the critical issue of their assigned role.
Student uses some conventions of speaking to partially communicate the critical issue.
Student has difficulty communicating the critical issue of their assigned role.
Using social studies vocabulary appropriately
The student uses vocabulary correctly, clearly, and effectively to communicate social studies ideas.
The student uses vocabulary correctly to communicate social studies ideas.
The student communicates social studies ideas but may use vocabulary incorrectly from time to time.
The student consistently uses vocabulary incorrectly and has difficulty communicating social studies ideas.
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C2. Application Level Assessment: History and Culture CCO II: History The student will examine the historical roots of society and their personal connection to the past. CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Analyze primary and secondary sources. (IIP19) 2. Organize information into useful forms for comprehension and retrieval. (IIP14) 3. Use social studies vocabulary appropriately. (IIP18, VP8) 4. Identify how needs are met in different ways in different cultures in different times. (VC1b) 5. Identify how people have common physical, social emotional needs. (VC1b) 6. Identify how needs are met by families, friends, groups, and organizations. (VC1c) 7. Analyze how ideas, concepts, and traditions change over time. (VP3e) 8. Analyze how cultural conflict/ethnic issues affect society. IVPC3d) 9. Determine how technology and culture influences resource use. (VC5) 10. Identify, analyze, and compare institutions, traditions, and art forms of past and present societies. (VC2) 11. Identify and describe problems and solutions from multiple perspectives. (VP3a) 12. Describe how ideas, concepts, and traditions have changed over time. (VC2a) 13. Analyze the characteristics and contributions of Mayas, Aztecs, and Incas. (IIC8b) 14. Analyze the viability and diversity of Native Americans, Pre-European. (IIC8a) 15. Interpret art, photographs, and artifacts. (VP2b)
Teacher Notes: Prior to this ALA the teacher will gather source documents on selected cultures. Students will also need access to a variety of resource materials, such as books, computers, and websites. It may be helpful for the teacher to pre-select some websites; however, students need to be actively taught how to narrow a search for information on the web. Teachers will also need to instruct students in how to use graphic organizers and provide students will the link set module to guide their work.
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Name: Hour:
Exploring Ancient Cultures Section 1 Use the wide variety of primary and secondary sources throughout the room, including textbooks, websites, encyclopedias, library books, charts, and handouts to become an expert on one of the cultures of the Americas. Be sure to answer all guiding questions as well as any additional information you find. Use words, pictures, and visuals to record your information. Name of culture to be investigated: Technology and Science: What new technologies were developed that changed the way this culture lived?
Customs and Traditions: Identify some of the customs and traditions of this culture.
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Section 2 Artifact Analysis
• Choose any artifact or primary source from your culture. • Attach a photo, photo copy, etc. to attach to your work. • Complete the SCIM-C chart about your artifact.
Section 3 You should now share your completed chart with a partner who explored a different culture. While sharing look for information that will help you answer the following questions: How do both of these civilizations meet the needs of members (physical, emotional, and social) in similar ways? How do these civilizations both meet the needs of members (physical, emotional, and social) in different ways? Help your partner identify a specific problem that their civilization had and a solution(s) to the problem?
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Section 4 Based on your discussion and exchange with your partner, complete the following tasks.
1. State the problem of your civilization.
2. State the solution(s) to the problem.
3. Now select two different people from your culture and complete the dialogue bubbles with their thoughts on the solution
(Do they agree? Disagree? Support?)
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4. Did this solution create any conflict between your characters above? Explain. 5. Finally, explain how your civilization’s solution might be similar to or different from a solution adopted by our society?
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Sixth Grade World History Scoring Guide
CCO V: Culture
4 3 2 1 Analyzing source material
The student thoroughly and accurately identifies what is known about the assigned topic through the use of source material.
The student accurately identifies what is known about the assigned topic through the use of source material.
The student presents a partial description of what is known about the assigned topic through the use of source material.
The student presents a description of what is known about the assigned topic that is seriously flawed.
Culture Students, in great detail, identify how their cultures needs (physical, emotional, and social) are met.
Students list how most of their culture’s needs (physical, emotional, and social) are met.
Students list how some of their culture’s needs (physical, emotional, and social) are met.
Student could not identify how their cultures are met.
Problem/Solution Points of View
Student identified • A significant problem
for their culture and created several reasonable solutions
• Showed multiple detailed perspectives on problem/solution from people in that culture
Student identified • A problem for their
culture and created a reasonable solution
• Showed multiple perspectives on problem/solution from people in that culture
Student identified • A problem for their
culture • Showed limited
perspectives on problem/solution from people in that culture
Student could not • Identify a
problem/solution for their culture
• Showed irrelevant information
Change over time Student explains in great detail how their civilization’s solutions were similar to or different from a solution that could be adopted by our society.
Student explains how their civilization’s solutions were similar to or different from a solution that could be adopted by our society.
Student had inconsistencies in their explanation of how their civilization’s solutions were similar to or different from a solution that could be adopted by our society.
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What else would you like to know about this object? How would you go about finding answers to your questions about this object?
What does this object make you think about? What can you guess about why this object was created?
Why is this object important? What else was going on at the time this object was created?
What does this object definitely tell us? What can we say we KNOW about this object?
Describe what this object is:
Adapted from materials created by David Hicks, Peter E. Doolittle, and E. Thomas Ewing
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C3. Application Level Assessment: Culture CCO V: Culture The student will analyze the relationships between individuals, groups, and institutions. Student Task: The student will:
1. Cultural traditions, human actions, and institutions affect behavior. (VC3c) 2. Interpret art, photographs, and artifacts. (VP2b) 3. Exchange information while recognizing bias and multiple points of view. (VP3b) 4. Compare and contrast. (VP3c) 5. Cultural conflict/ethnic issues affect society. (VC3d) 6. Describe how ideas, concepts, and traditions have changed over time. (VP3e) 7. Conduct research to answer questions and evaluate information. (VP6a) 8. Plan and create written, visual, and oral presentations. (VP6c) 9. Review and revise communications. (VP6d) 10. Explain reasoning using supporting detail. (VP6e) 11. Comprehend and evaluate written, visual, and oral presentations. (VP6f) 12. Write social studies documents. (VP7)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com The assessment items should be used only after sufficient practice and feedback with the objectives have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or by paper and pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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SCORING GUIDE
CCO V: The student will analyze the relationship between individuals, groups, and institutions. Scoring criteria are thoroughly explained in the EdGate Assessment Management system item bank. www.achievementseries.com
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SEVENTH GRADE CHALLENGE WORLD GEOGRAPHY
COURSE DESCRIPTION
Prerequisite: Students must meet Board of Education approved criteria. (full year)
The seventh grade challenge world geography course is designed to meet the needs of students who desire and are capable of studying compacted social studies content. Students will use independent and cooperative strategies with an emphasis on research, writing, technology, inquiry, and analysis of complex source materials. Geographic and economic research tools will be used to analyze the five themes of geography within the context of world regional study in order to make decisions and problem solve. Major course strands include: government, economics, geography, and culture.
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I. Core Conceptual Objective: Government/Civics
The student will analyze the development of structures of power, authority and governance throughout the world.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Citizens have responsibilities that promote the healthy functioning of democracy. [Civic Dispositions] (D)
NHS, CIV, MCG, Char Ed, NCSS, 21st
1. a. Identify & demonstrate the civic dispositions of (D): • Respect • Responsibility • Honesty • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
-------------------------------------------------- 1. b. Develop, monitor, and revise plans
to meet goals. (A) -------------------------------------------------- 1. c. Use democratic decision- making
and cooperation skills to accomplish tasks. (A)
NHS, CIV, MCG, Char Ed, NCSS, 21st --------------------------SM4.5, SCANS, NCSS, MCG, W, 21st -------------------------- SM 4.6, SM 1.10, W, Scans, CIV, MCG, NHS, NCSS, NGS, 21st
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2. The necessity and purposes of
government. [Government accomplishes things collectively that individuals can’t easily accomplish alone] (D) Such as: • highway systems • national security • making and enforcing laws • protecting rights • economic structure • promoting the common good
NSCG, 21st 2. Relate concept to example. (A) SM 1.6 Scans
3. Governments exist by the consent of the governed. (D)
SS1.1a, NCSS, HSSF, NSCG, CIV, MCG
4. Power comes from the people and may be distributed through a federal system or a unitary system. (I/D)
SS1.1b, NSCG, CIV, MCG, NCSS, HSSF, NCHE
5. Separation of governmental powers prevents power being held by a single person or branch of government. (D)
SS1.1b, NSCG. CIV, MCG, NCHEW, NCSS, HSSF, 21st
6. Leaders are selected in different ways within different types of governments and communities. (D)
SS 3.2c, HSSF, CIV, NSCG, MCG, NCSS, 21st
7. Voting effects public policy. (E) SS1.1b, NCSS, HSSF, NSCG, CIV, MCG, 21st
7. Evaluate current events in relation to content objectives. (E)
NCSS, NHS, NGS
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8. a. Various systems of government
function throughout the world. (I/E)
-------------------------------------------------- 8. b. Limited Government. (A)
• Parliamentary democracy (E) • Presidential democracy (E) • Constitutional monarchy (E)
-------------------------------------------------- 8. c. Unlimited Government (A)
• monarchy (E) • dictatorship (E) • totalitarian (E)
MCG, NCSS, CIV, NSCG, 21st, HSSF -------------------------- SS3.1, NSCG, MCG, CIV, NCSS, HSSF, 21st -------------------------- SS3.1, NSCG, MCG, CIV, NCSS
Powers functions and impact of:
9. a. Local Government. (A) -------------------------------------------------- 9. b. State Government. (A) -------------------------------------------------- 9. c. National Government. (A)
SS 3.3, NSCG, CIV, MCG -------------------------- SS 3.3, NSCG, CIV, MCG -------------------------- SS 3.3, NSCG, CIV, MCG, NCSS, HSSF
10. The purpose and function of international organizations such as: • The United Nations • NATO • European Union
(I)
NSCG, CIV, MCG, NCSS, HSSF
11. Citizens have rights and responsibilities. (A)
HSSF, NCSS, SM 4.2, SM 4.3, 21st, NCHEW, NSCG, CIV, SCANS, MCG
11. Compare and contrast the rights and responsibilities of individuals in different societies. (A)
SM 1.6, NCSS, MCG
12. Create and interpret political cartoons. (A)
SS 7, NSCG, NCSS
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13. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 13. b. Review and revise communications. (A) -------------------------------------------------- 13. c. Write a comparison/contrast essay in a timed situation three times a year. (E)
NHS, NCSS, NCHE, SM 2.1, NCHEW -------------------------- NCSS, SM 2.2, 21st, MCH, Scans, NHS -------------------------- AP
14. Use social studies vocabulary appropriately. (A)
15. Plan, create, and evaluate written, visual, and oral presentations. (formal and informal) (A)
SM 1.1, 1.2, 2.1, NCSS, NHS, MCH, SCANS, 21st
16. Organize information into useful forms such as note taking, outlining and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities CCO I: GOVERNMENT/CIVICS
ORGANIZING IDEA #1 Why do we need government? The student will: 1. Create a glossary of key terms related to governance. (IP14) (DOK 1) 2. Determine advantages and disadvantages of various systems of limited and unlimited government. (IC8b, IC8c) (DOK 2 ) 3. Set personal goals for demonstrating civic dispositions in the current school year. (IP1a, IP1b) (DOK 1) 4. Review the first amendment rights and rank-order them from most important to least important. Justify your answer. (IC11)
(DOK 3) 5. Work in cooperative groups to design an ideal government using aspects from various systems of government and justify their
selections. (IC4, IC8, IP1c) (DOK 3) 6. Write a persuasive letter explaining how a democratic government can provide security and services. (IC2, IP13a) (DOK 3) ORGANIZING IDEA #2 Who has the power? The student will: 1. Attend a school board or city council meeting and list responsibilities of local government evidenced during the meeting.
(IC9a) (DOK 1) 2. Match types of leaders with the appropriate systems of government. (IC8a, IC8b, IC8c, IC6) (DOK 1) 3. Participate in a mock election and determine factors that influenced the outcome of the election. (IC7) (DOK 2) 4. Research and outline key aspects of various systems of government. (IP15, IC8a) (DOK 2) 5. Compare and contrast how various governments distribute power among various departments/branches. (IC5) (DOK 2) 6. Create a definition to explain each system of government and provide examples of countries that utilize that system. (IC8a,
IP2) (DOK 2) 7. Create a chart to differentiate between various levels and functions of government in the United States. (IP16, IC9a, IC9b,
IC9c) (DOK 2) 8. Create a graphic organizer that reflects rights and responsibilities of citizens and present to the class. (IC11, IP15, IP16) (DOK
2) 9. Create a diagram or database that explains the distribution of power within a federal system and a unitary system of
government. (IC4, IP16) (DOK 2) 10. Compare rights and responsibilities of citizens in a totalitarian system to those of citizens in a democracy. (IC8b, IC8c, IP11)
(DOK 2)
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11. Create a PowerPoint presentation that illustrates systems of government using examples from modern countries. (IP15, IC8a) (DOK 3)
12. Write a timed essay that compares and contrasts how governments acquire and maintain power, including the concept of consent of the governed. (IC3, IP13c) (DOK 2)
ORGANIZING IDEA #3
How does government affect people and society? The student will: 1. Track the history and progress of a current candidate or ballot issue. (IC6, IC7, IP7) (DOK 1) 2. Review news articles to identify responsibilities of citizens and government in a democracy. (IC1, IP7, IC2) (DOK 2) 3. Interpret political cartoons from the foreign press to determine point of view. (IP12, VP4a) (DOK 3) 4. Create a political cartoon for a current event. (IP12, IP7) (DOK 3) 5. Summarize current events dealing with public policy. (IP7, IC7) (DOK 2) 6. After being briefed on a past public policy issue, discuss possible outcomes and solutions in small groups, select an appropriate
outcome, and compare to what really happened to resolve the issue. (IP1c, IP7, IC7) (DOK 3) 7. Write an expository paragraph, stating which level of government is most essential in the United States, and explain reasoning
with supporting detail. (IC9a, IC9b, IC9c, IP13a) (DOK 3 ) 8. Design a CD cover with song titles that reflect the levels and functions of government. (IC9a, IC9b, IC9c) (DOK 3) 9. Write an editorial detailing how life in the United States would change without three levels of government. (IC9a, IC9b, IC9c,
IP13a) (DOK 3) 10. Evaluate actions of individuals and countries based on the civic dispositions. (IP1, IP7) (DOK 3) 11. Write, review, and revise a timed essay that compares and contrasts how voting influences public policy in various countries.
(IP13c, IP13b, IC7) (DOK 3) 12. Create a chart describing the purpose and function of international organizations such as the United Nations, European Union,
and NATO (IC10) (DOK1)
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C.1 Application Level Assessment: Government and Economics CCO I: The student will analyze the development of structure of power, authority, and governance throughout the world in order to develop civic competence. CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task: The student will:
1. Determine how voting effects public policy issues. (IC7) 2. Evaluate current events in relation to content objectives. (IP7) 3. Organize information into useful forms such as note taking, outlining and graphic organizers. (IP16) 4. Evaluate the costs, benefits, and consequences of economic decisions. (IVP3b) 5. Write expository and/or persuasive essay. (IP13a) 6. Review and revise communications. (IP13b) 7. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (IVP9a)
Teacher Notes:
Prior to the ALA, the teacher should discuss how voting can affect public policy issues and how issues and candidates are supported or rejected based on policy issues. Before this ALA, students should know the following vocabulary: political party, platform, public policy, cost/benefit analysis, raw materials, advantages/disadvantages. Teacher should assign candidates or issues for inspection and provide resources. The following are helpful websites: www.kidsvoting.org, www.ontheissues.org, www.votesmart.org, www.cnn.com, www.govspot.com . Cost/ benefit organizers are provided for evaluating either candidates or a public policy issue. See page 702 for helpful organizers. Students will also need prior instruction on using outlines and/or graphic organizers to organize information for effective communication and writing a persuasive essay. Teachers should take 10-15 minutes to explain the prompt and stress that the student’s decision should be what is best for the company. The actual writing should take ½ to one hour. See Appendix pages 703-705 for additional ideas.
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Suggested Student Prompt: (DOK 3)
1. You have been hired by “The Green Market” as a public policy analyst. Your job is to review the candidates running for public office or the public policy issue the government is considering. 2. “The Green Market” needs your advice because the candidates or issue will positively or negatively affect their company and employees. 3. Read the company fact sheet to familiarize yourself with “The Green Market.” 4. Read the information about the candidates or policy issue. 5. Fill out the cost/benefit analysis chart. (Cost/benefit analysis is stating the advantages and disadvantages of a decision.) 6. Use the cost/benefit analysis chart to decide which candidate/issue The Green Market company should support. 7. Create a pre-write to develop your thoughts for your persuasive essay. 8. Using details from your chart and company fact sheet write a persuasive essay that will convince the company to support the
candidate and/ or policy issue that benefits The Green Market the most. 9. Edit and revise your work. 10. Highlight or underline the supporting details in your essay.
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Company Fact Sheet Location: St. Louis County Size: 800 Employees (mid-size company) Products: Environmentally friendly products such as natural foods and medicine made from
rainforest materials obtained without damaging the rainforest ecosystem. Customers: Individual families who shop at the store and order from the catalog and website. Employee Benefits: The company pays for medical and dental insurance for employees. The company
provides a daycare center for the employees’ children. Plans to Expand: The company is looking to open a second store. Raw Materials: Natural resources obtained from the rain forest.
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Cost/Benefit Chart
Candidate A
Advantages Disadvantages 1) 1)
2) 2)
3) 3)
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Cost/Benefit Chart Candidate B
Advantages Disadvantages
1) 1)
2) 2)
3) 3)
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Cost/Benefit Chart Policy Issue
Advantages Disadvantages
1) 1)
2) 2)
3) 3)
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Seventh Grade World Geography Scoring Guide
CCO I, V: Government and Economics
4 3 2 1 Evaluation of Policy Issue/Candidate
The student independently, thoroughly, and accurately identifies what is known about the subject of investigation.
The student, with minimal assistance, identifies what is known about the subject of investigation.
The student, with moderate teacher guidance, partially identifies what is known about the subject of investigation.
The student’s identification of what is know is severely flawed.
Cost/Benefit Organizer
The student includes at least three reasons to support or reject. Reasons are insightful and relevant to the company fact sheet.
The student includes at least two reasons that are relevant to the company fact sheet.
The student includes at least one reason that is relevant to the company fact sheet.
The student includes no supported reasons that are relevant to the company fact sheet.
Pre-write Pre-write creates a clear structure for the essay.
Pre-write creates a loose structure for the essay.
Pre-write has too few details for structuring the essay.
Pre-write is missing or incomplete.
Argument The student provides a well-written and detailed argument from the perspective of The Green Market Company containing no errors in logic.
The student provides a well-written argument from the perspective of The Green Market Company containing few errors in logic.
The student presents a an argument from the perspective of The Green Market Company but contains errors in logic.
The student presents an argument that makes no clear point or is not from the perspective of The Green Market Company.
Supporting Details Student uses at least two logical supporting details to support his/her argument.
Student uses one logical supporting detail to support his/her argument.
Student uses details that are not logical to support his/her argument.
Student uses no details to support his/her argument.
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C.2 Application Level Assessment: Government CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to develop civic competence. Student Task:
The student will: 1. Relate concept to example. (IP2) 2. Identify limited and unlimited government systems. (IC8b,IC8c) 3. Illustrate how various systems of government function throughout the world. (IC8a) 4. Organize information into useful forms such as note taking, outlining and graphic organizers. (IP16) 5. Write expository and/or persuasive essays.(IP13a) 6. Write a comparison/contrast essay in a timed situation three times a year. (IP13c) 7. Review and revise communications. (IP13b) 8. Compare and contrast the rights and responsibilities of individuals in different societies. (IP11) 9. Identify economic systems. (IVC1)
Teacher notes: Students will need prior instruction on limited and unlimited government systems. Students will need instruction in writing an expository essay and planning strategies for timed writing prior to the ALA. This item can be used as a section of a classroom test or expanded into a larger activity. Students should be limited to ½ hour to complete the paragraph writing. After the time period teachers should require revision. See facilitating activity #2 under “How does government affect people and society?”. See appendix pages 707-714 for additional material.
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Suggested Prompt: (DOK 3) 1) Read the following scenarios and label each as a Command, Market or Mixed economic system. ______________________________ Becky lives in a country where she owns her own music store. She makes decisions about production and distribution of music supplies. ______________________________ Christy lives in a country where the government controls all resources, production and distribution of goods and services. She really wants to open an ice cream shop, but has been assigned to work in a cheese factory. ______________________________ Dana lives in a country where the government owns the electric company and oil industry. She and her family own and operate a small jewelry store. They make all of the decisions regarding their business and can keep all of their profits. 2) Read the following scenarios and label each as a Limited or Unlimited government system. _______________________________ Kevin lives in a country where the leaders of the government are elected by the people for a
specific length of time. The leaders are expected to represent the interests and wishes of the citizens.
_______________________________ Marci lives in a country where a military group controls the country. The senior military
general holds all the power and serves as the prime minister. _______________________________ Kim lives in a country that is governed by a single political party. Power is maintained
through force and citizens do not speak against the government for fear of the consequences. _______________________________ Laura lives in a country where the prime minister is head of the government. Parliament is the
law making body whose members are elected by the people.
3) You will have a 1/2 hour to create a pre-write and write a paragraph comparing and contrasting the rights and responsibilities of citizens in limited and unlimited government systems. Be sure to include multiple rights and responsibilities for each system from your pre-write. After the 1/2 hour is complete you will have the opportunity to revise your work.
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Seventh Grade Challenge World Geography Scoring Guide
CCO I: Government
4 3 2 1 Limited and Unlimited Government Scenarios
The student accurately matches concept to example for four of the government scenarios.
The student accurately matches concept to example for three of the government scenarios.
The student accurately matches concept to example for two of the government scenarios.
The student accurately matches concept to example for one of the government scenarios.
Pre-write Pre-write creates a clear structure for the essay and includes multiple rights and responsibilities for both limited and unlimited government.
Pre-write creates a loose structure for the essay and includes some rights and responsibilities for both limited and unlimited government.
Pre-write has too few details for structuring the essay and includes few rights and responsibilities for both limited and unlimited government.
Pre-write is missing or incomplete and includes no rights and responsibilities for both limited and unlimited government.
Expository Paragraph The student presents a clear, well-written essay that compares and contrasts the rights responsibilities of citizens in limited and unlimited government systems.
The student presents a clear essay that compares and contrasts the rights and responsibilities of citizens in limited and unlimited government systems.
The student presents an essay that discusses the rights and responsibilities of citizens in limited and unlimited government systems.
The student does not present a relevant discussion of the rights and responsibilities of citizens in limited and unlimited government systems.
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C.3 Application Level Assessment: Government/History CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to develop civic competence. Student Task: The student will:
1. Identify the powers, functions and impact of local, state, and national government. (IC9a, IC9b, IC9c) 2. Evaluate current events in relation to content objectives. (IP7) 3. Organize information into a graphic organizer. (IP16) 4. Write an expository paragraph. (IP13a) 5. Develop a thesis and explain reasoning using supporting detail. (IVP5a) 6. Use social studies vocabulary appropriately. (IP14)
Teacher Notes: Teacher needs to provide graphic organizer and newspaper articles for students. Students will need instruction on writing an expository paragraph and supporting their answer with facts. Teachers should provide specific practice supporting ideas with newspaper articles prior to the ALA. Students also may need assistance with initial identification of state and federal agencies. Actual writing should take 30-45 minutes. Appendix page 728 may be helpful. Suggested Prompt: (DOK 3) 1. Carefully read the selected headlines and stories from recent weeks that represent levels of government. 2. Place each story or headline under the appropriate level of government in the graphic organizer. 3. Based on your completed graphic organizer and the articles you have read choose the level of government that impacts your
life the most. 4. Write a paragraph explaining which level of government impacts your life the most and include three supporting details using
at least two different newspaper articles to explain how that level of government impacts your life.
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Seventh Grade Challenge World Geography
Scoring Guide CCO I: Government
4 3 2 1
Graphic Organizer The student accurately places all headlines into the appropriate level of government.
The student accurately places most headlines into the appropriate level of government.
The student accurately places few headlines into the appropriate level of government
The student accurately places little or no headlines into the appropriate level of government.
Expository Paragraph The student presents a clear and well- written paragraph that answers the prompt.
The student presents a clear paragraph that answers the prompt.
The student presents a paragraph that is not clearly related to the prompt.
The student does not present a paragraph that answers the prompt.
Supporting Details The student supports their opinion with at least three specific, factual details from two different newspaper articles.
The student supports their opinion with at least two specific, factual details from two different newspaper articles.
The student supports their opinion with at least one specific, factual detail from a newspaper articles.
The student does not support their opinion with details from the newspaper articles.
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C.4 Application Level Assessment: Government CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order to
develop civic competence. Student Task: The student will:
1. Use democratic decision- making and cooperation skills to accomplish tasks. (IP1c) 2. Citizens have rights and responsibilities. (IC11) 3. Create and interpret political cartoons. (IP12)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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Seventh Grade Challenge World Geography
Scoring Guide CCO I: Government
CCO I: The student will analyze the development of structures of power, authority and governance throughout the world in order
to develop civic competence. Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com.)
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II. Core Conceptual Objectives: History The student will examine history in order to analyze the present and make predictions.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Origins, distributions, central ideas, and influences of major religions. (A) • Hinduism • Buddhism • Christianity • Judaism • Islam
NCHEW, MCH, NCSS, HSSF 1. Compare and contrast world religions. (D)
SM 1.6, NCSS, MCH
2. Use geographic and economic reasoning to interpret the past, explain the present, and predict the future. (A)
SS 4.3, SS 5.3, NGS, NCSS, 21st, MCGE, SM1.6
3. Use and create timelines. (A)
NCHE, MCH, NCSS, SS 7.2, SM 1.6, HSSSF, NCHEW
4. a. Write expository and/or persuasive essays. (A)
-------------------------------------- 4. b. Review and revise
communications. (A)
NHS, NCSS, NCHE, NCHEW -------------------------------------- NCSS, SM 2.2, MCH, Scans, NHS, 21st
5. Use social studies vocabulary appropriately. (A)
6. Plan, create, and evaluate written, visual, and oral presentations. (formal and informal) (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, 21st
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7. Organize information into useful forms such as note taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities CCO II: HISTORY ORGANIZING IDEA #1 How does history influence the present and the future? The student will: 1. Determine the distribution of the world’s major religions using a thematic map. IIC1, IIIP2d) (DOK 1) 2. Work in research teams to inspect African studies, Latin American studies, and Asian studies websites (see appendix web site
listings) to compare and contrast the distribution of religion. (IIC1, IIP1, IIIP1f) (DOK 2) 3. Create a timeline sequencing the major factors in a regional conflict. (IIP3, VC4) (DOK 2) 4. Complete a database that includes the origins, central ideas, distributions, and influences of major religions. (IIC1, IIP7) (DOK 2) 5. Create a visual to explain how economic decisions of the past influence present conditions. (IIP2, IIP6) (DOK 3) 6. Create a children’s book about world religions including key vocabulary. (IIC1, IIP5) (DOK 2) 7. Write, review, and revise a paragraph explaining how geography has influenced a region’s history. (IIP2, IIP4a, IIP4b) (DOK 3)
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C.1 Application Level Assessment: History CCO II: The student will examine history in order to analyze the present and make predictions. Student Task: The student will:
1. Origins, distributions, central ideas, and influences of major religions. (IC1) • Hinduism • Buddhism • Christianity • Judaism • Islam
2. Use and create timelines. (IIP3) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna
Mechem ([email protected]) or clearance codes or assistance with EdGate
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Seventh Grade Challenge World Geography Scoring Guide
CCO II: History
CCO II: The student will examine history in order to analyze the present and make predictions.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com.)
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III. Core Conceptual Objective: Geography
The student will analyze world systems and regions using geographic tools and the five themes of geography.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Geographer’s use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. (E/A)
NGS, NCSS, SS5.1, MCGE, 21st
1. a. Use maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (E/A)
-------------------------------------------------- 1. b. Construct maps, graphs, diagrams,
databases, tables, and charts to predict, conclude and interpret. (E/A)
-------------------------------------------------- 1. c. Construct mental maps (sketch
maps from memory) and analyze how mental maps reflect individual’s attitudes and influence decisions. (E/A)
-------------------------------------------------- 1. d. Use geographic sources to acquire,
process, and report information and solve problems. (E/A)
-------------------------------------------------- 1. e. Compare the advantages and
disadvantages of globes, map projections and types of maps (political, physical, and thematic) in solving problems. (E/A)
NGS, MCGE, NCSS, SM 1.6, SS 7.2, SS 7.3, 21st -------------------------- SS 5.1, SS 7.3, Scans, MCGE, NGS, NCSS, 21st -------------------------- SS 5.1, SM 1.2, NGS, NCSS, 21st -------------------------- SS 5.1, NGS, NCSS -------------------------- NGS, MCGE
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-------------------------------------------------- 1. f. Use web sites (A) and identify
source of site. (I) -------------------------------------------------- 1. g. Use technological tools to locate,
select, organize, and present information. (E/A)
-------------------------------------------------- 1. h. Identify and use primary and
secondary sources to select, investigate or present a topic. (A)
-------------------------------------------------- 1. i. Evaluate the reliability of sources
and materials. (A) -------------------------------------------------- 1. j. Conduct research by generating
questions and evaluating information. (A)
-------------------------------------------------- 1. k. Read for inference and evaluate
subtext. (A) -------------------------------------------------- 1. l. Use an atlas (E)
-------------------------- LM, CC, MCH, Scans, 21st -------------------------- Scans, CC, NGS, LM, MC, SM 2.7, 21st -------------------------- SS 7.1, NCSS, LM, 21st, NCHE, NCHEW -------------------------- SM 1.7, MCH, NHS, SCANS, NCSS, 21st -------------------------- SM 1.1, SM 1.2, MCH, NHS, SCANS, -------------------------- SM 1.10, NCSS, NGS, NHS. 21st -------------------------- SS5.1, NCSS, NGS
2. a. A geographer’s view of a place includes the study of human and physical features. (E/A)
-------------------------------------------------- 2. b. Physical processes shape the earth.
(A)
SS 5.2b, NGS, MCGE, 21st -------------------------- NGS, MCGE, SS 5.2c
2. a. Identify and describe physical characteristics of place such as climate and topography. (E/A)
-------------------------------------------------- 2. b. Describe the earth-sun relationship
and analyze the effects on physical processes such as climate and seasons. (A)
NGS, SS 5.2b, MCGE, 21st -------------------------- NGS
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-------------------------------------------------- 2. c. Human Characteristics of place
include: (E/A) • education • religion • language • diversity • economics • settlement patterns • population
-------------------------- SS 5.2b, NGS, MCGE
-------------------------------------------------- 2. c. Evaluate Human Characteristics of
place using demographic data. (E) -------------------------------------------------- 2. d. Analyze spatial organization of
people, places, and environments. (E)
-------------------------------------------------- 2. e. Evaluate causes and effects of
urbanization. (D) -------------------------------------------------- 2. f. Identify major patterns of
population distribution, demographics, and migrations. (E/A)
-------------------------- SS 5.2, NGS, HSSF -------------------------- NGS -------------------------- NCSS, MCGE, SM1.6, NGS -------------------------- SS 5.2c2, HSSF, NGS
3. Location refers to the spatial organization of people, places, and environments on the Earth’s surface. (E)
NGS, NHS, MC 3. a. Use relative location to find and describe place. (A)
-------------------------------------------------- 3. b. Use absolute location to find and
describe place. (A) -------------------------------------------------- 3. c. Locate and identify topographic
features. (E/A) -------------------------------------------------- 3. d. Locate cities. (A) -------------------------------------------------- 3. e. Locate states. (A) -------------------------------------------------- 3. f. Locate nations. (E)
SS 5.2a, NGS, MCGE, HSSF, NCSS -------------------------- SS 5.2a, NGS, MCGE, HSSF, NCSS -------------------------- SS5.2a, NGS, MCGE, NCSS -------------------------- SS 5.2a, NGS, HSSF, MCGE, NCSS -------------------------- SS5.2a, NGS, HSSF, MCGE, NCSS -------------------------- SS5.2a, NGS, MCGE, HSSF
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4. a. Movement of goods/services,
ideas, and people influence global patterns and relationships. (E/A)
-------------------------------------------------- 4. b. Changes in transportation,
communication, and technology affect movement. (A)
SS 5.2b, NGS, MCGE, HSSF, JCEE -------------------------- SS 5.2d, NGS, MCGE, NCHEW, NCSS, 21st
4. a. Identify and explain the significance of patterns of cultural diffusion. (A)
-------------------------------------------------- 4. b. Analyze causes and effects of
migration streams including barriers to movement and push/pull factors. (E/A)
-------------------------------------------------- 4. c. Identify and explain the primary
geographic causes for world trade. (comparative advantage) (E)
SS 5.2d, NGS, MCGE, NCHEW, NCSS -------------------------- SS 5.2d, HSSF, NGS, MCGE -------------------------- NGS, NCEE
5. a. Human/environmental interaction is the examination of how people change their environment to suit their needs and/or how the environment influences the way people live. (E/A) -------------------------------------------------- 5. b. Ecosystems are constantly
changing. (A) -------------------------------------------------- 5. c. Technology and culture influence
resources use. (E) ------------------------------------------------ 5. d. Environmental resources contribute to the development and functioning of human society. (E)
MCGE, NGS, NCSS -------------------------- SS5.2, NGS, MCGE -------------------------- NGS, SS5.2, MCGE, Scans, NCHEW, 21st -------------------------- NGS, SS5, MCGE, NCHE
5. a. Locate and describe ecosystems. (D)
-------------------------------------------------- 5. b. Determine the effect of natural
forces on human activities. (E/A) -------------------------------------------------- 5. c. Identify environmental
consequences of how people use resources. (E)
--------------------------------------------------
SS 5.2c1, NGS, MCGE -------------------------- NGS, SS 5.2c3, MCGE, NCSS -------------------------- SS 5.2c, MCGE, NGS --------------------------
6. a. Understand how areas with shared characteristics can be classified into regions. (E/A)
SS 5.2c, NGS, NCHEW, NCSS, MCGE, HSSF
6. a. Identify regions. (E/A)
SS 5.2e, HSSF, NGS, NCSS
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-------------------------------------------------- 6. b. Regions undergo constant change.
(E/A)
-------------------------- SS5.2, MCGE, NGS, NCSS, NCHEW
-------------------------------------------------- 6. b. Explain how regions relate to one
another and change over time. (E/A)
-------------------------------------------------- 6. c. Compare regions and predict how
life in one would differ from another. (E/A)
-------------------------------------------------- 6. d. Apply information, ideas, and
skills to different contexts. (D)
-------------------------- SS 5.2, NGS, MCGE, NCHEW, NCSS -------------------------- SS 5.2, MCGE, NGS, NCSS, NCHEW -------------------------- SM 1.10, NCSS, SCANS, 21st
7. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 7. b. Review and revise
communications. (A)
NHS, NCSS, NCHEW, NCHE -------------------------- NCSS, SM 2.2, MCH, Scans, NHS, 21st
8. Use social studies vocabulary appropriately. (A)
9. Plan, create, and evaluate written, visual, and oral presentations. (formal and informal) (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, 21st
10. Organize information into useful forms such as note taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
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B. Facilitating Activities: CCO III: GEOGRAPHY ORGANIZING IDEA #1 How do the five themes of geography influence how people live? The student will: 1. Locate states or provinces of various countries and determine at least three different ways they might be classified into regions.
(IIIP3f, IIIP3e, IIIP6a) (DOK 2) 2. Compare and contrast vegetation maps from two world regions and determine relationships between vegetation, climate,
technology and location. (IIIP1a, IIIP6b) (DOK 3) 3. Compare and contrast the geographic attributes that support or hinder trade in the United States and Japan. (IIIP4c) (DOK 3) 4. Compare and contrast life in Southern Africa today to life in Southern Africa 25 years ago. (IIIC6b, IIIP6b) (DOK 2) 5. Investigate and analyze potential sources of world conflict. (IIIC4a, VC4) (DOK 3) 6. Use the Internet to research advantages and problems associated with life in the world’s three most populated cities. (IIIP1g,
IIIP2e) (DOK 2) 7. Create a travel brochure that depicts the human characteristics of place for a given country or region. (IIIC2c, IIIP9) (DOK 2) 8. Determine the country of origin for the largest group of immigrants into the U.S. in recent years. Create a graphic organizer that
lists push/pull factors that influenced their migration. (IIIP4b, IIIP10) (DOK 2) 9. Design a collage of pictures that show human/environmental interaction. (IIIC5a) (DOK 1) 10. Create a flowchart that demonstrates how ecosystems are constantly changing due to human/environmental interaction and natural
forces. (IIIC5b, IIIP5b) (DOK 3) 11. Create a graphic organizer that compares and contrasts the 12 world climate regions. (IIIP6c, IIIC6a, IIIP10, IIIP2a) (DOK 2) 12. Create a web to illustrate factors that affect climate. (IIIP10, IIIP2a) (DOK 2) 13. Create a map that identifies and labels the countries that are the largest trading partners of the United States as well as the cities
that serve as their economic centers. (IIIP1b, IIIP3d, IIIP3f) (DOK 1) 14. Use geographic resources to design an advertisement to promote products best suited for marketing in a particular world region.
(IIIP1d, IIIC5a, IIIP6d) (DOK 3) 15. Using source documents and photographs (such as History Alive or Material World) that illustrate people’s lifestyle and
possessions, write an expository paragraph that explains the prevalence and importance of cultural diffusion. Also explain how changes in transportation, communication, and technology have influenced patterns of cultural diffusion. (IIIP4a, IIIP7a, VP6, IIIC4b) (DOK 3)
16. Use primary and secondary sources to create and present a cultural profile (using the human characteristics of place) of a country. (IIIC2a, IIIP9, IIIP1h) (DOK 2)
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17. Identify regions experiencing turmoil. Investigate sources of regional conflict and prepare a presentation to explain the issues and perspectives involved as well as proposing a solution. (IIIP6b, IIIP9, VC4, VP4a) (DOK 4)
18. Write, review, and revise a report for a United Nations subcommittee on the status of world ecosystems including the five areas that are of most concern. (IIIP5a, IIIP6d) (DOK 2)
19. Compare and contrast the formation of the Hawaiian Islands to the formation of the Appalachian Mountains (IIIC2b) (DOK 2) 20. Compare and contrast how people in different regions of the world obtain their water supply (IIIC5c) (DOK 2) 21. Use a regional natural resource map to compare two different regions and discuss how resources help the society develop and
function (IIIC5d) (DOK 2) ORGANIZING IDEA #2 How can I use the tools of a geographer? The student will: 1. Identify and locate places using relative and absolute location using an atlas. (IIIP3a, IIIP3b, GEC3) (DOK 1) 2. Using a globe and a flashlight, model the earth’s tilt and path around the sun to demonstrate the earth/sun relationship and its
effect on climate. (IIIP2b) (DOK 1) 3. Make a booklet of key geographic terms. (IIIP8) (DOK 1) 4. Compare a population distribution map and a topographic map in an atlas to determine how population distribution is affected by
physical features. (IIIP3c, IIIC3, IIIP2f) (DOK 2) 5. Create a climograph. (IIIP1b, IIIP2a) (DOK 2) 6. Create an informational brochure that describes a city based on information gathered from city maps, political maps, physical
maps, special purpose maps, and satellite maps. (IIIC1, IIIP1a) (DOK 2) 7. Construct a mental map of the world (sketch maps from memory) and analyze how mental maps reflect individual’s attitudes and
influence decisions. (IIIP1c) (DOK 3) 8. Write an expository paragraph that explains the best type of maps to use for various purposes when planning a trip. (IIIP1e, IIIP7a)
(DOK 3) 9. Evaluate the accuracy of articles/editorials from newspapers (domestic and foreign) by comparing information with demographic
databases. (IIIP1i, IIIP1g, IIIP2c) (DOK 3) 10. Read a climograph and climate map and create questions to determine influences on climate. (IIIP1j) (DOK 2) 11. Read and discuss a current event article to find multiple points of view. (IIIP1k) (DOK 2)
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C.1 Application Level Assessment: Geography CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. Student Task: The student will:
1. Use relative location to find and describe a place. (IIIP3a) 2. Use absolute location to find and describe a place. (IIIP3b) 3. Locate and identify topographic features. (IIIP3c) 4. Locate cities. (IIIP3d) 5. Construct maps, graphs, diagrams, databases, tables, and charts to predict, conclude and interpret. (IIIP1b) 6. Use maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IIIP1a) 7. Identify and describe physical characteristics of place such as climate and topography. (IIIP2a) 8. Describe the earth/sun relationship and analyze the effects on physical processes such as climate and seasons. (IIIP2b) 9. Analyze spatial organization of people, places, and environments. (IIIP2d) 10. Determine the effect of natural forces on human activities. (IIIP5b) 11. Organize information into useful forms such as note taking, outlining, and graphic organizers. (IIIP10) 12. Compare regions and predict how life in one would differ from another. (IIIP6c) 13. Write a comparison/contrast essay in a timed situation three times a year. (VP5c)
Teacher Notes: Prior to this ALA teachers should help students infer what people might do or wear because of climate. Students should also have prior instruction on comparing/contrasting and the use of databases. The student should select a pair of cities at the same latitude, but with different climates. It is recommended that teachers provide a list of possible cities for student use. Students should be familiar with climate regions and factors that create climate prior to the ALA. Teachers should use the provided sample database to give guidance to students during database construction. A variety of maps and geographic resources should be available for student inspection during the course of the ALA. Students may do research and writing on different days. Students should be given ½ hour to complete the comparison/contrast essay. Students should be encouraged to pre-write. It may be helpful to have students highlight similarities and differences before submitting their paper.
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Annual Climatology: Buenos Aires, Argentina Elev: 27.1 m Lat: 34 o 33' S Long: 58 o 29'W
http://drought.unl.edu/whatis/iclimographs/BuenosAiresMetric.htm
Suggested Prompt: (DOK 3) Part I: In which hemisphere can this city be found? ______________________________________________ Examine the climograph and explain why the temperature in June and July is lower on average than the temperature in December and January.
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Part II: 1. Select a pair of cities at the same latitude but with different climates. 2. Use the maps and geographic materials provided to construct a climate graphic organizer for each of your cities. 3. Once you have completed the graphic organizer determine what two factors most influenced climate for each location. 4. Complete the outline explaining the two factors that influence the climate in your two cities. 5. You will be given ½ hour to compare and contrast life in one city and region to life in another city and region. Your answer
should include references to types of clothing, shelter, economic activities, recreation, transportation, etc. Do a pre-writing activity before you begin your final answer.
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Sample Factors of Climate Data Base
Name of City
Absolute Location Coordinates
Give Three Examples of Relative Location for this City
Climate Name (page 14-15 Nystrom Desk Atlas)
Specific Features of this Climate Type
The Main Topographical Features of this Location
Elevation
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Factors of Climate Outline
City Name: City Name: Factor 1: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 1: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 2: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
Factor 2: A. Explain why the factor creates that particular climate. B. Evidence from database that supports explanation.
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Seventh Grade Challenge World Geography Scoring Guide
CCO III: Geography
4 3 2 1 Earth/Sun relationship The student correctly
answers the question with a specific, accurate explanation.
The student correctly answers the question with a general explanation.
The student attempts to answers the question with a general explanation.
The student does not answer the question with an overly general or inaccurate explanation.
Data Base Absolute Location
The student accurately identifies the latitude and longitude of both cities to within 3 degrees.
The student accurately identifies the latitude and longitude of both cities to within 7 degrees.
The student accurately identifies the latitude and longitude of one city to within 7 degrees.
The student is unable to accurately identify the latitude and longitude of the cities.
Relative location The student accurately gives three points of reference of relative location.
The student accurately gives two points of reference of relative location.
The student accurately gives one point of reference of relative location.
The student is unable to give accurate points of reference.
Climate Name: The student correctly identifies the climate type and gives clear and relevant features of the climate type.
The student correctly identifies the climate type and gives features of the climate type.
The student either correctly identifies the climate type with incorrect features or gives features of an incorrect climate type.
The student is unable to provide the correct climate type or features.
Topographical Features The student is able to list relevant and prominent topographical features as well as accurate elevation.
The student is able to list topographical features as well as accurate elevation.
The student lists either topographical features or accurate elevation.
The student is unable to determine topographical features and elevation.
Outline Main topographical factors influencing climate
The student clearly states a valid conclusion about all four factors that influenced climate for the cities.
The student clearly states a valid conclusion about three factors that influenced climate for the cities.
The student clearly states a valid conclusion about two factors that influenced climate for the cities.
The student clearly states a valid conclusion about one factor that influenced climate for the cities.
Supporting evidence The student is able to fully support their answer with clear and accurate information from the database.
The student does not fully support their answer with accurate information from the database.
The student partially supports their answer with information from the database.
The student is unable to support their answer, or use inaccurate information.
Compare and Contrast Essay
The student presents a clear and well- written essay that compares and contrasts relevant factors of life in the cities and regions.
The student presents a clear essay that compares and contrasts factors of life in the cities and regions.
The student presents an essay that attempts to compare and contrast factors of life in the cities and regions.
The student does not present a relevant comparison/contrast of factors of life in the cities and regions.
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C.2 Application Level Assessment: Geography CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. Student Task: The student will:
1. Construct mental maps (sketch maps from memory) and analyze how mental maps reflect individual’s attitudes and influence decisions. (IIIP1c)
2. Use geographic sources to acquire, process, and report information and solve problems. (IIIP1d) 3. Read for inference and evaluate subtext. (IIIP1k) 4. Locate nations and continents. (IIIP3F) 5. Write an expository paragraph. (IIIP7a)
Teacher Notes: Students should be asked to create a mental map of the world as a pre-assessment early in the geography course. It would be beneficial to save the early mental maps for comparison to the maps created for the ALA. This ALA should be completed late in the year. Teachers should have students draw mental maps throughout the year for various regions. Students should be instructed to label as many continents and nations that they can identify. Students can compare their mental maps to the sample mental maps provided, but they should not change the maps they created. When working on the written response, students should be given access to an accurate world map. Suggested Prompt: (DOK 2) [Use the provided module.]
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Step 1 People view the world differently based on their knowledge and experience. Use what you have learned in geography class this year to draw a “mental map” of the world. You have one half hour to draw and label continents and nations of the world. (You will not be graded on artistic ability.) Step 2 Now that you have completed your mental map, compare it to mental maps of other students around the world. You may not make changes to your map while comparing.
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Step 3 Now that you have completed your mental map and reviewed the mental maps of others, use the mental maps of other students from around the world to answer the following questions. 1. Which map was most likely drawn by a South American student?
a. Map A b. Map B c. Map C d. Map D
2. Which map was most likely drawn by a Chinese student?
a. Map A b. Map B c. Map C d. Map D
3. Which map was most likely drawn by a British student?
a. Map A b. Map B c. Map C d. Map D
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Step 4 Where is the student who drew Map D most likely from? (Be sure to support your opinion using examples from the map and tell why they are relevant.)
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Seventh Grade Challenge World Geography Scoring Guide
CCO III: Geography
4 3 2 1 Mental Map The student accurately
and clearly identifies continents and several nations.
The student accurately and clearly identifies continents and some nations.
The student accurately identifies continents.
The student is unable to identify continents.
Multiple Choice The student accurately identifies the creator of all three maps.
The student accurately identifies the creator of two maps.
The student accurately identifies the creator of one map.
The student is unable to identify the creators of the maps.
Constructed Response The student gives a plausible and insightful response, supporting their ideas with examples from the map and discussing why the examples are relevant.
The student gives a plausible response, supporting their idea with examples from the map.
The student gives a response and attempts to support their ideas with examples.
The student is unable to support their response.
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C.3 Application Level Assessment: Geography CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. Student Task:
1. Geographer’s use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. (IIIC1)
2. Compare the advantages and disadvantages of globes, map projections and types of maps (political, physical, and thematic) in solving problems. (IIIP1e)
3. A geographer’s view of a place includes the study of human and physical features. (IIIC2a) 4. Physical processes shape the earth. (IIIC2b) 5. Location refers to the spatial organization of people, places, and environments on the Earth’s surface. (IIIC3) 6. Movement of goods/services, ideas, and people influence global patterns and relationships. (IIIC4a) 7. Changes in transportation, communication, and technology affect movement. (III4b) 8. Ecosystems are constantly changing. (IIIC5b) 9. Technology and culture influence resources use. (III5c) 10. Environmental resources contribute to the development and functioning of human society. (III5d) 11. Understand how areas with shared characteristics can be classified into regions. (IIIC6a) 12. Regions undergo constant change. (IIIC6b) 13. Use web sites and identify source of site. (IIIP1f) 14. Use technological tools to locate, select, organize, and present information. (IIIP1g) 15. Identify and use primary and secondary sources to select, investigate or present a topic. (IIIP1h) 16. Evaluate the reliability of sources and materials. (IIIP1i) 17. Use an atlas. (IIIP1l) 18. Identify major patterns of population distribution, demographics, and migrations. (IIIP2f) 19. Locate states. (IIIP3e) 20. Identify and explain the significance of patterns of cultural diffusion. (IIIP4a) 21. Analyze causes and effects of migration streams including barriers to movement and push/pull factors. (IIIP4b) 22. Identify and explain the primary geographic causes for world trade. (comparative advantage) (IIIP4c)
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Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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Seventh Grade Challenge World Geography Scoring Guide
CCO III: Geography
CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com.)
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IV. Core Conceptual Objective: Economics
The student will evaluate economic decisions that are made by individuals, groups, and societies. A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. Economic systems [traditional economy, market economy, command economy, and mixed economy] determine what, how and for whom goods and services are produced. (I/E)
HSSF, MCE, JCEE, NCSS, SS 4.1k, NGS
1. Compare and contrast different economic systems. (E)
SM 1.6, NCSS, MCE
2. Productive resources (natural, capital, and human) are limited causing scarcity. (E/A)
NHS, SS 4.1, JCEE, MCE, NGS, CIV, NCEE, HSSF, NCSS, 21st
2. Use thematic maps to predict, conclude, and interpret resource distribution. (E)
SS 7.3, MCE, NGS, NCSS, SCANS, 21st
3. Opportunity cost is what you give up to get something else. (A)
SS 4.1, MCE, JCEE, HSSF, 21st, NCSS, CIV
3. a. Identify the opportunity costs of a decision. (A)
-------------------------------------------------- 3. b. Evaluate the cost/benefits and
consequences of economic decisions. (A)
SM 4.1, MCE, Scans, 21st -------------------------- SS 4.4, HSSE, MC, NGS, NCSS, CIV, SSEA, JCEE
4. Productivity is the output per worker or machine. (A)
SS4.1, MCE, NCEE, HSSF, JCEE, NCHEW, 21st
5. a. Individuals, economic institutions, regions, and nations specialize (specialization) to produce goods and services at the lowest cost. (E/A)
SS 4.1, JCEE, MCE, HSSF, NCEE, 21st
5. a. Develop a thesis and explain reasoning using supporting detail. (A)
SM 4.1, MCE, SCANS, 21st
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-------------------------------------------------- 5. b. Specialized trade with others
causes both production and consumption to increase. (A)
-------------------------- SS 4.1, JCEE, EA, MCE, NCSS, CIV, NHS, NCEE, 21st
-------------------------------------------------- 5. b. Relate concept to example. (A)
-------------------------- SM 1.6, Scans
6a. Gross Domestic Product (GDP) is the total market value, measured in dollars, of all final goods and services produced in the economy in one year. (I/E) ---------------------------------------------- 6b. Purchasing Power Parity is the exchange rate that equates the price of a market basket of identical traded goods and services in two countries. (I) ---------------------------------------------- 6c. Standard of Living is the measure of the necessities, comforts, and luxuries available in a society. (E)
SS 4.1, HSSF, MCE, NCEE, JCEE -------------------------- JCEE, NCEE -------------------------- JCEE, NCEE
6. a. Use data to compare and contrast GDP per capita between different countries. (E/A)
-------------------------------------------------- 6. b. Analyze the causes and effects of
GDP per capita in different countries. (E/A)
--------------------------------------------------
SM 1.6, HSSF, NCSS, MCE, NHS -------------------------- SM1.6, HSSF, NCSS, MCE
7a. Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (A)
NCEE, JCEE, 21st, MCE, SCANS
SM 1.2, MC, NGS, NHS, NCSS, Scans.
7b. Exchange rate is the price of one nations currency in terms of another nations currency. (D)
MCE, NCEE, JCEE
7c. Sources of wealth include: (E) • earnings from wages and salaries • interest • rent • Profit
SS4.1, JCEE, NCEE, HSSF, MCE, CIV, 21st
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8. The government pays for the goods and services it provides through taxing and borrowing. (A)
• Sales Tax • Property Tax • Income Tax
NSCG, SS 4.6, JCEE, NCSS, MCE, 21st
8. Create or analyze a chart or graph to predict, conclude, and interpret. (E/A)
SS 7.3, MCE, NGS, NCSS, SCANS, 21st
9. Economic decisions in one part of the world effect economic conditions and policies in other parts of the world. (Interdependence) (A)
SS 5.2d, HSSF, NGS, NCHEW, JCEE, MCE, NCEE, NCSS
9. a. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (A)
-------------------------------------------------- 9. b. Use maps, graphs, databases, and tables to determine patterns of economic interdependence. (E)
SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, SCANS, NCSS, 21st -------------------------- SS 5.2d, HSSF, NGS, MC
10. a. Trade barriers (Such as: physical, cultural, tariffs, quotas, subsidies, embargoes) reduce the flow of goods and services among countries. (E/A) -------------------------------------------------- 10. b. Trade barriers raise the cost of goods from other countries. (E)
NCEE -------------------------- SCANS, NCEE
NCSS
11.a. Investment refers to the use of resources by businesses, individuals, or governments to increase productive capacity. (E) -------------------------------------------------- 11. b. Technological advances result in new and improved goods and services and better ways of producing them. (D)
SS 4.1, EA, MCE, CIV, 21st -------------------------- HSSF, MCE, SS 4.2, NCSS, NCHEW, 21st
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12. a. Forces of supply and demand
determine prices. (E/A) -------------------------------------------------- 12. b. Supply and demand affect movement of goods, services and resources [trade patterns]. (E/A)
HSSF, MCE, NCEE, JCEE, SS4.1, NCSS -------------------------- HSSF, MCE, NCEE, JCEE, NCSS
12. Reason inductively and deductively. (D)
SM 3.5, SCANS, 21st
13. a. Profit is the money left over from selling goods or services after business pay the cost of production. (E/A) -------------------------------------------------- 13. b. Profit motive encourages risk. (E/A)
SS 4.1, HSSF, JCEE, NCEE, CIV, 21st -------------------------- SS4.1, HSSF, JCEE, NCEE, CIV, 21st
14. a. Business cycles are complete when a period of increased GDP is followed by a period of decline in GDP. (I)
-------------------------------------------------- 14. b. Inflation is the rise in the general level of prices in the economy. (I) -------------------------------------------------- 14. c. Unemployment rate rises during a recession. (I)
SS 4.1, MCE, JCEE, NCEE -------------------------- MCE, NCEE, SS 4.1, NCSS, JCEE -------------------------- SS 4.1, MCE, NCEE, JCEE
15. a. Competitive markets have many buyers and sellers and usually result in lower prices for consumers. (I)
JCEE, NCEE, MCE
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-------------------------------------------------- 15. b. A monopoly exists when only one
producer sells a product. (I)
-------------------------- JCEE, NCEE, MCE
16. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 16. b. Review and revise
communications. (A)
NHS, NCSS, NCHE -------------------------- NCSS, SM 2.2, MCH, Scans, NHS , 21st
17. Use social studies vocabulary appropriately. (A)
18. Plan, create, and evaluate written, visual, and oral presentations. (formal and informal) (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MCH, SCANS, 21st
19. Organize information into useful forms such as note taking, outlining, and graphic organizers. (A)
NHS, SM 2.6, R
20. Analyze primary and secondary sources by comparing sources at least three times a year. (E)
AP
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B. Facilitating Activities: CCO IV: ECONOMICS ORGANIZING IDEA #1 Who controls the resources and what do they do with them? The student will: 1. Explain why the opportunity for profit in developing economies is limited. (IVC13a) (DOK 2) 2. Identify where objects were produced to determine trade patterns and then discuss reasons for specialization and
interdependence of various countries and regions. (IVC5a, IVC5b, IVC9) (DOK 2) 3. Find examples of monopolies in recent U.S. history (Internet browsers, telephone service, etc.) and explain the advantages and
disadvantages of competition. (IVC15a, IVC15b) (DOK 2) 4. Participate in a simulation of resource allocation, production, and distribution. (IVC2, IVC4) (DOK 2) 5. Use thematic maps to predict and interpret resource distribution. (IIIP1a, IVP2) (DOK 2) 6. Consult sources such as the Statesman’s Almanac or www.cia.gov to determine GDP per capita for various countries and
create a chart or graph to show variance in GDP. Use the chart or graph to group countries with similar GDP’s. Investigate economic similarities of cause/effect among countries. (IVP6a, IVC6, IVP6b) (DOK 2)
7. Compare primary and secondary sources from various cultures to determine how people have common needs. Create a Venn diagram that shows how needs are met in similar and different ways. (IVP20, IVP19, VC1) (DOK 2)
8. Map the transactions of goods and services between countries necessary to create selected household or classroom products to illustrate economic interdependence. (IVC9, IVP9b) (DOK 2)
9. Create concept of definition maps for market, command, and mixed economies. (IVC1, IVP19) (DOK 1) 10. Create and analyze thematic resource maps for various world regions. (IVC2, IVP2) (DOK 3) 11. Produce bookmarks in cooperative groups with each group having varying resources and technology in order to simulate and
explain the relationship between resources, technology, and economic development. (IVC2, IVC12a, IVC12b) (DOK 3) 12. Evaluate how favorable exchange rates may give a nation economic advantage in international trade. (IVC7b) (DOK 2) 13. Analyze GDP figures for various countries. Using deductive reasoning formulate theories to explain the commonalties and
variance between countries. (IVC6, IVP6a, IVP13a, IVP12) (DOK 3)
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ORGANIZING IDEA #2 How do we make economic decisions and what are the consequences? The student will: 1. Create a database of key economic terms, definitions, and modern examples. (IVP5b, IVP17) (DOK 1) 2. Examine peaks and troughs in a normal business cycle and explain how profit motive influences decisions of investment. [see
appendix] (IVC13b, IVC14a, IVC11a) (DOK 2) 3. Identify and list three personal decisions and their opportunity costs. (IVC3, IVP3a) (DOK 2) 4. Use descriptions of a command economy (such as The Russians by Hedrick Smith) and a market economy to compare and
contrast differences in productivity, production, and consumption. (IVP1, IVC1, IVC4) (DOK 2) 5. Create a concept and definition map of opportunity cost. (IVC3, IVP5b) (DOK 2) 6. Compare prices over time and in different countries. Identify reasons for inflation. (IVC14b) (DOK 2) 7. Research environmental problems and identify contributing factors and possible solutions related to the use of technology.
(IVC11b, IIIC5a, IIIC5c, IIIP5c) (DOK 4) 8. Participate in a global summit on economic issues and critique how different governments deal with economic issues. (IVC1,
IVP1) (DOK 4) 9. Construct supply and demand curves to analyze the likely effects on trade patterns. (IVC12b, VP9) (DOK 4) 10. Determine the salary of baseball players based on ERA’s to demonstrate productivity. (IVC4) (DOK 2) 11. Analyze thematic maps to recommend how a country should specialize. (IVC5a, IVP2) (DOK 3) 12. Evaluate possible consequences of shifts in supply or demand. (IVC12a, IVP12) (DOK 2) 13. Conduct a cost benefit analysis regarding the creation of a trade barrier [i.e. tariff, embargo]. (IVC10a, IVC10b) (DOK 3) 14. Prepare, review, and revise a presentation including a visual aid to explain why unemployment IVC14c, IVP18, IVP16b)
(DOK 4) 15. Predict how the perspective of a developing country might differ from that of an industrial country in matters of international
trade and trade barriers. (IVP9a, IVC10a, IVC10b) (DOK 4) 16. Write an editorial in favor or against imposing tariffs on imported goods. (IVC10a, IVC10b, IVP16a) (DOK 3) 17. Write a persuasive essay to the government advocating a tax plan from the perspective of someone whose only source of
wealth is earnings from wages or salaries or from the perspective of someone whose sources of wealth are rent and profit. (IVC7c, IVC8, IVP16a) (DOK 4)
18. Using newspaper articles, predict consequences of a variety of real-world economic decisions. (IVP3b, IVC9, IVP9a) (DOK 2)
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19. Using a chart that shows the cost of goods in two different countries, explain the Purchasing Power Parity that causes the cost to be different (IVC6b) (DOK 2)
20. Look at visuals such as Material World to compare standard of living in different countries (IVC6c) (DOK 2) 21. Create and analyze a chart that compares economic systems. Make predictions, draw conclusions and interpret the data to
discuss which systems work best. (IVP1, IVP8) (DOK 2) 22. List the advantages and disadvantages of a barter system and a monetary system (IVC7a) (DOK 2)
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C.1 Application Level Assessment:
CCO IV: Economics The student will evaluate economic decisions that are made by individuals, groups, and societies. CCO III: Geography The student will analyze world systems and regions using geographic tools and the five themes of geography. CCO II: History The student will examine history in order to analyze the present and make predictions. Student task: The student will:
1. Identify GDP as the total market value of all final goods and services published in the economy in one year. (IVC6a) 2. Analyze the causes and effects of GDP per capita in different countries. (IVP6b) 3. Identify human characteristics of place such as education, population, settlement patterns. (IIIC2c) 4. Identify physical characteristics of place such as climate and topography. (IIIP2a) 5. Use thematic maps to predict, conclude, and interpret resource distribution. (IVP2) 6. Examine how people change their environment to suit their needs and how the environment influences the way people
live [Human/environmental Interaction]. (IIIC5a) 7. Identify environmental consequences of how people use resources. (IIIP5c) 8. Use geographic and economic reasoning to interpret the past, explain the present, and predict the future. IIP2) 9. Reason inductively and deductively. (IVP12) 10. Write an expository paragraph. (IVP16a, IIP4a) 11. Construct maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IIIP1b) 12. Conduct research to answer questions. (IIIP1J) 13. Evaluate how productive resources are limited causing scarcity. (IVC2)
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Teacher Notes: Students need instruction on the economic content necessary to understand the data. Teachers may assign countries or allow students to choose from a pre-determined list. Students will require guidance and access to materials in order to collect data for analysis. A database should be supplied by the teacher and may/should include: natural resource distribution, education levels, population distribution, settlement patterns, climate, topography, human-environmental interaction, technology, culture, imports, exports, life expectancy, and trade partners. Sample graphic organizers are provided in the appendix. Student Prompt: (DOK 3) Part 1 You will be writing a letter to the leader of a country, giving suggestions for improving the GDP per capita. Follow the steps below to gather the information that will be needed to write your letter.
1. Complete the data chart provided by your teacher. 2. Analyze the chart to decide the reasons why the country has a low GDP per capita.
Part 2 Write a letter to the leader of a country, describing the current GDP and giving suggestions for improvement. In your letter to the leader of the country: a. State two reasons why the country has a low GDP per capita and give details from the data chart to support your reasons.
b. State two realistic strategies to improve the GDP per capita. Be sure to explain your strategies in detail. c. State how the strategies would impact the natural environment. d. Include how the strategies you suggested will impact the standard of living for the people in the country.
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Seventh Grade Challenge World Geography Scoring Guide
CCO III, IV: Geography and Economics
4 3 2 1 Data Collection The student
independently, accurately and thoroughly identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student with minimal assistance accurately identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student with moderate assistance identifies what is known about the country in terms of human characteristics of place, physical characteristics of place, productive resources, and human/environmental interaction.
The student presents a description of what is known about the country that is severely flawed and can only complete the task with considerable assistance.
Inductive/deductive analysis
The student constructs valid generalizations and conclusions about GDP based on specific data that is clearly identified.
The student constructs valid generalizations and conclusions about GDP based on identified data.
The student constructs generalizations and conclusions about GDP that are only partially supported.
The student does not construct generalizations or conclusions about GDP or generates one that has no support.
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Summary (Expository writing)
The student presents a clear and well- written letter that answers the prompt completely by listing 2 reasons for GDP and 2 realistic strategies for GDP improvement. The student includes an insightful discussion of how the solutions would impact both the natural environment and the standard of living.
The student presents a clear letter that answers the prompt by listing either 2 reasons for GDP and 1 realistic strategy for GDP improvement or 1 reason for GDP and 2 realistic strategies for GDP improvement. The student includes a discussion of how the solution would impact both the natural environment and the standard of living.
The student presents a letter that partially answers the prompt by listing 1 reason and 1 strategy for GDP improvement. The student discusses either how the solution would impact the natural environment or the standard of living.
The student does not present a letter that adequately answers the prompt. Lists only 1 reason or 1 strategy. Discussion of how solution would impact the environment or standard living is unrealistic.
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C.2. Application Level Assessment: Economics CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task: The student will:
1. Use thematic maps to predict, conclude, and interpret resource distribution. (IVP2) 2. Determine sources of wealth. (IVP7c) 3. Determine how trade barriers reduce the flow of goods among countries. (IVC10a) 4. Determine how individuals, economic institutions, and nations specialize to produce goods and services at the lowest cost.
(IVC5a) 5. Predict how technological advances will effect the production of goods and services. (IVC11b) 6. Explain how forces of supply and demand determine price. (IVC12a) 7. Determine profit as the money left over from selling goods or services after paying the cost of production. (IVC13a) 8. Create or analyze a chart or graph to predict, conclude and interpret. (IVP8) 9. Determine how trade barriers raise the cost of goods from other countries (IVC10b) 10. Determine how specialized trade causes both production and consumption to increase. (IVC5b) 11. Explain how supply and demand affect trade patterns. (IVC12b)
Teacher Notes: The teacher should provide the student with a copy of the attached link-set module, an atlas with political maps, and a good thematic map that clearly shows sugar production world-wide such as the sugar map in appendix page 725. (A link-set module is a series of questions designed around a single theme.) This link-set module is consistent with the format and skills assessed on the MAP. The provided scoring guide simulates MAP scoring criteria. Suggested Prompt: (DOK 3) You have been studying how economic factors affect individuals, countries, and regions. In order to determine what you have learned, you will need to complete the assessment packet. You may want to cross off parts of questions as you complete them to make sure that you have answered all required steps. Please write your answers in complete sentences.
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CONGRATULATIONS
You are the new owner and CEO of Acme Candy Company. Acme is a 100 year old company based in the United States. The main ingredient of all Acme candy is sugar. Sugar is mixed with other ingredients to produce 47 variations of candy that is sold world-wide. Some of Acme’s most important buyers are retail stores in the United States, Mexico, Japan, and Canada. On your first day as CEO, you are told that only limited amounts of sugar are available from United States farmers. Sugar cane is grown in sub-tropical and tropical climates. You discover that climate conditions and topography make it possible to grow sugar at a lower cost. Your company currently buys the most sugar from India.
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1. Embargoes, tariffs, and quotas do which of the following to the price of goods and services? a. Increase the cost of goods and services coming from other countries b. Decrease the cost of goods and services coming from other countries c. Does not change the cost of goods and services coming from other countries
2. Which of the following is a source of wealth for Acme Candy Company?
a. wages b. salaries c. profit
3. Use the provided thematic map and political map to determine four countries from which Acme
Candy Company could buy sugar (cane sugar). __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Examine the location of the sugar producing regions. What characteristic do they all have in common that allows them to successfully grow sugar cane? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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5. The United States has decided to impose an embargo against Brazil. Complete the chart for each group stating their likely position on the trade barrier and the economic reason(s) for their position.
Groups affected by trade barrier
For or against embargo Reason(s) for position
Sugar producers in Brazil
The Acme Company
A candy consumer in the U.S.
Sugar producers in Louisiana
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6. Which of the four groups from the chart would benefit the most as a result of the embargo? (Be sure to give reasons for your answer)
7. Because of the embargo placed on Brazil by the United States, what will happen to the price of sugar produced in the United States? As a result of the same embargo, what will happen to the demand for United States sugar? Explain your answer.
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Examine the following tables.
8. Based on the tables and information provided about Acme Candy Company, determine if the company is making a profit and
suggest two ways (based on information in the tables) to increase future profit. ____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Raw Sugar Prices Per Pound Brazil 30 cents Louisiana 60 cents China 40 cents Thailand 45 cents India 50 cents
Acme Expenses (in million of dollars) Raw materials 4.5 Wages 15.0 Packaging 10.0 Other expenses 5.5
Acme Sales (in millions of dollars) United States 10 Japan 5 Canada 9 Mexico 7 Other 4
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Acme is considering the purchase of a new packaging machine so that packaging will no longer have to be done by hand.
9. What would happen to productivity and the cost of the candy produced? (Be sure to give reasons for your answer.)
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Scoring Guide CCO IV: Economics
1. A 2. C 3. 2 points- Lists 4 correct sources of sugar 1 point- Lists two or three correct sources of sugar 0 points- Lists 1 or fewer correct sources of sugar 4. 1 point Student identifies (tropical) climate as the main characteristic 0 points Student fails to identify (tropical) climate as the main characteristic 5. 4 points- Gives four probable positions and gives corresponding logical reasons for positions 3 points- Gives three probable positions and gives corresponding logical reasons for positions 2 points- Gives two probable positions and gives corresponding logical reasons for positions 1 point- Gives one probable position and gives corresponding logical reason for position 6. 2 points- Correctly identifies the group that would find the embargo most beneficial (Louisiana farmers) and gives logical
reasons for their selection. 1 point- Correctly identifies the group that would find the embargo most beneficial but gives no reason 0 points- Incorrectly identifies the group that would find the embargo most beneficial 7. 3 points- Provides a logical answer for price and demand and supports both with logical reasoning. 2 points- Provides a logical answer for price and demand and supports one with logical reasoning. 1 point- Provides a logical answer for either price or demand and supports it with reasoning 0 point- Does not provide a logical answer for either price or demand
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8. 3 points- States that the company is not making a profit and offers two plausible suggestions based on the tables. 2 points- States the company is not making a profit and offers one plausible suggestion for future profit based on the
tables or incorrectly determines current profit but offers two plausible suggestions for future profit. 1 point- States the company is not making a profit but offers no plausible suggestions or incorrectly determines the
current profit but offers one plausible suggestion for future profit or incorrectly states the company is making a profit and offers plausible suggestions to increase profit.
9. 3 points- Provides a logical answer for productivity and cost and supports both with logical reasoning. 2 points- Provides a logical answer for productivity and cost and supports one with logical reasoning. 1 point- Provides a logical answer for either price or demand and supports it with logical reasoning. 0 points- Does not provide a logical answer for either price or demand.
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C.3 Application Level Assessment: Economics CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies. Student Task:
1. Opportunity cost is what you give up to get something else. (IVC3) 2. Productivity is the output per worker or machine. (IVC4) 3. Standard of Living is the measure of the necessities, comforts, and luxuries available in a society. (IVC6c) 4. Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (IVC7a) 5. The government pays for the goods and services it provides through taxing and borrowing. (IVC8)
• Sales Tax • Property Tax • Income Tax
6. Economic decisions in one part of the world effect economic conditions and policies in other parts of the world. (Interdependence) (IVC9) 7. Compare and contrast different economic systems. (IVP1) 8. Identify the opportunity costs of a decision. (IVP3a) 9. Develop a thesis and explain reasoning using supporting detail. (IVP5a) 10. Use data to compare and contrast GDP per capita between different countries. (IVP6a) 11. Investment refers to the use of resources by businesses, individuals, or governments to increase productive capacity.
(IVC11a) 12. Business cycles are complete when a period of increased GDP is followed by a period of decline in GDP. (IVC14a) 13. Evaluate the cost/benefits and consequences of economic decisions. (IVP3b) 14. Relate concept to example. (IVP5b) 15. Identify, define, describe, and evaluate problems and solutions from multiple perspectives. (IVP9a) 16. Use maps, graphs, databases, and tables to determine patterns of economic interdependence. (IVP9b) 17. Profit motive encourages risk. (IVC13b)
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Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil.
Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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Seventh Grade Challenge World Geography Scoring Guide
CCO IV: Economics
CCO IV: The student will evaluate economic decisions that are made by individuals, groups, and societies.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (ww.achievementseries.com)
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V. Core Conceptual Objective: Culture The student will analyze the influence of culture on human behavior.
A. Content and Skills By the end of Seventh grade social studies, all students should know:
State & National Standards Correlations
By the end of seventh grade, all students should be able to:
State & National Standards Correlations
1. People have common social, physical, and emotional needs that are met in different ways in different cultures and times. (A)
SS6, CIV, NHS, NSCG, NGS, MCC, NCSS, 21st
2. a. Personal and group experiences influence perceptions and judgment. (D)
-------------------------------------------------- 2. b. Cultural traditions, human actions,
and institutions affect behavior. (E/A)
SS 6.5, HSSF, NGS, NCHEW -------------------------- SS 6.3, NGS, MCC, NCHEW, 21st
2. Differentiate between fact and opinion. (A)
SS 7.6, NGS, NCSS
3. Universal Human Rights are those which are essential to live as human beings and fully develop ourselves. (A)
NCSS, CIV, 21st 3. Develop a multicultural perspective that respects the dignity and worth of all people. (D)
NGS, NCHEW, HSSF, SCANS, 21st
4. Forces of cooperation and conflict among people influence the division and control of the Earth’s surface. (E)
NCSS, NGS, CIV, MCC, 21st
4. a. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (A)
-------------------------------------------------- 4. b. Identify, research, and defend a
point of view. (A)
SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, SCANS, NCSS, 21st -------------------------- SS 7.6, NGS, NCSS, 21st
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------------------------------------------------- 4. c. Exchange information while
recognizing bias and multiple points of view. (A)
-------------------------- SS 7.6, NGS, NCSS,
5. a. Write expository and/or persuasive essays. (A)
-------------------------------------------------- 5. b. Review and revise
communications. (A) -------------------------------------------------- 5. c. Write a comparison/contrast essay
in a timed situation three times a year. (E)
NHS, NCSS, NCHE, -------------------------- NCSS, SM 2.2, MCH, SCANS, NHS, 21st -------------------------- AP
6. Interpret art, photographs and artifacts. (D)
SM 2.4, NHS, NCSS
7. Use social studies vocabulary appropriately. (A)
8. Plan, create, and evaluate written, visual, and oral presentations. (formal and informal) (A)
SM 1.1, 1.2, 1.5, 2.1, NCSS, NHS, MC, SCANS, 21st
9. Organize information into useful forms such as note taking, outlines, and graphic organizers. (A)
NHS, SM 2.6
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B. Facilitating Activities: CCO V: CULTURE ORGANIZING IDEA #1 How does culture affect human behavior? The student will: Use primary and secondary sources to: 1. Create a word puzzle of key cultural vocabulary. (VP7) (DOK 1) 2. Read sections of the Universal Declaration of Human Rights and compare and contrast situations where rights are protected or
denied. (VC3, VP5c) (DOK 2) 3. Compare and contrast cultural institutions of various nations [education, marriage, etc.]. (VC2b) (DOK 2) 4. Determine cause and reflect relationships between cultural traditions and countries’ decisions. (VC2b) (DOK 2) 5. Use art, photographs, artifacts, or articles to determine how a culture meets its social, physical, and emotional needs. (VC1, CP6)
(DOK 3) 6. Write, review, and revise an expository paragraph that relates how a group’s prior experience might influence their perceptions.
(VC2a, VP5a, VP5b) (DOK 3) ORGANIZING IDEA #2 What are the cultural perspectives? The student will: Use primary and secondary sources to: 1. Define cultural demographic terms. (VP7) (DOK 1) 2. Analyze how cultural traditions have changed over time [origins through today]. (VC2b) (DOK 2) 3. Analyze global hot spots, identify problems, propose solutions, and present ideas using graphs, charts, and maps. (VC4, VP4a,
VP8) (DOK 4) 4. Create a graphic organizer that illustrates multiple perspectives on global issues. (VP9, VP4c) (DOK 3) 5. Find examples of universal human rights issues in the media and write an editorial on one of the issues that clearly states your
point of view. (VC3, VP4b, VP5a) (DOK 3)
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6. Debate issues of current concern (e.g. whether the United States should restrict immigration, whether there should be stricter environmental protections laws), listen to the debate of others and determine fact vs. opinion in their arguments. (VP4b, VP2) (DOK 3)
7. In a timed situation, write a comparison/contrast essay about human characteristics of place for two regions. (VP5c, IIIC2c) (DOK 2)
8. In a timed situation, compare/contrast two points of view from conflicting source documents. (VP5c, VP4c, IP12c) (DOK 3) 9. Prepare a multimedia presentation that showcases the diversity and commonalties of the world’s people. (VP3, VP8, IIIP1g) (DOK
2)
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C.1 Application Level Assessment: Geography and Culture CCO III: The student will analyze world systems and regions using geographic tools and the five themes of geography. CCO V: The student will analyze the influence of culture on human behavior. Student Task: The student will: 1. Identify and analyze human characteristics of place using demographic data, including: (IIIC2c, IIIP2f)
a. education b. religion c. language d. diversity e. economics f. settlement patterns g. population h. government
2. Analyze the spatial organization of people, places, and environments. (IIIP2d) 3. Identify and evaluate how forces of cooperation and conflict among people influence the division and control of the Earth’s
surface. (VC4) 4. Organize information into useful forms such as graphic organizers. (VP9) 5. Plan, create and present information using a visual aid. (VP8) 6. Conduct research by generating questions and evaluating information (IIIP1j)
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Teacher Notes: Students should receive instruction on finding and interpreting demographic data prior to the ALA. Teachers should provide appropriate resources and may give students a limited selection of countries to be considered. Teacher also has the option to provide demographic data for one or all countries. Websites that may be helpful to students include: www.cia.gov , www.govspot.com , and www.lonelyplanet.com . Helpful organizers may be found on Appendix pages 726-727. Presentations may be made to the class or to small groups. Visual aids may include Powerpoint, posters, graphic organizers, etc. at the discretion of the teacher. Suggested Prompt: (DOK 4) National Geographic magazine has hired you to determine which countries of the world are most likely to have conflict or which are most likely to cooperate. To complete this task you will work with your editor (your teacher) to select three countries to use for comparison. Once the three countries are determined, conduct research using the internet, texts, almanacs, and other resources to complete the graphic organizer of demographic data for each country. Once the chart is complete, determine three sources of cooperation and/or conflict. Explain your reasoning using details from your chart. Create a rough draft of your visual aid before sharing your presentation with the class.
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DEMOGRAPHIC DATA
COUNTRY A COUNTRY B COUNTRY C CONFLICT/COOPERATION REASONS FOR DETERMINATION
LITERACY RATE
MAJOR RELIGIONS BY
%
MAJOR LANGUAGES
BY %
MAJOR ETHNIC
GROUPS BY %
ECONOMICS: GDP Per Capita Major Imports Major Exports
Trading Partners
SETTLEMENT PATTERNS
Urban Rural
POPULATION Density
Growth Rate Life Expectancy
TYPE OF GOVERNMENT
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Slide One Title Slide Two Cooperate/ Conflict? Slide Three Reason A and explain Slide Four Reason B and explain Slide Five Reason C and explain
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Seventh Grade Challenge World Geography
Scoring Guide CCO III, V: Geography and Culture
4 3 2 1 Analysis of human characteristic of place and spatial organization
The student identifies valid sources of cooperation or conflict and clearly articulates the logic of the identification based on specific details.
The student identifies valid sources of cooperation or conflict but does not clearly state the logic of the identification.
The student identifies some sources of cooperation and conflict or fails to give reasons or gives reasons that are not logical supporting details.
The student does not identify sources of conflict or cooperation.
Research/Graphic Organizer
The student independently, thoroughly, and accurately identifies what is known about the subject of investigation.
The student, with minimal assistance, identifies what is known about the subject of investigation.
The student, with moderate teacher guidance, partially identifies what is known about the subject of investigation.
The student’s identification of what is know is severely flawed.
Presentation The student clearly and concisely articulates the sources of cooperation or conflict using presentation skills appropriately.
The student articulates the sources of cooperation or conflict and appropriately uses most presentation skills.
The student attempts to articulate the sources of cooperation or conflict and demonstrates errors in presentation skills.
The student is unable to articulate sources of cooperation or conflict and demonstrates significant errors in presentation skills.
Visual Aid The student creates a visual aid that is well constructed and clearly and insightfully demonstrates the sources of conflict or cooperation.
The student creates a visual aid that clearly demonstrates the sources of conflict or cooperation.
The student creates a visual aid that demonstrates some sources of conflict or cooperation but is jumbled or unclear.
The student is unable to create a visual aid that demonstrates sources of conflict or cooperation.
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C.2 Application Level Assessment: Culture
CCO V: The student will analyze the influence of culture on human behavior.
Student Task: 1. Cultural traditions, human actions, and institutions affect behavior. (VC2b) 2. Universal Human Rights are those which are essential to live as human beings and fully develop ourselves. (VC3) 3. Differentiate between fact and opinion. (VP2) 4. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (VP4a) 5. Identify, research, and defend a point of view. (VP4b) 6. Exchange information while recognizing bias and multiple points of view. (VP4c) 7. Interpret art, photographs and artifacts. (VP6)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered on-line or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) or clearance codes or assistance with EdGate.
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Seventh Grade Challenge World Geography Scoring Guide
CCO V: Culture
CCO V: The student will analyze the influence of culture on human behavior.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank (www.achievementseries.com)
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EIGHTH GRADE CHALLENGE UNITED STATES HISTORY
COURSE DESCRIPTION
Prerequisite: Students must meet Board of Education approved criteria. (full year) The Challenge United States History curriculum is designed to meet the needs of those students who desire and are capable of studying compacted social studies content. Students will examine the history of the United States from exploration through reconstruction using social studies processing skills to develop essential social studies concepts. The major course strands include government, economics, geography, and culture as they relate to the study of United States history. Students will use independent and cooperative study skills to engage in inquiry, research and analysis. A strong emphasis will be placed on analyzing primary and secondary source material and social studies writing. Students will also participate in democratic decision- making, engage in problem solving, and apply effective use of technology.
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I. Core Conceptual Objective: Government/Civics The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. Citizens have responsibilities which promote the healthy functioning of democracy. Civic Dispositions. (A)
NHS, CIV, MC, Char Ed, NCSS, HSSF, SM4.2, 4.3, NCHEW, NSCG, SCANS, 21st
1. Identify and demonstrate the civic dispositions of (D): • Respect • Responsibility • Integrity • Caring • Perseverance • Self-Control • Courage • Cooperation • Patience
NHS,CIV, MCG, Char Ed, NCSS, 21st
2. Necessity and purposes of government. (D)
NSCG, 21st
3. Governments may be limited or unlimited. (A)
NSCG, MCG SS3.1, CIV, NCSS, HSSF, 21st
3. Compare and contrast limited and unlimited government. (A)
SM1.6, NCSS, MCG
D R A F T
491
4. a. Power is derived by the consent of the governed. (E)
------------------------------------------ 4. b. Popular sovereignty allows
people to make decisions about issues that affect them [rule by the people]. (I)
NSCG, MCG, CIV, HSSF, SS1.1A -----------------------SS1.1, NSCG, CIV, NCSS
5. Rule of law is the principle that everyone, including political leaders, must follow the law. (D)
NSCG, CIV, MCG, NCSS, SS1b, 21st
6. The majority rules but the rights of minorities are protected. (A)
SS1.1, NSCG, MCG, CIV
7. a. The Declaration of Independence began the establishment of a democratic government which promoted basic American rights. (E/A)
------------------------------------------ 7. b. People have Inalienable
Rights. (A)
SS1.1, NSCG, HSFF, CIV, MCG, NCHE -----------------------SS1.1, NSCG, NCSS, CIV,MCG, NCHEW, HSSF
7. Identify and use primary and secondary sources. (E/A) SS7.1, NCSS, LM, 21st, NCHE, NCHEW
8. A confederation is a loose union of independent states. (I/E)
SS1.1, NSCG, HSSF, NCSS, CIV, MCG, NCHE
8. Determine the advantages and disadvantages of a confederation. (I/E)
SS1.1, NSCG, HSSF, NCSS, CIV, MCG, NCHE
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9. a. The structure of the United States government was established by the Constitution. (E/A)
------------------------------------------ 9. b. Federalism is a system in
which power is divided among the national and state governments. (E/A)
------------------------------------------ 9. c. The Constitution designates
shared, delegated, and reserved powers. (I)
------------------------------------------ 9. d. Powers, functions and
authority of the national government. (E)
------------------------------------------ 9. e. Power is divided among the
Executive, Legislative and Judicial branches. [Separation of powers] (E/A)
------------------------------------------ 9. f. Checks and balances allow
each branch of government to have some control over the others. (E)
SS1, CIV, NSCG -----------------------SS1.1B, NCSS, MCG CIV, HSSF, NSCG, NCHE -----------------------SS1B, NSCG -----------------------SS3.3, NSCG, NCSS, HSFF, CIV, MCG -----------------------SS1.1B, NCSS, HSSF, NSCG, CIV, MCG, NCHEW -----------------------SS1.1, MCG, NSCG, HSSF, CIV
9. a. Use and create graphs, diagrams, databases, and tables to predict, conclude, and interpret. (E/A)
------------------------------------------------------------------------ 9. b. Relate concepts to specific examples. (D) ------------------------------------------------------------------------ 9. c. Compare and contrast government concepts. (E)
SS7.2, SS7.3,SM1.6, NCSS, NGS, SCANS, 21st ---------------- SM1.6, SCANS ---------------- SM 1.6, NCSS, MCG
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10. Specific steps necessary to amend the United States Constitution. (I/D)
SS1.1, MCG, NSCG, CIV
11. a. The first 10 amendments [Bill of Rights] guarantee basic freedoms. (E/A)
------------------------------------------ 11. b. The government must
follow proper constitutional procedures in actions taken against individuals according to due process of law. (E/A)
------------------------------------------ 11. c. United States leaders are
selected according to Constitutional direction and tradition (i.e. electoral college, nominating conventions, appointment of judges) (A)
SS1, NSCG, HSSF, MCG, CIV, NCHE -----------------------SS1.1, NSCG, MCG, CIV, HSSF, NCSS -----------------------SS3.2C, HSSF, CIV, NSCG, MCG, NCSS, 21st
12. Citizens may participate in government in various ways. [i.e. voting, lobbying, campaigning, petitioning] (A)
SS3.2, NSCG, NCSS, CIV, MCG
12. Write a persuasive essay. (A) NHS, NCHE, NCHEW
13. Voting effects public policy. (D)
SS1.1B, NCSS, HSSF, NSCG, CIV, MCG, 21st
D R A F T
494
14. Citizens of the United States have rights and responsibilities. (A)
HSSF, NCSS, SS4.2, SS4.3, NCHEW, NSCG,CIV, SCANS, MCG
15. Elected officials govern on behalf of the people in a representative democracy/republic. (E)
MCG,CIV, NSCG, HSSF, NCSS, 21st
16. In the United States, political parties have changed over time. [formation and roles] (I)
SS1.1, NSCG, MCG, CIV
16. Identify, research, and defend a point of view. (E/A) SS7.6, NGS, NCSS, 21st
17. The role of courts in the United States. [procedures, judge, jury, attorney, prosecution, defense, plaintiff, civil, criminal] (I)
SS3.3, MCG,CIV,NCSS,NSCG
18. Laws are made, interpreted and enforced in a democracy. (E/A)
SS3.2, NSCG, CIV, MCG, NCSS, 21st
18. Evaluate laws. (A) MCG, CIV, NSCG
19. Democracy and citizenship were expanded through amendments to the Constitution. (E)
NHS, NSCG, SS1.1, MCG, HSSF, CIV, NCSS
19. Evaluate cause and effect. (E) SM 1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW
20. Foreign and domestic policy decisions shaped early United
States history. (E)
CIV, NSH, NSCG 20. Identify foreign policy issues in United States History. (E)
NHS, NSCG, CIV
21. Evaluate current events in relation to content objectives. (A)
NCSS, NHS, NGS
D R A F T
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22. Create and interpret political cartoons. (A) SS 7, NSCG, NCSS
23. Use social studies vocabulary appropriately. (A)
D R A F T
496
B. Facilitating Activities:
CCO I: Government/Civics ORGANIZING IDEA #1 How have social, economic, and geographic factors influenced the development of the United States Government? The student will: 1. Explain why a republic is more practical than direct democracy as a governance structure for the United States. (IC15)
[DOK1] 2. Create a diagram showing how political experiences prior to the writing of the U.S. Constitution (as royal colonies and as
members of a confederation) were addressed in the document. (IC8, IP8, IC9a, IP9a) [DOK 2] 3. Debate critical issues in a simulated Constitutional convention. (IC9a) [DOK 1] 4. Use the Declaration of Independence and other primary and secondary sources to determine factors that influenced our
separation from England. (IP7, IC7a) [DOK 2] 5. Analyze Andrew Jackson's policy regarding Native Americans to determine constitutionality according to due process of
law. (IC11b, IP18) [DOK 2] 6. Research a controversial law from U.S. history [e.g. the Fugitive Slave Law] to determine why it was made, how it was
interpreted and how it was enforced. (IC18, IP18) [DOK 3] 7. Predict how Jefferson or Hamilton might have responded to current public policy debates. (IP20) [DOK 3] 8. Theorize how public policy might have been different if all people had the right to vote in the early 1800's. (IC13b, IIP17)
[DOK 3] 9. Simulate a historical trial to demonstrate the role of the courts in United States history. (IC17, IIC17, IIC18) [DOK 2] 10. Create a PowerPoint presentation or web page of laws designed to protect the rights of minority groups [e.g. Religious
Toleration Act, Bill of Rights]. (IC6, VP15a) [DOK1] 11. Evaluate historical laws (i.e. Stamp Act, Alien and Sedition Acts, Missouri Compromise) based on their effectiveness.
(IP18) [ DOK2] 12. Create a caricature of Alexander Hamilton or Thomas Jefferson showing their backgrounds and political beliefs. Use a
document camera to share and discuss student work. (IC16, IP9c) [DOK 2]
D R A F T
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ORGANIZING IDEA #2 What rights and responsibilities should citizens and governments have? The student will: 1. Maintain a list of important governmental terms and definitions. (IP23) [DOK 1] 2. Explain Thomas Jefferson's idea that governments are formed by the consent of the governed and give examples. (IC4a,
IP9b) [DOK 2] 3. Compare King George III’s rule with the Presidency of Washington in terms of limited and unlimited government. (IC3,
IP9c) [DOK 2] 4. Determine whether U.S. Presidents ever acted outside the rule of law in early U.S. history. (IC5) [DOK 2] 5. Compare and contrast limited government with unlimited government. (IP3) [DOK 2] 6. Debate whether or not political leaders are subject to the rule of law. (IC3, IC5, IP16) [DOK 3] 7. Predict what daily life would be like if the national government did not exist. (IC2, IP19) [DOK 3] 8. Interpret early American political cartoons. (IP22) [DOK 2] 9. Create a video to explain the powers, functions and authority of the branches of the national government. (IC9d) [DOK 1] 10. Create an informational flyer that explains rights and responsibilities of U.S. citizens. (IC14) [DOK 1] 11. Write an editorial defending a Constitutional right that could be challenged. (IC7b, IC11a, IP12) [DOK 2] 12. Write a persuasive essay promoting a famous American as the best example of American citizenship using the civic
dispositions as criteria. (IC1, IP1, IP12) [DOK 3] 13. Write a letter to the proper governmental official advocating a change in or support of public policy. (IC12, IP12) [DOK2] 14. Justify the need for separation of powers and a system of checks and balances. (IC9e, IC9f) [DOK 2] 15. Evaluate the merits of popular sovereignty as construed in the Kansas-Nebraska Act. (IC4b, IIC13) [DOK 2] ORGANIZING IDEA #3 How does the Constitution adapt to an ever- changing society? The student will: 1. Compare and contrast Federalists and Anti-federalists to modern day Democrats and Republicans. (IC16, IP9c) [DOK 2] 2. Create a persuasive essay that supports either Jefferson’s or Hamilton's interpretation of the Constitution. (IP16, IP12)
[DOK 2] 3. Create a timeline that shows the expansion of citizenship rights through amendments to the Constitution. (IC19, IIP3)
[DOK 1] 4. Describe the Electoral College system and advocate for or against its continuance. (IC12, IP16) [DOK 3]
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5. Classify governmental powers as reserved delegated, prohibited or shared based on Article I of the Constitution. (IC9c) [DOK 1]
6. Plan a campaign to amend the Constitution and list the steps you would need to take in order to be successful. (IC10, IIP4) [DOK 2]
7. Write an essay that compares and contrasts federalism with a confederation and determine why the Constitution established a federal system. (IC9b, IC8, IP9c) [DOK 2]
D R A F T
499
C.1. Application Level Assessment CCO I: Government
The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Student Task: [DOK 3] The student will: 1. Identify a confederation as a loose union of independent states. (IC8) 2. Identify federalism as a system in which power is divided among national and state governments. (IC9b) 3. Determine advantages and disadvantages of a confederation and federal system. (IC9b, IC8) 4. Identify and defend a point of view. (IP16) 5. Write a persuasive essay. (IP12)
Teacher Notes: Prior to the assignment of this ALA, students should be taught and have practice with the elements of persuasive essay. Students should also receive instruction on confederations and federal systems prior to the ALA. It may be helpful to use the Confederation vs. Federal system handout (appendix page 805) as a pre-teaching instrument. (Teachers may opt to score the graphic organizers and have students make corrections, prior to the writing of the persuasive letter). Suggested Student Prompt: Complete the drawings about governmental power and then answer the following questions on the Constitutional debate between the Federalists and the Anti-Federalists. Make sure you support your answer when required.
D R A F T
500
Suggested Student Prompt Complete the drawings about governmental power and then answer the following questions on the Constitutional debate between the Federalists and the Anti-Federalists. Make sure you support your answer when required. Part 1 Teeter-Totter drawings are useful for showing power relationships between two people or groups of people. For example, in this drawing, Albert has more power on the teeter-totter than Mike because Albert weights more. Since Albert weighs more and he has more power, Albert controls most of the activity on the teeter-totter, and he is usually closer to the ground.
Albert
Mike
D R A F T
501
Make the following drawings using the key below Drawing Key for 1-4: N=National Government GP=Government Power S=State Governments PF=People’s Freedom 1. Draw a teeter-totter drawing that shows how Anti-Federalists though National and State Power should relate to one another. 2. Draw a teeter-totter drawing showing how Federalists viewed how national and state power should relate to one another.
D R A F T
502
3. Draw a teeter-totter drawing that shows how Anti-Federalists FEARED our national and state governments would relate if the Federalists got their way. 4. Draw a teeter-totter drawing that shows how Anti-Federalists wanted the relationship between Government Power and People’s Freedom.
D R A F T
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Part 2 – Answer the questions below. 5. Define confederation as a system of government. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ 6. Define federalism as a system of government. ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________
D R A F T
504
7. In 1787 during the Constitutional Convention, why would Federalists have rejoiced at the inclusion of this Clause in the Constitution? Make sure you explain: - who the Federalists were. - what this Clause in the Constitution is saying. - how they relate to each other. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
Document 1 – Article 1, Section 8, Clause 18: “The Congress shall have Power – To make all Laws which shall be necessary and proper for carrying into Execution the foregoing Powers, and all other Powers vested by this Constitution in the Government of the United States, or in any Department or Officer thereof.” (This is the Elastic Clause of the Constitution)
D R A F T
505
8. Why would Anti-Federalists have been in favor of this Amendment to the U.S. Constitution? Make sure you explain: - who the Anti-Federalists were. - what this Amendment is saying. - how they relate to each other. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
Document 2 – Bill of Rights Amendment X: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
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9. Looking at the two documents above, do you see any potential problems in store for the new government of the United States? What obstacles or arguments might arise? Support your thesis with examples. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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Part 3 Decide whether a confederation or federalism has the most merit. Write a letter to persuade the founding fathers to adopt the system you favor. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics Answer Key for 1-9 Part 1: 1. State Power 2. National Government 3. State governments would lose power under National rule 4. People’s rights and freedoms Part 2: 5. Describes confederation as a loose union of independent states. 6. Describes federalism as a government where power is divided between State and National government. 7. Possible answers include: the Federalists were people who believed in a stronger central government than had been utilized under
the Articles of Confederation. They believed that power between the National and State governments should be shared, but that the National government must be stronger than the individual state governments. This clause is giving a branch of the national government the power to do whatever is necessary to make sure all the laws are carried out. They relate because this “elastic clause” is giving the National government more power.
8. Possible answers include: the Anti-federalists tended to be in favor of giving more power to state governments than the National government. They favored this amendment because it is giving power to states and the people to do all things not mentioned specifically in the Constitution. They relate because this amendment favors exactly what the anti-federalists wanted: stronger local and State governments and a weaker National government.
1. N S
2. S N
3. S N
4. GP PR
D R A F T
509
9. Answers will vary but might include: - the issue isn’t really settled as to who does what. - what if state and federal laws disagree? - what if two states have different laws about the same thing? - what happens if a state wants to leave this new union? 4 3 2 1 Persuasive Essay to Founding Father
The student clearly and effectively communicates the system selected is the best choice and provides powerful support.
The student communicates the system selected is the best choice and provides some support.
The student communicates useful information but there is not a clear argument or support.
The student communicates random information and does not specify why the selected system is the best choice.
D R A F T
510
C.2. Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America. Student Task: [DOK 2] The student will:
1. Use and create graphs, diagrams, databases, and tables to predict, conclude, and interpret. (IP9a) 2. Identify the powers, functions, and authority of the national government. (IC9d) 3. Determine how power is distributed among the executive, legislative, and judicial branch. (IC9e) 4. Examine how laws are made, interpreted, and enforced in a democracy. (IC18) 5. Explain how checks and balances allow each branch to have control over the others. (IC9f)
Teacher Notes: Students should receive instruction on the powers and functions of each branch prior to the ALA. (See helpful graphic organizer in the Appendix). The teacher may suggest a graphic organizer or leave selection to the student. Suggested Student Prompt: Complete the attached graphic organizer to show the powers, functions, and authorities (who, what, how) in each branch of the national government.
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Name:
Write the correct word or phrase that best answers each question.
Legislative Branch Executive Branch Judicial Branch Who is in this branch?
main group: divided into two houses: 1. 2.
1. 2. 3.
1. 2.
What is the main job of each branch?
Additional jobs of each branch.
1. 2.
1. 2.
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Checks and Balances For each of the following situations, answer which branch of government should handle the situation. Answer “E” for Executive Branch “L” for Legislative Branch “J” for Judicial Branch 1. _____The American people want a new trade agreement about women’s shoes between the U.S. and Italy. Which branch can negotiate this treaty? 2. _____The American people demand that we declare war with another country. Which branch can declare war? 3. _____The American people demand more government money be spent on schools. Which branch can give more money to the
schools? 4. _____The people question whether wiretapping is a violation of their constitutional right to privacy. Which branch decides if this is
right, according to the Constitution? 5. _____A community stockpiles a lot of guns and starts to threaten their neighbors and the government. They are thought to be
making bombs. Which branch can lead the military to protect the public? 6. _____The President begins to show signs of mental illness. He forgets that he is President and often says things that are
inappropriate. Which branch can remove the President from office? 7. _____The Senate and the House of Representatives pass a bill that requires you to pay half of your money to the government in the
form of taxes. Which branch can stop the law from taking effect with veto power? 8. _____The President has declared that you must keep U.S. soldiers in your house. Which branch decides if this is right, according to
the Constitution?
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9. _____Judge Joe Brown wants a job on the Supreme Court. Which branch nominates him for the job? 10. ____The President offers someone the position of Secretary of State. (The Secretary of State is responsible for most of our negotiations with other countries). Which branch approves the appointment?
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How Does a Bill Become a Law? Write the answers to the missing steps for how a bill becomes a law. Your answers should be written in the column on the right. Be thorough.
Write answers for missing steps below:
1. 2. 3. 4. 5. 6. 7.
IDEA FROM A CITIZEN
The bill is introduced into the Senate.
The bill is introduced to the House of Representatives.
1. What happens here? The bill is sent to a House Committee to be approved, revised, or killed.
2. What happens here? 3. What happens here?
4. What happens here?
5. What happens here?
The bill is given to the President
The President vetoes the bill. 7. What happens here? OR
OR
6. What can happen here? The bill becomes a law!
The Bill does not become a law.
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Eighth Grade United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Checks and Balances Organization
The student clearly, thoroughly, and accurately shows what is known about the powers of the three branches, and shows at least two checks on each branch.
The student accurately shows what is known about the powers of the three branches and shows at least one check on each branch.
The student presents a partial description of what is known about the powers of the three branches and shows at least one check on each branch.
The student’s description of the powers of the three branches is severely flawed and does not show at least one check on each branch.
Checks and Balances and Powers situational assessment
The student identifies all scenarios correctly.
The student identifies most scenarios correctly.
The student identifies some scenarios correctly.
The student identifies few scenarios correctly.
Law Making flowchart The student completes chart correctly and completely.
The student completes the flowchart correctly.
The student completes the flowchart with a few errors.
The student completes the flowchart with several errors.
Correct Answers for Checks and Balances situations: 1. E 2. E 3. L 4. J 5. E 6. L 7. E 8. J 9. E 10. L
Correct Answers for Bill-Law Flowchart: Use this to guide you. 1. The bill is sent to a Senate Committee to be approved,
revised, or killed. 2. The Senate debates and votes on its version of the bill. 3. The House debates and votes on its version of the bill. 4. House and Senate committee members work out the
differences between the two versions. 5. Both houses of Congress pass the revised bill. 6. Two-thirds majority vote of Congress approves the vetoed
bill. 7. The President signs the bill.
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C.3. Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America. Student Task: [DOK 2] The student will:
1. Identify and use primary and secondary sources. (IP7) 2. Analyze and interpret how the Bill of Rights guarantee basic freedoms. (IC11a) 3. Evaluate cause and effect. (IP19) 4. Evaluate government actions according to due process of law. (IC11b)
Teacher Notes: Students should have discussed the Bill of Rights prior to the ALA. Students can use dictionaries on the ALA. Teachers may allow students to use a class-generated outline of the Bill of Rights in modern language. Suggested Student Prompt: Complete the chart by identifying rights protected by the Bill of Rights and give a modern example of each. You will also use the scenarios that are provided to explain whether or not “due process of law” was followed and why. Cite evidence from the Bill of Rights to support your answers.
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Directions: In the column on the left an amendment appears as it is written in the U.S. Constitution - your job is to identify rights listed in the amendments and give an example of each. What the Constitution says: Rights/Examples:
Right: Example: Right: Example: Right: Example: Right: Example:
1st Amendment: Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Right: Example:
2nd Amendment: A well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed.
Right: Example:
3rd Amendment: No soldier shall, in time of peace be quartered in any house, without the consent of the owner, not in time of war, but in a manner to be prescribed by law.
Right: Example:
4th Amendment: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, an no Warrants shall issue, but upon probable causes, supported by Oath, or affirmation, and particularly describing the place to be searched and the persons or things to be seized.
Right: Example:
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Right: Example: Right: Example:
5th Amendment: No persons shall beheld to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in the actual service in the time of War or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy in life or limb, nor shall be compelled in any criminal case to be a witness against himself, not be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Right:
Example:
6th Amendment In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense.
Right: Example: Right: Example: Right: Example:
7th Amendment: In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.
Right: Example:
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8th Amendment: Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
Right: Example:
9th Amendment: The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
Right: Example:
10th Amendment: The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
Right: Example:
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DIRECTIONS: Read each of the following situations. Explain if the government legally followed due process of law based upon the Bill of Rights. SITUATION 1: Mrs. Peterson lives on a 100 acre farm in Georgia. The state is building a major highway which will connect Atlanta to Savannah. The state has told Mrs. Peterson that she must sell her land to the state for the price of $500,000, which is fair market value for land in the area. Can this happen? Can the government take her land? Cite the amendment in question and explain how it applies. SITUATION 2: Jenny came home to find two U.S. soldiers, with all of their gear, on the front porch of her house. They tell her that the barracks on the base are full, so she will have to house them for the next two months of training. Does Jenny have to let them stay? Cite the amendment in question and explain how it applies.
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SITUATION 3: Kyle has been charged with robbing a local bank. He does not want to take the stand as a witness, but the judge tells him he has to do so. When he refuses, the judge orders the bailiff to beat Kyle with his club until he testifies. Can this happen? There are actually two amendments in question here. Cite the amendments in question and explain how they apply. SITUATION 4: While shopping at Wal-Mart, Adam steals a cd player, a digital camera, and a pack of gummy worms. The store calls the police, who arrest him. When he is brought before the judge at his arraignment, his bail is set at $700,000. Can this happen? Cite the amendment in question and explain how it applies.
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SITUATION 5: Tina’s religion, Threeism, states that she must silently kneel and pray for three minutes everyday at 3:33 p.m. Her boss forbids this and threatens to fire her if she takes part in her daily prayers, even though she is using her break time to do it. Can this happen? Cite the amendment in question and explain how it applies. SITUATION 6: This time, you need to write your own situation which either shows people’s rights being protected or denied under the Bill of Rights. WRITE YOUR SITUATION and then cite the amendment in question and explain how it applies. THIS MUST BE ORIGINAL. You may not duplicate any right or situation already used in this ALA.
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Eighth Grade Challenge United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Analyzing Source Materials
The student clearly and thoroughly conveys the meaning of all of the selected amendments using the Bill of Rights.
The students clearly convey the meaning of most of the selected amendments using the Bill of Rights.
The student conveys the meaning of some of the selected amendments using the Bill of Rights.
The student is unable to convey the meaning of the selected amendments using the Bill of Rights.
Due Process of Law Evaluation
The student clearly and correctly explains whether due process was followed and supports their answer with specific details from the Bill of Rights.
The student correctly explains whether due process was followed and supports their answer with general references to the Bill of Rights.
The student correctly explains whether due process was followed but did not support their answer.
Student incorrectly explains whether due process was followed.
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C.4. Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America. Student Task: [DOK 3] The student will:
1. Identify and use primary sources. (IP7) 2. Describe how the Declaration of Independence began the establishment of a democratic government. (IC7a) 3. Describe how power is derived by the consent of the governed. (IC4a) 4. Create and interpret political cartoons. (IP22) 5. Represent the perspective of a Patriot or Loyalist during the American Revolution. (IIC5b) 6. Describe how people have inalienable rights. (IC7b)
Teacher Notes: The teacher should discuss concepts and phrasing from the Declaration as well as the views of the Patriots and Loyalists with students prior to the ALA. Political cartoons should be taught and applied to historical contexts prior to the ALA. Teacher should provide students a copy of the Declaration of Independence for this ALA. Teachers may also allow students to work in pairs. One student will draw cartoon from a Patriot’s perspective, while the other student draws from a Loyalist’s perspective.
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Suggested Student Prompt: 1. Analyze the Declaration of Independence and combine with your own knowledge in order to complete the graphic organizer.
Define unalienable rights and give three examples.
According to the Declaration of Independence, from where do governments get their power?
According to the Declaration of Independence, what should people do when governments abuse their power?
List four charges against King George that show how he violated the rights of the American colonists.
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2. Using one of the charges against King George III, create a political cartoon from the perspective of a Patriot or a Loyalists.
Circle One Patriot’s Perspective / Loyalist’s Perspective
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Eighth Grade Challenge United States History Scoring Guide
CCO I: Government/Civics
4 3 2 1 Using source materials The student gives at
least four relevant examples from the Declaration of Independence of how King George violated due process of law.
The student gives at least three relevant examples from the Declaration of how King George violated due process of law.
The student gives at least two relevant examples from the Declaration of Independence of how King George violated due process of law.
The student gives one relevant example from the Declaration of how King George violated due process of law.
Governmental Power The student articulates in clear and precise language where governments get power and what happens when governments abuse their power.
The student articulates where government gets power and what happens when governments abuse power but may repeat in exact language used in Declaration.
The student articulates either how governments get power or what happens when governments abuse power.
The student is unable to identify sources of power and abuses of power.
Political Cartoon The student’s cartoons include relevant symbolism and clearly define concepts from a patriot and a loyalist perspective.
The student’s cartoons include some symbolism and identify concepts from a patriot and loyalist perspective.
The student’s cartoons are illustrations that identify a concept from a patriot and loyalist perspective.
The student’s cartoons do not illustrate a concept from a patriot or loyalist perspective.
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C.5. Application Level Assessment CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Student Task: 1. Understand citizens have responsibilities which promote the healthy functioning of democracy. (IC1) 2. Describe how governments may be limited or unlimited. (IC3) 3. Identify how popular sovereignty allows people to make decisions about issues that affect them. (IC4b) 4. Compare and contrast limited and unlimited government. (IP3) 5. Relate concepts to specific examples. (IP9b) 6. Compare and contrast government concepts. (IP9c) 7. Analyze powers, functions, and authority of the national government. (IC9d) 8. Understand the first 10 amendments. (IC11a) 9. Identify how citizens may participate in government in various ways. (IC12) 10. Describe how citizens of the United States have rights and responsibilities. (IC14) 11. Analyze why elected officials govern on behalf of the people in a representative democracy/republic. (IC15) 12. Describe how political parties in the United States have changed over time. (IC16) 13. Describe how foreign and domestic policy decisions shaped early United States history. (IC20) 14. Identify foreign policy issues in United States history. (IP20) 15. Evaluate current events in relation to content objectives. (IP21)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
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Scoring Guide
CCO I: The student will examine the origins, structure, and rationale behind the formation and operation of the United States Government to prepare students for their role as active citizens of the United States of America.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
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II. Core Conceptual Objective: History The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. The methods of history and why it is important. (E)
NHS, NCSS 1. Exchange information while recognizing bias and multiple points of view. (E/A)
SS7.6, NGS, NCSS, SM2.3, 21st
2. The viability and diversity of Pre-European Native Americans. (A)
SS2A.1, HSSF, NCHEW, NCHE
2. Interpret art, photographs and artifacts. (E) SM 2.4, NHS, NCSS
3. The exploration of the Americas. (E)
SS2A.2, MCH 3. Determine sequence and create a timeline. (E) NCHE, MCH, NCSS, SS7.2, SM1.6, HSSF, NCHEW
4. The early settlement of the United States. (E)
SS2A.2, MCH, NCHE, HSSF
4. Identify, define, describe and evaluate problems and solutions from multiple perspectives. (A)
SM 3.1, SM3.2, SM3.3, SM3.4, SM3.6, SM3.7, NGS, SCANS, NCSS, 21st
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5. a. The causes, outcome and effects of the American Revolution. (E) --------------------------------------- 5. b. The perspectives of the Patriots and the Loyalists during the American Revolution. (E)
SS2A.3, MCH, HSSF, NCHE ------------------------ SS2a, HSSF, MCH, NCHE
5. a. Evaluate causes and effects of historical events. (A) ----------------------------------------------------------------------- 5..b. Differentiate between propaganda and persuasive appeal. (A)
SM 1.6, HSSF, NCSS, MCH, NHS, NCHE, NCHEW ------------------ CIV, NCHE, NCSS
6. The purposes and compromises involved in the drafting of the Constitution. (E)
SS2a.4, NSCG, MCH, HSSF. NCHE
6. Evaluate and practice democratic decision- making and cooperation. (E)
SM 4.6, SM1.10, SCANS, CIV, MCH, NHS, NCSS, NGS, W, 21st
7. The formation of the United States as a new nation and the development of national unity. (E)
SS2a.4, NSCG, MCH, HSSF, NCHE
8. The impact of Jacksonian Democracy on the United States. (I, E)
SS 2a.7, MCH, HSSF, NCHE
9. The significance sectional compromises including the Missouri Compromise. (E)
SS2A, NCHE
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10. The struggles and conflicts
associated with Westward Expansion in the development of the United States. (E/A)
• Louisiana Purchase. (E) • Lewis and Clark Expedition.
(E) • Oregon Territory. (E) • Texas and the Mexican war
(E) • The California Gold Rush
(E)
SS2a.5, MCH, HSSF, NCHE
10. a. Use maps, graphs, diagrams, databases, tables to interpret, conclude, and predict. (E) ----------------------------------------------------------------------- 10. b. Evaluate motive and cultivate historical empathy. (E/A) ----------------------------------------------------------------------- 10. c. Identify and use primary and secondary sources. (E/A) ----------------------------------------------------------------------- 10. d. Apply information, ideas, and skills to different contexts. (D)
SS7.3, MCGE, NGS, NCSS, SCANS, SS7.2, SM1.6, 21st ----------------- HSSF, NCHE, NCSS, NCHEW ----------------- SS7.1, NCSS, LM, NCHE, NCHEW, 21st ----------------- SM 1.10, NCSS, SCANS, 21st
11. Advances made in the Women’s Movement in America. (E)
SS2a.7, MCH, HSSF, NCHE
12. The development of sectionalism in the United States. (E)
SS4.2, NCSS, HSSF
12. Create maps, graphs, diagrams, databases, tables to predict, conclude, and interpret. (E/A)
SS7.3, MCH, NGS, NCSS, SCANS
13. Indentured servitude and slavery in the United States. (E)
MCH, NCHE
14. The Abolition movement in the United States. (E)
SS2A.7A, MCH, HSSF, NCHE
14. Differentiate between fact and opinion. (E/A)
SS7.6, NGS, NCSS
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15. The immigration of the
Irish, Chinese, and Germans to the United States in the 1800’s. (E)
NHS, NCHE, NCHEW, NCSS
15. Evaluate current events in relation to content objectives. (A)
NCSS, NHS, NGS
16. Cultural, social, and religious reform movements in the antebellum era (i.e. the 2nd Great Awakening) (I)
NHS, NCHE, NCSS
17. Economic, political, and social causes and effects of the Civil War. (E)
SS2A.8, MCH, HSSF, NCHE
17. Explain reasoning using supporting detail. (E) SM4.1, MCH, SCANS, 21st
18. Significant events and the progression of the Civil War. (E)
SS2A.8. NCHE 18. Develop a thesis and conduct research to answer questions and evaluate information. (E/A)
SM1.2, MC, NGS, NHS, NCSS, SCANS, 21st
19. The political, social, and economic developments and legacies associated with the Reconstruction era. (E)
SS2A.8, MCH, NSSF, NCHE
19. a. Read and write narrative and persuasive social studies documents. (E/A)
----------------------------------------------------------------------- 19. b. Review and revise communications. (A) ----------------------------------------------------------------------- 19. c. Analyze a topic in a timed writing situation at least
three times a year. [compare/contrast, evaluate roles, etc] (E)
NHS, NCHE, NCHEW ----------------- NCSS, SCANS, SM2.2, MCH, NHS, 21st ----------------- AP
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20. a. Plan and create both expository and persuasive written, visual, and oral presentations. (A) ----------------------------------------------------------------------- 20. b. Comprehend and evaluate written, visual, and oral
presentations. (A) ----------------------------------------------------------------------- 20. c. Develop, monitor, and revise plans to meet goals.
(A)
SM1.1, SM1.2, SM2.1, NCSS, NHS, MCH, SCANS, 21st ----------------- SM1.5, NCSS, NHS, MCH, SCANS, 21st ----------------- SM4.5, SCANS, NCSS, MCH
21. a. Select, investigate and present a topic using primary and secondary sources. (E/A)
----------------------------------------------------------------------- 21. b. Use primary and secondary sources to answer a
document based question at least three times a year. (I/E)
----------------------------------------------------------------------- 21. c. Evaluate the accuracy of sources and materials. (A) ----------------------------------------------------------------------- 21. d. Read for inference and subtext. (A)
SS7.1, NCSS, LM ----------------- AP ----------------- SM1.7, MCH, NHS, LM SCANS, NCSS, 21st ----------------- SS, NGS, NHS, 21st
22. Use social studies vocabulary appropriately. (A) 23. Organize information into useful forms for
comprehension and retrieval such as note taking, outlining, and graphic organizers. (A)
SM, NHS, R
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B. Facilitating Activities CCO II: History ORGANIZING IDEAS #1 What were critical issues in early United States History? The student will: 1. Create a timeline of the important events and people in the exploration of the Americas. (IIC3) [DOK1] 2. Compare maps of Native American population distributions from the 1600s and mid-1800s. Make inferences explaining what
changed and why. (IIC2, IIC4, IIP10) [DOK 3] 3. Describe the advantages/disadvantages of the system of indentured servitude. (IIC14) [DOK1] 4. Debate the causes of the American Revolution from the perspectives of Patriots and Loyalists. (IIC6, IIP4) [DOK 3] 5. Develop a chart to set goals to complete a research assignment. (IIP21c) [DOK1] 6. Evaluate compromises involved in the drafting of the Constitution and determine their impact on future events in United States
History. (IIP1, IIC7, IIP7) [DOK 3] 7. Draw a political cartoon about the Boston Massacre from the perspective of either Patriots or the British soldiers. (IIC6, IIC5,
IIP22) [DOK 2] 8. Create point/counterpoint editorials evaluating the Presidency of Andrew Jackson. (IIP1, IIP6, IIC9) [DOK 2] 9. Write a journal entry from the point of view of an indentured servant or a slave. (IIC14, IIP11b) [DOK 2] 10. Write an essay to explain the significance of the Missouri Compromise on the future spread of slavery in the expanding U.S.
(IIC10, IIP19a, IIP19b, IIP19c) [DOK 3] 11. Describe the Middle Passage experience from the point of view of a slave or a crewmember. (IIC14, IIP11b) [DOK 2] 12. Evaluate the role of the U.S. in the Mexican War in a timed writing situation. When time is up review and revise work.
(IIC10, IIP19c, IIP19b) [DOK 3] ORGANIZING IDEAS #2 How are historical events related to one another? The student will: 1. Create a database to show how the Louisiana Purchase and the Lewis & Clark expedition influenced westward expansion.
(IIC11a, IIC11b, IIC11c, IIP13) [DOK 3] 2. Trace the growth of the abolition movement over time. (IIPC15) [DOK 1] 3. Create a flow chart linking the causes of major events in United States history. (IIP13) [DOK 2]
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4. Compare reasons for immigration in early American history to reasons for immigration today. (IIC16, IIP16) [DOK 2] 5. Compare a graphic organizer to compare and contrast the domestic policy, foreign policy and leadership qualities of
Washington, Jefferson, and Adams. Determine which presidency had the greatest impact on U.S. government and defend your choice. (IIC8, IIP23, II11d, IIP13) [DOK 3]
ORGANIZING IDEAS #3 How can you interpret source materials to reconstruct the past? The student will:
1. Create a graphic organizer of historical vocabulary including the term, a definition, and the significance of the term. (IIP23, IIP22) [DOK 1]
2. Explain past and current uses of propaganda. (IIP6) [DOK 2] 3. Develop a chart to set goals for completing a research assignment. (IIP21c) [DOK 1] 4. Use primary sources, to develop a document based response that determines causes of sectionalism in the United States.
(IIP21a, IIP21b, IIP21c, IIC13) [DOK 3] 5. Create a first person narrative account of a specific event after reviewing a variety of primary and secondary sources.
(IIP21a, IIP19a) [DOK 2] 6. Compare a source document from the South during Reconstruction to one from the North and determine differences in
point of view. (IIC18, IIP11c, VP2) [DOK 2] 7. Use historical and physical maps to analyze the importance of the Oregon Trail to the settlement of the West. (IIC11d,
IIP11a) [DOK 2] 8. Read Common Sense by Thomas Paine and identify facts and opinions. (IIC6, IIP1, IIP15) [DOK 2] 9. View Matthew Brady photographs from the Civil War and make inferences about conditions in the North and South during
the war. (IIC17, IIP21d, IIP2) [DOK 2] 10. Interpret a chart to make inferences about the framers of the Constitution. (IIP1c, IIC7, IIP21d) [DOK 2] 11. Determine the causes of the Salem Witch hysteria by analyzing source documents and writing a DBQ or perspective essay.
(IIP2b, IIP21b, IIC4) [DOK 4]
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ORGANIZING IDEAS #4 Why do some things change and some things remain constant? The student will: 1. Compare and contrast the life of a colonist and life today. (IIC4, IIP11b, IIP16) [DOK 2] 2. Create a poster that answers the question “What is history and why is it important?” (IIC1, IIP20a) [DOK 2] 3. Create a visual aid that illustrates the territorial expansion of the United States. (IIC11a, IIP20a) [DOK 1] 4. Create a timeline showing major events of the Abolition movement. (IIC15, IIP3) [DOK 1] 5. Research the roles and responsibilities of men and women in the mid-1800’s and compare to today. (IIP18, VC10) [DOK 2] 6. Write a persuasive essay endorsing or rejecting the Declaration of Sentiments at the Seneca Falls Convention of 1848. (IIC12,
IIP19a) [DOK 3] 7. Evaluate the economic costs and benefits of the colonists fighting a war against the British and then compare to costs and
benefits for current conflicts. (IIC5, IVP8, IVP2) [DOK 2]
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C.1. Application Level Assessment: History and Culture CCO II: History The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States History. CCO V: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. Student Task: The student will:
1. Determine sequence of events and create a timeline. IIHP3) 2. Identify, describe, and evaluate problems from multiple perspectives. (IIP4) 3. Analyze the purposes and compromises involved in drafting the Constitution. (IIC6) 4. Identify and evaluate political, economic, and social causes of the Civil War. (IIC17) 5. Identify and evaluate the Abolition movement in the United States. (IIC14) 6. Evaluate the significance of sectional compromises including the Missouri Compromise. (IIC9) 7. Analyze how laws and events affect members and relationships among groups. (VC8) 8. Identify how conflict resolution was necessary in the development of the United States. (VC14) 9. Use and analyze primary and secondary sources. (VP16) 10. Evaluate laws. (IP18) 11. Determine how regions relate to one another. (IIIP6b) 12. Analyze a topic in a timed writing situation. (IIP19c)
Teacher Notes: Teachers may have students use timeline software or other methods of sequencing. Students should evaluate web sites to ensure accuracy (see web site evaluation guide in the appendix). Resource material should be provided. The culminating timed writing is used to develop skills students need to be successful in AP classes. Teachers should note student’s ability to finish within the limit, but all students should be given opportunity to edit and revise work to ensure they have developed the assessed skills.
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Suggested Student Prompt: [DOK3] The causes of the Civil War did not surface overnight. Determine the most important events and issues that influenced sectionalism and conflict between the North and South and DEVELOP A DETAILED TIMELINE. 1. Your timeline should include 2 (with a 1-sentence description) events from EACH of the following categories:
a. Constitutional issues and compromises at the Constitutional Convention b. Laws and significant events that affected the relationships between the North and South c. Territorial Expansion issues (including the Missouri Compromise) d. Key events in the Abolition movement
2. Next, expand upon one of the events on your timeline. The Missouri Compromise is a good example of the tensions caused by
political, social, and economic differences of the North and South and the need for conflict resolution. Research either the Missouri Compromise, or another event that influenced sectionalism. Use primary and secondary sources and available web-sites. Based on your research, determine: a. What is the North’s perspective? b. What is the South’s perspective? c. How was the issue settled? d. Was the event an effective solution? (Consider both the short and long term).
Use the information you gathered to complete a timed writing exercise. You will have 30 minutes to review your information and construct a response that gives the perspective of both sides, the solution, and your opinion (supported with details) of whether the solution was effective.
D R A F T
540
Eighth Grade Challenge United States History Scoring Guide
CCO II, V: History and Culture
4 3 2 1 Timeline The student selects the
most important events and issues that influenced sectionalism and conflict from all specified categories and develops a timeline that includes well-placed accurate information that is detailed yet concise.
The student selects important events and issues that influenced sectionalism and conflict from most specified categories and develops a timeline that includes well-placed accurate information that is detailed.
The student selects events and issues that influenced sectionalism and conflict from some specified categories and develops a timeline that includes well-placed accurate information that may be general.
The student selects events and issues that influenced sectionalism and conflict from a few specified categories and develops a timeline that includes inaccurate or misplaced information.
Explanation of the Missouri Compromise or other events leading to sectionalism.
The student accurately presents a complete and detailed explanation of both the North and South’s perspectives and how the issue was settled. Clearly and effectively evaluates whether the compromise/solution was an effective short and long-term solution and accurately explains why it was or was not effective.
The student presents a complete and detailed explanation of both the North and South’s perspectives and how the issue was settled. Clearly evaluates whether the compromise/solution was an effective short and long-term solution and effectively explains why it was or was not effective.
The student presents an explanation of both the North and South’s perspectives and how the issue was settled but may not provide an articulated evaluation whether the compromise/solution was an effective short and long-term solution.
The student is unable to present or explain the North and/or South’s perspective and how the issue was settled or provide an articulated evaluation whether the compromise/solution was an effective short and long-term solution.
D R A F T
541
C.2. Application Level Assessment: History and Culture CCO IV: History The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States history. CCO V: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. Student Task: The student will:
1. Analyze how ideas, concepts, and traditions change over time. (VC3) 2. Identify, analyze, and compare institutions and traditions of past and present societies. (VP3) 3. Describe how the United States is and always has been multicultural. (VC7) 4. Analyze the impact of Jacksonian democracy on the United States. (IIC8) 5. Use primary and secondary sources to answer a document based question at least three times a year. (II21b) 6. Analyze the advances made in the women’s movement in America. (IIC11) 7. Create maps, graphs, diagrams, databases and tables to predict, conclude and interpret. (IIP12) 8. Evaluate motive and cultivate historical empathy. (IIP10b) 9. Illustrate how democracy and citizenship were expanded through amendments to the Constitution. (IC19) 10. Write a persuasive social studies document. (IIP19a)
Teacher Notes: Teachers should direct students to source materials that are appropriate for completing the chart. The documents mentioned will be provided as part of the materials adoption and come from The DBQ Project. Teachers may want to analyze the document in large or small groups prior to writing the essay. Students should have practiced writing a DBQ prior to the ALA.
D R A F T
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Suggested Student Prompt: American democracy of the 21st century is vastly different than American democracy in the early 1800’s. What rights and responsibilities did each of the groups below have in the early 1800’s and what rights and responsibilities do they have in today’s American society? Be sure to include political education, jobs, property rights, and political participation. Groups Early 1800’s Today Women
Education Jobs Property Rights Political
Participation
White males (Land-owning or merchants)
Education Jobs Property Rights Political
Participation
White males (common man) Education Jobs Property Rights Political
Participation
Native Americans Education Jobs Property Rights Political
Participation
D R A F T
543
African Americans Education Jobs Property Rights Political
Participation
Slave Free
Immigrant groups Education Jobs Property Rights Political
Participation
Citizens Non-Citizens
D R A F T
544
Andrew Jackson is often mentioned as being a force in the expansion of democracy. It is up to you to determine if he deserves his reputation as a champion of the people. Examine the following documents and “the common man” category from the chart. • Methods of Electing Presidential Electors from Historical Statistics of the U.S. • The Election of 1828 from The American Pageant • Jackson’s Letter on voting restrictions • Robert Remini’s discussion of Jackson from Andrew Jackson and the Course of American Empire • Daniel Webster’s Reply to Jackson’s Bank Veto • Jackson’s Letter to Congress from Senate Documents 1829-1830 • Jackson’s Call before the Battle of New Orleans from H. Eaton 1837 • Jackson’s slaveholdings from Life of Andrew Jackson • Jackson’s Congressional message on Indian Removal from A Compilation of the Messages and Papers of the President”
Write an essay on the topic “Was Andrew Jackson a champion of democracy?” Defend your point of view by using your knowledge about the life of Andrew Jackson and evidences found in the documents.
D R A F T
545
Eighth Grade Challenge United States History Scoring Guide
CCO II, V: History and Culture
4 3 2 1 Expansion of Democracy chart
The student clearly and effectively communicates the expansion of democracy by providing a powerful and appropriate example for all 4 identified topics.
The student clearly and effectively communicates the expansion of democracy by providing an appropriate example for at least 3 identified topics.
The student clearly communicates the expansion of democracy by providing an example for at least 2 identified topics.
The student is unable to communicate the expansion of democracy and provides examples for only 1 topic.
DBQ The student clearly and effectively responds to the prompt by connecting their ideas from background knowledge and specific, illustrative details from the documents. Draws logical conclusions which are not immediately obvious.
The student clearly responds to the prompt by connecting their ideas from background knowledge and specific details from the documents. Provides logical conclusions.
The student responds to the prompt and uses ideas from background knowledge and general ideas from the documents. Provides conclusions which may not be well supported.
The students does not respond to the prompt and may use ideas that are overly general or irrelevant.
D R A F T
546
IIC.3. Application Level Assessment CCO II: History and Culture The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States history. Student Task: 1. Analyze the methods of history and why it is important. (IIC1) 2. Understand the viability and diversity of Pre-European Native Americans. (IIC2) 3. Analyze the exploration of the Americas. (IIC3) 4. Analyze the causes, outcome, and effects of the American Revolution. (IIC5a) 5. Illustrate the formation of the United States as a new nation and the development of national unity. (IIC7) 6. Analyze the struggles and conflicts associated with the Louisiana Purchase. (IIC10) 7. Analyze the development of sectionalism in the United States. (IIC12) 8. Analyze indentured servitude and slavery in the United States. (IIC13) 9. Illustrate the immigration of the Irish, Chinese, and Germans to the United States in the 1800’s. (IIC15) 10. Analyze significant events and the progression of the Civil War. (IIC18) 11. Analyze the political, social, and economic developments and legacies associated with the Reconstruction era. (IIC19) 12. Exchange information while recognizing bias and multiple points of view. (IIP1) 13. .Interpret art, photographs, and artifacts. (IIP2) 14. Evaluate causes and effects of historical events. (IIP5a) 15. Analyze the struggles and conflicts associated with the Lewis & Clark Expedition. (IIC10) 16. Analyze the struggles and conflicts associated with the Oregon Territory. (IIC10) 17. Analyze the struggles and conflicts associated with the Texas and the Mexican War. (IIC10) 18. Differentiate between propaganda and persuasive appeal. (IIP5b) 19. Evaluate and practice democratic decision-making and cooperation. (IIP6) 20. Use maps, graphs, diagrams, databases, tables to interpret, conclude, and predict. (IIP10a) 21. Create maps, graphs, diagrams, databases, tables to predict, conclude, and interpret. (IIP12) 22. Differentiate between fact and opinion. (IIP14) 23. Evaluate the accuracy of sources and materials. (IIP21c) 24. Read for reference and subtext. (IIP21d)
D R A F T
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Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper/pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
D R A F T
548
Scoring Guide
CCO II: The student will analyze and interpret decisions, actions, and events that influenced continuity and change in early United States History.
Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
D R A F T
549
III. Core Conceptual Objective: Geography The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. a. Use geographic resources to process and report information, and solve problems. (A)
----------------------------------------------------------- 1. b. Use an atlas. (A) ----------------------------------------------------------- 1. c. Use maps, graphs, diagrams, databases,
tables and charts to predict, conclude and interpret. (E)
SS 5.1, NGS, NCSS, MCGE, 21st ----------------------------- SS 5.1, NGS, NCSS ----------------------------- NGS, MCGE, NCSS, SM1.6, SS7.2, SS7.3
2. a. Use geography to interpret the past, explain the present, and make predictions. (E/A)
----------------------------------------------------------- 2. b. Reason inductively and deductively. (D)
SS 5.2, 5.3, NGS, MCGE, SM 1.6 ----------------------------- SM3.5, SCANS, 21st
D R A F T
550
3. a. Human characteristics of place influenced early U.S. History. (E)
------------------------------------------------ 3. b. Human characteristics of place
[demographics] in early American history include: (A) • education • religion • language • diversity • economics • population • settlement patterns • government systems
------------------------------------------------ 3. c. Geographic, economic, political
and social factors in the United States influenced population distribution. (A)
SS 5.2b, NGS, MCGE ---------------- SS 5.2C, NGS, HSSF ---------------- SS5.2c, NGS, HSSF
3. Identify and evaluate patterns of population distribution. (A)
SS5.2c, NGS, HSSF
4. Analyze causes and effects of migration in early United States history. [Push-pull factors]. (A)
SS 5.2d, MCGE, NGS, HSSF
5. Determine the causes and effects of urbanization in early United States history. (D)
NGS, SM1.6, NCSS, MCGE
6. Early United States history was marked by regional interaction and conflict. (E)
SS 5.2, NGS, NCSS
6. a. Identify regions. (A) ----------------------------------------------------------- 6. b. Determine how regions relate to one
another. (E/A) ----------------------------------------------------------- 6. c. Compare how life in one region differs
from another. (E)
SS 5.2e, MCGE, HSSF, NGS, NCSS ----------------------------- SS 5.2c, NCHEW, MCGE, NGS, NCSS ----------------------------- SS 5.2, MCGE, NGS, NCSS, NCHEW
D R A F T
551
7. Physical characteristics of place influenced early United States history. (A)
SS 5.2, NGS, MCGE, 21st
7. a. Locate topographic features important in early United States history. (A)
----------------------------------------------------------- 7. b. Locate continents and oceans. (A) ----------------------------------------------------------- 7. c. Locate U.S. cities and states prominent in
early United States history. (A) ----------------------------------------------------------- 7. d. Locate countries that interacted with the
United States in its early history. (A)
SS 5.2, NGS, MCGE ----------------------------- SS 5.2a, NGS, MCGE, HSSF ----------------------------- SS 5.2a, NGS, MCGE, NCSS ----------------------------- SS 5.2a, NGS, MCGE, NCSS
8. Use relative location to find and describe place. (A)
SS 5.2a, NGS, MCGE, HSSF, NCSS
9. Construct maps, mental maps, graphs,
diagrams, databases, tables and charts to predict, conclude and interpret. (A)
SS 5.1, SM 1.2, NGS, NCSS, SS7.3, SCANS, MCGE
10. a. Patterns of resource distribution influence regional development
and interactions in early United States history. (A) ------------------------------------------------ 10. b. Technology and culture influence
resource use. (A)
SS 5.2c, NGS, JCEE, HSSF ---------------- SS 5.2c3, MCGE, NGS, SCANS
11. Evaluate internal and external trade patterns of the early United States. (A)
SS 5.2d, NGS, HSSF, JCEE, MCGE
12. Changes in transportation, communication, and technology affect movement. (E)
NCHEW, NGS, SS 5.2, MCGE
D R A F T
552
B. Facilitating Activities CCO III: Geography ORGANIZING IDEA #1 How do characteristics of place change over time? The student will: 1. Illustrate demographic data of colonial America. (IIC4, IIIC3b, IIIP9) [DOK 1] 2. Use a historical atlas to analyze how geographic factors influenced population distribution over time. (IIIP1b, IIIC3c) [DOK 2] 3. Compare and contrast United States regions and their influences on United States history. (IIIC6, IIIP6b, IIIP6c) [DOK 2] 4. Use relative location to describe and locate a place. Determine if the associations that may have meaning today would have
been meaningful at the time. (etc. in the state of Wyoming just north of Cheyenne) Discuss how directions would differ. (IIIP8) [DOK 3]
5. Analyze the effects of urbanization on Native American populations. (IIIP5, IIC2) [DOK 3] ORGANIZING IDEA #2 Why do people move from place to place? The student will: 1. Design a chart that identifies and classifies political, social, and economic push/pull factors that influenced immigration in the
1800’s. (IIIP9, IIIP4, IIC17) [DOK 1] 2. Describe the concept of Manifest Destiny from the perspective of an American settler, Native American or Mexican. (IIC11a,
IIIC12, IIIP4, IIP11b) [DOK2] 3. Diagram the triangle trade route and determine the effects on movement. (IIIP9, IIIC10a, IIIP11) [DOK 1] 4. Use geographic resources such as special purpose maps, almanacs, and web sites to identify and evaluate patterns of
population distribution. (IIIP1a, IIIP3) [DOK1] 5. Review historical maps of trails west and predict problems settlers would face. (IIIP1c, IIIP2a, IIC11a) [DOK 2] 6. Evaluate how demographics and population distribution may have influenced colonial regions. (IIIP3, III3b, IIC4)[DOK 3]
D R A F T
553
ORGANIZING IDEA #3 How have regional interactions affected United States history? The student will: 1. Describe and analyze the conflict and competition among U.S. regions in early U.S. history. (V10a, IIIC6, IIICP6b) [DOK 2] 2. Identify multiple ways the U.S. could be divided into regions for various time periods. (IIIP6a) [DOK 1] 3. Compare and contrast how regions use resources based on their location, technology, and resources. (IIIC10b, IIIP6p) [DOK
2] 4. Create a map of the topographic features that were significant in the early battles of the Civil War. (IIIP7a, IIIP9, IIC17)
[DOK 1] 5. Create a map of the triangular trade route and label relevant continents, oceans, cities, and countries. (IIIP9, IIIP7b, IIIP7c,
IIIP7d) [DOK 1]
D R A F T
554
C.1 Application Level Assessment: Geography CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions. DOK 3 Student Task: The student will:
1. Analyze causes and effects of migration in early United States History. (IIIP4) 2. Evaluate the struggles and conflicts associated with Westward expansion in the development of the United States. (IIC10) 3. Compare how life in one region differs from another. (IIIP6c) 4. Identify regions. (IIIP6a) 5. Use and construct maps to predict, conclude, and interpret. (IIIP1c, IIIP9) 6. Use geography to interpret the past. (IIIP2a) 7. Determine how physical characteristics of place influenced early United States History. (IIIC7) 8. Locate topographical features important in early United States History. (III7a) 9. Use primary and secondary sources to answer a document based question at least 3 times a year. (IIP21b) 10. Determine how geographic, economic, political and social factors influenced population distribution. (IIIC3c) 11. Identify and use primary and secondary sources. (IIP11c) 12. Locate cities and states prominent in early U.S. history. (IIIP7c) 13. Select, investigate, and present a topic using primary and secondary sources. (IIP21a)
Teacher Notes: The teacher needs to select appropriate outline maps for student use, such as the U.S. physical map from www.eduplace.com/ss/maps/usa.html. Additional map features may be required at teacher discretion. Source documents and related instructions for the journal can be found in the DBQ Project: Document-Based Questions in American History (Unit IV: The California Gold Rush). Teachers may narrow the selection of documents to meet student needs.
D R A F T
555
1. Westward Expansion Map A. Label the following physical features: Rocky Mountains Sierra Nevada Mountains Cascade Mountains
Missouri River Mississippi River Columbia River Colorado River Platte River Salt Desert Great Salt Lake Pacific Ocean B. Locate the following cities: Sacramento Salt Lake City Independence St. Louis Santa Fe Oregon City Nauvoo, IL Los Angeles San Francisco C. Draw the following trails: Oregon Santa Fe Mormon Old Spanish California
D R A F T
556
Suggested Student Prompt: Using primary and secondary sources provided to complete the Gold Rush Data sheet, create a Gold Rush journal from the perspective of your personal profile. The journal should contain the following sections:
a. Trip to California b. Expenses in California c. Hardships d. Economic experiences e. Social experiences
Make sure that you include details gathered from the primary documents, but think and write like the person you represent.
D R A F T
557
2. Gold Rush Data Sheet Reasons for going west to California
Experiences going west
Experiences in California around the Gold Fields
Description of physical and economic conditions of the Gold Rush.
- environment - costs - earnings
Describe social and political conditions (matters of ethnicity, race and gender)
Factors that influence you to stay or return: (push/pull)
D R A F T
558
Eighth Grade Challenge United States History Scoring Guide
CCO III: Geography
4 3 2 1 MAP The student correctly
identifies and locates all physical features, cities, and trails.
The student correctly identifies and locates most physical features, cities, and trails.
The student correctly identifies and locates some physical features, cities, and trails.
The student identifies and locates few physical features, cities, and trails.
Gold Rush Data Sheet The student provides comprehensive, detailed answers for all categories of the graphic organizer.
The student provides detailed answers for most categories of the graphic organizer.
The student provides answers for some categories of the graphic organizer.
The student completes one or fewer categories of the graphic organizer.
Journal The student creates a sophisticated synthesis of information to clearly and thoroughly explain a person’s Gold Rush experience. Includes numerous facts from source documents as well as insightful, valid personal inferences that demonstrate historical and empathy.
The student creates a synthesis of information to clearly explain a person’s Gold Rush experience. Includes several facts from source documents as well as valid, personal inferences that demonstrate historical empathy.
The student relays information to attempt to explain a person’s Gold Rush experience. Includes some facts from source documents as well as valid inferences.
The student is unable to relay information to explain a person’s Gold Rush experience. Uses a few facts from source documents, but is unable to draw valid inferences.
D R A F T
559
IIIC.2 Application Level Assessment: Geography CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions. Student Task:
1. Use geographical resources to process and report information and solve problems. (IIIP1a) 2. Use an atlas. (IIIP1b) 3. Identify and evaluate patterns of population distribution. (IIIP3) 4. Discuss how early United States history was marked by regional interaction and conflict. (IIIC6) 5. Locate continents and oceans. (IIIP7b) 6. Locate countries that interacted with the United States in its early history. (IIIP7d) 7. Use relative location to find and describe place. (IIIP8) 8. Analyze how patterns of resource distribution influence regional development and interactions in early United States
history. (IIIC10a) 9. Analyze technology and culture influence resource use. (IIIC10b) 10. Analyze changes in transportation, communication, and technology affect movement. (IIIC12) 11. Evaluate internal and external trade patterns of the early United States. (IIIP11)
Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
D R A F T
560
Scoring Guide
CCO III: The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
D R A F T
561
IV. Core Conceptual Objective: Economics
The student will evaluate the implications and impact of economic decision making in early United States History. A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to:
State and National Standards Correlations
1. Decisions and actions of government, business groups, and individuals affect one another. (Economic Interdependence) (E/A)
SS 5.2d, SS 4.5, HSSF, NCHEW, JCEE, NGS, MCE, NCSS
1. Interpret the past, explain the present and predict future consequences of economic decisions. (A)
SS 4.3, NGS, NCSS, 21st
2. All personal and public economic decisions have consequences. (A)
SS 4.4, HSSF, NCSS, MCE, NGS, CIV,EA, JCEE, NCSS
2. Assess cost/benefits and consequences of a solution. (A) SM 3.5, 3.8, CIV, MCE, NCEE, JCEE, NCSS
3. Various economic systems influenced early American history. (market economy, mercantilism, traditional, and mixed) (D)
SS 4.1, HSSF, MCE, NCEE, JCEE, NCSS, NGS
3. Compare and Contrast economic systems. (A) SM 1.6, MCE, NCSS
4. Resources [natural, capital, and human] aided the development of the United States. (E)
SS 4.1, NHS, JCEE, NCEE, MCE, NGS, CIV, 21st
5. a. Nations, regions, and individuals specialize to produce goods and services at the lowest cost [specialization of trade]. (E,A)
SS 4.1, HSSF, MCE, JCEE, NCEE, 21st
D R A F T
562
--------------------------------------------- 5. b. Goods are exchanged among
nations by import and export. (A)
------------------ MCE, JCEE, NCEE, CIV, SS 4.1, HSSF, 21st
6. a. The business cycle includes periods of expansion, recession, depression, and unemployment. (D)
--------------------------------------------- 6. b. Monopoly and competition
affect the business cycle. (D)
SS 4.1, JCEE, NCEE, MCE ------------------ JCEE, NCEE, MCE
Economics factors influenced early America: 7. a. Investments (joint stock
company). (A) --------------------------------------------- 7. b. Profit/profit motive. (A) --------------------------------------------- 7. c. Opportunity cost/trade offs.
(A) --------------------------------------------- 7. d. Productivity. (A)
SS 4.1, EA, MCE, CIV ------------------ SS4.1, HSSF, JCEE, NCEE,CIV ------------------ SS 4.1, MCE, HSSF, JCEE, NCEE ------------------ SS 4.1, HSSF, NCHEW
7. Construct maps, graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (A)
SS 5.1, SM 1.2, NGS, NCSS, SS7.3, SCANS, MCE
D R A F T
563
--------------------------------------------- 7. e. Sources of wealth and income.
(A)
------------------ SS 4.1, HSSF, CIV, NCSS, JCEE
7. f. Production/Consumption. (A) --------------------------------------------- 7. g. Supply and demand. (A) --------------------------------------------- 7. h. Scarcity/surplus. (A) --------------------------------------------- 7. i. Inflation. (D)
SS 4.1, MCE, JCEE, NCEE, EA, NCSS, CIV, NHS ------------------ SS 4.1, HSSF, MCE, NCSS, NCEE, JCEE ------------------ SS 4.1, HSSF, NCHEW, MCE, NCEE, JCEE ------------------ SS 4.1, MCE, NCEE, JCEE, NCSS
8. Purposes and Uses of Taxes. (E) • Tariffs • Sales • Property • Excise
SS 4.6, NSCG, JCEE, NCSS
8. Evaluate current events in relation to content objectives. (A)
NCSS, NHS, NGS
9. Technology plays a significant role in the economy. (E)
SS 4.2, MCE, NCSS, NCHEW, HSSF
9. Relate concept to example. (D) SM1.6, SCANS
D R A F T
564
B. Facilitating Activities CCO IV: Economics ORGANIZING IDEA #1 How has the distribution of wealth affected American society? The student will: 1. Compare and contrast production and consumption patterns of the Native Americans and European settlers. (IVC7f, IIC2,
VC5b, VC5a) [DOK 2] 2. Compare and contrast the affects of monopoly and competition on the business cycle in colonial America. (IIC4, IVC6b)
[DOK 2] 3. Create a database of resources (natural, capital, and human) in the North and South in the mid-1800’s and use the database to
determine how life might differ in each region. (V4, VP7, IC6c, IIC13) [DOK 2] 4. Create charts that explain how supply and demand influence price. (IVC7g, IVP7) [DOK 2] 5. Analyze differences in colonial life in times of scarcity and surplus. [e.g. life in winter vs. summer] (IVC7h, IIC4) [DOK 2] 6. Evaluate the use of taxation throughout U.S. history and recommend a tax system for modern America. (IVC8, IVP8) [DOK 3] 7. Evaluate causes for inflation and its effects on early American history. (IVC7i) [DOK 2] 8. Write an essay explaining how the triangular trade route benefited or harmed the colonists. (IIC4, IVC5b, IVP2) [DOK 2] ORGANIZING IDEA #2 How were events in early American history motivated by economic decisions? The student will: 1. List the potential sources of wealth that made the Americas attractive to explorers and colonists. (IVC7e, IIC3, IIC4) [DOK 1] 2. Explain risks and opportunity costs involved in being part of a joint stock company versus self-financing an expedition.
(IVC7a, IIC3, IVC7c) [DOK 2] 3. Compare and contrast productivity before and after major technological break throughs (cotton gin, lateen sail, etc.). (IVC7d,
IVC9) [DOK 2] 4. Compare and contrast mercantilism to a free market economy. (IVC3, IVP3) [DOK 2] 5. Create a database of British laws that affected the economic life of colonial merchants, manufacturers, farmers, and individual
citizens and use the database to predict how the laws might affect colonial loyalty. (IVP7, IVC1, IVP1, IP19) [DOK 3] 6. Conduct a cost benefit analysis. (IVP2) [DOK 3] 7. Debate the merits of the cotton economy of the South. Determine if specialization helped or hindered economic stability.
(IVC5, IIC17) [DOK 3]
D R A F T
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8. Create a political cartoon supporting or opposing the Tariff of Abominations. Share with the class using a document camera and explain symbolism. (IVP1, IVC1, IVP2, IVC2, IIC13, IP22) [DOK 3]
9. Write a letter from a British Parliament member to a colonist justifying reasons for the creation of the Sugar Act, Stamp Act, and Townsend Act. (IVC8, IIP1, IIC5) [DOK 2]
10. Evaluate the mercantile system and explain why Britain wanted to control industry and competition in the colonies. (IVC6b, IIC4) [DOK 3]
D R A F T
566
C1. Application Level Assessment: Economics and History CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. CCO II: The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History. Student Task: The student will:
1. Examine economic, political, and social factors at the time of the Civil War. (IIC17) 2. Explain reasoning using supporting detail. (IIP17) 3. Identify consequences of personal and public economic decisions. (IVC2) 4. Assess costs and benefits of an economic decision. (IVP2) 5. Explain how decisions and actions of government, business groups, and individuals affect one another [economic
interdependence]. (IVC1) 6. Identify resources that aided the development of the United States. (IVC4) 7. Relate concept to example. (IVP9) 8. Evaluate how individuals specialize to produce goods and services at the lowest cost. (IVC5a) 9. Identify how goods are exchanged among nations by import and export. (IVC5b) 10. Identify investments. (IVC7) 11. Construct graphs, diagrams, databases, tables and charts to predict, conclude and interpret. (IVP7) 12. Evaluate factors that influence profit and productivity. (IVC7b, IVC7d) 13. Evaluate opportunity cost/trade offs. (IVC7c) 14. Identify sources of wealth and income. (IVC7e) 15. Apply the principles of supply and demand. (IVC7g) 16. Explain the purpose and uses of taxes (tariffs). (IVC8) 17. Determine the relationship between scarcity, surplus and price. (IVC7h)
D R A F T
567
Teacher Notes: The teacher should provide each student with a copy of the attached link-set module. (A link-set module is a series of questions designed around a central theme). Suggested Student Prompt: [DOK3] We have studied economic concepts throughout the year. In order to determine what you have learned, you will need to complete the assessment packet.
D R A F T
568
THE PERPLEXING PROBLEM OF PETER PLANTER'S PLANTATION
The year is 1840. Plantation owner Peter Planter owns a 100-acre plantation in Georgia. With the help of fifty slaves, Peter has made a good living producing cotton. Changing situations require Peter to make some important economic decisions. It is your job to make sure that he makes the best choices. Use your knowledge and the information provided to answer the following questions. 1. What effect would the cotton gin have on cotton production on Peter's plantation?
a. Cotton would be more expensive to produce. b. Cotton processing would be faster. c. Fewer people would grow cotton. d. The supply of cotton would decrease.
2. Since Peter had been successful growing cotton, many of his neighbors have stopped growing tobacco and are now planting
cotton. What effect will this probably have on the availability and price of cotton in Peter's county? a. Cotton will be scarce and prices will go up. b. Cotton will scarce and prices will go down. c. There will be a surplus of cotton and prices will go up. d. There will be a surplus of cotton and prices will go down.
D R A F T
569
3. Help Peter Planter inventory his resources. Name one resource on his plantation for each category. Natural Resource
Human Resource
Capital Resource
D R A F T
570
Peter Planter keeps a ledger of items that are bought and sold on his plantation. Examine Peter's ledger for the week of October 13, 1840, and use it to answer the questions on the next page.
Transactions Item Company/Location Expenses (-) Income (+)
Cotton (50 bales) 8 dollars per pound
Leed's Textiles London
$40,000.00
Cotton (25 bales) 32 cents per pound
Penn's Manufacturing Lancaster, Pennsylvania
$800.00
Flour (500 pounds) Watkins Mill, NC $10.00 Sugar (500 pounds) British West Indies Company
Bahamas $125.00
Tea (50 pounds) British East India Company
London $50.00
Cotton Gin Mathers Industries
Salem, Massachusetts $30.00
Children's Shoes (2 Pair) Lipton Shoes
New York, New York $0.50
Silk Cloth (30 yards) Harrod's Clothier
London $22.50
D R A F T
571
4. Using the ledger, list one good imported and one good exported by Peter Planter. Import
Export
D R A F T
572
5. Based on the ledger, what is Peter Planter's specialized industry?
a. flour b. sugar c. cotton d. tea
6. Define economic interdependence and give examples from Peter Planter’s ledger.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
D R A F T
573
After hearing the speeches of Abolitionists, Peter decided to emancipate his slaves. To continue production of cotton, Peter will need to hire workers to plant and pick cotton.
7. Explain the possible implications of Peter's actions in regard to productivity and profit on his plantation?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
___________________________________________________________________________________________________________
D R A F T
574
Because of his decision, Peter is conducting a cost benefit analysis to see if he should stay in the cotton business or go into business with his brother. Peter's brother wants to build a textile (cloth) factory in Boston, Massachusetts. In order to do this, Peter would need to raise cash. Peter's potential sources of wealth include: land, profit, and rent. 8. Name at least two opportunity costs of Peter selling the land.
a.
b.
D R A F T
575
9. If Peter sells the land and uses the money to start a cloth factory in Boston, he is:
a. saving b. borrowing c. investing d. profiting
10. The United States government is thinking about imposing a high tariff on British textiles (manufactured cloth). Explain the likely
effects of the tariff for each group. Cotton Planter
Unites States Textile (cloth) company
D R A F T
576
11. Complete a T-chart to conduct a cost-benefit analysis for each decision.
Keep the plantation with paid laborers Enter the textile (cloth) business with brother Advantages Disadvantages Advantages Disadvantages
D R A F T
577
12. Using all of the information gathered from the t-charts, write a paragraph advising Peter of the risks and potential for profit in each
situation. Then use evidence and supporting detail to explain the best option for his situation. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
D R A F T
578
Eighth Grade Challenge United States History Scoring Guide
CCO IV: Economics
1. B 2. D 3. 3=student names a resource in 3 categories
2=student names a resources in 2 categories 1=student names a resource in 1 category
4. 2=correctly identifies one import and one export
1=correctly identifies one import or one export 5. C 6. 4=clearly and effectively explains economic interdependence and illustrated by using items and trade relationship from the ledger
3=clearly explains economic interdependence and illustrated by using items and trade relationships from the ledger 2=offers a specific definition of economic interdependence and attempts to show trade relationships 1=offers a general definition of economic interdependence
7. 2=explains the implications to productivity and profit
1=explains the implications to either productivity or profit 8. 2=names two opportunity costs
1=names ones opportunity cost
D R A F T
579
9. C 10. 2=explains the likely effects for both groups
1=explains the likely effects for one group 11. 4=provides valid analysis of advantages and disadvantages for both groups (4 categories)
3=provides valid analysis of advantages and disadvantages for three categories 2=provides valid analysis of advantages and disadvantages for two categories 1=provides valid analysis of advantages and disadvantages for one category
12.
4 3 2 1 The student writes a persuasive essay that clearly advises and details the risks and potential for profit. Uses compelling evidence and supporting detail to clearly articulate logic.
The student writes a persuasive essay that advises and details the risks and potential for profit. Uses evidence and supporting detail to articulate logic.
The student writes a persuasive essay that advises the risks or potential for profit and uses some detail to support ideas.
The student is unable to write a persuasive essay to advise of risks and potential for profit or use detail to support ideas.
D R A F T
580
IVC.2 Application Level Assessment: Economics CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. Student Task: 1. Interpret the past, explain the present and predict future consequences of economic decisions. (IVP1) 2. Compare and contrast economic systems. (IVP3) 3. Analyze how sources of wealth and income influenced early America. (IVC7e) 4. Analyze how production/consumption influenced early America. (IVC7f) 5. Analyze how technology plays a significant role in the economy. (IVC9) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
D R A F T
581
Scoring Guide
CCO IV: The student will evaluate the implications and impact of economic decision making in early United States History. Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
D R A F T
582
V. Core Conceptual Objective: Culture The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
A. Content and Skills By the end of Eighth Grade Social Studies, all students should know:
State and National Standards Correlations
By the end of Eighth Grade, all students should be able to: State and National Standards Correlations
1. Personal and group experiences influence people’s perception and judgements. (E)
SS 6.5, HSSF, NGS, NCHEW
2. Cultural traditions, human actions and institutions affect behavior. (A)
SS 6.3, MCC, HSSF, NGS, NCHEW,
2. Exchange information while recognizing bias and multiple points of view. (E/A)
SS7.6, NGS, NCSS, SM2.3
3. Ideas, concepts, and traditions change over time. (A)
SS 6.6, HSSF, NCHEW
3. Identify, analyze, and compare institutions, traditions, art forms of past and present societies. (E)
SM 1.9
4. People have universal human rights. (D)
NCSS, CIV
5. a. People have common physical, emotional, and social needs. (A)
------------------------------------------- 5. b. Needs are met by families,
friends, groups, and institutions in different ways in different cultures and different times. (A)
SS, CIV, NCSS, NSGG, NGS, MCC, 21st ----------------- SS6, NHS, NSCG, NCSS, NGS, MCC, 21st
6. Develop a multicultural perspective that respects the dignity and worth of all people. (A)
NGS, HSSF, NCHEW
D R A F T
583
7. The United States is and always has been multicultural. (A)
NHS, NCSS
8. Laws and events affect members and relationships among groups. (E)
SS 6.4, MCC 8. Describe and evaluate problems from multiple perspectives. (A)
SM1.6, HSSF, NCSS, MCC
9. Factors of Inclusion and exclusion determine how a person becomes a member of a group. (D)
SS 6.2, NCSS
10. Gender roles in American society are constantly changing. (D)
CIV, NCSS, NCHEW
11. Racial/Ethnic issues have caused compromise and conflict in early American history. (D)
CIV, NCSS, NCHEW
12. Cultural diffusion has shaped American culture. (A)
SS5.2d, HSSF, NGS, MCC
12. Describe cultural interaction among Native Americans, Immigrants, African Americans, colonists, etc. (E)
SS 2a.6, HSSF, NCHEA, MCC
13. Technology and culture influence resource use. (A)
SS 5.2b, MCC, NGS, NCHEW, SCANS, 21st
14. Conflict resolution was necessary in the development of the United States. (E)
NCSS, NGS, CIV
14. Identify, research and defend a point of view. (A) SS7.6, NGS, NCSS
D R A F T
584
15. a. Use technological tools to select, organize, and present
information. (E/A) ---------------------------------------------------------------------------- 15. b. Use and evaluate web sites. (E)
SCANS, MCC, LM, NGS, SM2.7 -------------- LM, MCC, SCANS
16. Use and analyze primary and secondary sources. (A) SS7.1, NCSS, LM
17. Use social studies vocabulary appropriately. (A) 18. Organize information into useful forms for comprehension
and retrieval such as note taking, outlining, and graphic organizers. (A)
SM, NHS
D R A F T
585
B. Facilitating Activities CCO V: Culture ORGANIZING IDEA #1 How have events in U.S. history affected groups and individuals? The student will: 1. Investigate how profit motive influences how needs are met for various groups in different cultures and different times. (IIC7b,
IVC5b) [DOK 2] 2. Create a mini-documentary about the effects of westward expansion for various groups. (VP14, VP12, VC12, VP8, VC8, VP6,
IIC11a) [DOK 2] 3. Read slave narratives and analyze how the institution of slavery affects perceptions and behavior. (IIC14, VC1, VC2) [DOK 2] 4. Analyze the Lewis and Clark expedition as a catalyst for cultural diffusion by examining primary and secondary sources for
evidence of the borrowing of ideas, technologies, use of resources, etc. (VC12, VP16, VC13, IIC11c) [DOK 2] 5. Debate the issues surrounding the war for Texas Independence from the perspective of Texans and from the perspective of
Mexicans. Determine how and why the points of view differ. (IIC10c, VP2) [DOK 3] ORGANIZING IDEA #2 What affect have different groups and individuals had on American society? The student will: 1. Create a concept to example map for key cultural vocabulary. (VP17, IVP9) [DOK 1] 2. List cultural groups involved in key events in U.S. history. (VC7) [DOK 1] 3. Analyze Paul Revere’s engraving of the Boston Massacre influenced and evaluate its effectiveness as a form of propaganda.
(IIC5, VP3, IIP2, IIP6) [DOK 3] 4. Answer a document based question to determine “What caused secession?” using sources that convey multiple perspectives.
(VC1, VC3, VP8, VC9, IIP22b, VP16) [DOK 3] 5. Identify the sources of conflict during Jackson’s presidency and evaluate how the issues were resolved. (VC14, VP8, IIC9)
[DOK 2]
D R A F T
586
ORGANIZING IDEA #3 How have individuals, groups, and institutions changed over time? The student will: 1. Complete a graphic organizer to compare the life and roles of the people in colonial times to people in modern times. (VC2,
VC3, VP3, VC5b, VC5a, VP18) [DOK 2] 2. Use the Lincoln-Douglas debates to defend or refute slavery as a violation of universal human rights from the context of a
person living in the 1800’s. (VP16, VP2, VP6, VC4, IIC15, VC1, VP8, VP9, VP11) [DOK 3]
D R A F T
587
C.1 Application Level Assessment: Culture, Geography, History and Economics
CCOII: History The student will analyze and interpret decisions, actions and events that influenced continuity and change in early United States History. [DOK3]
CCO III: Geography
The student will utilize geographical tools and concepts as they apply to historical contexts in order to interpret the past, understand the present, and make predictions.
CCO V: Culture
The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
Student Task: The student will
1. Identify regions. (IIIP6a) 2. Determine how regions relate to one another. (IIIP6b) 3. Compare how life in one region differs from another. (IIIP6c) 4. Give examples of specialization of trade and how regions produce goods and services. (IVC5a) 5. Describe how human characteristics of place influenced early United States history. (IIIC3a, IIIC3b) 6. Evaluate the early settlement of the United States. (IIC4) 7. Use technological tools to select, organize, and present information. (VP15a) 8. Use and analyze primary and secondary sources. (VP16) 9. Exchange information while recognizing bias and multiple points of view. (VP2) 10. Explain reasoning using supporting detail. (IIP17) 11. Conduct research to answer questions and evaluate information. (IIP18) 12. Plan and create a visual and oral presentation. (IIP20a) 13. Comprehend and evaluate presentations. (IIP20b) 14. Organize information into useful forms such as outlines or graphic organizers. (IIP23)
D R A F T
588
Teacher Notes: Teachers may choose to have students create the Colonial Advertising Campaign on their own or work with partner with clearly defined roles. A mini lesson on propaganda/advertising techniques should preface this ALA. Websites of a Chamber of Commerce may be an effective tool when discussing the persuasive yet truthful nature of the presentation. Graphic organizers (such as the attached chart) should be provided to those listening to presentations. In addition, teachers do NOT have to give students all of these project options. As long as every student participates in a Part 1 project and completes the Part 2 prompt, then this ALA will assess all of the intended CCOs above.
Suggested Student Prompt: Part 1: As a member of a group of investors 1730's, you will make a lot of money if you can convince immigrants to settle in one of the English colonial regions in the Americas (New England Colonies, the Mid-Atlantic Colonies, Southern Colonies). Create an advertising campaign showing the immigrants information about the region. Your presentation should provide useful information that will help immigrants decide where to settle.
A. Before you can begin designing your advertising campaign, you must do research to gather information. Use primary and
secondary sources to find information to complete the graphic organizer that is attached.
B. While your advertising campaign should be designed to shed the best light on your region, all information must be truthful and useful in making a decision about settlement. Include each of the following: 1. Slogan to represent the region. 2. Economic conditions (include resources and specialization of trade) 3. Government 4. Population and settlement patterns (include urban/rural, religions, languages, etc) 5. Cultural Interactions (interactions or conflict among various groups) 6. Climate and Geography 7. Maps, artwork, charts, or graphs to illustrate the conditions within the region. 8. Persuasive summary that addresses how the region could meet the needs of the immigrant group.
D R A F T
589
C. The advertising campaign may include one or more of the following as the advertising media: f. Power Point g. Web page h. Video i. Song/jingle j. Brochure
D. Present your advertising campaign to the class and answer questions about your region to the best of your ability.
Suggested Student Prompt: Part 2: You are living in England in 1750. You want to move your family to the British colonies in North America. You have seen all of the advertising that was created for the different colonies and regions. Which region do you choose to make your new home? Be sure to include regional comparisons to support your choice.
D R A F T
590
Regional Facts
Topic Information Sources Economics - types of resources available, kind of work available, specialization of trade, etc.
Government - description of government, the role religion plays in the government, problems or concerns about the government, etc.
Population/Settlement patterns - the groups currently (1730’s) in this area, where people are located, urbanization, religious, etc.
Cultural Interactions - describe the type of relationship the colonists have with the Indians, the relationships among European groups in this area, etc.
Climate and Geography - describe the climate and geography and their importance to the region.
D R A F T
591
Colonial Comparison Chart
New England Middle Colonies Southern Colonies Names of Colonies 1.
2. 3. 4.
1. 2. 3. 4.
1. 2. 3. 4. 5.
Sources of Income 1. 2. 3.
1. 2. 3.
1. 2. 3.
Religion 1. 1. 2.
1.
Land/Soil
D R A F T
592
Eighth Challenge Grade United States History Scoring Guide
CCO V: Culture
4 3 2 1 Research and Graphic Organizer
The student thoroughly and accurately identifies what is known about the colonial region for all categories.
The student accurately identifies what is known about the colonial region for most categories.
The student identifies some of what is known about the colonial region for some categories.
The student identifies little of what is known for few categories.
Advertising Campaign The student includes all required slides with important detailed information along with art, maps, graphs, etc. that add to the overall quality of the presentation and persuade settlement.
The student includes required slides with detailed information along with art, maps, graphs, etc. that contribute to the overall presentation.
The student includes most required detailed information, but may be disjointed..
The student includes general or irrelevant information that does not persuade settlement.
Comparison Organizer The student completes organizers with all important characteristics on which the regions should be compared or contrasted.
The student completes organizer with most important characteristics on which the regions should be compared or contrasted.
The student excludes some critical elements on which the regions should be compared or contrasted.
The student uses trivial items to compare and contrast regions.
Regional Selection The student generates a valid conclusion and supports choice with detailed, insightful, and accurate regional comparison.
The student generates a valid conclusion and supports choice with detailed and accurate regional comparison.
The student generates a valid conclusion and supports choice with accurate regional comparison.
The student is unable to support choice with regional comparison.
D R A F T
593
C.2 Application Level Assessment
CCO V: The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups.
Student Task: 1. Analyze how personal and group experiences influence people’s perception and judgment. (VC1) 2. Describe how cultural traditions, human actions, and institutions affect behavior. (VC2) 3. Describe how people have common physical, emotional, and social needs. (VC5a) 4. Explain how needs are met by families, friends, groups, and institutions in different ways. (VC5b) 5. Develop a multicultural perspective that respects the dignity and worth of all people. (VP6) 6. Describe and evaluate problems from multiple perspectives. (VP8) 7. Explain how cultural diffusion has shaped American culture. (VC12) 8. Describe cultural interaction among Native Americans, Immigrants, African Americans, colonists, etc. (VP12) 9. Explain how technology and culture influence resource use. (VC13) 10. Identify, research, and defend a point of view. (VP14) 11. Use and evaluate websites. (VP15b) Teacher Notes: Assessment items related to the student task can be accessed from the EdGate Assessment Management System at www.achievementseries.com. The assessment items should be used only after sufficient, practice, and feedback have been given to students. Items may be used alone or embedded into other summative classroom assessments. Assessments can be administered online or paper pencil. Suggested Student Prompt: A password is required to access restricted materials. Please contact Holly Julius ([email protected]) or Roxanna Mechem ([email protected]) for clearance codes or assistance with EdGate.
D R A F T
594
Scoring Guide
CCO V: The student will analyze how the changing culture of the United States is shaped by the actions and beliefs of various groups. Scoring criteria are thoroughly explained in the EdGate Assessment Management System Item Bank. www.achievementseries.com.
D R A F T
594
APPENDIX A
SHOW-ME STANDARDS
D R A F T
595
Note to Readers: What should high school graduates in Missouri know and be able to do? The Missourians who developed these standards wrestled with that question. In the end, they agreed that “knowing” and “doing” are actually two sides of the same coin. To perform well in school or on the job, one must have a good foundation of basic knowledge and skills. Equally important, though, is the ability to use and apply one’s knowledge in real-life situations. These standards (73 in all) are intended to define what students should learn by the time they graduate from high school. There are 33 “performance” standards, listed under four broad goals. There are also 40 “knowledge” standards, listed in six subject areas. Taken together, they are intended to establish higher expectations for students throughout the Show-Me State. These standards do not represent everything a student will or should learn. However, graduates who meet these standards should be well-prepared for further education, work, and civic responsibilities. All Missourians are eager to ensure that graduates of Missouri’s public schools have the knowledge, skills, and competencies essential to leading productive, fulfilling and successful lives as they continue their education, enter the workforce and assume their civic responsibilities. Schools need to establish high expectations that will challenge all students to reach their maximum potential. To that end, the Outstanding Schools Act of 1993 called together master teachers, parents, and policy-makers from around the state to create Missouri academic standards. These standards are the work of that group. The standards are built around the belief that the success of Missouri’s students depends on both a solid foundation of knowledge and skills and the ability of students to apply their knowledge and skills to the kinds of problems and decisions they will likely encounter after they graduate. The academic standards incorporate and strongly promote the understanding that active, hands-on learning will benefit students of all ages. By integrating and applying basic knowledge and skills in practical and challenging ways across all disciplines, students experience learning that is more engaging and motivating. Such learning stays in the mind long after the tests are over and acts as a springboard to success beyond the classroom. These standards for students are not a curriculum. Rather, the standards serve as a blueprint from which local school districts may write challenging curriculum to help all students achieve their maximum potential. Missouri law assures local control of education. Each school district will determine how its curriculum will be structured and the best methods to implement that curriculum in the classroom. Authority for the Show-Me Standards: Section 160.514, Revised Statutes of Missouri, and the Code of State Regulations, 5 CSR
50-375.100.
KNOWLEDGE + PERFORMANCE = ACADEMIC SUCCESS
D R A F T
596
GOAL 1 Students in Missouri public schools will acquire the knowledge and skills to gather, analyze, and apply information and ideas. Students will demonstrate within and integrate across all content areas the ability to 1. develop questions and ideas to initiate and refine research 2. conduct research to answer questions and evaluate information and ideas 3. design and conduct field and laboratory investigations to study nature and society 4. use technological tools and other resources to locate, select, and organize information 5. comprehend and evaluate written, visual, and oral presentations and works 6. discover and evaluate patterns and relationships in information, ideas, and structures 7. evaluate the accuracy of information and the reliability of its sources 8. organize data, information, and ideas into useful forms (Including charts, graphs, outlines) for analysis or presentation 9. identify, analyze, and compare the institutions, traditions, and art forms of past and present societies 10. apply acquired information, ideas, and skills to different contexts as students, workers, citizens, and consumers
GOAL 2 Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate within and integrate across all content areas the ability to 1. plan and make written, oral, and visual presentations for a variety of purposes and audiences 2. review and revise communications to improve accuracy and clarity 3. exchange information, questions, and ideas while recognizing the perspectives of others 4. present perceptions and ideas regarding works of the arts, humanities, and sciences 5. perform or produce works in the fine and practical arts 6. apply communication techniques to the job search and to the workplace 7. use technological tools to exchange information and ideas
D R A F T
597
GOAL 3 Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems. Students will demonstrate within and integrate across all content areas the ability to 1. identify problems and define their scope and elements 2. develop and apply strategies based on ways others have prevented or solved problems 3. develop and apply strategies based on one’s own experience in preventing or solving problems 4. evaluate the processes used in recognizing and solving problems 5. reason inductively from a set of specific facts and deductively from general premises 6. examine problems and proposed solutions from multiple perspectives 7. evaluate the extent to which a strategy addresses the problem 8. assess costs, benefits, and other consequences of proposed solutions
GOAL 4 Students in Missouri public schools will acquire the knowledge and skills to make decisions and act as responsible members of society. Students will demonstrate within and integrate across all content areas the ability to 1. explain reasoning and identify information used to support decisions 2. understand and apply the rights and responsibilities of citizenship in Missouri and the United States 3. analyze the duties and responsibilities of individuals in societies 4. recognize and practice honesty and integrity in academic work and in the workplace 5. develop, monitor, and revise plans of action to meet deadlines and accomplish goals 6. identify tasks that require a coordinated effort and work with others to complete those tasks 7. identify and apply practices that preserve and enhance the safety and health of self and others 8. explore, prepare for, and seek educational and job opportunities
D R A F T
598
Missouri students must build a solid foundation of factual knowledge and basic skills in the traditional content areas. The statements listed here represent such a foundation in reading, writing, mathematics, world and American history, forms of government, geography, science, health/physical education, and the fine arts. This foundation of knowledge and skills should also be incorporated into courses in vocational education and practical arts. Students should acquire this knowledge base at various grade levels and through various courses of study. Each grade level and each course sequence should build on the knowledge base that students have previously acquired. These concepts and areas of study are indeed significant to success in school and in the workplace. However, they are neither inclusive nor are they likely to remain the same over the years. We live in an age in which “knowledge” grows at an ever-increasing rate, and our expectations for students must keep up with that expanding knowledge base. Combining what students must know and what they must be able to do may require teachers and districts to adapt their curriculum. To assist districts in this effort, teachers from across the state are developing curriculum frameworks to show how others might balance concepts and abilities for students at the elementary, middle, and secondary levels. These models, however, are only resources. Missouri law assures local control of education. Each district has the authority to determine the content of its curriculum, how it will be organized, and how it will be presented.
Communication Arts In Communication Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in 1. speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) 2. reading and evaluating fiction, poetry, and drama 3. reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) 4. writing formally (such as reports, narratives, essays) 5. comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates,
lectures, multi-media productions) 6. participating in formal and informal presentations and discussions of issues and ideas 7. identifying and evaluating relationships between language and culture
D R A F T
599
Mathematics In Mathematics, students in Missouri public schools will acquire a solid foundation which includes knowledge of 1. addition, subtraction, multiplication, and division; other number sense, including numeration and estimation; and the application of
these operations and concepts in the workplace and other situations 2. geometric and spatial sense involving measurement (including length, area, volume), trigonometry, and similarity and
transformations of shapes 3. data analysis, probability, and statistics 4. patterns and relationships within and among functions and algebraic, geometric, and trigonometric concepts 5. mathematical systems (including real numbers, whole numbers, integers, fractions), geometry, and number theory (including
primes, factors, multiples) 6. discrete mathematics (such as graph theory, counting techniques, matrices)
Science In Science, students in Missouri public schools will acquire a solid foundation which includes knowledge of 1. properties and principles of matter and energy 2. properties and principles of force and motion 3. characteristics and interactions of living organisms 4. changes in ecosystems and interactions of organisms with their environments 5. processes (such as plate movement, water cycle, air flow) and interactions of earth’s biosphere, atmosphere, lithosphere, and
hydrosphere 6. composition and structure of the universe and the motions of the objects within it 7. processes of scientific inquiry (such as formulating and testing hypotheses) 8. impact of science, technology, and human activity on resources and the environment
D R A F T
600
Social Studies
In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 1. principles expressed in the documents shaping constitutional democracy in the United States 2. continuity and change in the history of Missouri, the United States, and the world 3. principles and processes of governance systems 4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) 5. the major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to
changes in society and environment 6. relationships of the individual and groups to institutions and cultural traditions 7. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)
Fine Arts In Fine Arts, students in Missouri public schools will acquire a solid foundation which includes knowledge of 1. process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts 2. the principles and elements of different art forms 3. the vocabulary to explain perceptions about and evaluations of works in dance, music, theater, and visual arts 4. interrelationships of visual and performing arts and the relationships of the arts to other disciplines 5. visual and performing arts in historical and cultural contexts
D R A F T
601
Health/Physical Education In Health/Physical Education, students in Missouri public schools will acquire a solid foundation which includes knowledge of 1. structures of, functions of, and relationships among human body systems 2. principles and practices of physical and mental health (such as personal health habits, nutrition, stress management) 3. diseases and methods for prevention, treatment, and control 4. principles of movement and physical fitness 5. methods used to assess health, reduce risk factors, and avoid high-risk behaviors (such as violence, tobacco, alcohol, and other
drug use) 6. consumer health issues (such as the effects of mass media and technologies on safety and health) 7. responses to emergency situations
D R A F T
602
APPENDIX B
TEACHER INPUT AND EVALUATION FORM
D R A F T
603
TEACHER INPUT AND EVALUATION FORM
Name: Subject: School: List any additional facilitating activities that you have used with a CCO. CCO#________ Facilitating Activity CCO#_________ Facilitating Activity CCO#_________ Facilitating Activity List any resource material you need in order to accomplish the core conceptual objectives and content and skills for your course. Include title and author when possible. Comment on any part of the existing curriculum which needs expansion, re-evaluation, or adjustment. Assess the validity and effectiveness of application level assessments. Include comments on the scoring guides when applicable.
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APPENDIX C
INSTRUCTIONAL TECHNOLOGY LISTING
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MSIP STANDARD 7.5 INSTRUCTIONAL TECHNOLOGY LISTING The social studies document references technology in the content and skills, the facilitating activities, or the application level assessments that correspond to the CCO’s. It is the expectation of the Social Studies Department that students develop skills to allow the integration and use of technology as a tool for research, organization, communication, analysis, presentation, and summation of course content.
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APPENDIX D
DEPTH OF KNOWLEDGE
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BLOOM’S TAXONOMY WEBB’S DOK
KNOWLEDGE / REMEMBERING “The recall of specifics and universals,
involving little more than bringing to mind the appropriate material.”
COMPREHENSION / UNDERSTANDING “Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim response.”
APPLICATION / APPLYING “Using information in another familiar
situation.”
ANALYSIS / ANALYSING “Breaking information into parts to explore
understandings and relationships.”
SYNTHESIS and EVALUATION / EVALUATING and CREATING
“Putting together elements and parts to form a whole, then making value judgment about the
method.”
RECALL Recall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand
throw?
SKILL / CONCEPT Use of information, conceptual knowledge,
procedures, two or more steps, etc.
STRATEGIC THINKING Requires reasoning, developing a plan or
sequence of steps; has some complexity; more than one possible answer.
EXTENDED THINKING Requires an investigation; time to think and
process multiple conditions of the problem or task.
Wyoming School Health and Physical Education Network (2001), Standards, Assessment, and Beyond. Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet
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Depth of Knowledge Definition: Measurement of the degree to which the knowledge and skills elicited from students on assessments are as complex as what students are expected to know and do as stated in the curriculum/GLEs/Show-Me Standards. Adapted from Margie Vandeven, Supervision Missouri School Improvement Program Department of Elementary and Secondary Education
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Depth of Knowledge Level One
Recall requires recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple process or procedure. Level 1 problems involve only one step. A student answering a Level 1 item either knows the answer or does not: that is, the answer does not need to be “figured out” or “solved.” The answer to the question is found verbatim in the text.
Content Examples of Level 1 Depth of Knowledge • Recall elements and details of story structure, such as sequence of
events, character, plot and setting • Conduct basic mathematics calculations • Label locations on a map • Represent in words or diagrams a scientific concept or relationship • Perform routine procedures like measuring length or using
punctuations marks correctly • Describe the features of a place or people Adapted from www. phila.k12.pa.us
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Depth of Knowledge Level Two
Skills and Concepts includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex. These actions imply more than one step. Level 2 activities include making observations and collecting data.
Content examples of Level 2 Depth of Knowledge • Identify and summarize the major events in a narrative • Use context clues to identify the meaning of unfamiliar words • Solve routine multiple-step problems • Describe the cause/effect of a particular event • Identify patterns in events or behavior • Formulate a routine problem given data and conditions • Organize, represent and interpret data Adapted from www. phila.k12.pa.us
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Depth of Knowledge Level Three
Strategic Thinking requires deep knowledge using reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are more complex and abstract than at Level 2. The multi-step task requires more demanding reasoning skills. In most instances, requiring student to explain their thinking is at Level 3. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.
Content examples of Level 3 Depth of Knowledge • Support student thinking/ reasoning with details and examples • Use voice appropriate to the purpose and audience • Identify research questions and design investigations for a scientific
problem • Develop a scientific model for complex situation • Determine the author’s purpose and describe how it affects the
interpretation of a reading selection • Apply a concept in other context Adapted from www. phila.k12.pa.us
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Depth of Knowledge Level Four
Extended Thinking/Reasoning requires high cognitive demand and is very complex. Students are required to make several connections- relate ideas within the content area or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved. Performance assessments are open-ended / constructed response type assessment activities requiring significant thought will be Level 4.
Content examples of Level 4 Depth of Knowledge • Conduct a project that requires specifying a problem, designing and
conducting an experiment, analyzing its data, and reporting results/solutions
• Apply mathematical model to illuminate a problem or situation • Analyze and synthesize information from multiple sources • Describe and illustrate how common themes are found across texts
from different cultures • Design a mathematical model to inform and solve a practical or
abstract situation Adapted from www. phila.k12.pa.us
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Level One Activities Level Two Activities Level Three Activities Level Four Activities
Webb, Normal L. and other. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.apsx
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Applying Depth-of-Knowledge (DOK) Levels in Social Studies
Karin Hess, Center for Assessment According to Norman L. Webb (“Depth-of-Knowledge Levels for Four Content Areas,” March 28, 2002), interpreting and assigning depth-of-knowledge levels to both objectives within standards and assessment items is an essential requirement of alignment analysis. Four levels of Depth of Knowledge are used for this analysis. A general definition for each of the four (Webb) Depth-of-Knowledge levels is followed by Table 1, which provides further specification and examples for each of the DOK levels for social studies. Webb recommends that large-scale, on-demand assessments only assess Depth-of-Knowledge Levels 1, 2, and 3, due primarily to testing time constraints. Depth-of-Knowledge at Level 4 in social studies is best reserved for local assessment. Table 2 provides examples of DOK “ceilings” (the highest level of cognitive demand for large-scale assessment) using one state’s social studies grade level expectations. Descriptors of DOK Levels for Social Studies (based on Webb, Technical Issues in Large-Scale Assessment, report published by CCSSO, December 2002) Level 1 Recall of Information Level 1 asks students to recall facts, terms, concepts, trends, generalizations and theories or to recognize or identify specific information contained in graphics. This level generally requires students to identify, list, or define. The items at this level usually ask the student to recall who, what, when and where. Items that require students to “describe” and “explain” could be classified at Level 1 or 2 depending on what is to be described and explained. A Level 1 “describe or explain” would recall, recite or reproduce information. Items that require students to recognize or identify specific information contained in maps, charts, tables, graphs or drawings are generally level 1. Level 2 Basic Reasoning Level 2 includes the engagement of some mental processing beyond recalling or reproducing a response. This level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; give an example; classify or sort items into meaningful categories; describe, interpret or explain issues and problems, patterns, reasons, cause and effect, significance or impact, relationships, points of view or processes. A Level 2 “describe or explain” would require students to go beyond a description or explanation of recalled information to describe or explain a result or “how” or “why.” State Sample of Depth of Knowledge for Social Studies 2005 Compiled by Karin Hess, Center for Assessment, Dover, NH
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Level 3 Complex Reasoning Level 3 requires reasoning, using evidence, and a higher level of thinking than the previous two levels. Students would go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence. The cognitive demands at Level 3 are more complex and more abstract than Levels 1 or 2. Items at Level 3 include drawing conclusions; citing evidence; applying concepts to new situations; using concepts to solve problems; analyzing similarities and differences in issues and problems; proposing and evaluating solutions to problems; recognizing and explaining misconceptions or making connections across time and place to explain a concept or big idea. Level 4 Extended Reasoning Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, or developing that will most likely require an extended period of time. The extended time period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking. At this level the cognitive demands should be high and the work should be very complex. Students should be required to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level. The distinguishing factor for Level 4 would be evidence through a task or product that the cognitive demands have been met. A Level 4 performance will require students to analyze and synthesize information from multiple sources, examine and explain alternative perspectives across a variety of sources and/or describe and illustrate how common themes and concepts are found across time and place. In some Level 4 performance students will make predictions with evidence as support, develop a logical argument, or plan and develop solutions to problems.
Many on-demand assessment instruments will not include assessment activities that could be classified as Level 4. However, standards, goals, and objectives can be stated so as to expect students to perform thinking at this level. On-demand assessments that do include tasks, products, or extended responses would be classified as Level 4 when the task or response requires evidence that the cognitive requirements have been met.
Source of Challenge Criterion for Social Studies The Source of Challenge criterion is only used to identify items where the major cognitive demand is inadvertently placed and is other than the targeted social studies content, concept, skill and application. Excessive reading demands, cultural bias, or specialized knowledge could be reasons for an item to have a source of challenge problem. Such item characteristics may cause some students to not answer an assessment item or answer an assessment item incorrectly even though they have the social studies content knowledge, understanding and skills being assessed. Items with an appropriate source of challenge level will differentiate between those students who have the social studies knowledge and understanding the assessment item intends to measure from those students who do not have this knowledge. State Sample of Depth of Knowledge for Social Studies 2005 Compiled by Karin Hess, Center for Assessment, Dover, NH
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Table 1: Sample Depth-of-Knowledge Level Descriptors for Social Studies (Based on Webb, Karin Hess, Center for Assessment/NCIEA, 2005)
State Sample of Depth of Knowledge for Social Studies 2005 Compiled by Karin Hess, Center for Assessment, Dover, NH
Level 1 Recall of Information
Level 2 Basic Reasoning
Level 3 Complex Reasoning
Level 4 Extended Reasoning
a. Recall or recognition of: fact, term, concept, trend, generalization, event, or document
b. Identify or describe features of places or people
c. Identify key figures in a particular context meaning of words
d. Describe or explain: who, what, where, when
e. Identify specific information contained in maps, charts, tables, graphs, or drawings
a. Describe cause-effect
of particular events b. Describe or explain:
how (relationships or results), why, points of view, processes, significance, or impact
c. Identify patterns in events or behavior
d. Categorize events or figures in history into meaningful groups
e. Identify and summarize the major events, problem, solution, conflicts
f. Distinguish between fact and opinion
g. Organize information to show relationships
h. Compare and contrast people, events, places, concepts
i. Give examples and non-examples to illustrate an idea/concept
a. Explain, generalize, or connect ideas, using supporting evidence from a text/source
b. Apply a concept in other contexts
c. Make and support inferences about implied causes and effects
d. Draw conclusion or form alternative conclusions
e. Analyze how changes have affected people or places
f. Use concepts to solve problems
g. Analyze similarities and differences in issues or problems
h. Propose and evaluate solutions
i. Recognize and explain misconceptions related to concepts
a. Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures
b. Gather, analyze, organize, and synthesize information from multiple (print and non print) sources
c. Make predictions with evidence as support
d. Plan and develop solutions to problems
e. Given a situation/problem, research, define, and describe the situation/problem and provide alternative solutions
f. Describe, define, and illustrate common social, historical, economic, or geographical themes and how they interrelate
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Depth-of-Knowledge as a “Ceiling” NOT as a “Target” An important aspect of assessment design is to use the highest Depth-of-Knowledge (DOK) demand implicit in a GLE as the “ceiling” for assessment, not the “target.” Table 2 provides three examples of one state’s social studies GLEs for high school with different “ceilings,” that is, the highest DOK Level at which a GLE should be assessed. When considering the highest DOK Level as the ceiling not the target, the GLE has the potential to be assessed at Depth-of-Knowledge Levels at the ceiling, and up to the ceiling, depending upon the demand of the GLE. Table 2 also indicates the other DOK levels at which the GLE could be assessed. Table 2 Examples of GLEs and Depth of Knowledge for Assessment Purposes One state’s Social Studies GLEs for High School GLE
Ceiling Potential DOK Levels
for Assessment SS-HS-5.1.2 Students explain that history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
1 1 (Recall or restate a
generalization)
SS-HS-1.1.2 Students explain how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution).
2 1 (Describe what rights each
document preserves 2
(Explain relationships)
SS-HS-1.1.1 Students compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals.
3 1 (Identify forms of
government) 2
(Compare/contrast forms of government)
3 (Evaluate effectiveness
using established criteria) Why is this distinction between “ceiling” and “target” important? If assessed only at the “target,” all GLEs with a Level 3 as their highest demand would only be assessed at Level 3. This would potentially have two negative impacts on the assessment: 1) The assessment as a whole could be too difficult; and 2) important information about student learning along the achievement continuum would be lost. State Sample of Depth of Knowledge for Social Studies 2005 Compiled by Karin Hess, Center for Assessment, Dover, NH
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APPENDIX E
DATA-DRIVEN TEACHING/LEARNING MODEL
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Classroom Data-Driven Instruction Model
Identify CCO, ALA and Related Levels of Proficiency Identify CCO (Core Conceptual Objective), related ALA (Application Level Assessment), and other
summative assessments. Review scoring criteria to clearly understand expectations required to meet levels of proficiency of CCO.
Develop Timeline of Essential Content and Skills
Begin with the end in mind. Plan instructional sequence, complexity and depth, as well as integration of Essential Content and Skills for
the identified CCO, ALA, and other summative assessments. Determine in what order content/skills need to be taught, where content/skills can naturally be integrated,
and what on-going concepts/skills need to be maintained. Identify Classroom Assessments Aligned with District Curriculum
Keep the end in mind. Develop/select classroom assessments (both formative and summative) that align with the CCO and address
the key concepts for the objective. Consider various purposes and formats when designing/selecting assessments (see handout).
Administer Pre-instructional/Diagnostic Assessments; Disaggregate and Analyze Student Data/Evidence
Select an appropriate pre-assessment format to gather evidence about key content and skills. Pre-assess students’ prior knowledge/experience related to key concepts and skills. Breakdown results into student readiness levels related to concepts and skills.
Identify Learner Skills and Needs for Differentiation
Use data from formative classroom assessments to decide how instruction will be differentiated to meet the academic needs of all students.
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Plan for Differentiation of Teaching Models and Learning Strategies Choose instructional models of teaching and technology that best fit the purpose of each lesson. Use a variety of instructional learning strategies to address the pre-assessed needs of students.
Implement Instruction (Teach) Based on Formative Assessments
Include essential elements of instruction. Check student performance regularly with formative assessments (formal and informal). Teach strategies to help students self-assess and self-regulate during the learning process. Use data from formative assessments to determine whether to enrich, accelerate, reteach, and/or reassess.
Administer Summative Assessments/Disaggregate and Analyze Student Data
Assess the comprehensive level of proficiency of each student using a summative assessment that is aligned with the CCO.
Break down results into usable components of information to analyze areas that require continuing support. Monitor Student Performance and Adjust Instruction Accordingly
Develop a plan to support students who are not proficient, while moving on to the next CCO and related content and skills.
Provide time and various methods for students to reflect on self-knowledge. Reflect on the instructional process and make adjustments that will enhance teaching and learning.
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APPENDIX F
SOCIAL STUDIES INSTRUCTIONAL RESOUCES
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Social Studies Materials Instructional Resources by Course
World History - Grade 6 • Texts • Leveled literature sets • Teacher materials • Primary and secondary materials
• Readings • Photographs • Art • Artifact sets
• Maps and globes • Physical map • Political map • World history map set • Historical atlas sets • Desk maps and marking pens • Globe
• Computers in classroom • Printers • Software • Scanner • Audio visual materials • Smart board and projector • Laptop carts in department
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Challenge World History - Grade 6 • Texts • Leveled literature sets • Teacher materials • Primary and secondary materials
• Readings • Photographs • Art • Artifact sets
• Maps and globes • Physical map • Political map • World history map set • Historical atlas sets • Desk maps and marking pens • Globe
• Computers in classroom • Printers • Software • Scanner • Audio visual materials • Smart board and projector • Laptop carts in department
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World Geography - Grade 7 • Text • Leveled literature sets • Teacher materials • Primary and secondary source materials
• Readings • Photographs • Art • Artifact sets • Almanacs • Databases
• Maps and globes • Thematic maps • Physical maps • Political maps • Regional maps • Atlas sets • Desk maps and marking pens • Globe carts • Geographic dictionaries
• Computers in classroom • Printers • Software and websites • Audio visual material • Smart board with projector • Scanner • Laptop carts in department • Document camera • Microphones • Head phones • MP3 players
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Challenge World Geography - Grade 7 • Text • Leveled literature sets • Teacher materials • Primary and secondary source materials
• Readings • Photographs • Art • Artifact sets • Almanacs • Databases
• Maps and globes • Thematic maps • Physical maps • Political maps • Regional maps • Atlas sets • Desk maps and marking pens • Globe carts • Geographic dictionaries
• Computers in classroom • Printers • Software and websites • Audio visual material • Smart board and projector • Scanner • Laptop carts in department • Document camera • Microphones • Head phones • MP3 players
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U.S History - Grade 8 • Text • Primary and secondary source materials
• Readings • Art • Photographs • Artifact sets • DBQ practice sets
• Leveled literature sets • Teacher materials • Maps and globes
• Historical atlas sets • Physical and political maps (US and World) • U.S. history maps • Desk maps and marking pens • Globe
• Computers in classroom • Printers • Scanner • Smart board and projector • Laptop cart in department • Audio visual materials • Software
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Challenge U.S. History - Grade 8 • Text • Primary and secondary source materials
• Readings • Art • Photographs • Artifact sets • DBQ practice sets
• Leveled literature sets • Teacher materials • Maps and globes
• Historical atlas sets • Physical and political maps (US and World) • U.S. history maps • Desk maps and marking pens • Globe
• Computers in classroom • Printers • Scanner • Smart board and projector • Laptop cart in department • Audio visual materials • Software
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629
APPENDIX G
SOCIAL STUDIES MATERIAL REVIEW
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Middle School Social Studies Material Review Name of Text: Overall Rating Scale: E = Excellent G = Good F = Fair P = Poor NA = Not Applicable 1. Objectives of text match Rockwood Content and Skills. 2. Content is accurate and up to date. 3. Material is engaging and grade level appropriate. 4. Material is well organized. 5. Reading level is appropriate for grade level. 6. Contains easy to use reference sections. 7. Includes appropriate photos, maps, charts, and graphs. 8. Provides fair and unbiased multi-cultural perspectives. 9. Sensitivity addresses disability and gender issues. 10. Integrates and makes connections across disciplines. 11. Includes performance assessments and scoring guides. 12. Addresses multiple learning styles and levels of Bloom’s. 13. Provides ideas that can be used for differentiated lessons. 14. Includes ideas for technology or software. 15. Well constructed and durable.
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631
APPENDIX H
WORLD HISTORY SUPPLEMENTS
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World History Glossary
Barter - form of trade in which goods and services are traded directly without the use of money. Capital resources - goods used to produce other goods and services (e.g. buildings, equipment, machinery). Consumption - the use of goods and services by consumers, businesses, and governments. Cultural diffusion - the spread of ideas from one place to another. Cultural traditions - ideas, customs, behaviors, or beliefs that are passed down through generations and are unique to a particular group. Culture - the values, beliefs, behavior, and material objects that make up a people’s way of life. Demand - the different quantities of a resource, good, or service that will be purchased at various prices during a given period of time. According to the law of demand, the lower the price of a good or service, the more it will be purchased, whereas the higher the price, the less that it will be purchased. Democracy - system of government in which rule is by the people, either as a direct democracy where the people make their own laws or as a representative democracy (republic) in which laws are made by the people’s elected representatives. Dictatorship - form of government in which those who rule can not be held responsible to the will of the people. Economic Interdependence - reliance on others to meet needs (e.g. farmers provide food but receive manufactured goods from other).
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Human/Environmental interactions - human use of environment, how people use their surroundings. Feudalism - political system of local government based on the granting of land in return for loyalty, military assistance, and other sources. Historical empathy/Historical motives - the process of understanding the concerns, feelings, responses, motivations, or behavior of a person or group in a historical context. Human resources - human effort directed to the production of goods and services (e.g. entrepreneur, laborer). Manorialism - system of agricultural production from the medieval period that centered around a manor house and surrounding fields, forests, and villages. Mental maps - mental images or conceptions a person has of an area, its features, and spatial relationships. Monarchy - form of government headed by a king or queen. Money - anything generally accepted as a medium of exchange with which to buy goods or services that serves as a standard of value, and that has a store of value. Multicultural perspective - point of view that gives equal attention or representation to the cultural needs and contributions of all groups in a society. Natural resources - something found in nature that people use to produce goods and services (e.g. land, trees, animals, mineral deposits, soils, etc.). Oligarchy - a form of government in which the ruling power belongs to a small group of people. Opportunity cost - the most important alternative that is given up as a result of a specific economic decision.
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Primary sources - sources that are firsthand that may be used by historians in trying to recreate the past (e.g. original documents, eyewitness accounts, photographs, texts of speeches). Production - the act of combining resources to make goods and services. Productivity - the quantity of goods and services produced by an individual, business, industry, or economy in a given amount of time. Region - an area that displays unity in terms of one or more selected criteria (e.g. political boundaries, terrain, land use, rainfall, soil type, dominant religion). Republic - political system in which the people exercise their political power through elected representatives. Rule of Law - the principal that everyone, including political leaders, must follow the law. Scarcity - the condition where people cannot have all of the goods and services they want. It results from the imbalance of unlimited wants and limited resources. Secondary sources - those sources that historians use to interpret and recreate the past that are interpretations of events and issues that are not first-hand observations (e.g. narrative histories, texts, databases). Separation of powers - the division of power among different branches of government in a political system. Sources of wealth - earnings from wages and salaries, interest, rent, profit, and inheritance. Wealth is the state of having money and/or property. Specialization - to concentrate on only one economic endeavor. Specialized trade with others may cause both production and consumption to increase.
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Supply - the different quantities of a resource, good, or service that will be offered for sale at various possible prices during a specified period. According to the law of supply, the higher the price of an item, the more of it that is likely to be offered for sale. Surplus - a quantity over and above what is needed.
D R A F T
* Part of another grade level’s group literature list 636
World History Source materials/recommended literature – Government/Civics
Title Author ISBN# R.L.
Government on File How the US Government Works Sobel 0764111116 6 Of Codes and Crowns: The Development of Law Teacher’s Guide
Constitutional Rights Foundation
Videos Ancient Governments Democracy Monarchy
D R A F T
* Part of another grade level’s group literature list 637
World History Source materials/recommended literature - History
Title Author ISBN# R.L.
A Medieval Castle Fiona MacDonald 0872262588 5 A Medieval Feast Aliki 0064460509 3 An Egyptian Pyramid Jacqueline Morley 0872262553 5 Ancient Americans, The Nextext 0618222103 Ancient China Brian Williams Ancient Egypt Jeri Cipriano 01533309X Ancient Egypt Primary Sources Teacher Created Materials 0743939220 Ancient Ghana: Land Of Gold Philip Koslow Ancient Greece Primary Sources Teacher Created Materials 0743939271 Ancient Greeks, The Nextext 0618142118 Ancient Mesopotamia Primary Sources Teacher Created Materials 0743939344 Ancient Romans, The Nextext 0618142126 Ancient Rome Primary Sources Teacher Created Materials 0743939247 Ancient World Discover Kids Magazines Ancient World 2600 - 100 B.C., The Nextext 0618142134 Buddhism Sue Penney 1575723549 Buried City Of Pompeii, The Shelley Tanaka 0786802855 4.5 Castle David Macaulay 0395329205 7 Castles Phillip Steele 0753452588 4 Castles: Towers, Dungeons, Moats, And More Matt White 0736895272 Cathedral: The Story Of Its Construction David Macaulay 0395316685 5.9 City: A Story Of Roman Planning And Construction David Macaulay 0395349222 Cleopatra Diane Stanley 0688154808 4 Cleopatra’s Lost City Come With Me To India Suhka Koul Discoveries (Series) Discovering The Past: Discovering The Roman Empire John Murray 071955179X Document-Based Assessments For Global History Classes Theresa C. Noonan 0825138744
D R A F T
* Part of another grade level’s group literature list 638
Egyptian Mummies: People From The Past Delia Pemberton 0152026002 Egyptian Pyramid Eyewitness (series) Eyewitness Books: Africa 0789460300 5-6 Eyewitness Books: Ancient China 0789458667 5-6 Eyewitness Books: Ancient Egypt 0789457849 5-6 Eyewitness Books: Ancient Greece 0789457504 5-6 Eyewitness Books: Ancient Rome 0789457881 5-6 Eyewitness Books: Archaeology 0789458640 5-6 Eyewitness Books: Aztec, Inca, and Maya 0789461153 5-6 Eyewitness Books: Bible Lands Eyewitness Books: Castle 0789457709 5-6 Eyewitness Books: India Eyewitness Books: Knight 0789458748 5-6 Eyewitness Books: Medieval Life 0789460386 5-6 Eyewitness Books: Mummy 078945856X 5-6 Eyewitness Books: Religion 0789458861 5-6 Focus on World History: Era Of Early Civilizations And Empires 3.5 Million Years Ago To The 300’s C.E., The
Kathy Sammis 0825143675
Focus On World History: Era Of Expanding Exchange And Encounter 300-1000 C.E., The
Kathy Sammis 0825143683
Focus On World History: Era Of Expanding Global Connections 1000-1500’s C.E., The
Kathy Sammis 0825143691
Gilgamesh The King Ludmila Zemm Gladiator Richard Watkins 061807032X 5 Gladiator: Life And Death Gladiator: Life And Death In Ancient Rome John Malam 078948532X Gods And Goddesses Of Olympus, The Aliki 0064461890 3 Great Pyramid, The Elizabeth Mann 0965049310 6 Great Wall, The Great Wall, The Elizabeth Mann 0965049329 3.5 Greek Grime Mary J. Dobson 019910493X 5
D R A F T
* Part of another grade level’s group literature list 639
Greek Temples Don Nardo 0531162257 Greek Temples Don Nardo 0763603406 5 Growing Up In (Series) Hatshepsut: His Majesty, Herself Catherine Andronik 0689825625 5 History Alive: Ancient China History Alive: Ancient Egypt And The Near East History Alive: Ancient Greece History Alive: Ancient India History Alive: Ancient Rome History Alive: Early Humans History Opens Windows: Ancient Chinese, The Jane Shuter 1-57572-594-0 History Opens Windows: Ancient West African Kingdoms Jane Shuter 1-4034-0083-0 History Opens Windows: Indus Valley, The Jane Shuter 1-4034-0081-4 History Opens Windows: The Aztecs Jane Shuter 1-4034-0024-5 History Opens Windows: The Incas Jane Shuter 1-4034-0025-3 History Opens Windows: The Maya Jane Shuter 1-4034-0026-1 History Opens Windows: The Sumerians Jane Shuter 1-4034-0027-X How Would You Survive (Series) I Wonder Why (Series) In Ancient Greece Philip Sauvain In the Times of Knights Shelley Tanaka 0786806516 4-5 Internet Linked Encyclopedia Of World History Islam Sue Penney 1575723573 Judaism Sue Penney 1575723581 Julius Ceasar Struan Reid 158810999-2 Kids Guide To Research, The King Tut: Tales From The Tomb Diana C. Briscoe 0736895310 Knights Catherine Daly-Weir 0448418576 3 Knights In Armor John D. Clare 0152013083 Living In Athens Lisa Trumbauer 0153331976 Living In Medieval Europe AGC Video Lost Temple Of The Aztecs Shelley Tanaka 0786804416 5
D R A F T
* Part of another grade level’s group literature list 640
Machu Picchu: The Story Of The Amazing Inkas And Their City In The Clouds
Elizabeth Mann 0965049396 6
Made In China: Ideas And Inventions From Ancient China Suzanne Williams Magic Tree House Research Guide: Knights And Castles Mary Pope Osborne 0375802975 2 Magic Tree House Research Guide: Mummies And Pyramids Mary Pope Osborne 0375802983 2 Mali: Crossroads Of Africa Philip Koslow Mansa Musa: The Lion Of Mall Khephra Burns 0152003754 Maya, The Time For Kids Medieval Cathedral Medieval Tales That Kids Can Read And Tell Lorna Macdonald Czarnota 0874835887 5 Medieval Times Primary Sources Teacher Created Materials 0743939301 Middle Ages, The Nextext 0618142215 Mouldy Mummies Mary J. Dobson 0199104956 5.1 Mummies And Their Mysteries Charlotte Wilcox 0876146434 4.5 Mummies Made In Egypt Aliki 0064460118 3 Mummies Unwrapped Kimberly Weinberger 043920058X 3 Mummies! Secrets Of The Dead Harriet Griffey 0789434423 4 Mummies, Tombs, And Treasure: Secrets Of Ancient Egypt Lila Perl 0395547962 New York Public Library Kid’s Guide To Research Deborah Heiligman 0590307169 4.5 News (series), The News Series: Aztec Phillip Steele 0763601152 5 News Series: Egyptian Scott Steedman 1564028739 5 News Series: Greek Anton Powell 0763603406 5 News Series: Roman Andrew Langley 0763603414 5 News Series: Stone Age Fiona MacDonald 076361291X 5 Nubians: People Of The Ancient Nile, The Pompeii: Nightmare At Midday Kathryn Long Humphrey 0395732654 Pompeii…Buried Alive Edith Kunhardt 0394888669 3 Pyramid David Macauley 0395321212 8.3 Pyramid David Macaulay 0395811589 Pyramids Anne Millard 1856976742 Re-Discovering Medieval Realms: Britain 1066-1500 John Murray 0719585422
D R A F T
* Part of another grade level’s group literature list 641
Reeking Royals Mary J. Dobson 0199105294 4 Riddle Of The Rosetta Stone, The James Gibson 0064461378 Roman Amphitheatres Don Nardo 0531162249 Roman Aromas Mary J. Dobson 0199100942 5 Roman City Roman Colosseum Elizabeth Mann 0965049337 6 Roman Colosseum, The Roman Fort Roman Villa Royal Kingdoms Of Ghana, Mali, And Songhay, The Patricia McKissack 0805042598 7 Sad Night: The Story Of An Aztec Victory And A Spanish Loss, The
Sally Schofer Matthews 0618117458 3
Samurai Castle Secrets Of The Mummies: Uncovering The Bodies Of Ancient Egyptians
Shelley Tanaka 0786804734 5
Silk Route, The John S. Major 0064434680 Skara Brac Oliver Dunrea Slavery In Ancient Egypt And Mesopotamia Jacqueline Dembar Greene 0531165388 6 Slavery In Ancient Greece And Rome Jacqueline Dembar Greene 0531165396 6 Sources of World Civilization O. Johnson 0130505494 Spirit Of The Maya: A Boy Explores His People’s Mysterious Past
Guy Garcia 0802783791
Stories In History: Ancient Americas 30,000 B.C. - A.D. 1600, The
Nextext 0618222103 4-6
Stories In History: Ancient Greece 2000-300 B.C. Nextext 0618142118 4 Stories In History: Ancient Rome 200 B.C. - A.D. 350 Nextext 0618142126 4 Stories In History: Ancient World 2600 - 100 B.C., The Nextext 0618142134 4 Stories In History: Middle Ages 350-1450, The Nextext 0618142215 5 Turn Of The Century Ellen Jackson 088106369X 4.5 Tutankhamen’s Gift Robert Sabuda 0689817304 3 Understanding People In The Past: Ancient Chinese, The Rosemary Rees, Mary Quigley,
Nadia Kirkpatrick 1-4034-0097-0
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* Part of another grade level’s group literature list 642
Understanding People In The Past: Ancient West African Kingdoms: Ghana, Mali, & Songhai
Rosemary Rees, Mary Quigley, Nadia Kirkpatrick
1-4034-0098-9
Understanding People In The Past: Sumerians, The Rosemary Rees, Mary Quigley, Nadia Kirkpatrick
1-4034-0609-X
Understanding People In The Past: The Indus Valley Rosemary Rees, Mary Quigley, Nadia Kirkpatrick
1-4034-0099-7
Understanding People In The Past: The Vikings Rosemary Rees, Mary Quigley, Nadia Kirkpatrick
1-4034-0100-4
Usborne Internet-Linked Encyclopedia of World History, The Jane Bingham 1580863361 Vile Vikings Mary J. Dobson 0199104948 5 World History C. Fruzee 1565109848 World Traditions In The Humanities Nextext 0618005749 Worlds Of History K. Reilly 0312157894 Worlds of Yesterday: Life In Ancient Civilizations Perfection Learning 0789159147 Zekmet: The Stone Carver - A Tale Of Ancient Egypt Mary Stolz 0395732662 CD’s Ancient World Audio CD Text, The Medieval Times Audio CD Text Magazines Great Peoples of History Complete Set Social Studies School Services Pyramids Mesopotamia Ancient China Ancient Greece Roman Empire African Kingdoms The Maya Incas Knights & Castles Kings & Queens
D R A F T
* Part of another grade level’s group literature list 643
Videos Africa: Lost Civilizations Social Studies School Services Ancient Civilizations Video Series Social Studies School Services Ancient Aegean Ancient Africa Ancient China Ancient Egypt Ancient Greece Ancient Inca Ancient Maya Ancient Mesopotamia Ancient Rome China Egypt Feudalism Greece Rome Vikings World Explorer Video Prentice Hall The Ancient World Medieval Time To Today
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* Part of another grade level’s group literature list 644
World History Source materials/recommended literature - Geography
Title Author ISBN# R.L.
Era Of Early Civilizations And Empires, The Kathy Sammis 0825143675 Era Of Expanding Exchange And Encounter, The Kathy Sammis 0825143683 Era Of Expanding Global Connections, The Kathy Sammis 0825143691 World History Map Activities M. Scott 0825128803
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* Part of another grade level’s group literature list 645
World History Source materials/recommended literature - Economics
Title Author ISBN# R.L.
Economics For The Elementary Classroom Elaine C. Coulson & Sarapage McCorkle
Old MacDonald To Uncle Sam NCEE 1561831336 Roosters To Robots NCEE 1561831328 Story Of Money, The Betsy Maestro 0688133045 3.5 The Voyages Of Columbus: An Economic Enterprise University of St. Louis - Missouri Voyages Of Columbus UMSL - McKorkle World History: Focus On Economics NCEE 1561834904
D R A F T
* Part of another grade level’s group literature list 646
World History Source materials/recommended literature – Culture
Title Author ISBN# R.L.
Cross Sections Castle Era Of Early Civilizations And Empires, The Kathy Sammis 0825143675 Era Of Expanding Exchange And Encounter, The Kathy Sammis 0825143683 Era Of Expanding Global Connections, The Kathy Sammis 0825143691
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Eyewitness Books: Africa 0789458300 5-6 Eyewitness Books: Archaeology 0789458640 Eyewitness Books: Religion 0789458861 5-6 Great Pyramid, The Elizabeth Mann 0965049310 History Opens Windows: The Ancient Chinese Jane Shuter 157572594-0 Julius Caesar Struan Reid 1588109992 People In The Past: Ancient Egyptian Children John Malam 1-4034-0513-1 People In The Past: Ancient Egyptian Homes John Malam 1-4034-0514-X People In The Past: Ancient Egyptian Jobs John Malam 1-4034-0515-8 People In The Past: Ancient Egyptian War and Weapons John Malam 1-4034-0516-6 People In The Past: Ancient Egyptian Women John Malam 1-4034-0517-4 People In The Past: Ancient Greek Children Richard Tames 1-4034-0131-4 People In The Past: Ancient Greek Homes Haydn Middleton 1-4034-0132-2 People In The Past: Ancient Greek Jobs Haydn Middleton 1-4034-0133-0 People In The Past: Ancient Greek War and Weapons Haydn Middleton 1-4034-0134-9 People In The Past: Ancient Greek Women Haydn Middleton 1-4034-0135-7 People In The Past: Ancient Roman Children Richard Tames 1-4034-0518-2 People In The Past: Ancient Roman Homes Brian Williams 1-4034-0519-0 People In The Past: Ancient Roman Jobs Brian Williams 1-4034-0520-4 People In The Past: Ancient Roman War and Weapons Brian Williams 1-4034-0521-2 People In The Past: Ancient Roman Women Brian Williams 1-4034-0522-0 Pyramid David Macaulay 0-395-88158-9 Pyramids, The Haydn Middleton 1403406227 See Through History Slavery in Ancient Greece and Rome Jacqueline Dembar Greene 0531165396 6 Understanding People In The Past: The Sumerians Nadia Kirkpatrick 140340609-X Visiting The Past: Ancient Egyptian Homes Brenda Williams 140340514-X Visiting The Past: Ancient Roman Women Brian Williams 140340522-0 Visiting The Past: Colosseum & The Roman Forum Martyn Whittock 140340623-5 Visiting The Past: The Acropolis Jane Shiter 1588104206 Visiting The Past: The Pyramids Haydn Middleton 140340622-7
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World History Recommended Web Sites Due to the changing nature of web-sites teachers are strongly urged to preview all sites prior to use with students.
http://www.columbia.edu/cu/lweb/indiv/southasia/cuvl South and Southeast Asian Studies http://www.teachingaboutreligion.org World Religions http://search.epnet.com Ebsco Host http://find.galegroup.com Web Info Tracerrow http://infoweb.newsbank.com Newsbank http://www.ipl.org Internet Public Library http://edsitement.neh.gov National Endowment for the Humanities (Lesson Plans including evaluation of eyewitness reports) http://lanic.utexas.edu Latin America Network Information Center http://www.digonsite.com/index.html Archeology information http://www.eb.com Britannica On-line http://www.school.discovery.education.com/schrockguide.about.html Kathy Schrock’s Guide for Educators http://wwar.com/museums.html Museums, World Wide Arts Resources http://www.nara.gov National Archives and Records Administration http://www.si.edu Smithsonian Institution http://www.historychannel.com/today The History Channel’s Today in History http://www.georgetown.edu/labyrinth Medieval Server http://www.cuneiform.org World History and Culture Resources http://www.educationalpress.org/educationalpress/ Create flash cards, game puzzles, etc. http://www.lycoszone.com/dir/Homework/History+and+Current+Events/ U.S. and World History http://besthistorysites.net/ History Resources http://www.sdcoe.k12.ca.us/score/egyp/egyptg.html SCORE - The Egypt Game - Teacher Guide http://www.egyptianmyths.net/ Ancient Egyptian Mythology and lessons on Egypt http://www.library.cornell.edu/colldev/mideast/alphorg.htm Ancient Egyptian Culture http://egypt.eg.ittn.org/cgi-bin/ittn/72 Discovery of Egyptian Inscriptions http://www.ancientegypt.co.uk/menu.html Ancient Egyptian http://www.census.gov/ipc/www/idb Population Pyramids http://www.gecdsb.on.ca/d&g/DP/locatorh.asp Ancient Egypt, King Tut, Ancient Civilization Materials http://www.thebanmappingproject.com Atlas of Valley of the Kings http://www.memoryofafricanculture.org African Culture http://www.guardians.net/egypt/kids Ancient Egypt Kid Connection http://www.howstuffworks.com/mummy.htm How mummies work http://www.cnnstudentnews.com CNN Student News http://www.womeninworldhistory.com The Women in World History Curriculum
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http://www.icdlbooks.org International Children’s Digital Library http://www.newspaperlinks.com Domestic & International newspapers http://www.harcourtschool.com/socialstudies Harcourt School Publisher Resources
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Constructing Parallel Timelines Events in _________ Events in _________ Events in _________ Events in _________
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SEQUENCE CHAIN
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ALA Self-Assessment World History
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Self- Assessment - Government and History
6th Grade World History - CCO I
I was able to independently complete the graphic organizer.
Not at all To a great extent 0 1 2 3 4 I was able to accurately complete the graphic organizer for all categories.
Not at all To a great extent 0 1 2 3 4 I used appropriate social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4 I wrote a clear expository essay that included the necessary writing conventions. Not at all To a great extent 0 1 2 3 4 I was able to determine whether the governments were more alike or different. Not at all To a great extent 0 1 2 3 4 I was able to support my opinion with specific reasons. Not at all To a great extent 0 1 2 3 4 I used at least three categories from the graphic organizer to make comparisons. Not at all To a great extent 0 1 2 3 4
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654
Self- Assessment - History and Culture
6th Grade World History - CCO II
I was able to find accurate information from source material about my assigned historical figure.
Not at all To a great extent 0 1 2 3 4 I was able to interpret sources without assistance. Not at all To a great extent 0 1 2 3 4 I was able to independently search websites or software for information. Not at all To a great extent 0 1 2 3 4 I was able to effectively narrow web searches. Not at all To a great extent 0 1 2 3 4 I was able to identify the main influences of institutions and traditions on my assigned historical figure. Not at all To a great extent 0 1 2 3 4 I was able to correctly use social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4 My diary or letter communicated what life was like for my assigned historical figure. Not at all To a great extent 0 1 2 3 4
D R A F T
655
I tried to show life from my assigned historical figure's point of view. Not at all To a great extent 0 1 2 3 4 I was able to use the assigned writing conventions correctly. Not at all To a great extent 0 1 2 3 4
D R A F T
656
Self- Assessment - Geography, Economics and History
6th Grade World History - CCO III
I created a map that was detailed but not cluttered with unnecessary information.
Not at all To a great extent 0 1 2 3 4 I created an appropriate title for my map. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled key ancient cities for my civilization. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled relevant nations or empires that would influence trade in my civilization. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled physical features that could influence trade. Not at all To a great extent 0 1 2 3 4 I accurately drew the major trade routes. Not at all To a great extent 0 1 2 3 4 I created a map key that explains the patterns and resources used on the map. Not at all To a great extent 0 1 2 3 4
D R A F T
657
My graphic organizer contains accurate definitions for all the specified terms. Not at all To a great extent 0 1 2 3 4 My graphic organizer explains how each term related to the trade patterns on the map. Not at all To a great extent 0 1 2 3 4 My graphic organizer is easy to read and understand. Not at all To a great extent 0 1 2 3 4 I was able to correctly use social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4
D R A F T
658
Self- Assessment - Economics and Geography
6th Grade World History - CCO IV
I correctly identified human resources of Chief Geo's tribe. Not at all To a great extent 0 1 2 3 4 I correctly identified capital resources of Chief Geo's tribe. Not at all To a great extent 0 1 2 3 4 I correctly applied economic concepts based on the information about Chief Geo's tribe to answer the multiple- choice questions.
Not at all To a great extent 0 1 2 3 4 I correctly completed each section of the graphic organizer using information about Chief Geo's tribe and the map. Not at all To a great extent 0 1 2 3 4 I recommended a settlement site and gave valid reasons to support my recommendation. Not at all To a great extent 0 1 2 3 4 I included the opportunity cost of my decision in the paragraph. Not at all To a great extent 0 1 2 3 4
D R A F T
659
Self-Assessment - Challenge World History
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660
Self- Assessment - Government and History
6th Grade Challenge World History - CCO I
I understood the source materials and was able to find information about my assigned topic. Not at all To a great extent 0 1 2 3 4 I was able to accurately complete the graphic organizer for all categories.
Not at all To a great extent 0 1 2 3 4 I used appropriate social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4 I wrote a clear expository essay that included the necessary writing conventions. Not at all To a great extent 0 1 2 3 4 I was able to determine whether the government idea has had the greatest impact. Not at all To a great extent 0 1 2 3 4 I was able to support my opinion with specific reasons. Not at all To a great extent 0 1 2 3 4 I used at least three categories from the graphic organizer to make comparisons. Not at all To a great extent 0 1 2 3 4
D R A F T
661
Self- Assessment - History and Culture
6th Grade Challenge World History - CCO II
I was able to find accurate information from source material about my assigned historical figure. Not at all To a great extent 0 1 2 3 4 I was able to interpret sources without assistance. Not at all To a great extent 0 1 2 3 4 I was able to independently search websites or software for information. Not at all To a great extent 0 1 2 3 4 I was able to effectively narrow web searches. Not at all To a great extent 0 1 2 3 4 I was able to identify the author or probable creator of each source. Not at all To a great extent 0 1 2 3 4 I was able to identify potential bias of the author (based on social class, region, etc.) Not at all To a great extent 0 1 2 3 4 I was able to identify contradictions or corroborations in sources. Not at all To a great extent 0 1 2 3 4 I was able to identify the purpose of the sources (why it was written). Not at all To a great extent 0 1 2 3 4
D R A F T
662
I was able to identify the target audience for the source. Not at all To a great extent 0 1 2 3 4 I could identify the context (what was going on in society) for the source. Not at all To a great extent 0 1 2 3 4 I could identify the point of view/opinions of the author. Not at all To a great extent 0 1 2 3 4 I could determine the main idea of the material. Not at all To a great extent 0 1 2 3 4 I was able to correctly use social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4 I was able to determine if my sources were reliable and accurate. Not at all To a great extent 0 1 2 3 4 I was able to write an essay that clearly addressed the writing prompt. Not at all To a great extent 0 1 2 3 4 I was able to defend my view based on the sources I used. Not at all To a great extent 0 1 2 3 4 I was able to use the assigned writing conventions correctly. Not at all To a great extent 0 1 2 3 4
D R A F T
663
Self- Assessment - Geography, Economics, and History
6th Grade Challenge World History - CCO III
I created a map that was detailed but not cluttered with unnecessary information. Not at all To a great extent 0 1 2 3 4 I created an appropriate title for my map. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled key ancient cities for my civilization. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled relevant nations or empires that would influence trade in my civilization. Not at all To a great extent 0 1 2 3 4 I correctly identified and labeled physical features that could influence trade. Not at all To a great extent 0 1 2 3 4 I accurately drew the major trade routes. Not at all To a great extent 0 1 2 3 4 I created a map key that explains the patterns and resources used on the map. Not at all To a great extent 0 1 2 3 4
D R A F T
664
I understand the definitions for all the specified terms and how they relate to the trade patterns on the map. Not at all To a great extent 0 1 2 3 4 I explained how each term related to the trade patterns on the map in my paragraph(s). Not at all To a great extent 0 1 2 3 4 My paragraph is easy to read and understand. Not at all To a great extent 0 1 2 3 4 I was able to correctly used social studies vocabulary to communicate my ideas. Not at all To a great extent 0 1 2 3 4 I used all of the specified conventions of writing without error. Not at all To a great extent 0 1 2 3 4
D R A F T
665
Self- Assessment - Economics and Geography
6th Grade World History - CCO IV
I correctly applied economic concepts based on the information about Chief Geo's tribe to answer the multiple- choice questions.
Not at all To a great extent 0 1 2 3 4 I correctly identified human resources of Chief Geo's tribe. Not at all To a great extent 0 1 2 3 4 I correctly identified capital resources of Chief Geo's tribe. Not at all To a great extent 0 1 2 3 4 I correctly completed each section of the graphic organizer using information about Chief Geo's tribe and the map. Not at all To a great extent 0 1 2 3 4 I recommended a settlement site and gave valid reasons to support my recommendation in my summary statement. Not at all To a great extent 0 1 2 3 4 I included the opportunity cost of my decision in the paragraph. Not at all To a great extent 0 1 2 3 4 I used the conventions of speaking to present my settlement decision to the council. Not at all To a great extent 0 1 2 3 4
D R A F T
666
I presented my reasons for the settlement effectively and persuasively to the council. Not at all To a great extent 0 1 2 3 4 I recorded my ideas and thoughts on the chart as I listened to others present their ideas. Not at all To a great extent 0 1 2 3 4 I worked toward a group solution and productively participated in the council discussion. Not at all To a great extent 0 1 2 3 4 My council selected the site solution that is the most effective based on the evidence. Not at all To a great extent 0 1 2 3 4
D R A F T
667
Self- Assessment - History and Culture
6th Grade Challenge World History - CCO V
I identified a significant critical issue in ancient society that is relevant to my assigned role. Not at all To a great extent 0 1 2 3 4 I was able to independently use source documents research my critical issue. Not at all To a great extent 0 1 2 3 4 I was able to accurately determine causes of the issue or problem. Not at all To a great extent 0 1 2 3 4 I was able to accurately consider multiple points of view about the issue. Not at all To a great extent 0 1 2 3 4 I was able to write a well constructed thesis regarding the most critical problem facing our society. Not at all To a great extent 0 1 2 3 4 I was able to effectively support my thesis with specific details from my research. Not at all To a great extent 0 1 2 3 4 I used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4 I used the specified conventions of speaking to communicate my critical issue. Not at all To a great extent 0 1 2 3 4
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668
Sample Service Learning Activities for World History
1. Develop pan pals from India. 2. Conduct a school supply drive for schools in Southern Africa. 3. Create baskets of books and toys related to ancient cultures for a children’s hospital. 4. Share a Power Point presentation of feudal Japan with Japanese students via the web to get
their feedback. 5. Investigate modern slavery in Africa and raise money to buy freedom. 6. Work with the Art Museum to make suggestions for a gallery on an ancient world culture.
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Content and Skills at a Glance For Parents of World History Students
Government/Civics Relate government concepts to examples in ancient world history: • Limited government • Majority Rule • Rights and Responsibilities of Citizens • Origins of Democracy • Right and responsibilities of citizens
History Understand the main concepts and relationships among concepts: • Pre-History • Ancient River Valley Civilizations • Ancient Greece • Ancient Rome • Middle Ages • Feudalism • Manorialism • Crusades • Feudal Japan • Origins and influence of major religions • Mayas, Aztecs, and Incas • African Trading Empires
Social Science Processing Use Social Science Processing skills to investigate, organize, and present social studies topics: • Write expository and narrative documents • Create graphic organizers, outlines, and notes • Identify and use primary and secondary sources • Use technological tools to find, organize, and present information • Evaluate historical motive • Conduct research • Create written, visual, and oral presentations • Use social studies vocabulary • Identify problems and solutions from multiple perspectives • Analyze and interpret art, photographs, and artifacts • Compare and contrast • Read for inference
Geography Use geographic concepts and skills to examine ancient world history: • Locate continents, oceans, nations, cities, and topographic features • Use maps, graphs, and diagrams
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• Use an atlas • Regions • Physical characteristics of place • Cultural Diffusion • Human characteristics of place • Use relative and absolution location • Patterns of population distribution • Human/environmental interaction • Push/pull factors and barriers to movement • Trade patterns
Economics Relate economic concepts to examples in ancient world history: • Barter • Money • Scarcity/surplus • Human, natural, capital resources • Specialization • Supply and demand • Interdependence • Productivity • Opportunity costs • Imports/exports • Taxes • Economic decision making • Economic systems
Culture Analyze ancient cultures: • Ideas, concepts, and traditions change over time • Identify and compare institutions, art, laws, and traditions of past and present societies • Identify problems and solutions from multiple perspectives • Technology and culture influence resource use • Common needs are met in different ways in different cultures • Cultural traditions affect behavior • Cultural conflict/ethnic issues affect society
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Content and Skills at a Glance For Parents of Challenge World History
Government/Civics Relate government concepts to examples in ancient world history: • Limited government • Majority Rule • Rights and Responsibilities of Citizens • Origins of Democracy • Rights and responsibilities of citizens
History Understand the main concepts and relationships among regions and the time periods in ancient world history: • Pre-History • Ancient River Valley Civilizations • Ancient Greece • Ancient Rome • Middle Ages • Feudalism • Manorialism • Crusades • Feudal Japan • Origins and influence of major religions • Mayas, Aztecs, and Incas • African Trading Empires
Social Science Processing Use Social Science Processing skills to investigate, organize, and present social studies topics: • Write expository and narrative documents • Create graphic organizers, outlines, and notes • Identify and use primary and secondary sources • Use technological tools to find, organize, and present information • Evaluate historical motive • Conduct research • Create written, visual, and oral presentations • Use social studies vocabulary • Identify problems and solutions from multiple perspectives • Analyze and interpret art, photographs, and artifacts • Compare and contrast • Analyze primary and secondary sources • Answer essay questions with specific prompts • Read for inference
D R A F T
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Geography Use geographic concepts and skills to examine ancient world history: • Locate continents, oceans, nations, cities, and topographic features • Use maps, graphs, and diagrams • Use an atlas • Regions • Physical characteristics of place • Cultural diffusion • Human characteristics of place • Use relative and absolute location • Patterns of population distribution • Human/environmental interaction • Push/pull factors and barriers to movement • Trade patterns
Economics Relate economic concepts to examples in ancient world history: • Barter • Money • Scarcity/surplus • Human, natural, capital resources • Specialization • Supply and demand • Interdependence • Productivity • Opportunity cost • Imports/exports • Taxes • Economic decision making • Economic systems
Culture Analyze ancient cultures: • Ideas, concepts, and traditions change over time • Identify and compare institutions, art, and traditions of past and present societies • Identify problems and solutions from multiple perspectives • Technology and culture influence resource use • Common needs are met in different ways in different cultures • Cultural traditions affect behavior • Cultural conflict/ethnic issues affect society
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World History
Suggested Supplemental Activities for Families: 1. Take a field trip to Cahokia Mounds. 2. Visit the St. Louis Art Museum and explore the galleries devoted to Egypt, Meso-America, China, Africa, India, and Medieval
Europe. 3. Visit the Missouri Historical Society exhibit devoted to Native Americans. 4. Look for current event connections to regions under study in television coverage and newspapers. 5. Watch the History Channel and Discovery Channel specials related to Ancient civilizations.
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APPENDIX I
WORLD GEOGRAPHY SUPPLEMENTS
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World Geography Glossary
Absolute location - identification of a place on the surface of the Earth using an arbitrary mathematical grid system, such as latitude and longitude. Business cycle - short term fluctuations in business activity (a period of economic growth in real GDP followed by a period of decline in real GDP. Capital resources - goods used to produce other goods and services (e.g. buildings, equipment, machinery). Climate - the kind of weather a place has over a long period of time. Command economy - an economic system in which the government completely controls or commands the nation’s economy. Comparative advantage - the ability to produce a good or service at a lower opportunity cost then that of others. Consent of the governed - the political idea that power to govern comes from the people. Consumption - the use of goods and services by consumers, businesses, and governments. Cultural diffusion - the spread of ideas from one place to another. Cultural tradition - ideas, customs, behaviors, or beliefs that are passed down through generations and are unique to a particular group. Culture - the values, beliefs, behavior, and material objects that make up a people’s way of life.
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Demand - the different quantities of a resource good, or service that will be purchased at various prices during a given period of time. According to the law of demand, the lower the price of a good or service, the more it will be purchased, whereas the higher the price, the less that it will be purchased. Demographics - the study of human populations including size, growth, density, distribution, rates of birth, mortality, migration. Economic interdependence - reliance on others to meet needs (e.g. farmers provide food but receive manufactured goods from others). Ecosystems - system that is formed by the interaction of all living organisms with each other and with the physical and chemical factors in the environment in which they live. Federalism (federal system) - a form of government in which a national government shares powers with state or provincial governments. Each level of government has specified powers and may interact directly with individuals within its jurisdiction. Globalization – refers to increases in the degree of integration between national economics. Integration refers to all of the ways national economics are connected in international markets (trade, outsourcing, off-shoring). Globalization is a process of interaction and integration among people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, culture, political systems, economic development and prosperity, human physical well-being in societies around the world. (from www.globalization.com) Gross Domestic Product (GDP) - the market value of the total output of final goods and services produced in one year. Human resources - human effort directed to the production of goods and services (e.g. entrepreneur, laborer).
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Investment - the use of resources to increase productive capacity by developing new technology, obtaining new capital resources, or improving the skills of the work force. Limited government - a government whose powers are limited through constitutionally imposed restrictions. Market economy - economic system in which the major decisions about production and distribution of goods and services are made in a decentralized manner by individual households and businesses following their own self interest. Mental maps - mental images or conceptions a person has of an area, its features, and spatial relationships. Mixed economy - an economic system in which the government plays an important role, including the regulation of markets, where most economic decisions are made. Natural resources - something found in nature that people use to produce goods and services (e.g. land, trees, animals, mineral deposits, soils, etc.). Nominal gross domestic product - economic output of good and services in terms of current prices. Opportunity cost - the most important alternative that is given up as a result of a specific economic decision. Parliamentary democracy - form of government in which the executive leadership (usually a Prime Minister and cabinet) is chosen by and responsible to the legislature as well as being members of the legislature. Per capita gross domestic product - the economic output divided by the number of people in the country. Presidential democracy - form of government characterized by a separation of powers between independent and coequal executive and legislative branches.
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Population distribution - the settlement patterns and locations of people on the Earth’s surface. Primary source - sources that are firsthand that may be used by historians in trying to recreate the past (e.g. original documents, eyewitness accounts, photographs, texts of speeches). Production - the act of combining resources to make goods and services. Productive resources - resources that are used in production (human, natural, capital). Productivity - the quantity of goods and services produced by an individual, business, industry, or economy in a given amount of time. Profit motive - a person’s motivation to make economic gain. Public policy - all of those things a government decides to do. Push/pull factors - factors that influence migration that encourage groups to leave one area and draw them to another. Quotas - limits on total imports to be offered for sale. Real gross domestic product - output of goods and services in terms of constant prices. Regions - an area that displays unity in terms of one or more selected criteria (e.g. political boundaries, terrain, land use, rainfall, soil type, dominant religion). Secondary source - those sources that historians use to interpret and recreate the past that are interpretations of events and issues that are not first-hand observations (e.g. narrative histories, texts, databases).
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Separation of powers - the division of power among different branches of government in a political system. Sources of wealth - earnings from wages and salaries, interest, rent, profit, and inheritance. Wealth is the state of having money and/or property. Specialization - to concentrate on only one economic endeavor. Specialized trade with others may cause both production and consumption to increase. Standard of living – is a level of material comfort as measured by the goods, services, and luxuries available to an individual, group, or nation. Supply - the different quantities of a resource, good, or service that will be offered for sale at various possible prices during a specified period. According to the law of supply, the higher the price of an item, the more of it that is likely to be offered for sale. Tariff - taxes on imports. Topography - the surface features of a region including relief, rivers, lakes, etc. Totalitarianism - an extreme form of authoritarian government in which the ruler or ruling group attempts to reshape the state, the people, and the society to conform to an idea or plan. Trade barriers - rules that restrict the free flow of goods between nations including tariffs, quotas, voluntary export restraints, etc. Unlimited government - government in which there are no effective restraints upon the political leaders. Unitary system - a form of government in which all of the powers of government are held by a single agency. Local governments are subordinate and have only powers granted to them by the central government. Universal human rights - the idea that human beings are born free and equal in dignity and rights.
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* Part of another grade level’s group literature list 680
World Geography Source materials/recommended literature – Government/Civics
Title Author ISBN# R.L.
Government on File House Of Parliament, The Nigel Smith Kid’s Guide To Social Action, The Barbara A. Lewis 1575420384 New Day For South Africa, A New England Town Meeting Dan Ahearn 0153332697 Paying Taxes Sarah DeCapua 0516273671 Stand Up For Your Rights World Book 1587284014 Statesman’s Almanac, The
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* Part of another grade level’s group literature list 681
World Geography Source materials/recommended literature - History
Title Author ISBN# R.L.
Buddhism Sue Penney 1575723549 Islam Sue Penney 1575723573 Judaism Sue Penney 1575723581 People Of India, The Saudi People What I Believe: A Young Person’s Guide To The Religions Of The World
Alan Brown 0761314482 4-5
World Region Activity Book
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* Part of another grade level’s group literature list 682
World Geography Source materials/recommended literature - Geography
Title Author ISBN# R.L.
Activities of State of the World Atlas, The Dan Smith Afghanistan: The Culture Erinn Banting 0778797058 Afghanistan: The Land Erinn Banting 0778797013 Afghanistan: The People Erinn Banting 077879704X Africa (Dorling Kindersley Eyewitness Books) Yvonne Ayo 0789460300 After The Earthquake William McCoy 1583449167 Amigos Interact Annual Editions: Global Issues Arctic And Antarctica Eds. Dorling Kindersley 0789458500 Berlin (Cities Of The World) Buenos Aires (Cities Of The World) Canada Interact Canada Joanne Mattern Canada: The Culture Bobbie Kalman 0778797287 3.4 Canada: The Land Bobbie Kalman 0778797260 3.4 Canada: The People Bobbie Kalman 0778797279 3.4 Canada’s French Province Nanette Kalis 0153335580 Cape Town (Cities Of The World) Changing The Face Of China Children Of Mauritania, The Lauren Goodsmith 0876148496 4 China: The Culture Bobbie Kalman 0778797481 3.4 China: The Land Bobbie Kalman 0778797465 3.4 China: The People Bobbie Kalman 0778797473 3.4 Cities Of The World: Citymaze! Wendy Madgwick 0395811597 Climbing High Close Up On Tongo Aaron Derr 0153336447 Countries Of The World
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* Part of another grade level’s group literature list 683
Daily Oral Geography Enchantment Of The World: Mexico Eyewitness Books: Desert Eyewitness Books: India Family From Vietnam Simon Scoones Geography for Life Geography Tools Alan Rubin 0153332875 Germany: The Culture Kathryn Lane 0778797422 4-5 Germany: The Land Kathryn Lane 0778797406 4-5 Germany: The People Kathryn Lane 0778797414 4-5 History Alive: Africa History Alive: China And Japan History Alive: Europe History Alive: Latin America History Alive: Reviewing Basic World Geography Skills History Alive: The Middle East Hong Kong (Cities Of The World) How To Get From Here To There Harcourt Illustrated World Atlas, The Alisdair Rogers 086505911X India Joanne Mattern India: The Culture Bobbie Kalman 0778797511 3.4 India: The Land Bobbie Kalman 077879749X 3.4 India: The People Bobbie Kalman 0778797503 3.4 Ireland: The Culture Erinn Banting 0778797198 4-5 Ireland: The Land Erinn Banting 0778797171 4-5 Ireland: The People Erinn Banting 077879718X 4-5 Is Venice Sinking? Israel: The Culture Debbie Smith 0865053111 3.4 Israel: The Land Debbie Smith 086505309X 3.4 Israel: The People Debbie Smith 0865053103 3.4 Japan Joanne Mattern Japan: The Culture Bobbie Kalman 0778797457 3.4
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* Part of another grade level’s group literature list 684
Japan: The Land Bobbie Kalman 0778797430 3.4 Japan: The People Bobbie Kalman 0778797449 3.4 Jerusalem (Cities Of The World) Jungle (Dorling Kindersley Eyewitness Books) Theresa & Dann Greenway 0789458969 Kids Book Of Canada, The Life In The City Living In Antarctica Alan Rubin 0153332972 Major World Nations: Costa Rica Major World Nations: France Sookrawy Mexico Joanne Mattern Mexico City Mexico: The Culture Bobbie Kalman 0778797317 6 Mexico: The Land Bobbie Kalman 0778797295 6 Mexico: The People Bobbie Kalman 0778797309 6 Moscow (Cities Of The World) National Geographic: Student Atlas Of The World National Geographic Society 0792272218 6 Nations Of The World Neil Wilson New York City (Cities Of The World) New York Public Library Amazing US Geography, The Andrea Sutcliffe 0471392944 Nigeria: The Culture Anne Rosenberg 0865053294 4 Nigeria: The Land Anne Rosenberg 0865053278 4 Nigeria: The People Anne Rosenberg 0865053286 4 Our Endangered Planet: Oceans Mary Holt 0822596288 5 Our Endangered Planet: Tropical Rainforest Cornelia Mutel 0822596296 4 Pacific Islands Katherine Thompson 0811474798 5 People And The Planet: Lessons For A Sustainable Future People Of India, The Peru: The Land Bobbie Kalman 0865053014 3.4 Peru: The People And Culture Bobbie Kalman 0865053022 3.4 Plant Atlas Ken Cameron 1583449248 Primary Source Guide To China, A Greg Roza 0823980758 Primary Source Guide To India, A Autumn Leigh 0823980804
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* Part of another grade level’s group literature list 685
Primary Source Guide To Italy, A Colleen Adams 0823980774 Primary Source Guide To Japan, A Tobi Stanton Stewart 0823980782 Primary Source Guide To Kenya, A Janey Levy 082398074X Primary Source Guide To Mexico, A Kerri O’Donnell 0823980766 Primary Source Guide To Pakistan, A Kerri O’Donnell 0823980790 Russia (Dorling Kindersley Eyewitness Books) Kathleen Burton Murrell 0789458802 Saving Kakadu Evelyn Coleman 0153336420 See You On The Seaway South Africa Joanne Mattern South Africa: The Culture Domini Clark 0865053170 5 South Africa: The Land Domini Clark 0865053154 5 South Africa: The People Domini Clark 0865053162 5 State of the World Atlas, The Dan Smith Tokyo (Cities Of The World) Toronto (Cities Of The World) Welcome To Nunavut West Africa Tony Binns Where Time Begins World Landmarks Susan Riney 0153332158 World Monuments Susan Riney 0153333170 Zlata’s Diary Zlata Flipovic CD’s CD Rom: Geo Skills Harcourt Passport To The World Prentice Hall 0130630195 Power Presentations McDougal Littell 0618155147 Software Encarta National Geographic Atlas of the World Urbanization Simulation Snyder
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* Part of another grade level’s group literature list 686
Video Africa PBS Video Inc. AFRI-400-F3A China in the Red PBS Video Inc. FRL-92112-F3A Lonely Planet Videos Teacher’s Discovery Inc. TTK32 World Video Explorer - Geography Tools and Concepts: Prentice Hall Africa Asia And The Pacific Europe And Russia Latin America The United States And Canada
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* Part of another grade level’s group literature list 687
World Geography Source materials/recommended literature - Economics
Title Author ISBN# R.L.
A Yen To Trade University of Missouri - St. Louis Berlin (Cities Of The World) Buenos Aires (Cities Of The World) Cape Town (Cities Of The World) Choice And Changes: Student Journal 0561835919 Choices And Changes: Teacher Resource 0561835900 Economics For The Elementary Classroom SPEC Publishers, Inc. Economics In Transition: Command To Market NCEE 156183484X Economics Of Our Diverse Society University of Missouri - St. Louis European Union (World Organizations Series) Financial Fitness For Life: Shaping Up Your Financial Future - Student Workouts Grade 6-8
NCEE 1561835455
Financial Fitness For Life: Teacher’s Guide Grades 6-8 NCEE 1561835447 Focus On Economics: Geography 1561834912 Focus: Economics Systems NCEE 1561834971 Focus: International Economics NCEE 1561834963 Focus: Middle School Economics NCEE 1561834939 From Seashells To Smart Cards: Money And Currency Ernestine Giesecke 1-58810-954-2 Geography: Focus on Economics Hong Kong (Cities Of The World) International Economics International News Journal 1561833991 Internet, The Jerusalem (Cities Of The World) Kids Book of Canada, The Barbara Greenwood 1550743155 5 Middle School Economics NCEE Mint, The Susan Riney 0153332239 Moscow (Cities Of The World)
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New York City (Cities Of The World) Old MacDonald To Uncle Sam NCEE 1561831336 Roosters To Robots NCEE 1561831328 Seas, Trees, And Economics University of Missouri - St. Louis Shaping Up Your Financial Future NCEE 1561835455 Tokyo (Cities Of The World) Toronto (Cities Of The World) Wall Street Susan Riney 0153333219 World Trade
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* Part of another grade level’s group literature list 689
World Geography Source materials/recommended literature – Culture
Title Author ISBN# R.L.
A Kid’s Guide to Social Action Afghanistan: The Culture Erinn Banting 0778797058 Afghanistan: The Land Erinn Banting 0778797013 Afghanistan: The People Erinn Banting 077879704X Amnesty International (World Organizations Series) Reg Grant 0531148114 6 Building Bridges: A Peace Corps Classroom Guide To Cross-Cultural Understanding
Paul D. Coverdell
Canada: The Culture Bobbie Kalman 0778797287 3.4 Canada: The Land Bobbie Kalman 0778797260 3.4 Canada: The People Bobbie Kalman 0778797279 3.4 Children of Mauritania, The Lauren Goodsmith 0876148496 4 China: The Culture Bobbie Kalman 0778797481 3.4 China: The Land Bobbie Kalman 0778797465 3.4 China: The People Bobbie Kalman 0778797473 3.4 Cultural Conflicts: Case Studies in a World of Change Edward Lerner Cultures Of The World: Efstathia Siorus Doctors Without Borders Elgin Marbles, The European Union (World Organizations Series) Family From Ethiopia, A Julia Waterlow Germany: The Culture Kathryn Lane 0778797422 4-5 Germany: The Land Kathryn Lane 0778797406 4-5 Germany: The People Kathryn Lane 0778797414 4-5 If You Could Be My Friend Litsa Boudalika India: The Culture Bobbie Kalman 0778797511 3.4 India: The Land Bobbie Kalman 077879749X 3.4 India: The People Bobbie Kalman 0778797503 3.4 Insights From The Field: Understanding Geography, Paul D. Coverdell
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* Part of another grade level’s group literature list 690
Culture, and Service Ireland: The Culture Erinn Banting 0778797198 4-5 Ireland: The Land Erinn Banting 0778797171 4-5 Ireland: The People Erinn Banting 077879718X 4-5 Israel: The Culture Debbie Smith 0865053111 3.4 Israel: The Land Debbie Smith 086505309X 3.4 Israel: The People Debbie Smith 0865053103 3.4 Japan: The Culture Bobbie Kalman 0778797457 3.4 Japan: The Land Bobbie Kalman 0778797430 3.4 Japan: The People Bobbie Kalman 0778797449 3.4 Leaders For Peace Susan Riney 0153332794 Life In The City Material World Mexico City Mexico: The Culture Bobbie Kalman 0778797317 6 Mexico: The Land Bobbie Kalman 0778797295 6 Mexico: The People Bobbie Kalman 0778797309 6 Native Peoples William McCoy 1583449337 NATO (World Organizations Series) New Zealand’s Beginnings Evelyn Coleman 0153336463 Nigeria: The Culture Anne Rosenberg 0865053294 4 Nigeria: The Land Anne Rosenberg 0865053278 4 Nigeria: The People Anne Rosenberg 0865053286 4 Peru: The Land Bobbie Kalman 0865053014 3.4 Peru: The People and Culture Bobbie Kalman 0865053022 3.4 Place Of People And Hope Primary Source Guide To China, A Greg Roza 0-8239-8075-8 Primary Source Guide To India, A Autumn Leigh 0-8239-8080-4 Primary Source Guide To Italy, A Colleen Adams 0-8239-8084-7 Primary Source Guide To Japan, A Tobi Stanton Stewart 0-8239-8078-2 Primary Source Guide To Kenya, A Janey Levy 0-8239-8074-X Primary Source Guide To Mexico, A Kerri O’Donnell 0-8239-8076-6
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* Part of another grade level’s group literature list 691
Primary Source Guide To Pakistan, A Kerri O’Donnell 0-8239-8079-0 Red Scarf Girl Saudi People Simon Bolvar Harcourt South Africa: The Culture Domini Clark 0865053170 5 South Africa: The Land Domini Clark 0865053154 5 South Africa: The People Domini Clark 0865053162 5 Stand Up For Your Rights 1587284014 4.5 Tigris And Euphrates Rivers, The Melissa Whitecraft UNICEF (World Organizations Series) Katherine Prior 0531148130 6 United Nations (World Organizations Series) Linda Melvern 0531148149 6 Village Celebration, A Welcome To Nunavut World Health Organization (World Organizations Series) Jillian Powell 0531148157 6 World Organizations World Wildlife Fund (World Organizations Series) Jillian Powell 0531148165 6
Audio CD’s World’s Music, The McDougal Littell 0618155074 CD’s Passport To The World Prentice Hall 0130630195
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World Geography Recommended Web Sites Due to the changing nature of web sites teachers are strongly urged to preview all sites prior to use with students.
http://www.econedlink.org National Council of Economic Education/Lesson Plans http://www.ncee.net National Council of Economic Education’s main site http://www.fte.org Foundation for Teaching Economics http://www.umsl.edu/~econed Center for Entrepreneurship & Economic Education at UMSL http://wcom.com/marcpolo 7 web based lessons http://www.nationalgeographic.com National Geographic http://www.globalteachnet.org Peace Corps site for global education http://www.govspot.com Government resources http://www.zpg.org Population resources http://www.aboutgeography.com Geography resources http://www.odci.com World fact book http://www.lonelyplanet.com http://www.fodors.com Travel information site http://www.jrscholastic.com Junior Scholastic Magazine http://www.google.com Search Engine (Images/pictures) http://www.timeforkids.com Time magazine for kids http://www.flags.com Flag information http://www.un.org/work United Nations http://www.hps.gov National parks http://www.cnn.com News Source (CNN) http://www.currentevents.com Current Events http://www.discovery.com Discovery Channel http://www.askasia.com http://www.pbs.org Public Broadcasting Information http://wwwsocialstudies4u.com Social Studies Resources http://www.econedlink.org http://www.sas.upenn.edu/African_studies/AS.html African Studies Center http://www.worldviewmagazine.com Primary and secondary sources for economics, culture, and geography http://www.columbia.edu/cu/lweb/indiv/southasia/cuvl South and Southeast Asian Studies
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http://www.teachingaboutreligion.org World Religions http://www/lanic.utexas.edu Latin America Network Information Center http://search.epnet.com Ebsco Host http://infotrac.galegroup.com/menu Gale Research Database http://infoweb.newsbank.com Newsbank http://ehostvgw21.epnet.com/sas/map/asp Searchasaurus http://www.ipl.org Internet Public Library http://www.odci.gov/cia/publications/factbook/index.html CIA World Handbook http://edsitement.neh.gov National Endowment for the Humanities (Lesson Plans including evaluation of eyewitness reports) http://www.sas.upenn.edu/African_studies/As.html African Students Center http://www.eb.com Britannica On-line http://www.capecod.net/schrock/guide/ Kathy Schrock’s Guide for Educators http://www.scholastic.com/Network.index.html Scholastic Network http://www.gsn.org Global SchoolNet Foundation http://democracyplace.org Democracy Place: USA http://www.kidsyoungusa.org Kids Voting USA http://www.mapquest.com Maps http://www.census.gov:80/statabstract/ Population http://www.city.net Travel http://wwar.com/museums.html Museums, World Wide Arts Resources http://www.nara.gov National Archives and Records Administration http://www.si.edu Smithsonian Institution http://www.historychannel.com/today The History Channel’s Today in History http://www.cnn.com CNN Interactive http://www.usatoday.com USA Today http://www.usnews.com/usnews/home.htm US News and World Report http://school.newsweek.com Newsweek http://www.apalert.com The Associated Press http://www.newslink.org/news.html NewsLink http://www.abcnews.go.com ABC News http://www.unicef.org/voy/ UNICEF’s Voices of Youth http://www.kids.maine.org/prog.htm Kids Can Make A Difference (KIDS)
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http://www.youth.net Youth Net http://www.worldgame.org/recall/whatdoenv.html World Game Institute’s What Can You Do? http://www.mightymedia.com/login.htm Youth in Action Network http://ww.gcg.mb.ca Global Change Game http://www.choices.edu/index.html Choices for the 21st Century Education Project http://geogarphy.state.gov/htmls/statehome.html U.S. Department of State’s Geographic Learning http://www.smcoe.k12.ca.us/besd/fes/pkelly/EA!.html EarthALERT! http://stanleyfdn.org/citpro/GlobalEd/youth/default.html The Global Youth Program http://www.facingthefuture.org Facing the Future: People and Planet http://www.earthwatch.org/ed/home.html Earthwatch Global Classroom http://www.envirolink.org EnviroLink Network http://www.popexpo.net/eMain.html Six Billion Human Beings! http://coombs.anu.edu.au/ResFacilities/DemographyPage.html WWW Virtual Library: Demography and Population Studies http://www.prb.org/prb/index.html Overpopulation FAQ/Site Map http://www.hrweb.org Human Rights http://www.interaction.org/advocacy/index.html InterAction Advocacy Program http://www1.umn.edu/humanrts/index.html Human Rights Library http://www.mtholyoke.edu/acad/intrel/globdebt.htm Global Debt and Third World Development http://www.ploughshares.ca/content/ACR/ACR99.html Armed Conflicts Report http://www.defenselink.mil DefenseLINK http://www.isn.ethz.ch ISN International Relations and Security Network http://www.igc.org/igc/conflictnet ConflictNet http://www.usip.org United States Institute of Peace http://www.ipacademy.org International Peace Academy (IPA) http://www.igc.org/igc/peacenet PeaceNet http://www.ceip.org Carnegie Endowment for International Peace http://www.policy.com Policy.com http://www.fpa.org/program.html Great Decisions Program http://www.usia.gov/usis.html United States Information Agency (USIA) http://www.etown.edu/vl World Wide Web Virtual Library http://www.stimson.org The Henry L. Stimson Center http://iisd1.iisd.ca International Institute for Sustainable Development (IISD) http://www.nsi-ins.ca/info.html The North-South Institute
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http://ww.info.usaid.gov U.S. Agency for International Development http://www.worldbank.org World Bank http://www.ctironline.com Center for Teaching International Relations (CTIR) http://babelfish.altavista.com/ Translate text into different languages http://www.educationalpress.org/educationalpress/ Create flash cards, game puzzles, etc. http://www.fas.org/irp/world/afghan/intro.htm Introduction of Afghanistan http://www.academicinfo.net/afghan.html Afghanistan studies http://www.artsci.shu.edu/reesp/documents/ Documents in Russian History http://www.ichkeria.org/english/maps/language_map.html Linguistic Map of the Caucasus http://www.lantinworld.com/special/kids.html Latin World http://www.cubanculture.com/english.raices.htm Cuban Culture http://archive.comlab.ox.ca.uk/other/museums/world.html Museums in Latin America http://www.thinker.org/fam/education/publications/guide-african/index.html Teacher Guide to African Art http://www.xinhuanet.com/english/index.htm Chinese News http://china.org.cn/english/index.htm Chinese Government Policies and Programs http://www1.chinadailey.com.cn/news/index.html China News http://english.21dnn.com/ Beijing Portal http://englishcenter.sina.com/ Chinese News Sources http://home.kyodo.co.jp Japanese News http://jin.jcic.or.jp/ Japan Information Network http://www.asahi.com/english.english.html Daily News of Japan http://mdn.mainichi.co.jp/ Japanese Newspaper http://www.kcna.co.jp/index-e.htm North Korea http://english.chosun.com/ Republic of Korea Daily http://www.cnnstudentnews.com CNN Student News http://www.countrywatch.com/@school Country Watch - Interactive Learning About Countries http://www.africaaccessreview.org Africa Access http://allafrica.com Current News Articles from African Presses http://www.columbia.edu/cu/lweb/indiv/africa/cuvl/ Columbia University Resources on Africa http://www2.h-net.msu.edu/~afrteach/links/ Michigan State University Center for African Studies - Web Resources for Africa http://www.coe.ohio-state.edu/mmerryfield/global_resources/default.htm Ohio State University Social Studies and Global Education Program - Reviewed resources
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http://www.sas.upenn.edu/African_Studies/K-12/AFR_GIDE.html University of Pennsylvania African Studies Center http://www.un.org/ecosocdev/geninfo/women UNEconomic and Social Development - African Women http://www.uic.edu/classes/engl/engl161-patstoll/afspeaks.htm Africa Speaks: West African Students Write About Their Lives http://www.lifeinafrica.com The Life in Africa Foundation http://allafrica.com/women News stories related to the lives on women in Africa http://afe.easia.columbia.edu Asia for Educators - East Asia Primary Sources http://www.askasia.org/teachers Ask Asia http://www.china.org.cn/english/ The China Internet Information Center http://english.peopledaily.com.cn The People’s Daily http://www.cao.go.jp/index-e.html The Cabinet Office, Government of Japan http://www.turkishdailynews.com Turkish Daily News http://www.icdlbooks.org International Children’s Digital Library http://www.newspaperlinks.com Domestic & International newspapers http://www.iearn.org International Education Research Network http://www.globaled.org Global Education http://www.earthcam.com Live camera from major cities http://news.ncmonline.com/news California Media - World News Org. http://spice.stanford.edu Stanford Program for International & Cross-Cultural Education http://www.harcourtschool.com/socialstudies Harcourt School Publisher Resources
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WEB SITE EVALUATION
Name___________________________________________________ Date________ Service Category_________________________________________ Title of Web Page__________________________________________ URL: http://__________________________________________________________ Web site’s author and/or sponsoring group:____________________________________ Does the site give information about the author(s)? yes no If so, what was listed? If not run a search on the author(s) or organization to get more information. Check the domain and if and how this might affect the reliability of the content (gov=government, com=commercial, edu=education, org=organization usually non-profit, net=network, mil=military). Remember that individuals often put personal pages on some of these sites. When was the site last updated? Does the author tell when the content information was obtained? Yes No Does the author tell where the content information was obtained? Yes No Is the material relevant to the topic you are addressing? Yes No Is the material adequate in terms of depth? Yes No Is the information consistent with what you already know? Yes No
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Would the information be available elsewhere? Yes No Would it have been easier to get this material from another source? Yes No Is the information up-to-date? Yes No Does the author include links to other helpful sources? Yes No Does the author include a bibliography of printed materials? Yes No Can you print out the bibliography? Yes No Does the information represent a point of view or bias? Yes No Explain briefly: How would you verify that the information is accurate and reliable? Do the graphics contribute to your understanding of the content? Yes No Could the graphics be used to enhance an oral presentation? Yes No (Remember that text is usually too small to be seen from a distance.) Overall assessment of this Web site for your purposes: Excellent Above Average Average Poor Comments about the site or its applications to a project:
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Description of Unitary and Federal Systems
Federal System Power is divided and shared between the national and state government. Example: United States of America Benefit: Flexible and Stable Problem: Sometimes there is confusion when power overlaps. Central Government often increases its power at the expense of the states. Power Flow: State/Provincial Governments People Central Government Unitary System Power is concentrated in a central government. State and local governments can exercise only the powers given to them by the central government. Example: Great Britain Benefits: Stable and uniform application of systems and laws Problems: Workable only in small of homogenous countries. Difficult to deal with regional differences. Power Flow: People Central Government State/Provincial Government Confederation (This system is required in eighth grade curriculum.) Power is given to the state/provincial governments. The central government can exercise only the powers granted to them by the state/provincial governments. Example: Confederate States of America during the Civil War Benefits: Regions maintain complete flexibility to look out for own interests Problems: Very unstable and hard for central government to function Power Flow: People State/Provincial Governments Central Government
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Factors that Influence Climate
Latitude Winds and Mountains
(rain shadow)
Ocean Currents
Elevation Nearness to Large
Bodies of Water
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702
TERM DEFINITION
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703
NAME ABSOLUTE LOCATION
DESCRIPTION
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704
Name of Cultural Group: FEATURES DESCRIPTIONS location (absolute and relative)
population demographics (density, birth rate, death rate, infant mortality, literacy rate)
history
language(s)
religion(s)
type of shelter
food
clothing
economy
family life
other: (explain)
other: (explain)
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What is Citizenship?
Define Citizenship
List 3 characteristics of a good citizen: 1. 2. 3.
List 2 reasons why it is important to be a good citizen: 1. 2.
How can you be a better citizen?
At School At Home In your neighborhood
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The Business Cycle Business Cycle: short term fluctuations in business activity (a period of economic growth in real GDP followed by a period of decline in real GDP) Directions: Define the following terms and use the terms to correctly label the diagram below.
Stages of the Business Cycle
1. Expansion:
2. Peak:
3. Contraction:
4. Trough:
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Features of a Place or Region
Write the name of the place or region in the box provided. Complete each box with the unique feature.
Cultural or Human Features (food, sports, language, religion, holidays)
Climate Name and Description
Physical Features - landforms and water bodies
Political Features - form of government and leaders
Major economic activities
Compare and contrast: create another diagram for another place or region. Write a compare/contrast essay about the two places or regions.
Place or Region
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Creating A Political Cartoon
Directions: Use the space below to design a political cartoon. Use the questions at the bottom to plan and evaluate your design. 1. My topic is: 2. The point that I was trying to make was…. 3. I included the following details for the following reasons:
Detail Reason a. b. c.
d. e. 4. I addressed the following historical facts:
CAPTION:
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Concept of Definition Map
To what category would belong to? What are the traits of the concepts?
Antonym Synonym What are some examples of this concept related to things that I already know?
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Name: Hour:
Source Documents Primary Sources Secondary Sources
Directions: With your partner analyze the two primary sources on p. 112-113 and answer the following questions. Declaration of Independence
1) When was it written?
2) Who wrote it?
3) Why was it written?
Constitution of the United States
4) When was it written?
5) Who wrote it?
6) Why was it written?
7) What do these documents tell you about the time during which they were created?
8) If these documents were created today, how might they look different?
Vocabulary Constitution – Democracy –
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Cost/Benefit Analysis
Decision: Costs:
Benefits:
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Organizer for Government/Economics ALA
I. Topic Sentence (Which candidate should the Rainforest Company
support?)
A. Reason one from your research:
1. Give detail explaining how the reason benefits the
Rainforest Company:
2. Give detail explaining how the reason benefits the
Rainforest Company:
B. Reason two from your research:
1. Detail explaining how the reason relates to the Rainforest
Company:
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713
2. Detail explaining how the reason relates to the Rainforest
Company:
C. Reason three from your research:
1. Detail explaining how the reason relates to the Rainforest
Company:
2. Detail explaining how the reason relates to the Rainforest
Company:
4. Concluding Sentence:
D R A F T
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Name: What are four sources for each side of the issue or candidate?
Candidate A or Pro Issue Candidate B or Con Issue a a b b c c d d Describe in a five-sentence paragraph some pros about the issue or candidate A/B. Describe in a five-sentence paragraph some cons about the issue or candidate A/B. How do you feel about candidate A/B or the issue? What types of people are for or against candidate A/B on the issue? What are some major concerns of candidate A/B or the issue?
D R A F T
715
Categories Country Name:
Country Name:
Same or Different
Type of Government
Free Elections
Individual Rights and Freedoms (press, speech, and religion)
Constitution
Number of Political Parties
Provides a System of Checks and Balances
Term of Office
Branches of Government
Type of Economy – Market or Command Economy
Government has Limited or Unlimited Power
D R A F T
716
COMPARING SOCIAL SYSTEMS
Describe the following social conditions for the two countries you chose to review: Social Conditions Country A Country B DEMOGRAPHICS Population size Where they live Population density Population growth rate % Urban population Urban population growth rate % Rural population Rural population growth rate Birth rates Fertility rates Teenage births Infant mortality or live births to deaths
# of divorces Life expectancy Age structure Migration rates Nationalities or ethnic groups Tribal disputes Religions Languages What are the trends? How do the demographic conditions in the two countries compare?
HEALTH CONDITIONS AND WELFARE
State-supported health care program
Public funding of medical care Child poverty index Foreign support, e.g. Doctors without boarders
# of doctors per population Causes of death Major diseases People living with HIV/AIDS Death because of HIV/AIDS HIV adult prevalence rate
D R A F T
717
Human Development Index rating
What are the trends? How do health and welfare conditions in the two countries compare?
AMNESTY AND CRIME Crime rate Drug traffic Prison population/# in prison Death penalty Political prisoners – causes Minority groups – those discriminated against
Women’s rights Amnesty International rating What are the trends? How do the two countries compare?
EDUCATION % of GDP spent on education # of universities Literacy rates Average level of education Number of schools per population
What are the trends? How do the two education systems compare?
ENVIRONMENTAL CONDITIONS
Type of environment Terrain, climate Environmental issues Natural hazards Land use/arable land Natural resources Arable land Diet/water Communication systems: telephones, radio, television stations, internet, access and use
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Transportation: railways, pipelines, ports and harbors, merchant fleet, airports
What are the trends? How do environmental conditions in the two countries compare?
FINAL SUMMARY ANALYSIS AND COMPARISON
COMPARING ECONOMIC SYSTEMS Describe the following economic conditions for the two countries you chose to review: Economic Conditions Country A Country B General Features Type of Economy Major Economic Sector/s – Industry, Service, Agriculture
Major Industries Major Agricultural Products
GDP % GDP Composition by Sector – Industry, Service, Agriculture
Industrial Production Growth Rate
International Ranking/s National Budget – Revenues
National Budget – Expenditures (or % of GDP)
What are the trends?
D R A F T
719
How do the two economies compare?
Individual and Labor Force Data
GDP by Individual (GDP per Capita)
Amount Earned by Individual
Unemployment Rate % of Labor Force by Occupation or Types of Industry
# in Labor Force Household Income or Consumption by % Share
What are the trends? How do the two economies compare?
National Debt Current National Debt History of the National Debt
Major Causes of Debt External Debt – Amount and to Whom
What are the trends? How do the two economies compare?
Trade Balance of Trade Principal Exports Principal Imports Main Destination of Exports
Main Origin of Imports What are the trends? How do the two economies compare?
Inflation Current Inflation Rate History of Inflation Effects of Inflation What are the trends? How do the two economies compare?
D R A F T
720
General Economic Issues Exchange Rates – Currency Per U.S. Dollar
Highlighted Features, e.g. # of Airports, Telephones, Electricity
Social and Political Events Impacting Economic Growth
Environmental Events Impacting Economic Growth
What are the trends? How do the two economies compare?
FINAL SUMMARY ANALYSIS AND COMPARISON
COMPARATIVE POLITICAL SYSTEMS Describe the following political attributes for the two countries you chose to review: Political Attributes Country A Country B General Features Type of Government Political History Highlighting Major Events and Traditions
Experience with Peaceful Transfer of Power
History of Military Interventions
How do the two political systems compare?
Constitution Written Constitution
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Unwritten, Based upon Common Law and Practice
Has no Constitution Provides a Bill of Rights Protection of Minority Groups Assured in the Constitution
Establishes a Federalists System of Government
Establishes a Unitary or Centralist System of Government
Provides a System of Checks and Balances
Important (and perhaps idiosyncratic) Features of the Constitution
How do the two constitutions compare?
Executive Power President Elected by the People
Governor General Appointed by the Monarch
Prime Minister Chosen by the Legislative Branch
Leader in the Legislative Branch is Appointed Prime Minister by the Monarch or Monarch’s Representative
Have both a President and a Prime Minister
Monarch Serves as a National Figurehead
Monarch Serves as Leader of the Nation
Cabinet Appointed by the Executive with Legislative Approval
Cabinet Appointed by the Executive
Executive Branch’s Primary Job is to Carry Out the Laws
D R A F T
722
Executive Branch Makes and Carries Out the Laws
How do the two executive systems compare?
Legislative Power Bicameral System Unicameral System Legislative Body (or Bodies) Elected by Popular Vote
Legislative Body (or Bodies) Hereditary or Appointed
How do the two legislative systems compare?
Judicial Power Supreme Court Appointed by Executive with Legislative Approval
Supreme Court Appointed by Executive
Supreme Court Appointed by Monarch
Supreme Court Has the Power of Judicial Review
Legal System Based Upon Spanish Civil Law
Legal System Based Upon English Common Law
How do the two judicial systems compare?
Citizen Participation Multiple Political Parties Two Political Parties Dominate the Party System
Single Party System Has no Viable Parties Compulsory Voting Has a History of Protecting Citizen’s Rights
Allows States Initiative, Referendum, Recall
How do the two forms of participation compare?
D R A F T
723
FINAL SUMMARY ANALYSIS AND COMPARISON
What are the major trends in each nation?
What are your predictions for the political future of each country?
D R A F T
724
The United States Government
3 Branches of Government
National
State
Local
Legislative Makes Laws
Executive Enforces
Laws
Judicial Interprets the Laws
3
L E V E L S
O F
G O V E R N M E N T
D R A F T
725
Levels of Government
Which services of government have the greatest impact on your life? What level or levels of government provide the service? libraries military postal service licensing of professions (teachers, doctors, lawyers, beauticians, etc.) highways roads building permits zoning for housing and development state colleges schools safe food and medicine jails fire protection fishing and hunting licenses wildlife protection environmental protection sewage treatment clean water parks jobs and unemployment office driver’s permit and license vehicle registration health and safety regulations Other government services – please list: 1. 2. 3.
D R A F T
726
GDP ALA
What are two realistic strategies to improve this country’s low GDP and what impacts will they have on the environment? Topic Sentence – This sentence tells what the paragraph is about. Concrete Detail – Tell Strategy #1 to improve the country’s GDP. Commentary – More information about Strategy #1 (Do not use pronouns – I, we, it) Concrete Detail – Tell Strategy #2 to improve the country’s GDP. Commentary – What affect these strategies will have on the environment? Concluding Sentence – Wrap up the paragraph in one sentence.
D R A F T
727
Directions: DO NOT USE PRONOUNS IN YOUR WRITING (examples: they, it) Fill out the outline below to help you prepare a summary for the leaders of your country regarding the GDP per capita. 1. Based on your research, state two reasons why the country has a low GDP per capita. 2. Give two realistic strategies to improve the GDP per capita and state how the strategies
would impact (change) the environment. I. Topic sentence explaining what the paragraph is about – reasons for low GDP
(example: There are reasons why has a low GDP per capita.)
A. Reason one from your research as to why the country has a low GDP per capita
1. Detail explaining how reason creates a low GDP per capita
2. Detail - explanation
B. Reason two from your research why the country has low GDP per capita
1. Detail explaining how reason creates a low GDP per capita
2. Detail - explanation
D R A F T
728
II. Topic sentence explaining what the paragraph is about – strategies to increase GDP per
capita (example: There are strategies to raise the GDP per capita of .)
A. Give one strategy to increase the GDP per capita using data from research
1. Detail explaining how the strategy will increase the GDP per capita
2. Detail explaining the change to the environment if you use this strategy
B. Give another strategy to increase the GDP per capita using data from research
1. Detail explaining how the strategy will increase the GDP per capita
2. Detail explaining the change to the environment if you use this strategy
D R A F T
729
African Country: Low GDP per capita: 1. Literacy rate 2. Urban population 3. Rural population 4. Population Growth rate 5. Population under 15 6. Climate – Use climate map 7. Topography – landforms and bodies of water – list names 8. Natural resources 9. Industry 10. Agriculture
D R A F T
730
11. Technology 12. Human Environment Interaction – How people are changing, using, or
adapting to the environment 13. Culture:
Languages:
Ethnic groups: Religion: Other cultural information:
D R A F T
731
Name:
ALA – Economics and Geography Your Job: Prepare A SUMMARY for the leaders of the Democratic Republic of Congo regarding GDP per capita. 1st collect data/complete research 2nd complete outline below based on your research (complete sentences not needed.) a. give two reasons for low GDP 1. 2.
b. name two things that can be done to improve GDP 1. 2.
c. will the strategies (things you suggested in b) change the environment?
Yes or No? Why? How? Now that your data and outline are completed, on a separate sheet of paper write your summary. Four paragraphs, 3-6 sentences each paragraph. First paragraph – a + introduction with facts to support Second paragraph – b with facts to support Third paragraph – c with facts to support Fourth paragraph – conclusion
D R A F T
732
Graphic Organizer for ALA
Demographic Data Democratic Republic of Congo Age Structure
Infant Mortality
HIV
Life Expectancy
Exports
Physical Features
Labor Force/Unemployment
Literacy Rate
HDI
D R A F T
733
Name: ALA ECONOMICS AND GEOGRAPHY Hour: Country: Your Job: a. Collect and analyze data such as Goss Domestic Product (GDP) GDP per capita Literacy rate Population Infant Mortality rate Age structure ----- under 14 over 65 Life expectancy Terrain Climate Natural resources b. Based on your research, state TWO reasons WHY the country has a low GDP. c. State TWO realistic strategies to improve the GDP. d. State whether the strategies would impact the ENVIROMENT. Be sure to support your ideas with FACTS from your data.
D R A F T
734
D R A F T
735
Sample for Geography/Culture ALA Country A Country B Country C Economics GDP per capita Major imports Major exports Trading Partners Import Partners Export Partners
Settlement Patterns Urban % Rural %
Population Density Growth Rate Life Expectancy
Type of Government
D R A F T
736
Country A Country B Country C Literacy rate % Male/Female
Major Religions By %
Major Ethnic Groups By %
Major Languages By %
D R A F T
737
Sample Organizer for Geography/Culture ALA Assignment: 1. Complete the graphic organizer by looking up the necessary facts for your countries. 2. Based on the information you gather decide which two countries would be most likely to have conflict or which two countries would most likely cooperate. 3. Give three reasons to support your answer. 4. Prepare a PowerPoint presentation to illustrate your 3 reasons. Organizer for presentation. Use your research. Give specific data. 5. I chose the following two countries. and . 6. I believe they would have conflict/cooperate. (circle one) 7. List the 3 research categories that are most likely causing conflict or cooperation.
a.
b.
c.
8. Explain how each one of the categories you listed above cause conflict or
cooperation. a. b. c.
D R A F T
738
Pre-Instructional Assessments World Geography
D R A F T
739
Name_________________________ Date__________ Hour____
Climate Pretest
Directions: Use the Traditional Regions- Regional Names Map at the top of page 56 in the desk atlas to fill in the following chart.
Region State Relative Location Absolute Location of Capital
Southwest
1) 2)
1) 2)
1) 2)
Pacific
1) 2)
1) 2)
1) 2)
1) What is the difference between climate and weather? 2) Name three factors that can influence climate. 3) What is the main factor that influences climate in St. Louis, MO? 4) Name as many climate regions as you can.
D R A F T
740
Name_____________________________ Date_______ Hour____
Levels of Government Pretest
Directions: Answer the following questions using complete sentences. 1) What is the purpose of government? 2) What are the three levels of government? 3) What are the three branches of government? 4) Use the article provided to complete the following chart. Title of Article Main Idea Supporting Details
5) Use the supporting details to explain your opinion of the article.
D R A F T
741
Name________________________________ Date___________ Hour____
Public Policy Pretest Directions: Answer the following questions in complete sentences. 1) Why do people vote? 2) You will be voting in the November election. Government spending on education, the environment, national defense and space exploration have all been major topics of discussion. Your vote will influence the way government spends money.
a) Which issue is most important to you? Why? b) Which issue is least important to you? Why?
D R A F T
742
Name_________________________ Date___________ Hour____
Link Set ALA Pretest
Directions: Match the correct letter of the vocabulary word to its definition.
A. Resource Distribution G. Technology B. Source of Wealth H. Productivity C. Trade Barriers I. Supply D. Specialization J. Demand E. Economics K. Profit
_____ 1) The highest valued option given up when making a choice.
_____ 2) The way a country produces goods and services, what goods and services are produced, and how they buy and sell those goods and services.
_____ 3) The amount of goods and services available based on resources.
_____ 4) To concentrate production of one good or service.
_____ 5) The quantity of goods and services produced in a given amount of time.
_____ 6) The amount of desire for a good or service.
_____ 7) The amount of goods available in a given location at a particular time.
_____ 8) Rules that restrict the free flow of goods between nations.
_____ 9) The amount of money left after paying expenses.
_____ 10) A tool or piece of machinery that can be used to increase production.
_____ 11) Earnings from wages and salary, interest, rent, profit and inheritance.
D R A F T
743
Name_________________________________________ Date___________ Hour_____
GDP Pretest Directions: Use the thematic maps on p. 91, 92 & 93 in the desk atlas to answer the following question. 1) a. Find Sao Paulo, Brazil. b. What would you look at to consider / determine if Sao Paulo has a high
standard of living? Why would you look at those things? Directions: Group the following vocabulary words into categories. Write a sentence for each category that you created explaining why the words should be grouped together. Opportunity Cost Crops Productive Resource Scarcity Consumption Natural Resource Gross Domestic Product Literacy Rate Demographics Human Resource Capital Resource Technology Human Environmental Interaction
D R A F T
744
Name________________________________________ Date______________ Hour____
Culture Pretest
Directions: Complete the Venn diagram using the provided picture and your knowledge of your own culture. * Suggested use of pictures in Material World book p. 14 or p. 72.
1) Based on the culture similarities and differences that you see, what might be barriers between the two cultures? Explain. 2) Based on the culture similarities and differences that you see, what might be connections between the two cultures? Explain.
Your CultureMaterial World Culture
D R A F T
745
Name__________________________________ Date_________ Hour___
Types of Government Pretest
Directions: Fill in the blank with the correct word from the list. Limited Unlimited 1) A government in which power is shared between the leader and the people is an example of _________________ government. 2) A government in which power is given to the leader only is an example of _______________________ government. 3) A democracy is an example of a __________________ government. 4) A Monarchy is an example of a ___________________ government. Directions: Answer the following questions in complete sentences. 5) How does government affect your daily life? 6) List and/or describe the other types of government that you know.
D R A F T
746
ALA Self-Assessment World Geography
D R A F T
747
Self-Assessment - Government and Economics
7th Grade Geography - CCO I
I independently, thoroughly, and accurately identified what is known about the candidate or ballot issue. Not at all To a great extent 0 1 2 3 4 I included at least five relevant reasons to support or reject the candidate or ballot issue on the provided graphic organizer. Not at all To a great extent 0 1 2 3 4 I carefully conducted a cost-benefit analysis using all of the available information from the fact sheet and the graphic organizer to determine the most appropriate option. Not at all To a great extent 0 1 2 3 4 I created an effective persuasive outline that helped to set a clear structure for the points that I wanted to make in my essay. Not at all To a great extent 0 1 2 3 4 I presented a clear essay that argues effectively for my recommendation to support or reject a candidate/ballot issue. Not at all To a great extent 0 1 2 3 4 I used all of the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
748
Self-Assessment - Government
7th Grade Geography - CCO I (c)
I thoroughly understand totalitarian systems. Not at all To a great extent 0 1 2 3 4 I thoroughly understand presidential democracy systems. Not at all To a great extent 0 1 2 3 4 I thoroughly understand parliamentary systems. Not at all To a great extent 0 1 2 3 4 I created an effective graphic organizer that clearly includes accurate information and the important characteristics of the systems of government. Not at all To a great extent 0 1 2 3 4 I presented a clear essay that explained the advantages and disadvantages of one of the systems of government. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
749
Self-Assessment – Government/History
7th Grade Geography - CCO I (d)
I accurately organized the items under the correct levels of government. Not at all To a great extent 0 1 2 3 4 I was able to determine which level of government had the most impact on my daily life and give three factual and specific reasons to support my answer. Not at all To a great extent 0 1 2 3 4 I was able to give reasons from three separate newspaper articles. Not at all To a great extent 0 1 2 3 4 I presented a clear expository paragraph that explains my opinion and my three reasons. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
750
Self- Assessment -- Geography
7th Grade Geography - CCO III (b)
I accurately identified the latitude and longitude of both cities within 3 degrees. Not at all To a great extent 0 1 2 3 4 I gave three relative location reference points for both cities. Not at all To a great extent 0 1 2 3 4 I correctly identified the climate type and location of both cities. Not at all To a great extent 0 1 2 3 4 I gave a clear and accurate description of the specific features of each climate type (both cities). Not at all To a great extent 0 1 2 3 4 I listed prominent and relevant topographical features of both cities. Not at all To a great extent 0 1 2 3 4 I accurately identified elevation for both cities. Not at all To a great extent 0 1 2 3 4 I developed an accurate conclusion about the two main factors that influence climate in each city. Not at all To a great extent 0 1 2 3 4 I supported my answer using information from my database. Not at all To a great extent 0 1 2 3 4 I explained my answer using complete sentences. Not at all To a great extent 0 1 2 3 4
D R A F T
751
Self- Assessment -- Geography
7th Grade Geography - CCO III (c)
My mental map clearly and accurately identified continents. Not at all To a great extent 0 1 2 3 4 My mental map clearly and accurately identified several countries. Not at all To a great extent 0 1 2 3 4 I could easily identify the probable creator of all three mental maps. Not at all To a great extent 0 1 2 3 4 I identified where the student (MAP D) was most likely from and supported my answer using relevant examples from the map. Not at all To a great extent 0 1 2 3 4
D R A F T
752
Self- Assessment -- Economics/ Geography
7th Grade Geography - CCO IV (b)
I identified resource distribution in my country. Not at all To a great extent 0 1 2 3 4 I identified education levels in my country. Not at all To a great extent 0 1 2 3 4 I identified patterns of population distribution and settlement in my country. Not at all To a great extent 0 1 2 3 4 I identified the climate characteristics of my country. Not at all To a great extent 0 1 2 3 4 I identified the key topographical features of my country. Not at all To a great extent 0 1 2 3 4 I identified patterns of human/environmental interaction in my country. Not at all To a great extent 0 1 2 3 4 I identified available technologies in my country. Not at all To a great extent 0 1 2 3 4 I identified relevant cultural factors in my country. Not at all To a great extent 0 1 2 3 4
D R A F T
753
I was able to make conclusions about why my country has a low GDP based on the data I gathered. Not at all To a great extent 0 1 2 3 4 I stated two realistic strategies (based on my data) to improve the GDP. Not at all To a great extent 0 1 2 3 4 I clearly stated the impact my GDP improvement strategies would have on the environment. Not at all To a great extent 0 1 2 3 4 I was able to write a clear and effective summary of my conclusions. Not at all To a great extent 0 1 2 3 4
D R A F T
754
Self- Assessment -- Economics
7th Grade Geography - CCO IV (c)
I understand the effects of embargoes, tariffs and quotas. Not at all To a great extent 0 1 2 3 4 I understand sources of wealth. Not at all To a great extent 0 1 2 3 4 I identified four accurate sources of sugar. Not at all To a great extent 0 1 2 3 4 I accurately completed the graphic organizer (question 4) stating logical opinions and reasons for the opinions. Not at all To a great extent 0 1 2 3 4 I correctly identified which group would benefit the most as a result of embargo and gave valid reasons for my answer. Not at all To a great extent 0 1 2 3 4 I made a logical conclusion about the effects of embargo on the price of sugar and the demand for sugar and supported my answer with logical reasons. Not at all To a great extent 0 1 2 3 4 I correctly determined if Acme Candy Co. was making a profit. Not at all To a great extent 0 1 2 3 4
D R A F T
755
I suggested two ways that Acme Candy Co. could increase future profit using information from the tables. Not at all To a great extent 0 1 2 3 4 I accurately determined the effect that new packaging machines would have on productivity and cost and supported my answers with logical reasons. Not at all To a great extent 0 1 2 3 4
D R A F T
756
Self- Assessment -- Culture and Geography
7th Grade Geography - CCO V (b)
I completed the graphic organizer with complete and detailed information for all three countries. Not at all To a great extent 0 1 2 3 4 I selected two countries and gave at least three valid reasons why the countries would be likely to have conflict or to cooperate. Not at all To a great extent 0 1 2 3 4 I clearly explained my reasoning using examples from the data (graphic organizer). Not at all To a great extent 0 1 2 3 4 I created a visual aid that illustrates the key reason(s) that the countries would be likely to have conflict or to cooperate. Not at all To a great extent 0 1 2 3 4 I gave a presentation that clearly identified the two countries I selected and the reasons I believe they are likely to have conflict or to cooperate. Not at all To a great extent 0 1 2 3 4 I used all of the conventions of speaking specified for this assignment. Not at all To a great extent 0 1 2 3 4
D R A F T
757
ALA Self-Assessment Challenge World Geography
D R A F T
758
Self- Assessment -- Government and Economics
7th Grade Challenge Geography - CCO I (b)
I independently, thoroughly, and accurately identified what is known about the candidate or ballot issue. Not at all To a great extent 0 1 2 3 4 I included at least five relevant reasons to support or reject the candidate or ballot issue on the provided graphic organizer. Not at all To a great extent 0 1 2 3 4 I carefully conducted a cost-benefit analysis using all of the available information from the fact sheet and the graphic organizer to determine the most appropriate option. Not at all To a great extent 0 1 2 3 4 I created an effective persuasive outline that helped to set a clear structure for the points that I wanted to make in my essay. Not at all To a great extent 0 1 2 3 4 I presented a clear essay that argued effectively for my recommendation to support or reject a candidate/ballot issue. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
759
Self-Assessment - Government
7th Grade Challenge Geography - CCO I (c)
I thoroughly understand totalitarian systems. Not at all To a great extent 0 1 2 3 4 I thoroughly understand presidential democracy systems. Not at all To a great extent 0 1 2 3 4 I thoroughly understand parliamentary democracy systems. Not at all To a great extent 0 1 2 3 4 I created an effective graphic organizer that clearly includes accurate information and the important characteristics of the systems of government. Not at all To a great extent 0 1 2 3 4 I presented a clear essay that compared and contrasted the advantages and disadvantages of the systems of government. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4 I was able to successfully organize and write the essay within the 1/2 hour time limit. Not at all To a great extent 0 1 2 3 4
D R A F T
760
Self- Assessment – Government/History
7th Grade Challenge Geography - CCO I (d)
I accurately organized the items under the correct levels of government. Not at all To a great extent 0 1 2 3 4 I was able to determine which level of government had the most impact on my daily life and give three factual and specific reasons to support my answer. Not at all To a great extent 0 1 2 3 4 I was able to give reasons from three separate newspaper articles. Not at all To a great extent 0 1 2 3 4 I presented a clear expository paragraph that explains my opinion and my three reasons. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
761
Self- Assessment -- Geography
7th Grade Challenge Geography - CCO III (b)
I accurately identified the latitude and longitude of both cities within 3 degrees. Not at all To a great extent 0 1 2 3 4 I gave three relative location reference points for both cities. Not at all To a great extent 0 1 2 3 4 I correctly identified the climate type for location of both cities. Not at all To a great extent 0 1 2 3 4 I gave a clear and accurate description of the specific features of each climate type (both cities). Not at all To a great extent 0 1 2 3 4 I listed prominent and relevant topographical features of both cities. Not at all To a great extent 0 1 2 3 4 I accurately identified elevation for both cities. Not at all To a great extent 0 1 2 3 4 I developed an accurate conclusion about the two main factors that influence climate in each city. Not at all To a great extent 0 1 2 3 4 I supported my answer using information from my database. Not at all To a great extent 0 1 2 3 4
D R A F T
762
I completed a pre-writing activity. Not at all To a great extent 0 1 2 3 4 I presented a clear essay that compared and contrasted life in the cities/regions using relevant facts to support my comparison. Not at all To a great extent 0 1 2 3 4 I used all of the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
763
Self- Assessment -- Geography
7th Grade Challenge Geography - CCO III (c)
My mental map clearly and accurately identified continents. Not at all To a great extent 0 1 2 3 4 My mental map clearly and accurately identified several countries. Not at all To a great extent 0 1 2 3 4 I could easily identify the probable creator of all three mental maps. Not at all To a great extent 0 1 2 3 4 I identified where the student (MAP D) was most likely from and supported my answer using relevant examples from the map. Not at all To a great extent 0 1 2 3 4
D R A F T
764
Self- Assessment -- Economics/ Geography
7th Grade Challenge Geography - CCO IV (b)
I identified resource distribution in my country. Not at all To a great extent 0 1 2 3 4 I identified education levels in my country. Not at all To a great extent 0 1 2 3 4 I identified patterns of population distribution and settlement in my country. Not at all To a great extent 0 1 2 3 4 I identified the climate characteristics of my country. Not at all To a great extent 0 1 2 3 4 I identified the key topographical features of my country. Not at all To a great extent 0 1 2 3 4 I identified patterns of human/environmental interaction in my country. Not at all To a great extent 0 1 2 3 4 I identified available technologies in my country. Not at all To a great extent 0 1 2 3 4 I identified relevant cultural factors in my country. Not at all To a great extent 0 1 2 3 4
D R A F T
765
I was able to make two conclusions about why my country has a low GDP based on the data I gathered. Not at all To a great extent 0 1 2 3 4 I stated two realistic strategies (based on my data) to improve the GDP. Not at all To a great extent 0 1 2 3 4 I clearly stated the impact my GDP improvement strategies would have on the environment. Not at all To a great extent 0 1 2 3 4 I was able to write a clear and effective summary of my conclusions. Not at all To a great extent 0 1 2 3 4 I used all the conventions of writing specified for this assignment effectively. Not at all To a great extent 0 1 2 3 4
D R A F T
766
Self- Assessment -- Economics
7th Grade Challenge Geography - CCO IV (c)
I understand the effects of embargoes, tariffs and quotas. Not at all To a great extent 0 1 2 3 4 I understand sources of wealth. Not at all To a great extent 0 1 2 3 4 I identified four accurate sources of sugar. Not at all To a great extent 0 1 2 3 4 I accurately completed the graphic organizer (question 4) stating logical opinions and reasons for the opinions. Not at all To a great extent 0 1 2 3 4 I correctly identified which group would benefit the most as a result of embargo and gave valid reasons for my answer. Not at all To a great extent 0 1 2 3 4 I made a logical conclusion about the effects of embargo on the price of sugar and the demand for sugar and supported my answer with logical reasons. Not at all To a great extent 0 1 2 3 4 I correctly determined if Acme Candy Co. was making a profit. Not at all To a great extent 0 1 2 3 4
D R A F T
767
I suggested two ways that Acme Candy Co. could increase future profit using information from the tables. Not at all To a great extent 0 1 2 3 4 I accurately determined the effect that new packaging machines would have on productivity and cost and supported my answers with logical reasons. Not at all To a great extent 0 1 2 3 4
D R A F T
768
Self- Assessment -- Culture and Geography
7th Grade Challenge Geography - CCO V (b)
I completed the graphic organizer with accurate and detailed information for all three countries. Not at all To a great extent 0 1 2 3 4 I used the data from the graphic organizer to select three sources of likely conflict or cooperation. Not at all To a great extent 0 1 2 3 4 I clearly explained my reasoning for the selections using examples from the data (graphic organizer). Not at all To a great extent 0 1 2 3 4 I created a visual aid that illustrates the key reasons (relevant for the sources selected) that the countries would be likely to have conflict or to cooperate. Not at all To a great extent 0 1 2 3 4 I gave a presentation to the magazine board that clearly identified the two countries I selected and the reasons I believe they are likely to have conflict or to cooperate. Not at all To a great extent 0 1 2 3 4 I used all of the conventions of speaking specified for this assignment. Not at all To a great extent 0 1 2 3 4
D R A F T
769
Sample Service Learning Activities for World Geography
1. Determine needs of people in regions experiencing conflict and develop a plan to help meet one need. 2. Plan a campaign to preserve natural resources. 3. Conduct an environmental study to determine the effects of urbanization on a community. 4. Identify a local public policy issue of concern and take civic action. 5. Create a web page to inform people of regional issues. 6. Write letters to public officials advocating an issue. 7. Interview experts on all sides of an issue and then work toward a solution to a local issue. 8. Participate in a relief effort for world poverty.
D R A F T
770
World Geography
Content and Skills at a Glance
Government/Civics Examine governmental structures and systems: • Powers and functions of local, state, and national government • Limited Governments (Parliamentary Democracy, Presidential Democracy, Constitutional Democracy) • Unlimited Governments (Monarchy, Dictatorship, Totalitarian) • Use democratic decision making skills • Voting and public policy • Rights and responsibilities of citizens
Geography Use geographic concepts and skills to examine world regions: • Absolute location • Relative location • Use geographic tools to find, process, and report information • Use maps, globes, diagrams, tables, databases, and charts • Regions • Locate topographic features, cities, states, countries, population distribution, demographics • Construct mental maps • Compare advantages and disadvantages of map and globe types • Physical characteristics of place • Human characteristics of place • Human/environmental instruction • Migration
Social Science Processing Use Social Science Processing skills to investigate, organize, and present social studies topics: • Evaluate current events • Write expository and persuasive essays
D R A F T
771
• Create and interpret political cartoons • Plan, create, and evaluate written, visual, and oral presentations • Create outlines, notes, and graphic organizers • Use web sites • Use technological tools • Identify and use primary and secondary sources • Conduct research • Create and analyze charts and graphs
Economics Use economic concepts to analyze world regions: • Comparative advantages • Economic systems • Productive resources • Opportunity costs • Productivity • Specialization • GDP • Sources of wealth • Trade barriers • Investment • Supply and demand • Profit • Profit motive • Evaluate the cost/benefits of economic decisions • Standard of living • Exchange rate • Taxes • Interdependence
D R A F T
772
Culture Examine world cultures: • Technology and culture influence resource use • Evaluate problems and solutions from multiple perspectives • Fact vs. opinion • Cultural Traditions
D R A F T
773
Challenge World Geography
Content and Skills at a Glance
Government/Civics Examine governmental structures and systems: • Powers and functions of local, state, and national government • Limited Governments (Parliamentary Democracy, Presidential Democracy, Constitutional Democracy) • Unlimited Governments (Monarchy, Dictatorship, Totalitarian) • Use democratic decision making skills • Voting and public policy • Rights and responsibilities of citizens
Geography
Use geographic concepts and skills to examine world regions: • Absolute location • Relative location • Use geographic tools to find, process, and report information • Use maps, globes, diagrams, tables, databases, and charts • Regions • Locate topographic features, cities, states, countries, population distribution demographics • Construct mental maps • Compare advantages and disadvantages of map and globe types • Physical characteristics of place • Human characteristics of place • Human/environmental instruction • Migration
Social Science Processing
Use Social Science Processing skills to investigate, organize, and present social studies topics: • Evaluate current events
D R A F T
774
• Write expository and persuasive essays • Create and interpret political cartoons • Plan, create, and evaluate written, visual, and oral presentations • Create outlines, notes, and graphic organizers • Use web sites • Use technological tools • Identify and use primary and secondary sources • Conduct research • Create and analyze charts and graphs • Write a compare and contrast essay in a timed situation • Analyze, compare and contrast primary and secondary sources
Economics
Use economic concepts to analyze world regions: • Comparative advantages • Economic systems • Productive resources • Opportunity costs • Productivity • Specialization • GDP • Sources of wealth • Trade barriers • Investment • Supply and demand • Profit • Profit motive • Evaluate the cost/benefit of economic decisions • Standard of living • Exchange rate • Taxes
D R A F T
775
• Interdependence Culture
Examine world cultures: • Technology and culture influence resource use • Evaluate problems and solutions from multiple perspectives • Fact vs. opinion
D R A F T
776
World Geography
Suggested Supplemental Activities for Families: 1. Discuss opportunity costs of family decisions. 2. Discuss the impact of sales, income, and property taxes on your family. 3. Visit St. Louis neighborhoods such as Soulard. 4. Visit the art museum and discuss cultural influences and variance. 5. Walk through Shaw Arboretum to identify native vegetation. 6. Discuss current events and relate to the themes of geography. 7. Collect postcards from around the world. 8. Keep a vacation travel journal. 9. Collect and compare maps. 10. Create a budget for allowance. 11. Examine household items to determine where they were made. 12. While shopping compare prices and origins of products. 13. Discuss cost of household items over time (e.g. price of bread, gas, milk). 14. Point out goods and services paid for by taxes. 15. Open a savings account and track interest. 16. Draw a map for a treasure hunt or to a friend’s house. 17. Plan a family trip to somewhere in Missouri.
D R A F T
777
USA & Canada Latin America Africa Middle East Asia
South Southeast East
Europe East West
All regions – CCO I – 12a – expository paragraphs, b – review and revise communications, c – write compare/contrast essay 13 – use social studies vocabulary 14 – plan, create, and evaluate presentations 15 – organize information into graphic organizers CCO V – 2 – Fact and opinion I 1cP – Use democratic decision making I 7P – evaluate current events I 7C – public policy I 8bC – limited gov’t I 9abC – local, state, national *I 10 – political cartoons I 12aP – expository/persuasive essays III 1c 1a-kP – use maps, charts, and tables
I 8cC – unlimited gov’t III 2a-c C&P – Place III 4AC – movement III 4B P&C – push/pull III 4c P&C – geo factors/world trade *IV 1C&P – economic systems IV 2C – productive resources
III 2cP – place evaluate demo data *III 2fP – identify patterns of population distribution IV 6a C – GDP *IV 6b C – standard of living V 6P – art & artifacts
I 8cC – unlimited gov’t *II 1C – world religions V 2bC – cultural traditions I 10P – compare/contrast rights and responsibilities II 3P – timeline
I 14P – oral presentation II 1C – world religions III 5a-d C HEI III 5 a-c P HEI *IV 5 a&b C&P – specialization IV 5aP – thesis & reasoning V 4C&P – cooperation/conflict V 4AP – multiple perspectives
III 6a-b C – region III 6a-d P – regions IV 7P – exchange rates IV 7AC – money makes it easier to trade
III 2bP&C – earth/sun, climate/seasons *III 2DP – analyze
IV 2P – thematic maps IV 3C – opportunity cost
D R A F T
778
spatial org. of people IV 3 abP – opportunity cost IV 4C – productivity IV 9 C&P – interdependence IV 10 a-b C – trade barriers IV 11 aC – investment IV 12 a-b C – supply and demand IV 13a-b C – profit
ALA’s -public policy -levels of gov’t -climate
-link set
-GDP
-Limited/unlimited
-cooperation/ conflict
Mental Map – end of year
D R A F T
779
APPENDIX J
UNITED STATES HISTORY
D R A F T
780
United States History Glossary
Abolition - the movement to free slaves and end the practice of slavery. Business cycle - short term fluctuations in business activity (a period of economic growth in real GDP followed by a period of decline in real GDP). Capital resources - goods used to produce other goods and services (e.g. buildings, equipment, machinery). Checks and balances - a system in which each branch of government limits the other two. Confederation - form of government in which two or more independent states join together to achieve a common goal, but retain their individual sovereignty in other matters. Consent of governed - the political idea that power to govern comes from the people. Consumption - the use of goods and services by consumers, businesses, and governments. Cultural diffusion - the spread of ideas from one place to another. Cultural tradition - ideas, customs, behaviors, or beliefs that are passed down through generations and are unique to a particular group. Delegated powers - constitutional powers specifically given to the federal government. Demand - the different quantities of a resource, good, or service that will be purchased at various prices during a given period of time. According to the law of demand, the lower the price of a good or service, the more it will be purchased, whereas the higher the price, the less that it will be purchased.
D R A F T
781
Democracy - system of government in which rule is by the people, either as a direct democracy where the people make their own laws or as a representative democracy (republic) in which laws are made by the people’s elected representatives. Demographics - the study of human populations including size, growth, density, distribution, rates of birth, mortality, migration. Due process of law - the Constitutional right of every person to fair treatment under the law. Economic interdependence - reliance on others to meet needs (e.g. farmers provide food, but receive manufactured goods from others). Electoral College - the group of people who cast the official votes for President and Vice-President. Federalism - a form of government in which a national government shares powers with state or provincial governments. Each level of government has specified powers and may interact directly with individuals within its jurisdiction. Free market - a system in which individuals and businesses are unregulated and free to pursue their own economic interests. Historical empathy - the process of understanding the concerns, feelings, responses, motivations, or behavior of a person or group in a historical context. Human resources - human effort directed to the production of goods and services (e.g. entrepreneur, laborer). Inalienable rights - rights which are due all humans (life, liberty, and the pursuit of happiness) and should be protected by the government.
D R A F T
782
Inflation - the percentage rate of change in the price level of the economy. Investment - the use of resources to increase productive capacity by developing new technology, obtaining new capital resources, or improving the skills of the work force. Manifest destiny - the idea that the U.S. would and should extend across the whole continent. Market economy - economic system in which the major decisions about production and distribution of goods and services are made in a decentralized manner by individual households and businesses following their own self interest. Mental maps - mental images or conceptions a person has of an area, its features, and spatial relationships. Mercantilism - policy of careful government regulation of the economy in an effort to fill a nation’s treasury with gold or silver. Multicultural perspective - point of view that gives equal attention or representation to the cultural needs and contributions of all groups in a society. Natural resources - something found in nature that people use to produce goods and services (e.g. land, trees, animals, mineral deposits, soils, etc.). Opportunity cost - the most important alternative that is given up as a result of a specific economic decision. Popular sovereignty - a system in which power to govern belongs to the people but is transferred to the government under their control.
D R A F T
783
Primary source - sources that are firsthand that may be used by historians in trying to recreate the past (e.g. original documents, eyewitness accounts, photographs, texts of speeches). Production - the act of combining resources to make goods and services. Productivity - the quantity of goods and services produced by an individual, business, industry, or economy in a given amount of time. Profit motive - a person’s motivation to make economic gain. Push/pull factors - factors that influence migration that encourage groups to leave one area and draw them to another. Regions - an area that displays unity in terms of one or more selected criteria (e.g. political boundaries, terrain, land use, rainfall, soil type, dominant religion). Relative location - identifying where a place is by explaining where it is in relation to some known place. Republic - political system in which the people exercise their political power through elected representatives. Reserved powers - powers not specifically mentioned in the Constitution and therefore designated or saved for the states. Rule of law - the principal that everyone, including political leaders, must follow the law. Scarcity - the condition where people cannot have all the goods and services they want. It results from the imbalance of unlimited wants and limited resources.
D R A F T
784
Secondary source - those sources that historians use to interpret and recreate the past that are interpretations of events and issues that are not first-hand observations (e.g. narrative histories, texts, databases). Sectionalism - devotion to the interests of one section of the country over those of other sections. Separation of powers - the division of power among different branches of government in a political system. Shared powers - constitutional powers given to both the state and federal government. Sources of wealth - earnings from wages and salaries, interest, rent, profit, and inheritance. Wealth is the state of having money and/or property. Specialization of trade - to concentrate on only one economic endeavor. Specialized trade with others may cause both production and consumption to increase. Supply - the different quantities of a resource, good, or service that will be offered for sale at various possible prices during a specified period. According to the law of supply, the higher the price of an item, the more of it that is likely to be offered for sale. Surplus - a quantity over and above what is needed. Tariff - taxes on imports. Universal human rights - the idea that human beings are born free and equal in dignity and rights.
D R A F T
* Part of another grade level’s group literature list 785
United States History Source materials/recommended literature – Government/Civics
Title Author ISBN# R.L.
A History Of US: All The People 1945-2001 Joy Hakim 0-19-515337-5 A History Of US: An Age Of Extremes Joy Hakim 0-19-515333-2 A History Of US: An Age Of Extremes 1880-1917 Teaching Guide
Oxford University Press 0-19-515358-8
A History Of US: From Colonies To Country 1735-1791 Joy Hakim 0-19-515323-5 A History Of US: Liberty For All? 1820-1860 Joy Hakim 0-19-515327-8 A History Of US: Making Thirteen Colonies 1600-1740 Joy Hakim 0-19-515321-9 A History Of US: Reconstructing America 1865-1890 Joy Hakim 0-19-515331-6 A History Of US: Sourcebook And Index Joy Hakim 0-19-515339-1 A History Of US: The First Americans Prehistory-1600 Joy Hakim 0-19-515319-7 A History Of US: The New Nation 1789-1850 Joy Hakim 0-19-515325-1 A History Of US: War, Peace, And All That Jazz Joy Hakim 0-19-515335-9 A History Of US: War, Terrible War 1855-1865 Joy Hakim 0-19-515329-4 Adventure Tales Of The Constitution Of The United States Jody Potts 1887337083 Becoming A Citizen Claire Donnel 0153334282 Bill Of Rights (A True Book), The Patricia Ryon Quiri 0516264273 4.5 Congress Of The United States, The David Heath 0736888543 Constitution (A True Book), The Patricia Ryon Quiri 051626429X 4.5 Constitution Study Guide Prentice Hall 0130438359 Elections In The United States David Heath 0736888578 Federalist Papers, The Alexander Hamilton 0451628810 9 Government on File History Alive: The Constitution In A New Nation History of US: The New Nation 1789-1850 Teaching Guide Oxford University Press 0-19-515354-5 History Speaks: Bill Of Rights 157310079X History Speaks: Declaration Of Independence 1573100773 History Speaks: Executive Branch Of The U.S. Government 1573102431 History Speaks: Judicial Branch Of The U.S. Government 157310244X
D R A F T
* Part of another grade level’s group literature list 786
History Speaks: Legislative Branch Of The U.S. Government 1573102458 History Speaks: Pledge Of Allegiance History Speaks: Preamble To The U.S. Constitution 157310129X History Speaks: Star Spangled Banner If You Were There When They Signed The Constitution Elizabeth Levy 0590451596 3 Our Congress (I Know America Series) Michael Weber 0761300910 3 Our Constitution (I Know America Series) Linda Carlson Johnson 156294813X 3 Our Elections (I Know America Series) Richard Steins 0761300929 2 Our Flag (I Know America Series) Eleanor H. Ayer 1878841866 3 Our National Anthem (I Know America Series) Stephanie St. Pierre 1878841890 3 Our Presidency (I Know America Series) Karen Spies 0761300937 3 Presidency Of The United States, The David Heath 0736888551 Supreme Court Of The United States, The David Heath 073688856X U.S. Constitution For Everyone, The Mort Gerberg 0399513051 6 Videos Document s of Destiny (3 tape set) PBS Video Inc. DOCD-800-F3A Foundations of the Colonial Era The Revolutionary Era Creating a New Nation
D R A F T
* Part of another grade level’s group literature list 787
United States History Source materials/recommended literature - History
Title Author ISBN# R.L.
100 Wars The Shaped World History Gail Meyer 091251728X 6 18th Century Clothing Bobbie Kalman 0865055122 3 19th Century Clothing Bobbie Kalman 0865055130 3 19th Century Girls And Women Bobbie Kalman 0865054649 3 A Historical Reader: Founding A Nation Nextext 0618003665 A Historical Reader: Slavery In America Nextext 0618048227 A Historical Reader: The American West Nextext 0618085238 A Historical Reader: The Civil War Nextext 0618003681 A History Of U.S. Joy Hakim 0195077482 A Separate Battle Ina Chang 0140381066 6 A Society Knit As One: The Puritans, Algonkians, And Roger Williams
Jim Pearson
Abe Lincoln Goes To Washington Cheryl Harness 0792237366 3.4 Abraham Lincoln T. M. Usel 1560653418 Abraham Lincoln (Famous Figures Of The Civil War Era Set) Arthur M. Schlesinger 0791061426 Abraham Lincoln: Lawyer, Leaders, Legend Ron Fontes 0789473755 3 Across Wide Oceans John Hudson 0153352779 Adventure Tales Of America Adventure Tales Of America: An Illustrated History Of The United States, 1492-1877
0961667745
African Slave Trade Shirlee Newman 053116537X 6 Alexander Hamilton (Revolutionary War Leaders Set) Arthur M. Schlesinger Amazing Explorers Brendan January 0753452588 Amelia Bloomer Mary J. Lickteig 1560657472 2-3 America Goes To War: Civil War, The Kerry A. Graves 0736888586 America Goes To War: Revolutionary War, The Anne Todd 0736889124 America Goes To War: War Of 1812, The Anne Todd 0736888608 America In The Time Of Abraham Lincoln Sally Senzell Isaacs 1575729377 4-5
D R A F T
* Part of another grade level’s group literature list 788
America In The Time Of Columbus Salle Senzell Isaacs 1575729334 4-5 America In The Time Of George Washington Sally Senzell Isaacs 1575729342 4-5 America In The Time Of Lewis And Clark Sally Senzell Isaacs 1575729350 4-5 America In The Time Of Pocahontas Sally Senzell Isaacs 1575729369 4-5 America In The Time Of Sitting Bull 1840-1890 Sally Senzell Isaacs 1575729407 4-5 America In The Time Of Susan B. Anthony Sally Senzell Isaacs 1575729415 4-5 America’s Story V. Bernstein 0739823833 American Revolution Primary Sources Teacher Created Materials 0743939239 American Revolutionaries: A History In Their Own Words, The Milton Meltzer 0064461459 7 Andrew Jackson Steve Potts 1560654554 2-3 Anne Hutchinson (Colonial Leaders Set) Arthur M. Schlesinger 0791056856 Behind The Blue And Gray Delia Ray 0140383042 6 Benedict Arnold (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791057011 Benjamin Banneker Leslie Goldman 0153352728 Benjamin Banneker (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791056910 Benjamin Franklin T. M. Usel 1560653426 4 Benjamin Franklin (Colonial Leaders Set) Arthur M. Schlesinger 0791056902 Betsy Ross (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791057038 Boston Tea Party, The R. Conrad Stein 0516262858 Boston Tea Party: Rebellion IN The Colonies James Knight 0816748020 4 Boy’s War, The Jim Murhpy 0395664128 5.6 British General John Burgoyne (Colonial Leaders Set) Arthur M. Schlesinger 0791063917 British General Thomas Gage (Colonial Leaders Set) Arthur M. Schlesinger 0791063852 British General William Howe (Colonial Leaders Set) Arthur M. Schlesinger 0791063895 Buffalo Soldiers, The Taressa Stovall 0791025969 6 Bull Run Paul Fleischman 0064405885 5.5 Children Of The Wild West Russell Freedman 0395547857 4.5 Children’s Clothing Of The 1800’s Bobbie Kalman 086505519X 3 Civil War Primary Sources Teacher Created Materials 0743939204 Classic Slave Narratives, The Henry Gates 0451528247 9 Colonial America Primary Sources Teacher Created Materials 0743939298 Colonial Life (A True Book) Bobbie Kalman 0865055114 3
D R A F T
* Part of another grade level’s group literature list 789
Colonial Times Walter Hazen 0673363228 Colonial Times Jeri Cipriano 1583449175 Colonial Wars: Clashes In The Wilderness, The Alden Carter 0531156540 4 Conquest Of The West, The Carter Smith 0761301518 6 Constitution And New Government Primary Sources Teacher Created Materials 0743939255 Cotton Mather (Colonial Leaders Set) Arthur M. Schlesinger Courage On The Oregon Trail Dorothy Francis Creative Strategies For Teaching American History 0030476372 Crispus Attucks, Black Leader Of Colonial Patriots Dharathula Millender 0020418108 4.5 Critical Thinking Using Primary Sources In U.S. History 0825141443 Daily Life In A Covered Wagon Paul Erickson 0140562125 5 Daily Life In The Pilgrim Colony 1636 Paul Erickson 0395988411 5 Daily Life On A Southern Plantation 1853 Paul Erickson 0140566686 5 Daniel Boone And The Wilderness Road Catherine Chambers 0816748888 4 David G. Farragut (Famous Figures Of The Civil War Set) Arthur M. Schlesinger 0791064174 Document Based Assessment Activities For U.S. History K. Hilton 0825138752 Document-Based Activities On Slavery Social Studies School Services ZP193 Document-Based Activities On The Civil War Social Studies School Services 0934508755 Document-Based Activities On The New Nation Social Studies School Services ZP192 Document-Based Activities On Westward Expansion, 1780-1860
Social Studies School Services ZP195
Document-Based Activities On Writing The Constitution Social Studies School Services ZP191 Document-Based Questions In American History Brady & Roden Don’t Know Much About History Kenneth Davis 0380712520 7 Don’t Know Much About The Civil War Kenneth Davis 0380719088 7 Donner Party, The Scott Werther 0516234862 4-5 Drake And The 16th Century Explorers J. A. Guy 0764105329 6 Early Jamestown Jim Pearson & Bryna Watkins Elizabeth Cady Stanton Lucile Davis 1560657480 Ethan Allen (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791061329 Exile Of Roger Williams, The Randi Hacker 0153335661 Exploring the Frontier Carter Smith 0761301526 6
D R A F T
* Part of another grade level’s group literature list 790
Eyewitness Books: American Revolution 0789485567 5-6 Eyewitness Books: Battle 0789460327 5-6 Eyewitness Books: Civil War 0789463024 5-6 Eyewitness Books: North American Indians 0789460289 Eyewitness Books: Presidents 078945243X 5-6 Federalist Papers, The Alexander Hamilton 0451628810 9 First Voyage Around The World, The Claire Daniel 0153335602 Focus On Economics: Civil War & Reconstruction 1860-1877
Kathy Sammis 0825133386 6-8
Focus on Economics: Colonization & Settlement 1600’s - 1760’s
Kathy Sammis 0825133351 6-8
Focus on Economics: Expansion & Reform 1800-1860 Kathy Sammis 0825133378 6-8 Focus on Economics: Exploration & Discovery 30,000 Years Ago To The 1600’s
Kathy Sammis 0825133343 6-8
Focus On U.S. History: Era Of Revolution And Nation-Forming 1760’s-1800, The
Kathy Sammis 082513336X 6-8
Francis Marion (Revolutionary War Leaders Set) Arthur M. Schlesinger Frederick Douglas Sharman Russell 0791002047 7.1 Frederick Douglas Margo McLoone 1560655178 Frederick Douglass And The War Against Slavery Evelyn Bennett 1562947907 From Fields Of Free And Glory: Letters Of The Civil War Rod Gragg 0811833607 George Washington T. M. Usel 156065340X George Washington Cheryl Harness 0792270967 George Washington (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791056953 Gettysburg Address, The Abraham Lincoln 0395883970 5 Ghosts Of The Civil War Cheryl Harness 0689831358 4 Give Me Liberty! The Story Of The Declaration Of Independence
Russell Freedman 0823414485
Gold Time For Kids Reader Golden Spike Renee Skelton 0153335823 Great Little Madison, The Jean Fritz 0590437496 Harriet Beecher Stowe (Famous Figures Of The Civil War Set) Arthur M. Schlesinger 0791061477
D R A F T
* Part of another grade level’s group literature list 791
Harriet Tubman Marian Taylor 0791002497 6 Harriet Tubman (Famous Figures Of The Civil War Era Set) Arthur M. Schlesinger 0791061469 Harriet Tubman: The Road To Freedom Rae Bains 0893757616 4 Henry Hudson Andrew Santella 0531165779 6 History Alive: Civilizations Of The Americas History Alive: Colonial Life And The American Revolution History Alive: Empires And Kingdoms Of Sub-Saharan Africa
History Alive: Europe After The Fall Of The Roman Empire
History Alive: Imperial China And Feudal Japan History Alive: Manifest Destiny IN A Growing Nation History Alive: The Civil War And Reconstruction History Alive: The Rise Of Industrial America History Alive: The Rise Of Islam History Speaks: George Washington 1573102210 History Speaks: Gettysburg Address 1573100781 History Unfolding: Document Based Assessment for U.S. History
K. Hilton 0825138752
History Unfolding: U.S. History 1600-1865 (complete program)
If You Lived At The Time Of The American Revolution Kay Moore 0590674447 3 If You Lived With The Cherokee Anne Kamma 059095606X 3 If You Lived With The Hopi Anne Kamma 0590397265 3 If You Lived With The Iroquois Ellen Devine 0590674455 4 If You Lived With The Sioux Indians Anne Kamma 0590451626 3 If You Were There When They Signed The Constitution Elizabeth Levy 0590451596 3 In Their Own Words: Abraham Lincoln George Sullivan 0439095549 In Their Own Words: Benjamin Franklin Peter And Connie Roop 0439158060 In Their Own Words: Christopher Columbus Peter And Connie Roop 0439158079 In Their Own Words: Harriet Tubman George Sullivan 0439165849 In Their Own Words: Lewis And Clark George Sullivan 0439095530
D R A F T
* Part of another grade level’s group literature list 792
In Their Own Words: Paul Revere George Sullivan 0439095522 In Their Own Words: Pocahontas George Sullivan 0439165857 4 In Their Own Words: Sitting Bull Peter And Connie Roop 0439263220 Increase Mather (Colonial Leaders Set) Arthur M. Schlesinger It Happened At Seneca Falls Myka-Lynne Sokoloff 0153334010 James Madison (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791061302 James Ogelthorpe (Colonial Leaders Set) Arthur M. Schlesinger Jamestown Colony, The Gail Sakurai 051626138X John & Abigail Adams Denise Patrick 0153335688 John Adams (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791061280 John Brown Virginia Brackett 0791064093 5 John C. Fremont: Pathfinder Of The West Hal Marcovitz 079106431X 5 John Hancock (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791061337 John Jay (Revolutionary War Leaders Set) Arthur M. Schlesinger 079106137X John Paul Jones (Revolutionary War Leaders Set) Arthur M. Schlesinger 079105702X John Paul Jones: Hero Of The Seas Keith Brandt 0893758507 4 John Smith (Colonial Leaders Set) Arthur M. Schlesinger 0791056880 John Zenger (Colonial Leaders Set) Arthur M. Schlesinger Just A Few Words Mr. Lincoln Jean Fritz 0448401703 3.5 Kids Guide To Research Deb Heiligman 0590307169 King George III (Revolutionary War Leaders Set) Arthur M. Schlesinger Lafayette: French Freedom Fighter (Revolutionary War Leaders Set)
Arthur M. Schlesinger, Jr. 0791061310
Lewis & Clark Susan Ring 0153333154 Lewis And Clark R. Conrad Stein 0516262289 Lewis And Clark Andrew Santella 0531165787 6 Lexington And Concord Deborah Kent 0516262297 Liberty: How The Revolutionary War Began Lucille Recht Penner 0375822003 4 Life In A Longhouse Village Bobbie Kalman 0778704629 4-5 Life In A Plains Camp Bobbie Kalman 0778704610 4-5 Life On A Plantation Bobbie Kalman 0865054657 5 Life On The Oregon Trail Sally Senzell Isaacs 1588103021
D R A F T
* Part of another grade level’s group literature list 793
Many Thousand Gone: African Americans From Slavery To Freedom
Virginia Hamilton 0679879366 6.6
Meet Abraham Lincoln Barbara Cary 0375803963 3-4 Meet Christopher Columbus James T. deKay 0375812105 3 Meet George Washington Joan Heilbroner 0375803971 3-4 Midnight Ride Of Paul Revere, The Henry Wadsworth Longfellow 1929766130 Miles Standish (Colonial Leaders Set) Arthur M. Schlesinger 0791056937 Molly Pitcher (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791064018 My Name Is York Elizabeth Van Steenwyk 0873587588 Nat Turner Terry Bisson 0791002144 6 Nathan Hale (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791057046 Native Americans 1830-1890 Primary Sources Teacher Created Materials 0743939263 New York Public Library Amazing Women In American History, The
Andrea Sutcliffe 0471392944
On Both Sides Of The Civil War Thomas Owens On Shirley Plantation Terry Simon 0153335629 Outrageous Women Of Colonial America Mary Rodd Furbee 047138299X Outrageous Women Of The American Frontier Mary Rodd Furbee 0471383007 Patrick Henry (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791057003 Patrick Henry: Voice Of The American Revolution Louis Sabin 0893757659 4 Paul Revere & Historic Boston Susan Ring 0153332018 Paul Revere (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791056988 Paul Revere, Son Of Liberty Keith Brandt 0893757675 4 Peter Stuyvesant (Colonial Leaders Set) Arthur M. Schlesinger Phillis Wheatley Merie Richmond 0791002187 4 Pilgrims, The R. Conrad Stein 0516466283 4 Pony Express, The Renee Skelton 0153334223 Remember The Ladies: A Story About Abigail Adams Jeri Ferris 1575055589 5 Revolutionary John Adams, The Cheryl Harness 0-7922-6970-5 Revolutionary War Brendan January 0516271962 Road To Seneca Falls, The Gwenyth Swain 1575050250 4.5 Robert E. Lee Sarah Brian 0153352795
D R A F T
* Part of another grade level’s group literature list 794
Robert E. Lee (Famous Figures Of The Civil War Era Set) Arthur M. Schlesinger 0791061388 Roger Williams (Colonial Leaders Set) Arthur M. Schlesinger 0791061213 Samuel Adams (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791063879 Samuel De Champlain Liz Sonneborn 0531165809 6 Samuel’s Choice Richard J. Berleth 0807572187 5 Scholastic Encyclopedia Of The President’s And Their Times David Rubel 0590493663 5.2 Scholastic Encyclopedia Of Women In The United States Shelia Keenan 0590051245 4 Signers, The: The 56 Stories Behind The Declaration Of Independence
Dennis Brindell Fradin 0439512069
Sir Walter Raleigh (Colonial Leaders Set) Arthur M. Schlesinger Sites Of The Civil War Sean Price 015333410X Slavery In The 19th Century Jim Pearson & John Robertson Slavery In The United States Shirlee Newman 0531165418 6 Sojourner Truth Peter Krass 0791002152 6 Sojourner Truth Margo McLoone 1560655186 Sojourner Truth (Famous Figures Of The Civil War) Arthur M. Schlesinger 0791061450 Star Spangled Banner, The Lisa deMaures 0153335785 Stonewall Jackson (Famous Figures Of The Civil War Era Set) Arthur M. Schlesinger 079106140X Stories In History: A Nation Dividing, 1800-1860 Nextext 6 Stories In History: Forgoing A New Nation Nextext 061822209X 4-6 Stories In History: The Ancient Americans Nextext 0618222103 Stories In History: The Civil War 1860-1865 Nextext 0618142142 6 Susanna Of The Alamo: A True Story John Jakes 0152005951 4 Ten Mile Day And The Building Of The Transcontinental Railroad
Mary Ann Fraser 0805047034 4
Thaddeus Kosciuszko (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791063992 Thirteen Colonies (A True Book) Brendan January 0516271970 4-5 Thomas Jefferson T. M. Usel 1560653434 2-3 Thomas Jefferson (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791056961 Thomas Paine (Revolutionary War Leaders Set) Arthur M. Schlesinger 0791056996 Three Worlds Meet: The Columbian Encounter And Its Legacy
James Drake & Joseph Palumbo
D R A F T
* Part of another grade level’s group literature list 795
Travels Of The Declaration Evelyn Coleman 0153335726 Underground Railroad, The Raymond Bial 0395979153 4.5 Very Uncivil War, A: Famous People And Events In The War Between The States
0789155842
Victory At Yorktown Raymond Hill 015333570X Visiting A Village Bobbie Kalman 0865055076 3 Wagons West Shirely Frederick 0153335769 Walking The Road To Freedom Jeri Ferris 0876145055 4.7 We Were There, Too! Young People In U.S. History Phillip Hoose 0374382522 Westward Expansion Teacher Created Materials 074393931X When Johnny Went Marching: Young Americans Fight The Civil War
G. Clifton Wisler 0688165370 5
Who Was Ben Franklin? Dennis Brindell Fradin 0448424959 3.2 Who Was Sacajawea? Dennis Brindell Fradin 0448424851 2.8 William Bradford (Colonial Leaders Set) Arthur M. Schlesinger 0791056848 William Penn (Colonial Leaders Set) Arthur M. Schlesinger 0791056872 William Sherman (Famous Figures Of The Civil War Set) Arthur M. Schlesinger 0791061434 Willian Penn’s Peaceable Kingdom Jim Pearson & Tom Ingersoll Witch Hunt Stephen Krensky 0394819233 4 Witchcraft Of Salem Village, The Shirley Jackson 0394891767 6 Women Of The American Revolution Jim Pearson CD’s CD Rom: Primary Source Explorer CD Rom: (Music) America’s Music CD Rom: Power Presentations Software: NGS Picture Pack
D R A F T
* Part of another grade level’s group literature list 796
Videos American Revolution Social Studies School Services LV434V-BB3 Causes of Civil War Social Studies School Services LV438V-BB3 Colonization Of North America, The Goldhil Educational 1-58565-744-1 Democracy and Reform Social Studies School Services LV437V-BB3 Document s of Destiny (3 tape set) PBS Video Inc. DOCD-800-F3A Foundations of the Colonial Era The Revolutionary Era Creating a New Nation Era of Colonization Social Studies School Services LV432V-BB3 Expansionism Social Studies School Services LV436V-BB3 Lincoln: The Making Of A President 1860-1862 PBS Video Lincoln: The Pivotal Year 1863 PBS Video Lincoln: “I Want TO Finish This Job” 1864 PBS Video Lincoln: “Now He Belongs To The Ages” 1865 PBS Video New Nation Social Studies School Services LV435V-BB3 Slavery And Freedom Social Studies School Services LV433V-BB3 Thomas Jefferson PBS Home Video B5594V Three Worlds Meet Social Studies School Services LV431V-BB3 Ulysses S. Grant PBS Home Video B8674
D R A F T
* Part of another grade level’s group literature list 797
United States History Source materials/recommended literature - Geography
Title Author ISBN# R.L.
A History of U.S. Joy Hakim 0195077482 Critical Thinking Using Primary Sources in U.S. History 0825141443 Document Based Assessment Activities for U.S. History K. Hilton 0825138752 Era of Revolution and Nation Forming Kathy Summis 082513336X History Alive: Geography Of America From Past To Present
U.S. History Map Making Activities E. Richard & L. Churchill 0825143497 United States History Atlas George F. Cram Co., Inc. 1-930194-01-3 Vote, The Linda Scher 0811455858 3 CD’s CD Rom: Geoquest
D R A F T
* Part of another grade level’s group literature list 798
United States History Source materials/recommended literature - Economics
Title Author ISBN# R.L.
Document Based Questions In American History The DBQ Project Economics Of Our Diverse Society University of Missouri - St. Louis Eyewitness Books: Invention 0789457687 5-6 Eyewitness Books: Money 0789458225 5-6 Financial Fitness For Life: Shaping Up Your Financial Future - Student Workouts Grade 6-8
NCEE 1561835455
Financial Fitness For Life: Teacher’s Guide Grades 6-8 NCEE 1561835447 Money. Money, Money Nancy Winslow 0060234113 4.5 The Louisiana Purchase University of Missouri - St. Louis United States History: Eyes On The Economy - Volume One: Through The Civil War
NCEE 1561834807
United States History: Focus on Economics NCEE 1561834882
D R A F T
* Part of another grade level’s group literature list 799
United States History Source materials/recommended literature – Culture
Title Author ISBN# R.L.
18th Century Clothing Bobbie Kalman 0865055122 3 19th Century Clothing Bobbie Kalman 0865055130 3 Children’s Clothing Of The 1800’s Bobbie Kalman 086505519X 3 Colonial Life (A True Book) Bobbie Kalman 0865055114 3 Colonial Times Walter Hazen 0673363228 Critical Thinking Using Primary Sources W. Wilson & G. Herman 0825141443 Daily Life In A Covered Wagon Paul Erickson 0140562125 5 Daily Life In The Pilgrim Colony 1636 Paul Erickson 0395988411 5 Daily Life On A Southern Plantation 1853 Paul Erickson 0140566686 5 Eyewitness Book: Costume 0789455862 5-6 From Fields Of Free And Glory: Letters Of The Civil War Rod Gragg 0811833607 Key Decisions in U.S. History P. H. Smith & J. Crues 0825133246 Life On A Plantation Bobbie Kalman 0865054657 5 Visiting A Village Bobbie Kalman 0865055076 3
D R A F T
800
United States Recommended Web Sites Due to the changing nature of web-sites teachers are strongly urged to preview all sites prior to use with students.
http://search.epnet.com Ebsco Host (need user ID) http://infotrac.galegroup.com/menu Gale Research Database (need user ID) http://infoweb.newsbank.com Newsbank (need user ID) http://ehostvgw21.epnet.com/sas/map/asp Searchasaurus (need user ID) http://www.ipl.org Internet Public Library http://cia.gov/library/publications/the-world-factbooks.html CIA World Handbook http:///www.socialstudiescentral.com Social studies resources http://www.teachervision.com Lesson plans http://www.pbs.org/civilwar Civil war information and sources http://www.archives.gov Primary and secondary source guidelines for use http://edsitement.neh.gov National Endowment for the Humanities (Lesson Plans including evaluation of eyewitness reports) http://bensguide.gpo.gov Ben’s guide to U.S. Government http://www.eb.com Britannica On-line http://www.school.discovery.education.com/schrockguide Kathy Schrock’s Guide for Educators http://www.scholastic.com Scholastic Network http://www.globalschoolnet.org Global SchoolNet Foundation http://www.kidsvotingusa.org Kids Voting USA http://www.archives.gov National Archives and Records Administration http://www.si.edu Smithsonian Institution http://www.history.com/topics/ushistory The History Channel’s Today in History http://www.lib.virginia.edu Explore the West from Monticello (Lewis and Clark exhibit) http://www.let.rug.nl/ From American Revolution to Reconstruction http://www.law.uoknor.edu/hist/federalist.html The Federalist Papers http://www.hisoricaltextcarchive.com The Historical Text Archive http://www.vlib.lve.it/com Historic documents http://www.nps/gov/history/hr/twhp Teaching with Historic Places http://www.law.ou.edu/hist US Historical Documents http://www.si.nmail.si.edu National Museum of the American Indian http://www.mfa.org Museum of Fine Arts http://www.virtualjamestown.org Virtual Jamestown http://babelfish.com/ Translate text into different languages
D R A F T
801
http://www.educationalpress.org/ Create flash cards, game puzzles, etc. http://www.historyglobe.com/jamestown/ The Jamestown Online Adventure Interactive http://www.hcpl.lib.tx.us/teens/homework/current_events.php U.S. and World History http://besthistorysites.net/ History Resources http://www.civilwar.com Civil War http://sunsite.utk.edu/civil-war/ American Civil War Homepage http://www.nationalgeographic.com/features/99/railroad/ The Underground Railroad Interactive http://jefferson.valley.vcdh.virginia.edu The Valley of the Shadow CW archive resources http://jefferson The Valley of the Shadow CW archive resources http://www.pbs.org/wgbh/aia/part4/4narr5.html Africans in America: The Civil War http://www.nps.gov/museum/exhibits/gettex/ Camp Life: Civil War Collections from Gettysburg http://www.pocantico/civilwar/cwar.htm Civil War for Kids made by students http://www.historyplace.com/civilwar/index.html The History Place: Civil War (just timeline) http://www.pbs.org/wgbh/amex/lincolns/ The Time of the Lincolns http://civilwar.bluegrass.net/ Overall Civil War research http://www.coax.net/people/lwf.htm Overall data for teachers http://www.nps.gov/seac/civilwar.htm Archaeology in the Civil War http://www.civilwarhome.com.htm Good background information for teachers http://www.schonwalder.org/USPresidents/to_all_CivWar.htm American Revolution, Civil War, U.S. Presidents (lots of pop-up ads) http://lincoln.lib.niu.edu Abraham Lincoln and Antebellum Illinois Society and Politics - Primary Sources and Interpretation http://dig.lib.niu.edu/message National Political Campaign Materials, 1840-1860 http://dig.lib.niu.edu/prariefire Native Americans in the Old Northwest - Primary Sources and Interpretation http://www.cnnstudentnews.cnn.com/studentnews CNN Student News – also podcasts http://www.icdlbooks.org International Children’s Digital Library http://www.newspaperlinks.com Domestic & International newspapers http://www.freedomcenter.org National Underground Railroad Freedom Center
D R A F T
802
WEB SITE EVALUATION
Name___________________________________________________ Date________ Service Category_________________________________________ Title of Web Page__________________________________________ URL: http://__________________________________________________________ Web site’s author and/or sponsoring group:____________________________________ Does the site give information about the author(s)? yes no If so, what was listed? If not run a search on the author(s) or organization to get more information. Check the domain and if and how this might affect the reliability of the content (gov=government, com=commercial, edu=education, org=organization usually non-profit, net=network, mil=military). Remember that individuals often put personal pages on some of these sites. When was the site last updated? Does the author tell when the content information was obtained? Yes No Does the author tell where the content information was obtained? Yes No Is the material relevant to the topic you are addressing? Yes No Is the material adequate in terms of depth? Yes No Is the information consistent with what you already know? Yes No
D R A F T
803
Would the information be available elsewhere? Yes No Would it have been easier to get this material from another source? Yes No Is the information up-to-date? Yes No Does the author include links to other helpful sources? Yes No Does the author include a bibliography of printed materials? Yes No Can you print out the bibliography? Yes No Does the information represent a point of view or bias? Yes No Explain briefly: How would you verify that the information is accurate and reliable? Do the graphics contribute to your understanding of the content? Yes No Could the graphics be used to enhance an oral presentation? Yes No (Remember that text is usually too small to be seen from a distance.) Overall assessment of this Web site for your purposes: Excellent Above Average Average Poor Comments about the site or its applications to a project:
D R A F T
804
D R A F T
805
D R A F T
806
Graphic Essay Outline Introductory Paragraph
Concluding Paragraph (Paragraph 5)
Main Idea 3 (Paragraph 4)
Details Details Details
Main Idea 1 (Paragraph 2)
Main Idea 2 (Paragraph 3)
This is the BODY There can be more than 3 paragraphs in the body.
Includes Thesis Statement
D R A F T
807
ORAL PRESENTATION FOLLOW-UP
Speaker’s Name___________________________ Speaker’s Topic___________________________ 1. In the space below, develop an informal outline of the presentation. 2. List behaviors of the speaker that helped you to understand the
presentation. Your Name______________________________
D R A F T
808
Organizer for Narrative History
Subject
Who
What
Where
Why
How
D R A F T
809
Constructing Parallel Timelines Events in _________ Events in _________ Events in _________ Events in _________
D R A F T
810
Written Document Analysis Worksheet 1. Type of Document (check one): Newspaper Map Advertisement Letter Congressional record Report Memorandum Other 2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT: Interesting letterhead Notations Handwritten Typed Seals Other 3. DATE(S) OF DOCUMENT: 4. AUTHOR (OR CREATOR) OF THE DOCUMENT:
POSITION (TITLE): 5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN? 6. DOCUMENT INFORMATION:
A. Purpose of Document
B. What evidence in the document helps you know why it was written? Quote from the document.
Adapted from: U.S. National Archives and Records Administration 700 Pennsylvania Avenue NW, Washington, DC 20408 1-86-NARA-NARA 1-866-272-6272
D R A F T
811
Teacher Instructions for Magazine Assignment Step 1 - Decide what magazine format you would like to use. Step 2 - Decide what required elements and articles to build into the assignment. Required elements should match key features of the magazine you select. Required articles should force students to analyze the key material of the Unit. Step 3 - Decide what optional articles to include. These should be pieces that compliment the unit and will yield high student interest or appeal to certain students in your class. Step 4 - Decide on scoring criteria and set scoring guides. Step 5 - Walk students through their assignment and set deadlines. Step 6 - Have students conduct Internet searches to find pictures that define the unit topic. Show students how to save Internet photos to a disk as a JPEG or GIF file. Step 7 - Have students open their photo into Microsoft Word (or scan a photograph into Word if working from paper photographs). Use the tools under left click to edit photo to 8 1/2 “ x 11”. Step 8 - Have students click insert, then picture, then word art. Students can select type, color, etc. to overwrite their photo and achieve “the look” of the magazine. Step 9 - Have students select Format, then borders and shading to add a border if the magazine (such as Time) calls for a border. Step 10 - Have students select the appropriate number of columns from the tool bar to format their magazine pages. Photos and illustrations can be inserted and edited using the instructions in step 6 and 7. Word Art can also be used using the instructions of step 8. Note to teachers: If students are divided into cooperative work groups, they should develop a work plan. This plan tells who in the group would fulfill what role. Some groups may choose to divide the articles equally. Some groups may divide the work among computer specialists, researchers, illustrators, writers, advertising, etc. You may allow students to develop their own systems as part of the learning process and help them work through the issues that arise based on their choices.
D R A F T
812
It is helpful to require a work log to be turned in with the finished magazine that listed each person’s individual contributions to the group and the time that they spent. The log might look like this: Formatted cover 5/11/99 2 hours Researched Stalin 5/12/99 45 minutes Etc. You might also require that each group attach a typed bibliography to the magazine. It is important to check for understanding after the completion of the magazines. This might be accomplished through Socratic Seminar, fishbowl discussions, quizzes, etc. Lead students in a discussion of the covers that they create. Place all of the magazine covers on a wall. Ask students to rank the covers in the order that they feel truly represents the unit. Then ask to explain and defend their rankings. After listening to the discussion, give students a short writing assessment. Require students to write to a target audience that would have been appropriate for the time period of the unit. All writing should be on fifth grade reading level and be written for a general interest audience. Tell them to write as a journalist who has to sell magazines to make a living. This will make the articles easy to understand, high interest, and enjoyable to read. This also prevents plagiarism, as students must convert academic subject matter to fit the qualifications.
D R A F T
813
Essay Organizer - Standard Outline
Thesis Statement:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Introductory Paragraph (write historical question and claim your hypothesis.)
Topic Sentence:
______________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Support Paragraph (claim first reason to believe in thesis and provide supporting facts)
Topic Sentence:
______________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Support Paragraph (claim additional reason to believe thesis and supporting facts)
Topic Sentence:
______________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Detail_________________________________________________________________
Support Paragraph (claim additional reason to believe thesis and supporting facts)
(Emphasize Thesis)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Conclusion (restate hypothesis)
(Note: You are NOT limited to only 3 support paragraphs!)
D R A F T
814
Confederation vs. Federal Systems
Federal System – a form of government in which a national government shares powers with state governments. Each level of government has specified powers and may interact directly with individuals within its jurisdiction.
Example: United States of America Benefits: • Flexible and Stable • More power to the national government • More direct input from the people • Wider range of checks and balances for the national government • Central command for the military • Control of trade • Standard monetary (money) system
Problems: • Sometimes there is confusion when power overlaps • Central Government often increases its power at the expense of the states • States dependent on central government • Dual taxing
Power Flow:
State Governments People Central Government
Confederation – form of government in which two or more independent states join together to achieve a common goal, but retain their individual sovereignty in all other matters.
Power is given to the state governments. The central government can exercise only the powers granted to them by the state governments.
Example: US under the Articles of Confederation/Confederate States of America during the Civil War/Iroquois Confederation/Ancient Greece (Sparta) Benefits: • States maintain complete control/power over their area/region • Citizens have more direct input • More focused on the rights of the citizens • Less opportunity for the government to abuse power
Problems: • Very unstable and hard for central government to function (weak central government) • Lacks universal currency • Central government does not have the power to tax (no income) • States only looking out for their own interests
Power flow:
People State Governments Central Government
D R A F T
815
Branch:
Main job is to:
Who is in this branch: 1.
2.
Responsibilities: 1.
2.
Length of term: Number of people in position: Senator
Representative
Qualifications to hold office of Senator:
1.
2.
3.
Qualifications to hold office of Representative:
1.
2.
3.
CHECKS ON Executive Branch
1.
2.
CHECKS ON Judicial Branch
1.
2.
D R A F T
816
Branch:
Main job is to:
Who is in this branch: 1.
2.
Responsibilities: 1.
2.
Length of term: Number of people in position: President
Vice President
Qualifications to hold office:
1.
2.
3.
CHECKS ON Legislative Branch
1.
2.
CHECKS ON Judicial Branch
1.
2.
D R A F T
817
Branch:
Main job is to:
Who is in this branch:
Responsibilities: 1.
2.
Length of term: Number of people in position:
CHECKS ON Executive Branch
1.
CHECKS ON Legislative Branch
1.
D R A F T
818
Pre-Instructional Assessment United States History
D R A F T
819
U.S. History Pre-Assessment
PART 1 Directions: Read the following very carefully and then answer the questions in complete sentences. Christopher Columbus, the famous explorer, traveled to the Americas while searching for an all-water route to China. Columbus began his career at sea sailing on Italian merchant vessels and studying navigation in Portugal. Throughout these years, Columbus theorized that Europeans could reach China by sailing west. After years of study, he approached the rulers of several European countries to fund his exploration. Spain's King Ferdinand and Queen Isabella agreed to fund the voyage and in August of 1492, Columbus set sail from the Spanish port of Palos with three ships and 88 men. Columbus described this first voyage to the Americas in his ship's log. We can learn many facts about the events and dangers of the first voyage from Columbus's own words. However, we can also use this log to learn about the relations between Columbus and his crew. Read the ship's log excerpts written by Christopher Columbus. Use the log entry to help you answer and discuss the questions. Discuss your ideas and answers with the class. Primary Source Tips Reading historical documents may be hard for you if they contain words or word forms you are unfamiliar with. If you find words you do not know, use the other words in the sentences to help you figure out what they mean.
September 24, 1492: "I am having serious troubles with the crew, despite the signs of land that we have. . . . In fact, the more . . . signs that we are near land, the more their impatience and inconstancy increases, and the more indignant they become against me. All day long and all night long those who are awake and able to get together never cease to talk to each other in circles, complaining that they will never be able to return home. They have said that it is insanity and suicidal on their part to risk their lives following the madness of a foreigner. They have said that not only am I willing to risk my life just to become a great Lord, but that I have deceived them to further my ambition. . . . I am told by a few trusted men . . . that if I persist in going forward they will throw me into the sea some night. They will then affirm that I fell overboard while taking the position of the North Star with my quadrant. Since I am a foreigner, little or no account will be asked of the matter. . . . I know that Mart’n Alonso [captain of the Pinta] cannot be trusted. He is a skilled mariner, but he wants the rewards and honors of this enterprise for himself. . . . I must use him, for his support is too great among the men. I am also confident that if I lose command, the fleet will never reach the Indies and will probably never get back to Spain."
D R A F T
820
Answer the following questions in complete sentences.
1. Why did Columbus think his crewmen were unhappy?
2. Whom did Columbus fear might replace him?
3. Based on this log entry, what type of relations do you think Columbus believed he had with his crew? Explain.
4. Based on this log entry, how important did Columbus think he was to the expedition? Explain.
D R A F T
821
PART 2 Directions: Look at the following cartoon and answer the questions that follow. Answer in complete sentences.
1. Who are the people on the boat?
2. What historical event is represented in the cartoon?
3. How does what the Native-American says give a clue as to what will happen in the future?
D R A F T
822
PART 3 Directions: Use the primary source below to answer the following questions.
1. List one continent that is not found on the map.
2. List two similarities between this map and a modern map.
3. List two differences between this map and a modern map.
D R A F T
823
4. What time period do you think this map was created? Give reasons to support
your answer.
5. What do you think the purpose of this map was? Give reasons to support your answer.
6. What makes you think this was the purpose of the map?
D R A F T
824
Importing Slaves Questions
Use the pie charts on the opposite page to answer the questions that follow.
1. Which group had the most slaves imported to the Americas between 1601-1700?
2. Which group had the least amount of slaves imported to the Americas between 1701-1800?
3. How many more slaves were imported in 1701-1800 than in 1601-1700?
4. Why would more slaves be imported to the Americas between 1701-1800 than 1601–1700?
5. Which group increased the amount of slaves imported to the Americas approximately 10 times, between the two graphs?
D R A F T
825
Slaves Imported to the Americas - 1601 - 1700
British Carb.
French Carb
Spanish Am
Dutch Carb
Danish Carb
Brazil
155,800
263,700
560,000
292,000
40,0004,000
Slaves Imported to the Americas - 1701 - 1810
British North America
British Caribbean
French Caribbean
Spanish America
Dutch Caribbean
Danish Caribbean
Brazil
348,000
1.4 Million
1.3 Million
578,000
1.8 Million
460,000
24,000
D R A F T
826
ALA Self-Assessment United States History
D R A F T
827
Self-Assessment - Government
8th Grade United States History- CCO I
I completed the graphic organizer for a federal system and confederation. Not at all To a great extent 0 1 2 3 4 I thoroughly understand a confederation and its advantages and disadvantages. Not at all To a great extent 0 1 2 3 4 I thoroughly understand a federal system and its advantages and disadvantages. Not at all To a great extent 0 1 2 3 4 I was able to write a convincing persuasive essay in support of a system. Not at all To a great extent 0 1 2 3 4 I supported my choice with significant specific reasons. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4
D R A F T
828
Self-Assessment - Government
8th Grade United States History- CCO I (c)
I correctly completed the graphic organizer for the authorities, powers, and functions of each branch of government. Not at all To a great extent 0 1 2 3 4 I correctly completed the graphic organizer for checks on the legislative branch. Not at all To a great extent 0 1 2 3 4 I correctly completed the graphic organizer for checks on the executive branch. Not at all To a great extent 0 1 2 3 4 I correctly completed the graphic organizer for checks on the judicial branch. Not at all To a great extent 0 1 2 3 4
D R A F T
829
Self-Assessment - Government
8th Grade United States History- CCO I (d)
I was able to independently give a modern example of each amendment. Not at all To a great extent 0 1 2 3 4 I was able to write a paragraph that explains how amendments expand to protect personal freedoms. Not at all To a great extent 0 1 2 3 4 I used specific examples and details to support my explanation. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4 I was able to explain whether due process was followed based on each scenario. Not at all To a great extent 0 1 2 3 4
D R A F T
830
Self-Assessment - Government
8th Grade United States History- CCO I (e)
I was able to define inalienable rights. Not at all To a great extent 0 1 2 3 4 I was able to give three examples of inalienable rights.. Not at all To a great extent 0 1 2 3 4 I was able to give two examples of how King George violated due process of law. Not at all To a great extent 0 1 2 3 4 I was able to list three charges against King George. Not at all To a great extent 0 1 2 3 4 I was able to determine where government gets power according to the Declaration of Independence. Not at all To a great extent 0 1 2 3 4 I was able to determine what happens when governments abuse their power according to the Declaration of Independence. Not at all To a great extent 0 1 2 3 4 I drew a political cartoon that depicts a charge against King George. Not at all To a great extent 0 1 2 3 4
D R A F T
831
My cartoon is written from the perspective of a patriot or a loyalist. Not at all To a great extent 0 1 2 3 4 My cartoon uses relevant and recognizable symbolism. Not at all To a great extent 0 1 2 3 4
D R A F T
832
Self-Assessment - History and Culture
8th Grade United States History- CCO II
I was able to create a timeline that included the most important events and issues that influenced sectionalism and regional conflict. Not at all To a great extent 0 1 2 3 4 My timeline included Constitutional issues and compromises. Not at all To a great extent 0 1 2 3 4 My timeline included laws and events that affected the relationship between the North and the South. Not at all To a great extent 0 1 2 3 4 My timeline included territorial expansion issues (including the Missouri Compromise). Not at all To a great extent 0 1 2 3 4 My timeline included key events in the Abolition Movement. Not at all To a great extent 0 1 2 3 4 My timeline was accurate. Not at all To a great extent 0 1 2 3 4 I was able to independently research the Missouri compromise using primary and secondary sources. Not at all To a great extent 0 1 2 3 4
D R A F T
833
I was able to independently use and evaluate web sites. Not at all To a great extent 0 1 2 3 4 Based on research, I could accurately describe the Northern perspective of the Missouri Compromise. Not at all To a great extent 0 1 2 3 4 Based on research, I could accurately describe the Southern perspective of the Missouri Compromise. Not at all To a great extent 0 1 2 3 4 I could accurately describe how issues surrounding the Missouri Compromise were settled. Not at all To a great extent 0 1 2 3 4 I was able to determine if the Missouri Compromise was an effect long and short term solution. Not at all To a great extent 0 1 2 3 4 I was able to support my answers with evidence from the source materials. Not at all To a great extent 0 1 2 3 4
D R A F T
834
Self-Assessment - History and Culture
8th Grade United States History- CCO II(c)
I was able to complete the chart with at least one example for each category. Not at all To a great extent 0 1 2 3 4 My examples came from credible sources. Not at all To a great extent 0 1 2 3 4 I was able to write a detailed argument in favor of the expansion of democracy. Not at all To a great extent 0 1 2 3 4 My persuasive speech was written from the point of view of someone who would benefit from the change. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4
D R A F T
835
Self-Assessment - Geography
8th Grade United States History- CCO III
I correctly labeled the specified physical features. Not at all To a great extent 0 1 2 3 4 I correctly labeled the specified cities. Not at all To a great extent 0 1 2 3 4 I correctly placed the specified trails on the map. Not at all To a great extent 0 1 2 3 4 I provided a detailed response for all categories listed on the graphic organizer. Not at all To a great extent 0 1 2 3 4 I was able to write a narrative essay that explained the group's experience of moving West (who, what, when, where, why). Not at all To a great extent 0 1 2 3 4 I addressed all categories from the graphic organizer in my essay. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4
D R A F T
836
Self-Assessment - Economics and History
8th Grade United States History- CCO IV
I correctly answered the two multiple choice questions (Questions 1 & 2). Not at all To a great extent 0 1 2 3 4 I was able to name a resource for each category of the graphic organizer. (Question 3) Not at all To a great extent 0 1 2 3 4 I was able to determine an import an export using the provided ledger. (Question 4) Not at all To a great extent 0 1 2 3 4 I was able to determine Peter's specialized industry from the ledger. (Question 5) Not at all To a great extent 0 1 2 3 4 I was able to draw a diagram to illustrate interdependence using items from the ledger. (Question 6) Not at all To a great extent 0 1 2 3 4 I was able to explain the implications of Peter emancipating his slaves. (Question 7) Not at all To a great extent 0 1 2 3 4 I was able to identify the opportunity cost of selling Peter's land. (Question 8) Not at all To a great extent 0 1 2 3 4
D R A F T
837
I was able to correctly answer question 9. Not at all To a great extent 0 1 2 3 4 I was able to explain the likely effects of tariff for each group on the chart. (Question 10) Not at all To a great extent 0 1 2 3 4 I was able to complete the T-chart for the decision to keep the plantation. (Question 11) Not at all To a great extent 0 1 2 3 4 I was able to complete the T-chart for the decision to enter the textile business. (Question 11) Not at all To a great extent 0 1 2 3 4 I was able to write a persuasive essay to convince Peter of the best course of action. (Question 12) Not at all To a great extent 0 1 2 3 4 My essay included the risks and potential for profit in each situation. Not at all To a great extent 0 1 2 3 4 I used evidence and details to support my advice. Not at all To a great extent 0 1 2 3 4
D R A F T
838
Self-Assessment - Culture, Geography, History and Economics
8th Grade United States History- CCO V
I was able to gather information by using and analyzing primary and secondary sources. Not at all To a great extent 0 1 2 3 4 I correctly completed the regional fact sheet for all categories. Not at all To a great extent 0 1 2 3 4 I created an effective Power Point title page that included the name of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed economic conditions of the region including resources and specialization of trade. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed the government of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed population and settlement patterns of the region including urban/rural, religion, language and other demographics. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed cultural interactions of the region including cooperation and conflict among groups. Not at all To a great extent 0 1 2 3 4
D R A F T
839
I created a Power Point slide that addressed climate and geography of the region. Not at all To a great extent 0 1 2 3 4 I created a persuasive summary Power Point slide that addressed how the region could meet the needs of the group. Not at all To a great extent 0 1 2 3 4 My Power Point slides included maps, artwork, charts, or graphs that illustrated conditions within the region and added to the quality of the presentation. Not at all To a great extent 0 1 2 3 4 I presented my Power Point to the class and answered questions to the best of my ability. Not at all To a great extent 0 1 2 3 4 I completed the graphic organizers with relevant information for other regions based on the presentations of my classmates. Not at all To a great extent 0 1 2 3 4 I used the comparison organizers to select a region in which to settle. Not at all To a great extent 0 1 2 3 4 I was able to list three valid reasons to support my decision. Not at all To a great extent 0 1 2 3 4
D R A F T
840
ALA Self-Assessment Challenge United States History
D R A F T
841
Self-Assessment - Government
8th Grade Challenge United States History- CCO I
I drew a political cartoon that shows the charges against King George. Not at all To a great extent 0 1 2 3 4 One cartoon is written from the perspective of a patriot. Not at all To a great extent 0 1 2 3 4 One cartoon is written from the perspective of a colonist. Not at all To a great extent 0 1 2 3 4 My cartoon uses relevant and recognizable symbolism. Not at all To a great extent 0 1 2 3 4
D R A F T
842
Self-Assessment - Government
8th Grade Challenge United States History- CCO I (c)
I created a graphic organizer that clearly shows the authorities, powers, and functions of each branch of government. Not at all To a great extent 0 1 2 3 4 I designed the graphic organizer to show two checks on the legislative branch. Not at all To a great extent 0 1 2 3 4 I designed the graphic organizer to show two checks on the executive branch. Not at all To a great extent 0 1 2 3 4 I designed the graphic organizer to show two checks on the judicial branch. Not at all To a great extent 0 1 2 3 4
D R A F T
843
Self-Assessment - Government
8th Grade Challenge United States History- CCO I (d)
I was able to identify rights found in the Bill of Rights. Not at all To a great extent 0 1 2 3 4 I was able to give an example for each right that I identified. Not at all To a great extent 0 1 2 3 4 I was able to read and understand the source documents for or against a Bill of Rights. Not at all To a great extent 0 1 2 3 4 I was able to write a persuasive paragraph that advocates for or against the need for a Bill of Rights. Not at all To a great extent 0 1 2 3 4 I used specific examples and details from the source documents to support my explanation. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4 I was able to explain whether due process of law was followed in the scenarios. Not at all To a great extent 0 1 2 3 4
D R A F T
844
Self-Assessment - History and Culture
8th Grade Challenge United States History- CCO II
I was able to create a timeline that included the most important events and issues that influenced sectionalism and regional conflict. Not at all To a great extent 0 1 2 3 4 My timeline included Constitutional issues and compromises. Not at all To a great extent 0 1 2 3 4 My timeline included laws and events that affected the relationship between the North and the South. Not at all To a great extent 0 1 2 3 4 My timeline included territorial expansion issues (including the Missouri Compromise). Not at all To a great extent 0 1 2 3 4 My timeline included key events in the Abolition Movement. Not at all To a great extent 0 1 2 3 4 My timeline was accurate. Not at all To a great extent 0 1 2 3 4 I was able to independently select and research a conflict caused by political, social and economic differences. Not at all To a great extent 0 1 2 3 4 I was able to independently use and evaluate web sites.
D R A F T
845
Not at all To a great extent 0 1 2 3 4 Based on research, I could accurately describe the Northern perspective of the conflict. Not at all To a great extent 0 1 2 3 4 Based on research, I could accurately describe the Southern perspective of the conflict. Not at all To a great extent 0 1 2 3 4 I could accurately describe how issues surrounding the conflict were settled. Not at all To a great extent 0 1 2 3 4 I was able to determine and explain if the conflict had an effective long and short- term solution. Not at all To a great extent 0 1 2 3 4 I was able to support my answers with evidence from the source materials. Not at all To a great extent 0 1 2 3 4
D R A F T
846
Self-Assessment - History and Culture
8th Grade Challenge United States History- CCO II(c)
I was able to complete the chart with at least one example for each category. Not at all To a great extent 0 1 2 3 4 My examples came from credible sources. Not at all To a great extent 0 1 2 3 4 I was able to understand and analyze the primary source documents provided. Not at all To a great extent 0 1 2 3 4 I was able to write a detailed essay on whether Andrew Jackson was a champion of democracy. Not at all To a great extent 0 1 2 3 4 My document- based essay was constructed by using evidences found on the documents. Not at all To a great extent 0 1 2 3 4 I correctly used the specified conventions of writing. Not at all To a great extent 0 1 2 3 4
D R A F T
847
Self-Assessment - Geography
8th Grade Challenge United States History- CCO III
I was able to create an accurate map of the appropriate states and territories. Not at all To a great extent 0 1 2 3 4 I correctly labeled the specified physical features. Not at all To a great extent 0 1 2 3 4 I correctly labeled the specified cities. Not at all To a great extent 0 1 2 3 4 I correctly placed the specified trails on the map. Not at all To a great extent 0 1 2 3 4 I provided a detailed response for all categories listed on the graphic organizer. Not at all To a great extent 0 1 2 3 4 I was able to write a narrative essay that explained the group's experience of moving West (who, what, when, where, why). Not at all To a great extent 0 1 2 3 4 I addressed all categories from the graphic organizer in my essay. Not at all To a great extent 0 1 2 3 4 I created an outline before I began writing the essay.
D R A F T
848
Not at all To a great extent 0 1 2 3 4 I was able to finish the essay in the 30 minute time period. Not at all To a great extent 0 1 2 3 4
D R A F T
849
Self-Assessment - Economics and History
8th Grade Challenge United States History- CCO IV
I correctly answered the two multiple choice questions (Questions 1 & 2). Not at all To a great extent 0 1 2 3 4 I was able to name a resource for each category of the graphic organizer. (Question 3) Not at all To a great extent 0 1 2 3 4 I was able to determine an import an export using the provided ledger. (Question 4) Not at all To a great extent 0 1 2 3 4 I was able to determine Peter's specialized industry from the ledger. (Question 5) Not at all To a great extent 0 1 2 3 4 I was able to explain the concept of interdependence using examples from the ledger. (Question 6) Not at all To a great extent 0 1 2 3 4 I was able to identify two opportunity costs of selling Peter's land. (Question 7) Not at all To a great extent 0 1 2 3 4 I was able to correctly answer question 8. Not at all To a great extent 0 1 2 3 4 I was able to explain the likely effects of tariff for each group on the chart. (Question 9)
D R A F T
850
Not at all To a great extent 0 1 2 3 4 I was able to complete the T-chart for the decision to keep the plantation. (Question 10) Not at all To a great extent 0 1 2 3 4 I was able to complete the T-chart for the decision to enter the textile business. (Question 10) Not at all To a great extent 0 1 2 3 4 I was able to write a persuasive essay to convince Peter of the best course of action. (Question 12) Not at all To a great extent 0 1 2 3 4 My essay included the risks and potential for profit in each situation. Not at all To a great extent 0 1 2 3 4 I used evidence and details to support my advice. Not at all To a great extent 0 1 2 3 4
D R A F T
851
Self-Assessment - Culture, Geography, History and Economics
8th Grade Challenge United States History- CCO V
I was able to gather information by using and analyzing primary and secondary sources. Not at all To a great extent 0 1 2 3 4 I created a graphic organizer that clearly indicated regional facts for all categories. Not at all To a great extent 0 1 2 3 4 I was able to effectively organize all the information I gathered in order to prepare the Power Point. Not at all To a great extent 0 1 2 3 4 I created an effective Power Point title page that included the name of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed economic conditions of the region including resources and specialization of trade. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed the government of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed population and settlement patterns of the region including language and other demographics. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed religion in the region.
D R A F T
852
Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed cultural interactions of the region including cooperation and conflict among groups. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed education of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed climate and geography of the region. Not at all To a great extent 0 1 2 3 4 I created a Power Point slide that addressed urban vs. rural nature of the region. Not at all To a great extent 0 1 2 3 4 I created a persuasive summary Power Point slide that addressed how the region could meet the needs of the group. Not at all To a great extent 0 1 2 3 4 My Power Point slides included maps, artwork, charts, or graphs that illustrated conditions within the region and added to the quality of the presentation. Not at all To a great extent 0 1 2 3 4 I presented my Power Point to the class and answered questions to the best of my ability.
D R A F T
853
Not at all To a great extent 0 1 2 3 4 I completed the graphic organizers with relevant information for other regions based on the presentations of my classmates. Not at all To a great extent 0 1 2 3 4 I used the comparison organizers to write a proposal to my group stating which region is the best settlement choice. Not at all To a great extent 0 1 2 3 4 I was able to support my proposal with three valid reasons from the evidence that was presented. Not at all To a great extent 0 1 2 3 4
D R A F T
854
Sample Service Learning Activities for United States History
1. Participate in a mock trial of a figure from United States history. Write rules for court procedures. 2. Contact a member of Congress on a national issue of importance to students. 3. Participate in a voter registration drive. 4. Evaluate a recent law and identify compromises made by opposing parties. Write a lawmaker to share your opinion of the
outcome.
D R A F T
855
United States History
Content and Skills at a Glance For Parents of United States History students
Government/Civics
Relate government concepts to examples in U.S. history: • Consent of the governed • Majority rule/minority rights • Rights and responsibilities of governments • Declaration of Independence • Inalienable Rights • Confederation • Republic • Democracy • Constitution • Federalism • Powers and functions of U.S. government • Separation of powers • Checks and balances • Bill of Rights • Due Process
History
Understand concepts and themes in U.S. history and the relationships among concepts: • Exploration • Settlement • American Revolution • Drafting the Constitution • New Nation • Jacksonian Democracy
D R A F T
856
• Westward Expansion • Missouri Compromise • Women’s Movement • Sectionalism • Abolition Movement • Immigration in 1800’s • Civil War and Reconstruction
Social Science Processing
Use Social Science Processing skills to investigate, organize, and present social studies topics: • Use and create charts, graphs, maps, diagrams, and databases • Research and defend a point of view • Cause and effect • Create and interpret political cartoons • Evaluate current events • Evaluate laws • Interpret art, artifacts, and photographs • Create a timeline • Fact vs. opinion • Use supporting detail to explain reasoning • Conduct research • Write persuasive and narrative essays • Create written, oral, and visual presentations • Evaluate the accuracy of sources • Create graphic organizers, notes, and outlines • Use technology/evaluate web sites
Culture
Analyze the influence of culture on U.S. history: • Describe and evaluate problems and solutions from multiple perspectives • Differentiate between propaganda and persuasive appeal
D R A F T
857
• Technology and culture influence resource use • Experiences influence judgement • Recognize bias and point of view • Effect of laws on various groups • Cultural interactions • Conflict resolution
Geography
Use geographic concepts and skills to examine U.S. history: • Use an atlas • Use geography to interpret the past • Human characteristics of place • Population distribution • Push/pull factors (migration) • Regional interaction and conflict • Locate physical features, cities, and nations • Factors that effect movement
Economics
Relate economic concepts to examples in U.S. history: • Resource distribution • Role of technology in economy • Economic interdependence • Productive resources • Import/export • Taxes • Assess costs and benefits of a decision • Specialization of trade • Profit motive • Investment • Opportunity cost
D R A F T
858
Challenge United States History
Content and Skills at a Glance For Parents of Challenge United States History students
Government/Civics
Relate government concepts to examples in U.S. history: • Consent of the governed • Majority rule/minority rights • Rights and responsibilities of governments • Declaration of Independence • Inalienable Rights • Confederation • Republic • Democracy • Constitution • Federalism • Powers and functions of U.S. government • Separation of powers • Checks and balances • Bill of Rights • Due Process
History Understand concepts and themes in U.S. history and the relationships among concepts: • Exploration • Settlement • American Revolution • Drafting the Constitution • New Nation • Jacksonian Democracy
D R A F T
859
• Westward Expansion • Missouri Compromise • Women’s Movement • Sectionalism • Abolition Movement • Immigration in 1800’s • Civil War and Reconstruction
Social Science Processing Use Social Science Processing skills to investigate, organize, and present social studies topics: • Use and create charts, graphs, maps, diagrams, and databases • Research and defend a point of view • Cause and effect • Create and interpret political cartoons • Evaluate current events • Evaluate laws • Interpret art, artifacts, and photographs • Create a timeline • Fact vs. opinion • Use supporting detail to explain reasoning • Conduct research • Write persuasive and narrative essays • Create written, oral, and visual presentations • Evaluate the accuracy of sources • Create graphic organizers, notes, and outlines • Use technology/evaluate web sites • Use primary and secondary sources to answer document based questions • Analyze a topic in a timed writing situation
Culture Analyze the influence of culture on U.S. history: • Describe and evaluate problems and solutions from multiple perspectives
D R A F T
860
• Differentiate between propaganda and persuasive appeal • Technology and culture influence resource use • Experiences influence judgment • Recognize bias and point of view • Effect of laws on various groups • Cultural interactions • Conflict resolution
Geography Use geographic concepts and skills to examine U.S. history: • Use an atlas • Use geography to interpret the past • Human characteristics of place • Population distribution • Push/pull factors (migration) • Regional interaction and conflict • Locate physical features, cities, and nations • Factors the effect movement
Economics Relate economic concepts to examples in U.S. history: • Resource distribution • Role of technology in economy • Economic interdependence • Productive resources • Import/export • Taxes • Assess costs and benefits of a decision • Specialization of trade • Profit motive • Investment • Opportunity cost
D R A F T
861
United States History
Suggested Supplemental Activities for Families: 1. Visit the Art Museum and discuss early American printings. How do they reflect issues and attitudes of the time. 2. Visit Civil War battlefields or reenactments (e.g. Fort Davidson/Arcadia, MO or Wilson’s Creek/Springfield, MO) 3. Visit the Daniel Boone home in Defiance, MO 4. Explore the Museum of Westward Expansion at the arch grounds. 5. Visit St. Genevieve, MO and compare the architecture of French settlers.
