7th Grade Complete

					                  SOUTH CAROLINA SUPPORT SYSTEMS INSTRUCTIONAL GUIDE
Content Area       7th Grade Social Studies
Standard 7-1:    The student will demonstrate an understanding of the colonial expansion of European powers
and their impact on world government in the seventeenth and eighteenth centuries.
Recommended
    Days of      2 days
  Instruction
                                                                                                             Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                              Guidelines
7-1.1             STANDARD SUPPORT                    See Literacy Elements in the Social Studies       To demonstrate
Use a map or      DOCUMENT                            Standards appendix.                               mastery of this
series of maps    https://www.ed.sc.gov/apps/cso/s                                                      indicator the
to identify the   tandards/socsd_k8.cfm?#grade_7      F. Ask geographic questions: Where is it          student should:
colonial                                              located? Why is it there? What is significant     Identify European
expansion of      Locally adopted textbook            about its location? How is its location related   expansion
European                                              to that of other people, places, and              into the Americas,
powers in         Websites:                           environments?                                     Africa, Asia, and
Africa, Asia,     This site is a colored map of the                                                     Oceania.
Oceania, and      Americas showing the extent of      H. Construct maps, graphs, tables, and            Interpret maps and
the Americas      European colonization.              diagrams to display social studies information.   identify the
through 1770.     http://www.shmoop.com/pictures/i                                                      expansion of
(G, H, P)         ndex/history/hist00038/1750_euro    I. Use maps to observe and interpret              European nations
                  pean_colonization_of_america01.h    geographic information and relationships.         in these regions.
                  tml                                                                                   Locate and utilize
                                                      L. Interpret calendars, time lines, maps,         information on
                                                      charts, tables, graphs, flow charts, diagrams,    maps concerning this
                                                      photographs, paintings, cartoons,                 expansion.
                                                      architectural drawings, documents, letters,       Hypothesize about
                                                      censuses, and other artifacts.                    future events and
                                                                                                        trends in these
                                                                                                        regions based upon



     08/10/09                                     S3 Curriculum Draft                                                          1
                                                                                                            Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                             Guidelines
7-1.1             This site shows which European        Have the students identify which European      interpreting
Use a map or      powers colonized in each part of      powers colonized in each of the different      these maps, including
series of maps    the Americas.                         colored areas on the map at the website:       the geographic and
to identify the   http://encarta.msn.com/encnet/ref     http://www.shmoop.com/pictures/index/histo     relational information
colonial          pages/RefMedia.aspx?refid=46151       ry/hist00038/1750_european_colonization_of     therein.
expansion of      7442&artrefid=761576293&pn=3&         _america01.html
European          sec=-1
powers in                                               Have the students label a map of Europe on a
Africa, Asia,     www.scdiscus.org                      blank world map or on a dry erase map if
Oceania, and      click on History Resource Center:     available. Have them draw lines from
the Americas      World History                         European countries to their respective
through 1770.                                           colonies. Then have them interpret the
(G, H, P)         ETV StreamlineSC                      influence of each European country based
                  www.scetv.org/education/StreamLi      upon their spread across the globe either
                  neSC                                  through discussion or in written form.

                                                        Have the students color code a blank map of
                                                        the Americas to represent the European
                                                        powers that colonized there.




     08/10/09                                         S3 Curriculum Draft                                                       2
Recommended
   Days of        2 days
 Instruction
                                                                                                                 Assessment
   Indicator         Recommended Resources                   Suggested Instructional Strategies
                                                                                                                  Guidelines
7-1.2             STANDARD SUPPORT                        See Literacy Elements in the Social Studies       To demonstrate
Explain how       DOCUMENT                                Standards appendix.                               mastery of this
technological     https://www.ed.sc.gov/apps/cso/s                                                          indicator the
and scientific    tandards/socsd_k8.cfm?#grade_7          E. Explain change and continuity over time.       student should:
advances,                                                                                                   Demonstrate how
including         Locally adopted textbook                K. Use texts, photographs, and documents to       technology and
navigational                                              observe and interpret social studies trends       science gave the
advances and      Websites:                               and relationships.                                Europeans inherent
the use of        This site has an overview of the                                                          advantages in
gunpowder,        technological advances.                 Discuss and debate technological advances         international relations
affected          http://www.ucalgary.ca/applied_hi       that contribute to European colonial power.       and cooperation.
various parts     story/tutor/eurvoya/Know.html           Divide the class into two groups                  Identify,
of the world                                              (Transportation and Military) and have the        demonstrate,
politically,      This interactive site has many          students prepare for a debate on which aspect     illustrate, and/or
socially, and     visuals and descriptions related to     of European development had the greater           compare the
economically      navigational advances.                  impact upon the world during the European         influence of European
and               http://www.ruf.rice.edu/%7Efeegi/       rise of power. Groups need to identify at least   nations politically,
contributed to                                            three different advances in their area and        socially, and/or
the power of      This site has activities for the Age    their impact. Groups need to evaluate the         economically.
European          Exploration related to scientific and   impact of each advance.
nations. (H, G,   navigational advances.
P, E)             http://www.mariner.org//educatio        Have students research the importance of
                  nalad/ageofex/activities.php            gunpowder and more powerful armies and
                                                          weapons during Spanish conquest in the
                  www.scdiscus.org                        Americas. There is a lesson plan at the
                  click on History Resource Center:       website below that has three conflicts for the


     08/10/09                                         S3 Curriculum Draft                                                             3
                                                                                                          Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
7-1.2             World History                         students to research. This lesson plan should
Explain how       ETV StreamlineSC                      be modified so that the students just research
technological     www.scetv.org/education/StreamLi      the Spanish conquest as the other two
and scientific    neSC                                  conflicts do not address 7th grade indicators.
advances,         The following videos are found at     http://school.discoveryeducation.com/lessonpl
including         ETV StreamlineSC:                     ans/pdf/gunpowder/gunpowder.pdf
navigational
advances and      "Navigational Tools" discusses        Have the students draw pictures of
the use of        Ptolemy's maps that allowed           technological and scientific advances that
gunpowder,        navigators to plot positions on a     helped the European nations explore the
affected          coordinate system. It also shows      world and conquer other lands. Some key
various parts     tools such as the astrolabe and the   advances to include would be the caravel,
of the world      quadrant also aided travelers.        compass, astrolabe, cannons, and rifles.
politically,      "Portuguese Explorers: Exploration
socially, and     of the African Coast" discusses the   Have the students create a cause and effect
economically      navigational techniques the           chart of technological and scientific advances.
and               Portuguese learned in Prince          Have them write advances such as the
contributed to    Henry's School of Navigation.         caravel, astrolabe, compass, and gunpowder
the power of                                            under “Causes.” Then have them fill in any
European          "Early Life of Christopher            social, political, or economic effects under
nations. (H, G,   Columbus" discusses                   “Effects” that resulted from these advances.
P, E              circumstances that enabled
                  Columbus to learn about the
                  navigational advances.

                  "Trade in the Far East" discusses
                  the reasons that the Portuguese
                  and Spanish began looking for the
                  navigational advances for sea
                  routes.



     08/10/09                                         S3 Curriculum Draft                                               4
Recommended
   Days of         7 days
 Instruction
                                                                                                               Assessment
   Indicator          Recommended Resources                Suggested Instructional Strategies
                                                                                                                 Guidelines
7-1.3              STANDARD SUPPORT                    See Literacy Elements in the Social Studies        To demonstrate
Compare how        DOCUMENT                            Standards appendix.                                mastery of this
European           https://www.ed.sc.gov/apps/cso/s                                                       indicator the
nations            tandards/socsd_k8.cfm?#grade_7      E. Explain change and continuity over time.        student should:
exercised                                                                                                 Compare how the
political and      Locally adopted textbook            H. Construct maps, graphs, tables, and             European nations
economic                                               diagrams to display social studies information.    affected the Americas
influence          Websites:                                                                              politically, socially,
differently in     This site has overviews of the      K. Use texts, photographs, and documents to        and economically.
the Americas,      Spanish and Portuguese Empires in   observe and interpret social studies trends        Compare the types
including          the Americas as well as a general   and relationships.                                 and locations of the
trading-post       overview of the Europeans in the                                                       various colonies and
empires,           Americas.                           Have the students create a similarities and        of the nations
plantation         http://www.ucalgary.ca/applied_hi   differences matrix chart displaying each of the    who led the
colonies, and      story/tutor/eurvoya/index.html      European powers on the X axis as well as           colonization efforts.
settler                                                similarities/differences and the topics of         Identify and
colonies. (H, G,   This site has 4 units and lesson    political, social, and economic effects on the Y   compare the major
P, E)              plans on the Conquistadors.         axis. Have the students fill in the chart with     attributes of these
                   http://www.pbs.org/opb/conquista    correct information to compare the attributes      colonies and to
                   dors/teachers/teachers.htm          and impact of each.                                summarize why each
                                                                                                          type developed.
                   This site has descriptions of       Have the students create a Venn Diagram            Analyze and
                   European expansion into the         with the 3 circles representing England,           compare the impact,
                   Americas.                           France, and Spain to compare the attributes        longevity, and
                   http://www.loc.gov/exhibits/1492/   and impact of each in the Americas.                success of each type



     08/10/09                                      S3 Curriculum Draft                                                             5
                                                                                                               Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                                Guidelines
7-1.3                                                                                                     of colony.
Compare how        This site summarizes the
European           development of colonies and           Have the students write a comparison
nations            empires in the Americas, Africa,      summary of the political, social, and economic
exercised          and Asia.                             effects of the European powers in the
political and      http://www.saburchill.com/history/    Americas.
economic           chapters/empires/0001.html
influence                                                Have the students analyze European colonies
differently in                                           throughout the world by creating a chart
the Americas,      www.scdiscus.org                      comparing Spanish, French, and English
including          click on History Resource Center:     colonies. Have the students name the colony
trading-post       World History                         and motherland, cite the purpose of the
empires,                                                 colony and any economic activities within the
plantation         ETV StreamlineSC                      colony.
colonies, and      www.scetv.org/education/StreamLi
settler            neSC                                  Have the students identify the location of
colonies. (H, G,   The following videos are found at     European colonies within the Americas on a
P, E)              ETV StreamlineSC:                     map and then identify the colonies as a
                                                         trading colony, plantation colony, or as a
                   “The Age of Discovery” deals with     settler colony.
                   colonization in the Americas.
                                                         Have the students role-play the different
                   “The Great Age of Exploration”        relationship each European power had with
                   also has information on               the Native Americans. Have one set of
                   colonization in the Americas.         students represent the European powers such
                                                         as England, France, Spain, and Portugal. The
                                                         other students represent Native Americans
                                                         living within each of their colonies. They can
                                                         role play influences of governments,
                                                         language, religion, and goods they brought as


     08/10/09                                          S3 Curriculum Draft                                                   6
                                                                                               Assessment
   Indicator       Recommended Resources         Suggested Instructional Strategies
                                                                                                Guidelines
7-1.3                                        well as treatment and use of the Native
Compare how                                  Americans land and/or people. Then have
European                                     them interpret the long-term
nations                                      impact of that type of relationship through
exercised                                    class discussion or in written form.
political and
economic                                     Have the students create a Venn Diagram of
influence                                    the three types of colonies (trade, plantation,
differently in                               and settler) comparing them in the areas of:
the Americas,                                size, form of government, relation with
including                                    European nation, relation with Native
trading-post                                 American, spread of colony, etc.
empires,
plantation                                   Evaluate the colonies in one of many areas:
colonies, and                                morality, economic success, duration, etc.
settler                                      The evaluation can be done through whole-
colonies. (H, G,                             class or small group discussion or in a written
P, E)                                        paragraph.




     08/10/09                              S3 Curriculum Draft                                               7
Recommended
   Days of         6 days
 Instruction
                                                                                                                 Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                                  Guidelines
7-1.4              STANDARD SUPPORT                       See Literacy Elements in the Social Studies       To demonstrate
Summarize the      DOCUMENT                               Standards appendix.                               mastery of this
characteristics    https://www.ed.sc.gov/apps/cso/s                                                         indicator the
of European        tandards/socsd_k8.cfm?#grade_7         E. Explain change and continuity over time.       student should:
colonial power                                                                                              Identify and explain
and explain its    Locally adopted textbook               H. Construct maps, graphs, tables, and            the characteristics of
effects on the                                            diagrams to display social studies information.   European
society and        Websites:                                                                                colonialism that
culture of         This site has a general overview of    K. Use texts, photographs, and documents to       contributed to and
African            the Europeans in Africa.               observe and interpret social studies trends       affected the slave
nations,           http://www.ucalgary.ca/applied_hi      and relationships.                                trade.
including          story/tutor/eurvoya/index.html                                                           Identify and
instances of                                              Have the students create a chart to list the      explain effects of the
participation in   This site has a description of slave   characteristics and effects of the slave trade    slave
and resistance     castles and the African slave trade    in Africa. Have them separate the chart into      trade on African
to the slave       as well as photographs.                the following categories: motivations of slave    nations in regards to
trade. (H, G, P,   http://www.theviproom.com/vision       trade, social effects, political effects, and     these characteristics.
E)                 s/slave.htm                            economic effects. Then have them fill in the      Identify the greatest
                                                          chart with relevant information for each          area(s) of impact
                   This site has interviews, maps, and    category.                                         associated with the
                   video related to the African slave                                                       slave trade.
                   trade.                                 Have the students respond to the following
                   http://www.pbs.org/wonders/fr_e3       journal entry:
                   .htm                                   Describe an African nation’s
                                                          encounter with European colonialism.
                                                          Describe the changes that took place in


     08/10/09                                         S3 Curriculum Draft                                                            8
                                                                                                           Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                            Guidelines
7-1.4              This site has a timeline of the        the community. Compare and contrast
Summarize the      African slave trade as well as links   life in the African community before and after
characteristics    to related sites.                      its people’s interaction with Europeans.
of European        http://web.cocc.edu/cagatucci/clas
colonial power     ses/hum211/timelines/htimeline3.   Have the students label the location of
and explain its    htm                                European colonies within Africa on a blank
effects on the                                        map of Africa or use a dry erase map if
society and        This site summarizes the           available. Have the students then identify
culture of         development of colonies and        colonies associated with the slave trade and
African            empires in the Americas, Africa,   explain through discussion or in written form
nations,           and Asia.                          how these colonies would have affected
including          http://www.saburchill.com/history/ African society and culture.
instances of       chapters/empires/0001.html
participation in                                      Have the students read the novel Ajeemah
and resistance     www.scdiscus.org                   and His Son as independent, outside-of-class
to the slave       click on History Resource Center:  reading. As they read, have them identify the
trade. (H, G, P,   World History                      different groups of people involved in the
E)                                                    African slave trade and the effects of the slave
                   ETV StreamlineSC                   trade on African communities. At the end of
                   www.scetv.org/education/StreamLi the book, have them compare the perspective
                   neSC                               told within this book to the information from
                   The following videos are found at  the following website:
                   ETV StreamlineSC:                  http://web.cocc.edu/cagatucci/classes/hum21
                                                      1/timelines/htimeline3.htm
                   "The Slave Trade: Triangular
                   Trade Routes" discusses the onset  Have the students graph the population of
                   of the African Slave trade.        African kingdoms at three dates:
                                                          prior to European slave trade, in
                   “Slavery, Society, and Apartheid”      the beginning of European slave trade,
                   has clips on slave revolts and the     and later during European slave trade.


     08/10/09                                           S3 Curriculum Draft                                              9
                                                                                                        Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                         Guidelines
7-1.4              Atlantic slave trade.                 Discuss with the students or have them write
Summarize the                                            how and why the changes took place and how
characteristics    “The Age of Discovery” introduces     these population changes affected the
of European        the slave trade.                      societies and communities of Africa.
colonial power
and explain its    “The Great Age of Exploration”
effects on the     also introduces the slave trade.
society and
culture of         Literature:
African            Ajeemah and His Son by James
nations,           Berry
including
instances of
participation in
and resistance
to the slave
trade. (H, G, P,
E)




     08/10/09                                          S3 Curriculum Draft                                            10
Recommended
   Days of         5 days
 Instruction
                                                                                                                Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                                 Guidelines
7-1.5              STANDARD SUPPORT                      See Literacy Elements in the Social Studies       To demonstrate
Summarize the      DOCUMENT                              Standards appendix.                               mastery of this
characteristics    https://www.ed.sc.gov/apps/cso/s                                                        indicator the
of European        tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.       student should:
colonial powers                                                                                            Describe and
in Asia and        Locally adopted textbook              H. Construct maps, graphs, tables, and            explain trade
their effects on                                         diagrams to display social studies information.   patterns and the basis
the society and                                                                                            of
culture of Asia,   Websites:                             K. Use texts, photographs, and documents to       European and Asian
including          This site has a general overview of   observe and interpret social studies trends       interaction.
global trade       the Europeans in Africa.              and relationships.                                Compare
patterns and       http://www.ucalgary.ca/applied_hi                                                       European impact in
the spread of      story/tutor/eurvoya/index.html        Have the students create a chart to describe      Asia with its influence
various                                                  trade patterns in Asia and identify the           in the New World (7-
religions.         This site summarizes the              characteristics of European influence there.      1.3) and Africa (7-
(E,H,P)            development of colonies and           Categories should be: motivations of trade,       1.4).
                   empires in the Americas, Africa,      political effects, social effects, and economic   Identify and/or
                   and Asia.                             effects.                                          describe the critical
                   http://www.saburchill.com/history/                                                      characteristics of this
                   chapters/empires/0001.html         Have the students create a similarities and          influence.
                                                      differences matrix chart to compare impact in
                   www.scdiscus.org                   Asia with impact in the Americas and Africa.
                   click on History Resource Center:  The X axis of the chart should have Americas,
                   World History                      Africa, Asia, and similarities/differences while
                                                      the Y axis would have the characteristics of
                   ETV StreamlineSC
                                                      motivations, political effects, social effects,


     08/10/09                                        S3 Curriculum Draft                                                             11
                                                                                                            Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                             Guidelines
7-1.5              www.scetv.org/education/StreamLi      and economic effects. Have the students fill in
Summarize the      neSC                                  the chart with correct information to compare
characteristics    The following videos are found at     the attributes and impact in each part of the
of European        ETV StreamlineSC:                     world.
colonial powers
in Asia and        “The Age of Discovery” deals with     Have the students label a map of Asia to
their effects on   trading posts in Asia.                summarize changes in trade patterns and the
the society and                                          spread of religion in Asia following the arrival
culture of Asia,   “The Great Age of Exploration”        of the European colonialists.
including          also has information on trade in
global trade       Asia.                                 Have the students label the location of
patterns and                                             European colonies within Asia on a blank map
the spread of                                            of Asia. Then have them identify the main
various                                                  purpose of the colonies, goods that were
religions.                                               exchanged, and the different religions that
                                                         were brought to the Asian countries.

                                                         Have the students label the natural resources
                                                         and products that were traded to and from
                                                         Asia and Europe on a blank map showing
                                                         Europe and Asia. Have a whole class
                                                         discussion, small group discussion, or have
                                                         the students write about how this trade
                                                         affected each continent.




     08/10/09                                          S3 Curriculum Draft                                                12
Recommended
   Days of        5 days
 Instruction
                                                                                                                Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                                 Guidelines
7-1.6             STANDARD SUPPORT                       See Literacy Elements in the Social Studies       To demonstrate
Explain the       DOCUMENT                               Standards appendix.                               mastery of this
emergence of      https://www.ed.sc.gov/apps/cso/s                                                         indicator the
capitalism,       tandards/socsd_k8.cfm?#grade_7         A. Distinguish between past, present, and         student should:
including the                                            future time.                                      Explain the causal
significance of   Locally adopted textbook                                                                 relationship between
mercantilism, a                                          E. Explain change and continuity over time.       the factors of
developing        Websites:                                                                                mercantilism,
market            This site has a Mercantilism lesson    H. Construct maps, graphs, tables, and            international trade,
economy, an       plan.                                  diagrams to display social studies information.   rise of the middle
expanding                                                                                                  class, developing
international     This site has an in-depth              K. Use texts, photographs, and documents to       market economy
trade, and the    description and explanation of         observe and interpret social studies trends       and the emergence of
rise of the       capitalism.                            and relationships.                                capitalism.
middle class.     http://www.wsu.edu:8080/%7Ede                                                            Compare the impact
(E, H, P)         e/GLOSSARY/CAPITAL.HTM                 Have the students role-play the economic          of each factor and
                                                         relationship each European power had with         defend which one(s)
                  This site has an excerpt from          the Native Americans. One set of students can     was most important.
                  Adam Smith’s The Wealth of             represent the European powers such as             Compare the basics
                  Nations.                               England, France, Spain, and Portugal. The         of the feudal
                  http://www.wsu.edu:8080/%7Ede          other students represent Native Americans         economic system and
                  e/ENLIGHT/WEALTH1.HTM                  living within each of their colonies. They can    capitalism.
                                                         role play what they would take or get from        Identify/describe
                  This site has a lesson plan that can   the colonies and how this would impact both       aspects of feudalism
                  be modified/adapted to focus on        sides, the Europeans and Natives. Then have       that were not
                  mercantilism.                          them interpret the long-term impact of that       capitalistic.
                                                         type of relationship through class discussion


    08/10/09                                         S3 Curriculum Draft                                                          13
                                                                                                         Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-1.6             http://www.hmsrichmond.org/less       or in written form.
Explain the       on1.htm
emergence of                                            Have the students analyze the Colombian
capitalism,       www.scdiscus.org                      Exchange by creating a chart listing new
including the     click on History Resource Center:     products, livestock, and vegetation introduced
significance of   World History                         to the Western Hemisphere and Europe, Asia,
mercantilism, a                                         and Africa and then explaining the impact this
developing        ETV StreamlineSC                      exchange had economically and socially.
market            www.scetv.org/education/StreamLi
economy, an       neSC                                  Have the students create a flow chart showing
expanding                                               the stages of goods from production to
international                                           consumption within a capitalist system and
trade, and the                                          market economy.
rise of the
middle class.                                           Discuss the theory of capitalism as a whole
(E, H, P)                                               class or have the students discuss in small
                                                        group settings. Topics to discuss should
                                                        include benefits and drawbacks for:
                                                        consumers, laborers, producers, lower
                                                        middle-upper class, European nations, world
                                                        economies, and colonized peoples. Compare
                                                        these ideas to the feudal economic system
                                                        students learned in 6th grade to show the
                                                        changes. Have the students write or
                                                        debate which system was better for
                                                        average citizens of the European nations.




    08/10/09                                          S3 Curriculum Draft                                              14
Standard 7-2: The student will demonstrate an understanding of the concept of absolute monarchies and
constitutional government in the seventeenth and eighteenth centuries.
Recommended
    Days of       5 days
  Instruction
                                                                                                                 Assessment
   Indicator         Recommended Resources                      Suggested Instructional Strategies
                                                                                                                  Guidelines
7-2.1                STANDARD SUPPORT                        See Literacy Elements in the Social Studies    To demonstrate
Summarize the        DOCUMENT                                Standards appendix.                            mastery of this
essential            https://www.ed.sc.gov/apps/cso/s                                                       indicator the
characteristics of   tandards/socsd_k8.cfm?#grade_7          E. Explain change and continuity over time     student should:
the limited
                                                                                                            Detail key
government in
England
                     Locally adopted textbook                K. Use texts, photographs, and documents to    characteristics of
following the                                                observe and interpret social studies trends    limited and unlimited
Glorious             Websites:                               and relationships                              governments.
Revolution and       This is a good breakdown of the                                                        Classify actions of
the unlimited        types of government.                    Recommendation: Indicator 7-3.1 should be      the governments as
governments in                                               taught before 7-2.1, 7-2.2, and 7-2.3 as the   being
France and           Links to the Glorious Revolution        Scientific Revolution was major influence on   limited/unlimited and
Russia, including    http://www.lawsch.uga.edu/~glori        the Enlightenment which then influenced        defend this
some of the          ous/chron.html                          constitutional governments.                    classification.
restraints placed
                                                                                                            Provide examples of
upon a limited
government’s         Link taking you to the Bill of Rights   Recommendation: Indicator 7-2.1 should be      governmental
power and how        Bill of Rights                          taught along with 7-2.2 to show how the        limitation or
authoritarian                                                Enlightenment was a major influence on the     absolutism.
and totalitarian                                             change from unlimited to limited               Defend which
systems are                                                  governments.                                   limitation(s) is most
considered un-       English Bill of Rights                                                                 likely to restrict
limited govern-      http://www.constitution.org/eng/e                                                      tyranny.
ments. (P, H)                                                Analyze the English Bill of Rights. Have the   Apply these concepts



     08/10/09                                            S3 Curriculum Draft                                                        15
                                                                                                                  Assessment
   Indicator       Recommended Resources                      Suggested Instructional Strategies
                                                                                                                   Guidelines
7-2.1              ng_bor.htm                             students compare and contrast the English Bill     to authoritarian rule
Summarize the                                             of Rights to the U.S. Bill of Rights.              later in history.
essential          www.scdiscus.org                       Summarize the causes of limited government in
characteristics    click on History Resource Center:      England, France, and Russia.
of the limited     World History                          Identify and compare the limitations placed
government in                                             upon the governments of England, France, and
England            ETV StreamlineSC                       Russia.
following the      www.scetv.org/education/StreamLi       Consider the power of the purse string in
Glorious           neSC                                   relation to the limitations on the rulers in
Revolution and     The following videos are found at      England, France, and Russia through discussions
the unlimited      ETV StreamlineSC:                      and any available readings, videos, and/or
governments in                                            websites. Have the students then respond to the
France and         “Louis XIV” has information on this    following prompt:
Russia,            absolute ruler of France.
including some                                            Russian and French rulers could tax in their own
of the             “Conquerors: Peter the Great” has      right and in so doing did not need to have
restraints         information on this absolute ruler     approval of a parliament. What did this mean to
placed upon a      of Russia.                             the relative power of the king and parliament in
limited                                                   Russia and France? In England, the parliament
government’s                                              determined taxes. What did this mean to the
power and how                                             relative power of the king and parliament in
authoritarian                                             England?
and totalitarian
systems are                                               Generalize about how Locke’s ideas on
considered un-                                            constitutionalism were reflected in the causes
                                                          and impact of England’s Glorious Revolution.
limited govern-
ments. (P, H)
                                                          Lessons for the Glorious Revolution
                                                          http://www.schoolhistory.co.uk/year8links/1688
                                                          worksheets.shtml



     08/10/09                                           S3 Curriculum Draft                                                          16
Recommended
   Days of        6 days
 Instruction
                                                                                                              Assessment
   Indicator         Recommended Resources                 Suggested Instructional Strategies
                                                                                                               Guidelines
7-2.2             STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Summarize the     DOCUMENT                              Standards appendix.                              mastery of this
ideas of the      https://www.ed.sc.gov/apps/cso/s                                                       indicator the
Enlightenment     tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time       student should:
that influenced                                                                                          Compare the ideas
democratic        Teacher Resources:                    H. Construct maps, graphs, tables, and           and influence of each
thought and       Locally adopted textbook              diagrams to display social studies information   philosopher.
social                                                                                                   Defend which ideas
institutions      Websites:                             K. Use texts, photographs, and documents to      of the various
throughout the    This site gives students a clear      observe and interpret social studies trends      philosophers are most
world,            breakdown of Locke, Rousseau,         and relationships                                important or
including the     and Montesquieu.                                                                       influential.
political         http://www.powertolearn.com/tea       Recommendation: 7-2.1 should be taught
philosophies of   chers/lesson_activities/index.shtml   along with 7-2.2 to show how the
John Locke,       Type in key word Enlightenment        Enlightenment was a major influence on the
Jean-Jacques                                            change from unlimited to limited
Rousseau, and     Primary source document on            governments.
Baron de          Locke’s Two Treatises of
Montesquieu.      Government (1690)                  Have the students research the main political
(P, H)            John Locke: On the State of Nature ideas of an Enlightenment thinker. Divide
                  and Of Political of Civil Society  students into groups. Assign each student an
                                                     Enlightenment thinker. Have them use the
                  Primary source document on         information in this site to become an
                  Rousseau’s The Social Contract,    “expert” and teach the others about “their”
                  1792                               philosopher.
                  Rousseau Social Contract           http://www.powertolearn.com/teachers/lesso



    08/10/09                                        S3 Curriculum Draft                                                          17
                                                                                                         Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-2.2             (excerpts)                            n_activities/index.shtml
Summarize the                                           (Type in key word Enlightenment)
ideas of the      Primary source document where
Enlightenment     Montesquieu discusses the need        Have the students create a chart showing the
that influenced   for the three branches of             Enlightenment philosophers’ philosophical
democratic        government.                           ideas and beliefs in government. Use the
thought and       Montesquieu: Spirit of the Laws       website:
social                                                  http://www.powertolearn.com/teachers/lesso
institutions      A copy of Locke’s “Fundamental        n_activities/index.shtml
throughout the    Constitutions of Carolina”            (Type in key word Enlightenment)
world,            http://oll.libertyfund.org/?option=
including the     com_staticxt&staticfile=show.php
political         %3Ftitle=1726&chapter=81635&la        Generalize about how Locke’s ideas on
philosophies of   yout=html&Itemid=27                   constitutionalism were reflected in the causes
John Locke,                                             and impact of England’s Glorious Revolution.
Jean-Jacques      www.scdiscus.org
Rousseau, and     click on History Resource Center:     Lessons for the Glorious Revolution
Baron de          World History                         http://www.schoolhistory.co.uk/year8links/16
Montesquieu.                                            88worksheets.shtml
(P, H)            ETV StreamlineSC
                  www.scetv.org/education/StreamLi      Analyze Locke’s “Fundamental Constitutions of
                  neSC                                  Carolina” in terms of Locke’s theories of
                                                        government.

                  The following videos are found at
                  ETV StreamlineSC:

                  “Enlightenment Philosophers:
                  Locke, Voltaire, and Montesquieu”
                  has information on these key


    08/10/09                                          S3 Curriculum Draft                                              18
                                                                                                 Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                  Guidelines
7-2.2             Enlightenment thinkers.
Summarize the
ideas of the      “New Ideas from the
Enlightenment     Enlightenment” has a general
that influenced   overview of the Enlightenment.
democratic
thought and       “The Importance of the
social            Enlightenment” also has general
institutions      information on the Enlightenment.
throughout the
world,            “Age of Reason, The: Europe After
including the     the Renaissance 1642-1800” has
political         connections from the 6th grade
philosophies of   topic of the Renaissance and the
John Locke,       changes brought about by the
Jean-Jacques      Enlightenment.
Rousseau, and
Baron de          "All About the Enlightenment: The
Montesquieu.      Age of Reason" has Scientific
(P, H)            Revolution connections as well as
                  information on the major
                  Enlightenment philosophers and
                  ideas.




    08/10/09                                          S3 Curriculum Draft                                      19
Recommended
   Days of          3 days
 Instruction
                                                                                                                Assessment
   Indicator           Recommended Resources                  Suggested Instructional Strategies
                                                                                                                 Guidelines
7-2.3               STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Outline the role    DOCUMENT                              Standards appendix.                              mastery of this
and purposes of     https://www.ed.sc.gov/apps/cso/s                                                       indicator the
a constitution,     tandards/socsd_k8.cfm?#grade_7        H. Construct maps, graphs, tables, and           student should:
including such                                            diagrams to display social studies information   Identify and
functions as        Locally adopted textbook                                                               describe parts of a
defining a                                                J. Demonstrate responsible citizenship within    constitution as they
relationship        Websites:                             the school community and the local and           pertain to
between a           Everything you need to know           national communities.                            governmental
people and their
                    about a constitution.                                                                  function.
government,
                    http://www.usconstitution.net/con     K. Use texts, photographs, and documents to      Defend which basic
describing the
                    stkids4.html                          observe and interpret social studies trends      function of a
organization of
                                                          and relationships.                               constitution is most
government and
the                 More information about the U.S                                                         important.
characteristics     Constitution – including online       Have the students create a flow chart or         Compare “positive”
of shared           quizzes.                              graphic organizer to identify the influence of   and “negative”
powers, and         http://www.congressforkids.net/Co     Enlightenment thinkers on the U.S.               constitutions and
protecting          nstitution_workbegins.htm             Constitution. Have the students start with the   defend which type of
individual rights                                         names of Locke, Montesquieu, and Rousseau,       better.
and promoting       www.scdiscus.org                      and then extend the flow chart out to show       Evaluate government
the common          click on History Resource Center:     their main ideas concerning government.          actions in various
good. (P, H)        World History                         Then have them extend the flow chart to          nations and
                                                          show how and where these ideas are used in       determine if those
                                                          the Constitution.                                nations have
7-2.3               ETV StreamlineSC                                                                       legitimate



     08/10/09                                           S3 Curriculum Draft                                                       20
                                                                                                          Assessment
   Indicator          Recommended Resources              Suggested Instructional Strategies
                                                                                                           Guidelines
Outline the role   www.scetv.org/education/StreamLi                                                   constitutional
and purposes       neSC                               Generalize the Social Contract, and how it      governments.
of a                                                  applies to Constitutional government.
constitution,
including such     Literature:                        Have students create a model representing
functions as       Shh! We’re Writing the             the balanced relationship between two aspects
defining a         Constitution by Jean Fritz         of a constitution (people and government,
relationship                                          shared powers, individual rights and common
between a                                             good).
people and
their
government,
describing the
organization of
government
and the
characteristics
of shared
powers, and
protecting
individual
rights and
promoting the
common good.
(P, H)




     08/10/09                                     S3 Curriculum Draft                                                   21
Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that
occurred throughout the world during the age of revolution, from 1770 through 1848.
Recommended
    Days of      4 days
  Instruction
                                                                                                              Assessment
   Indicator           Recommended Resources               Suggested Instructional Strategies
                                                                                                               Guidelines
7-3.1               STANDARD SUPPORT                    See Literacy Elements in the Social Studies      To demonstrate
Summarize the       DOCUMENT                            Standards appendix.                              mastery of this
achievements        https://www.ed.sc.gov/apps/cso/s                                                     indicator the
and                 tandards/socsd_k8.cfm?#grade_7      E. Explain change and continuity over time       student should:
contributions                                                                                            Summarize the
of the scientific   Locally adopted textbook            H. Construct maps, graphs, tables, and           achievements and
revolution,                                             diagrams to display social studies information   contributions of the
including its       Websites:                                                                            scientific revolution.
roots, the          Rene Descartes, Discourse on        K. Use texts, photographs, and documents to      Identify the roots
development of      Method (excerpt)                    observe and interpret social studies trends      and the development
the scientific      http://www.wsu.edu:8080/~wldciv                                                      of the scientific
method, and         /world_civ_reader/world_civ_reade   Recommendation: Indicator 7-3.1 should be        method.
the interaction     r_2/descartes.html                  taught before 7-2.1, 7-2.2, and 7-2.3 as the     Explain the
between                                                 Scientific Revolution was major influence on     interaction and
scientific          Francis Bacon, First Book on        the Enlightenment which then influenced          conflicts between
thought and         Aphorisms (excerpt)                 constitutional governments.                      scientific thought and
traditional         http://www.fordham.edu/halsall/m                                                     traditional religious
religious           od/bacon-aphor.html                 Have the students create a graphic organizer     beliefs or compare
beliefs. (H)                                            with names of key scientists/natural             different intellectual,
                    Copernicus, Revolutions of          philosophers such as Newton, Galileo,            social and political
                    Heavenly Bodies (excerpt)           Descartes, and Bacon. From each scientist’s      “revolutions’ in terms
                    http://www.fordham.edu/halsall/m    name extend the graphic organizer with major     of their fields of
                    od/1543copernicus2.html             achievements and contributions.                  achievements,
                                                                                                         similarities and



     08/10/09                                       S3 Curriculum Draft                                                            22
                                                                                                               Assessment
   Indicator           Recommended Resources                  Suggested Instructional Strategies
                                                                                                                Guidelines
7-3.1               The Crime of Galileo (Indictment      Analyze the Scientific Method and explain the   differences.
Summarize the       from the Church)                      purpose of each of its steps.
achievements        http://www.fordham.edu/halsall/m
and                 od/1630galileo.html                   Explain the role of the Roman Catholic Church
contributions                                             in support or dissent of scientific findings
of the scientific   Robespierre: “Justification of the    particularly with Galileo Galilei.
revolution,         Use of Terror”
including its       http://www.fordham.edu/halsall/m      Outline the key differences between religious
roots, the          od/robespierre-terror.html            institutions and the scientific community.
development of
the scientific
method, and         Primary Source Documents on the
the interaction     Scientific Revolution                 Have the students create a flow chart of
between             http://www.historyteacher.net/APE     “knowing something for certain” based upon
scientific          uroCourse/WebLinks/WebLinks-          the process describe by Descartes and Bacon.
thought and         ScientificRevolution.htm#docs
traditional
religious           The Galileo Project” has great
beliefs. (H)        information on the life and works
                    of Galileo.
                    http://galileo.rice.edu/

                    This site has many links about
                    Galileo and his works.
                    http://www.pbs.org/wgbh/nova/ga
                    lileo/




     08/10/09                                           S3 Curriculum Draft                                                  23
                                                                                                    Assessment
   Indicator           Recommended Resources                   Suggested Instructional Strategies
                                                                                                     Guidelines
7-3.1               www.scdiscus.org
Summarize the       click on History Resource Center:
achievements        World History
and
contributions
of the scientific
revolution,
including its
roots, the
development of      ETV StreamlineSC
the scientific      www.scetv.org/education/StreamLi
method, and         neSC
the interaction     The following videos are found at
between             ETV StreamlineSC:
scientific
thought and         “Animated Hero Classics: Galileo”
traditional         is a great cartoon about Galileo,
religious           his discoveries, and challenges to
beliefs. (H)        the church and authority.

                    "All About the Enlightenment: The
                    Age of Reason" has Scientific
                    Revolution connections as well as
                    information on the major
                    Enlightenment philosophers and
                    ideas.




     08/10/09                                            S3 Curriculum Draft                                      24
Recommended
   Days of        7 days
 Instruction
                                                                                                               Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                                Guidelines
7-3.2             STANDARD SUPPORT                      See Literacy Elements in the Social Studies       To demonstrate
Explain the       DOCUMENT                              Standards appendix                                mastery of this
causes, key       https://www.ed.sc.gov/apps/cso/s                                                        indicator the
ideas, and        tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time        student should:
effects of the                                                                                            Explain the causes,
French            Locally adopted textbook              H. Construct maps, graphs, tables, and            key ideas, and effects
Revolution,                                             diagrams to display social studies information    of the French
including the     Websites:                                                                               Revolution. Identify
influence of      The Declaration of the Rights of      K. Use texts, photographs, and documents to       ideas from the
ideas from the    Man                                   observe and interpret social studies trends       American
American          http://avalon.law.yale.edu/18th_c                                                       Revolution and the
Revolution and    entury/rightsof.asp                   Recommendation: Teach indicator 7-3.6 after       Enlightenment that
the                                                     7-3.2 to keep continuity and show the             influenced the
Enlightenment     The Bill of Rights                    influence of Napoleon on the rise of              Revolution. Describe
and ways that     http://www.archives.gov/exhibits/     Nationalism.                                      ways that the
the Revolution    charters/charters.html                                                                  Revolution changed
changed social                                          Summarize the key events and effects of the       social conditions in
conditions in     Primary Sources for the French        French Revolution. Have the students do this      France and the
France and the    Revolution                            by creating a flow chart, a cause and effect      rest of Europe.
rest of Europe.   http://www.thecaveonline.com/AP       graphic organizer, or cause and effect T-chart.
(P,H)             EH/frrevdocuments.html#anchorca
                  ke                                    Analyze the French and American Revolutions.
                                                        Have the students explain how they are
                  www.scdiscus.org                      similar, and hypothesize what aspects in the
                  click on History Resource Center:     French Revolution may have been influenced
                  World History                         by the American Revolution. This can be done



    08/10/09                                          S3 Curriculum Draft                                                          25
                                                                                                        Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                         Guidelines
7-3.2             ETV StreamlineSC                      through discussion or in written form.
Explain the       www.scetv.org/education/StreamLi
causes, key       neSC
ideas, and        The following videos are found at
effects of the    ETV StreamlineSC:                     Have the students create a Venn Diagram of
French                                                  the French Revolution and the American
Revolution,       “Part I: April, 1789 - September,     Revolution.
including the     1791: Causes and Onset of the
influence of      Rebellion” details the causes and     Describe the role and power of each of the
ideas from the    some of the key events of the         Three Estates before and after the French
American          French Revolution.                    Revolution.
Revolution and
the               “Part II, October, 1791 -1803: The    Evaluate the arguments used to support the
Enlightenment     Continuing Rebellion” details key     French Revolution. Have the students write
and ways that     events and outcomes of the French     and perform a speech in support of or against
the Revolution    Revolution.                           the French Revolution.
changed social
conditions in     “The Start of the French Revolution   Compare and contrast the Bill of Rights with
France and the    Spring 1789” focuses on the           the Declaration of the Rights of Man. Have
rest of Europe.   causes and early events of the        the students do so with a Venn Diagram, a T-
(P,H)             French Revolution.                    chart, a poster, or written comparison.

                  “July 14, 1789 The Storming of the
                  Bastille” focuses on this key event
                  at the beginning of the revolution.




    08/10/09                                          S3 Curriculum Draft                                             26
Recommended
   Days of        3 days
 Instruction
                                                                                                            Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                             Guidelines
7-3.3             STANDARD SUPPORT                  See Literacy Elements in the Social Studies        To demonstrate
Compare the       DOCUMENT                          Standards appendix.                                mastery of this
development       https://www.ed.sc.gov/apps/cso/st                                                    indicator the
of Latin          andards/socsd_k8.cfm?#grade_7     E. Explain change and continuity over time         student should:
American                                                                                               Compare the
independence      Locally adopted textbook            H. Construct maps, graphs, tables, and           development of Latin
movements,                                            diagrams to display social studies information   American
including the     Websites:                                                                            independence
Haitian           Simon Bolivar: Message to the       K. Use texts, photographs, and documents to      movements, including
revolution, the   Congress of Angostura               observe and interpret social studies trends      the Haitian
role of Simón     http://www.fordham.edu/halsall/m                                                     revolution.
Bolívar in        od/1819bolivar.html                 Have the students create a similarities and      Identify the various
different                                             differences matrix chart to compare the          revolutions, the
independence      Summary of the Mexican              American Revolution, French Revolution, and      leaders of these
movements,        Revolution and Hidalgo’s role       Latin American Independence Movements.           revolutions, e.g.
and the role of   http://www.mexonline.com/mexic      The X axis would include the American            Simon Bolivar and
Father Miguel     an-independence.htm                 Revolution, French Revolution, Latin American    Father Miguel
Hidalgo in the                                        Independence Movements, and                      Hidalgo, and the
Mexican           Summary of Latin American Wars      similarities/differences. The Y axis should      reasons for the
Revolution of     for Independence and Bolivar’s      include the characteristics of influences,       revolutions.
1810. (P, H, G)   role: Summary of Latin American     causes, key events/people, and outcomes.         Describe the results
                  Wars for Independence and                                                            of the different
                  Bolivar’s role                      Explain the fundamental beliefs of Simon         independence
                                                      Bolivar and compare his list of concerns to      movements.
                                                      the United States Declaration of
                                                      Independence. Have students read Simon



    08/10/09                                        S3 Curriculum Draft                                                       27
                                                                                                         Assessment
   Indicator         Recommended Resources                    Suggested Instructional Strategies
                                                                                                          Guidelines
7-3.3             Chronology of Haitian Revolution:       Bolivar’s address to the Congress of
Compare the       http://www.webster.edu/~corbetr         Angostura (1819) for background
development       e/haiti/history/revolution/dates.ht     information. “Simon Bolivar: Message to the
of Latin          m                                       Congress of Angostura” is found at:
American                                                  http://www.fordham.edu/halsall/mod/1819bo
independence      Map of Haiti:                           livar.html
movements,        http://www.webster.edu/~corbetr
including the     e/images/smallmap.gif                   Have the students compare the activities of
Haitian                                                   Bolivar and Hidalgo using a Venn Diagram.
revolution, the   Newspaper Article Relating to the
role of Simón     Haitian Revolution:                     Have the students label the independence of
Bolívar in        http://www.webster.edu/~corbetr         Latin American countries on a map showing
different         e/haiti/history/revolution/takes-       the dates of independence and the countries
independence      dr.htm                                  from which they gained independence.
movements,
and the role of   Documents by and about Hidalgo:         Have the students create a timeline showing
Father Miguel     http://www.tamu.edu/ccbn/dewitt/        the independence of Latin American countries
Hidalgo in the    hidalgoarchive.htm                      and the countries from which they gained
Mexican                                                   independence.
Revolution of     Biography for Latin American
1810. (P, H, G)   Independence Leaders:
                  http://pachami.com/English/latino
                  americaE.html
                  www.scdiscus.org
                  click on History Resource Center:
                  World History
                  ETV StreamlineSC
                  www.scetv.org/education/StreamLi
                  neSC



    08/10/09                                            S3 Curriculum Draft                                            28
Recommended
   Days of          4 days
 Instruction
                                                                                                                Assessment
   Indicator           Recommended Resources                Suggested Instructional Strategies
                                                                                                                 Guidelines
7-3.4               STANDARD SUPPORT                     See Literacy Elements in the Social Studies      To demonstrate
Explain the         DOCUMENT                             Standards appendix.                              mastery of this
causes and          https://www.ed.sc.gov/apps/cso/s                                                      indicator the
course of           tandards/socsd_k8.cfm?#grade_7       E. Explain change and continuity over time       student should:
the Industrial                                                                                            Explain the causes
Revolution in       Locally adopted textbook             H. Construct maps, graphs, tables, and           and course of
Europe, Japan,                                           diagrams to display social studies information   the Industrial
and the United      Websites:                                                                             Revolution in Europe,
States,             Industrial Revolution Information    K. Use texts, photographs, and documents to      Japan, and the United
including the
                    http://www.fordham.edu/halsall/m     observe and interpret social studies trends      States.
reasons that
                    od/modsbook14.html                                                                    Identify the reasons
England was
                                                         Have the students respond to the following       that England was the
the first nation
                    Photograph of a handloom             prompt:                                          first nation to
to industrialize,
the impact of       http://www.spartacus.schoolnet.co    Write a diary entry as if you were one of the    industrialize.
the growth of       .uk/handloom.jpg                     following people living in England in the year   Describe the impact
population and                                           1800: a factory worker, a factory owner, or a    of the growth of
the rural-to-       Petition from skilled works on the   child your age.                                  population and the
urban               impact of machinery                                                                   rural-to-urban
migration, the      http://www.fordham.edu/halsall/m                                                      migration.
changes in the      od/1786machines.html                                                                  Identify and
organization of                                          Have the students create a magazine article      analyze the changes
work and labor,     Cloth merchants defending the use    or short-story book on how the Industrial        in the organization of
and the             of machines                          Revolution affected the world socially,          work and labor.
development of      http://www.fordham.edu/halsall/m     economically, and politically. *This activity    Describe the
socialism. (E, H,   od/1791machines.html                 appears under 7-3.5 as well because it           development of
G)                                                                                                        socialism.



     08/10/09                                        S3 Curriculum Draft                                                           29
                                                                                                          Assessment
   Indicator           Recommended Resources                Suggested Instructional Strategies
                                                                                                           Guidelines
7-3.4               Spread of Railways                   addresses both indicators.
Explain the         http://www.fordham.edu/halsall/m
causes and          od/indrev6.html                      Have the students research an inventor or an
course of                                                invention and create a presentation on how
the Industrial      The Sadler Report on Child Labor     the person/invention has impacted the world,
Revolution in       http://history.hanover.edu/courses   is used today, and how your daily life would
Europe, Japan,      /excerpts/111sad.html                be different without it. Site that can be used
and the United                                           for research:
States,             Chronology of the Industrial         http://www.kidinfo.com/American_History/Ind
including the       Revolution                           ustrial_Revolution.html
reasons that        http://www.victorianweb.org/techn
England was         ology/ir/irchron.html               Evaluate the importance of children as part of
the first nation                                        the Industrial Revolution. Then have the
to industrialize,   Website for the student analysis of students create a poster either pro or con
the impact of       the Industrial Revolution as a      toward the use of children in factories.
the growth of       member of the House of Commons
population and      http://score.rims.k12.ca.us/activit Analyze changes to the organization of work
the rural-to-       y/IndustRev/                        and labor. Have the students imagine that
urban                                                   their town’s main factory and source of
migration, the      www.scdiscus.org                    income will soon be purchased and retooled
changes in the      click on History Resource Center:   with robotic machines. There will be a city
organization of     World History                       council meeting to determine if they will allow
work and                                                the deal to proceed. Each student will take a
labor, and the      ETV StreamlineSC                    role (worker, lawyer, factory owner, producer,
development of      www.scetv.org/education/StreamLi farmer, etc) and use his/her findings from the
socialism. (E,      neSC                                Industrial Revolution to argue their point,
H, G)               The following videos are found at   including graphs to present their point. An
                    ETV StreamlineSC:                   independent Town Council will vote at the end
                                                        of the meeting.
                    “Life Before the Industrial


     08/10/09                                         S3 Curriculum Draft                                               30
                                                                                                               Assessment
   Indicator           Recommended Resources                     Suggested Instructional Strategies
                                                                                                                Guidelines
7-3.4               Revolution” is great for showing         Analyze the effects of the Industrial
Explain the         the changes to life brought about        Revolution. Each student will take the
causes and          by the Industrial Revolution.            position as a House of Commons Member and
course of                                                    fulfill one or more of the assignments given in
the Industrial      “Living History: Living During the       the corresponding website. Site that can be
Revolution in       Industrial Revolution” portrays life     used for this activity is as follows:
Europe, Japan,      during the Industrial Revolution.        http://score.rims.k12.ca.us/activity/IndustRev
and the United      This is good to show in connection       /
States,             with “Life Before the Industrial
including the       Revolution.”                             Analyze the role of child labor as a change in
reasons that                                                 the organization of work and labor. Have
England was         “Introduction to the Industrial          students debate on child labor. Let students
the first nation    Revolution” has background               choose a certain role from the Industrial
to industrialize,   information on the Industrial            Revolution, research that character, and
the impact of       Revolution.                              prepare for a debate on “Parliament should
the growth of                                                pass legislation making it illegal for a child
population and      “Textile Manufacturing Before the        under the age of twelve to work in textile
the rural-to-       Industrial Revolution” is great for      factories.”
urban               showing the changes in
migration, the      organization of work and labor
changes in the      brought about by the Industrial
organization of     Revolution.
work and
labor, and the      “Revolution in the Textile Industry”
development of      is great for showing the
socialism. (E,      organization of work and labor
H, G)               during the Industrial Revolution.
                    This is good to show in connection
                    with “Textile Manufacturing Before
                    the Industrial Revolution.”


     08/10/09                                              S3 Curriculum Draft                                               31
                                                                                                  Assessment
   Indicator           Recommended Resources                 Suggested Instructional Strategies
                                                                                                   Guidelines
7-3.4               “Factories and the Growth of
Explain the         Industrial Cities” portrays
causes and          industrialization and rural-to-urban
course of           migration.
the Industrial
Revolution in
Europe, Japan,
and the United
States,
including the
reasons that
England was
the first nation
to industrialize,
the impact of
the growth of
population and
the rural-to-
urban
migration, the
changes in the
organization of
work and
labor, and the
development of
socialism. (E,
H, G)




     08/10/09                                          S3 Curriculum Draft                                      32
Recommended
   Days of         3 days
 Instruction
                                                                                                              Assessment
   Indicator          Recommended Resources                Suggested Instructional Strategies
                                                                                                               Guidelines
7-3.5              STANDARD SUPPORT                     See Literacy Elements in the Social Studies      To demonstrate
Explain the        DOCUMENT                             Standards appendix.                              mastery of this
impact of the      https://www.ed.sc.gov/apps/cso/s                                                      indicator the
new                tandards/socsd_k8.cfm?#grade_7       E. Explain change and continuity over time       student should:
technology that                                                                                          Explain the impact of
emerged            Locally adopted textbook             H. Construct maps, graphs, tables, and           the new technology
during the                                              diagrams to display social studies information   that emerged during
Industrial         Websites:                                                                             the Industrial
Revolution,        Industry and Invention in 19th       K. Use texts, photographs, and documents to      Revolution.
including          Century Britain                      observe and interpret social studies trends      Identify changes
changes that       http://www.ed.sc.gov/agency/Stan                                                      that promoted the
promoted the       dards-and-Learning/Academic-         Have the students create a magazine article      industrialization of
industrializatio   Standards/old/cso/social_studies/s   or short-story book on how the Industrial        textile production in
n of textile       d2005/                               Revolution affected the world socially,          England.
production in                                           economically, and politically. *This activity    Infer the impact of
England and                                             appears under 7-3.4 as well because it           interchangeable parts
the impact of      Photograph of a handloom             addresses both indicators.                       and mass production.
interchangeabl     http://www.spartacus.schoolnet.co
e parts and        .uk/handloom.jpg                     Have the students create a flow chart showing
mass                                                    how the invention of one machine spurred the
production. (E,    Tons of Information on the           creation of bigger machines until factories
H)                 Industrial Revolution                were needed to house the machines.
                   http://www.kidinfo.com/American
                   _History/Industrial_Revolution.htm   Explain the step-by-step process of a
                   l                                    mechanized spinning mill, paddle steamer, or




     08/10/09                                       S3 Curriculum Draft                                                          33
                                                                                                           Assessment
   Indicator          Recommended Resources                    Suggested Instructional Strategies
                                                                                                            Guidelines
7-3.5              Source need for Debate on Child         steam engine.
Explain the        Labor
impact of the      http://www.spartacus.schoolnet.co       Analyze the impact of new machinery. Have
new                .uk/Twork.htm                           the students create a graph that shows the
technology that                                            number of workers needed to create a given
emerged            www.scdiscus.org                        number of a specific product without
during the         click on History Resource Center:       machinery and the number of workers needed
Industrial         World History                           when machinery was used. Then have the
Revolution,                                                students create a graph that shows the output
including          ETV StreamlineSC                        of a product given 100 workers and no
changes that       www.scetv.org/education/StreamLi        machinery and 100 workers with machinery.
promoted the       neSC
industrializatio   The following videos are found at
n of textile       ETV StreamlineSC:
production in
England and        “Life Before the Industrial
the impact of      Revolution” is great for showing
interchangeabl     the changes to life brought about
e parts and        by the Industrial Revolution.
mass
production. (E,    “Living History: Living During the
H)                 Industrial Revolution” portrays
                   how the impact of new technology
                   changed life during the Industrial
                   Revolution. This is good to show
                   in connection with “Life Before the
                   Industrial Revolution.”

                   “Introduction to the Industrial
                   Revolution” has background


     08/10/09                                            S3 Curriculum Draft                                             34
                                                                                                    Assessment
   Indicator          Recommended Resources                    Suggested Instructional Strategies
                                                                                                     Guidelines
7-3.5              information on the Industrial
Explain the        Revolution.
impact of the
new                “Textile Manufacturing Before the
technology that    Industrial Revolution” is great for
emerged            showing the changes of new
during the         technologies brought about by the
Industrial         Industrial Revolution.
Revolution,
including          “Revolution in the Textile Industry”
changes that       is great for showing the impact of
promoted the       new technologies during the
industrializatio   Industrial Revolution, with special
n of textile       focus on the textile industry. This
production in      is good to show in connection with
England and        “Textile Manufacturing Before the
the impact of      Industrial Revolution.”
interchangeabl
e parts and        “Factories and the Growth of
mass               Industrial Cities” portrays
production. (E,    industrialization and rural-to-urban
H)                 migration.

                   “The Impact of Interchangeable
                   Parts” shows the impact of this
                   new technology.




     08/10/09                                            S3 Curriculum Draft                                      35
Recommended
   Days of        3 days
 Instruction
                                                                                                              Assessment
   Indicator         Recommended Resources                 Suggested Instructional Strategies
                                                                                                               Guidelines
7-3.6             STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Compare the       DOCUMENT                              Standards appendix.                              mastery of this
emergence of      https://www.ed.sc.gov/apps/cso/s                                                       indicator the
nationalist       tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time       student should:
movements                                                                                                Compare the
across Europe     Locally adopted textbook              H. Construct maps, graphs, tables, and           emergence of
in the                                                  diagrams to display social studies information   nationalist
nineteenth        Websites:                                                                              movements across
century,          Map of the Unification of Italy       K. Use texts, photographs, and documents to      Europe in the
including the     http://www.wwnorton.com/college       observe and interpret social studies trends      nineteenth century.
unification of    /history/ralph/resource/unifital.ht                                                    Explain how and why
Italy, the        m                                     Recommendation: Teach indicator 7-3.6 after      the unification of
unification of                                          7-3.2 to keep continuity and show the            Italy, the unification
Germany, and      Documents on the Unification of       influence of Napoleon on the rise of             of Germany, and
Napoleon’s role   Germany (Friedrich Wilhelm IV and     Nationalism.                                     Napoleon’s role in
in the            Bismarck                                                                               the spreading of
spreading of      http://www.fordham.edu/halsall/m      Identify the key players in the rise of          nationalism
nationalism.      od/germanunification.html             nationalism in Italy, Germany and France.        contributed to the
(H, P, G)                                                                                                nationalist
                  Mazzini on Nationalism                Have the students create a series of maps        movements.
                  http://www.fordham.edu/halsall/m      showing the unification of Italy and Germany.
                  od/1852mazzini.html
                                                        Have the students draw political cartoons
                  Documents on the Revolution of        showing a cause or desire for unification
                  1848 in France                        within Italy or Germany.
                  http://www.wwnorton.com/college



    08/10/09                                        S3 Curriculum Draft                                                           36
                                                                                                       Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                        Guidelines
7-3.6             /history/ralph/resource/unifgerm.h    Have the students create a chart showing the
Compare the       tm                                    benefits and drawbacks for unification.
emergence of
nationalist       Unification of Germany
movements         http://www.wwnorton.com/college
across Europe     /history/ralph/resource/unifgerm.h
in the            tm
nineteenth
century,          www.scdiscus.org
including the     click on History Resource Center:
unification of    World History
Italy, the
unification of    ETV StreamlineSC
Germany, and      www.scetv.org/education/StreamLi
Napoleon’s role   neSC
in the
spreading of
nationalism.
(H, P, G)




    08/10/09                                          S3 Curriculum Draft                                            37
Standard 7-4: The student will demonstrate an understanding of the impact of imperialism throughout the world
in the late nineteenth and early twentieth centuries.
 Recommended
     Days of      5 days
   Instruction
                                                                                                               Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                                Guidelines
7-4.1             STANDARD SUPPORT                       See Literacy Elements in the Social Studies      To demonstrate
Summarize the     DOCUMENT                               Standards appendix.                              mastery of this
economic          https://www.ed.sc.gov/apps/cso/s                                                        indicator the
origins of        tandards/socsd_k8.cfm?#grade_7         E. Explain change and continuity over time.      student should:
European                                                                                                  Summarize the
imperialism,      Locally adopted textbook               K. Use texts, photographs, and documents to      economic origins of
including the                                            observe and interpret social studies trends      European imperialism
conflicts         Websites:                              and relationships.                               including the conflicts
among             This site has links to articles and                                                     that developed over
European          primary source documents related       L. Interpret calendars, time lines, maps,        raw materials and
nations as they   to European imperialism.               charts, tables, graphs, flow charts, diagrams,   markets.
competed for      http://www.historyteacher.net/APE      photographs, paintings, cartoons,                Identify how the
raw materials     uroCourse/WebLinks/WebLinks-           architectural drawings, documents, letters,      Industrial Revolution
and markets       NewImperialism.htm                     censuses, and other artifacts.                   impacted this
and for the                                                                                               imperialistic venture.
establishment     This site also has links to articles   Have the students create a web graphic           Illustrate parts of
of colonies in    related to European imperialism.       organizer on the origins and reasons for         the Industrial
Africa, Asia,     http://www.casahistoria.net/imperi     European imperialism. Have them put the          Revolution using
and Oceania.      alism.htm                              topic of Imperialism in the middle. Then have    words, pictures, or
(H, E, G)                                                them create 6 web extensions from that topic.    diagrams.
                  This site has pictures of colonial     In those 6 web extensions place the questions    Classify by
                  Africa.                                Who?, What?, When?, Why?, Where?, and            sequencing how the
                  http://www.wheaton.edu/bgc/arch        How? Have the students fill in the web           desire for raw



    08/10/09                                         S3 Curriculum Draft                                                            38
                                                                                                              Assessment
   Indicator         Recommended Resources                   Suggested Instructional Strategies
                                                                                                               Guidelines
7-4.1             ives/exhibits/collins/colins02.htm     organizer with correct and relevant             materials and
Summarize the                                            information.                                    markets made
economic          www.scdiscus.org                                                                       countries fight
origins of        click on History Resource Center:      Analyze reasons why Great Britain would         to gain more and
European          World History                          stretch her empire throughout the world.        more control of the
imperialism,                                             Explain what resources, wealth, and control     world.
including the     ETV StreamlineSC                       can bring to an empire.                         Identify how
conflicts         www.scetv.org/education/StreamLi                                                       imperialism impacted
among             neSC                                   Have the students create a graph showing the    the build up of world
European          The following videos are found at      number of colonies, total area, and raw         tensions that led to
nations as they   ETV StreamlineSC:                      materials available for each European country   WWI.
competed for                                             in Asia.
raw materials     "European Imperialism in Africa"
and markets       discusses European Imperialism as      Have the students use a historical map to
and for the       they competed for raw materials.       explain orally or in written form where
establishment                                            European colonial interests lie on the
of colonies in                                           continent of Africa.
Africa, Asia,     “America in the 20th Century:
and Oceania.      America Becomes a World Power”         Have the students construct a chart listing
(H, E, G)         has information on the economic        specific European countries, African colonies
                  origins of imperialism as well as      held, and natural resources contained within
                  the Open Door Policy and opening       the colonies.
                  trade in Japan.
                                                         Explain how the Industrial Revolution helped
                                                         bring on European imperialism. Have the
                                                         students write a summary of how the
                                                         Industrial Revolution led to European
                                                         imperialism.

                                                         Explain how the Industrial Revolution


    08/10/09                                           S3 Curriculum Draft                                                       39
                                                                                             Assessment
   Indicator      Recommended Resources         Suggested Instructional Strategies
                                                                                              Guidelines
7-4.1                                       impacted the new colonies in Africa, Asia, and
Summarize the                               Oceania.
economic
origins of                                  Explain how the search for new colonies in
European                                    Africa, Asia and Oceania impacted Europe.
imperialism,
including the                               Explain how the building of empires and the
conflicts                                   continual search for land and raw materials
among                                       impacted the building up of world tension for
European                                    WWI.
nations as they
competed for
raw materials
and markets
and for the
establishment
of colonies in
Africa, Asia,
and Oceania.
(H, E, G)




    08/10/09                              S3 Curriculum Draft                                              40
Recommended
   Days of       2 days
 Instruction
                                                                                                              Assessment
   Indicator        Recommended Resources                  Suggested Instructional Strategies
                                                                                                               Guidelines
7-4.2            STANDARD SUPPORT                      See Literacy Elements in the Social Studies       To demonstrate
Use a map to     DOCUMENT                              Standards appendix.                               mastery of this
illustrate the   https://www.ed.sc.gov/apps/cso/s                                                        indicator the
geographic       tandards/socsd_k8.cfm?#grade_7        F. Ask geographic questions: Where is it          student should:
extent of                                              located? Why is it there? What is significant     Create, read, and
European         Locally adopted textbook              about its location? How is its location related   interpret a map of
imperialism in                                         to that of other people, places, and              the Colonial World
various          Websites:                             environments?                                     during the 1700 and
regions,         This site has links to maps related                                                     1800’s and to make
including        to European imperialism.              H. Construct maps, graphs, tables, and            projections about
Africa, Asia,    http://www.historyteacher.net/APE     diagrams to display social studies information    Imperialism.
the Middle       uroCourse/WebLinks/WebLinks-                                                            Interpret the key
East, South      NewImperialism.htm                    I. Use maps to observe and interpret              and understand the
America,                                               geographic information and relationships.         implications of the
Australia, New   This site has a world map showing                                                       growth of such
Zealand,         the extent of European                Have the students identify which European         empires in the world.
Siberia, and     imperialism.                          powers colonized in each of the different
Canada. (G, H)   http://users.erols.com/mwhite28/      colored areas on the map of Asia at the
                 1907powr.htm                          website:
                                                       http://www.wwnorton.com/college/history/ral
                 This site has a map showing           ph/resource/impasia.htm
                 imperialism in Asia.
                 http://www.wwnorton.com/college       Have the students identify which European
                 /history/ralph/resource/impasia.ht    powers colonized in each of the different
                 m                                     colored areas on the map of Africa at the
                 This site has a map showing           website:
                 imperialism in Africa.                http://www.wwnorton.com/college/history/ral


    08/10/09                                         S3 Curriculum Draft                                                         41
                                                                                                       Assessment
   Indicator        Recommended Resources                  Suggested Instructional Strategies
                                                                                                        Guidelines
7-4.2            http://www.wwnorton.com/college       ph/resource/impafr.htm
Use a map to     /history/ralph/resource/impafr.htm
illustrate the                                         Have the students label a world map to draw
geographic       www.scdiscus.org                      lines from European countries to their
extent of        click on History Resource Center:     respective colonies around the world. Then
European         World History                         have them interpret the influence of each
imperialism in                                         European country based upon their spread
various          ETV StreamlineSC                      across the globe (can be done orally or
regions,         www.scetv.org/education/StreamLi      written).
including        neSC
Africa, Asia,                                          Have the students color code maps of each
the Middle                                             region of the world on a world map to
East, South                                            represent the extent of European imperialism.
America,
Australia, New
Zealand,
Siberia, and
Canada. (G, H)




    08/10/09                                         S3 Curriculum Draft                                             42
Recommended
   Days of         5 days
 Instruction
                                                                                                                     Assessment
   Indicator          Recommended Resources                     Suggested Instructional Strategies
                                                                                                                      Guidelines
7-4.3              STANDARD SUPPORT                         See Literacy Elements in the Social Studies         To demonstrate
Explain the        DOCUMENT                                 Standards appendix.                                 mastery of this
causes and         https://www.ed.sc.gov/apps/cso/s                                                             indicator the
effects of the     tandards/socsd_k8.cfm?#grade_7           E. Explain change and continuity over time.         student should:
Spanish-                                                                                                        Explain the causes
American War       Locally adopted textbook                 K. Use texts, photographs, and documents to         and effects of the
and its                                                     observe and interpret social studies trends         Spanish American
reflection of      Websites:                                and relationships.                                  War.
the United         This site includes a Chronology of                                                           Construct cause-and
States’ interest   the Spanish-American War.                Have the students research the causes, main         effect models of the
in imperial        http://www.loc.gov/rr/hispanic/18        events, and effects of the Spanish-American         war.
expansion,         98/chronology.html                       War. Then have them write a newspaper               Recall and explain
including this                                              report as if they were reporters living at the      how imperialism,
nation’s           This site has pictures, video, and       time the war ended. Have students use any           competition for trade,
acquisition of     descriptions from the Spanish-           of the sites under Recommended                      and yellow journalism
the Philippines,   American War.                            Resources.                                          were significant
Puerto Rico,       http://lcweb2.loc.gov/ammem/saw                                                              causes of this war.
and Guam; its      html/sawsp1.html                         Have the students write a poem or song about        Recall and explain
temporary                                                   the sinking of the Maine and the beginning of       that the effects of the
occupation of      This site contains an overview of        the Spanish-American War.                           war helped make the
Cuba; and its      the Spanish-American War.                                                                    US a world power
rise as a world    http://www.loc.gov/rr/hispanic/18        Summarize the causes and effects of the             as it gained more
power. (G, H)      98/intro.html                            Spanish-American War. Divide the students           territories.
                                                            into groups of two and assign each student a
                   This site contains links to specific     section of the first page of the article found at
                   information about each of the            the website below. Each student should write
                   nations involved in the Spanish-         a summary of the section, and then the


     08/10/09                                             S3 Curriculum Draft                                                             43
                                                                                                             Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                              Guidelines
7-4.3              American War.                          students should get together to teach each
Explain the        http://www.loc.gov/rr/hispanic/18      other the sections they read. They also need
causes and         98/                                    to put the summaries together in
effects of the                                            chronological order to re-tell the causes of the
Spanish-           This site contains a lesson plan on    Spanish-American War. They should use the
American War       the Philippine-American War that       website:
and its            was an effect of the Spanish-          http://www.smplanet.com/imperialism/reme
reflection of      American War.                          mber.html
the United         http://www.baylink.org/lessons/m
States’ interest   acmem2_r.html                          Have the students explain in a paragraph
in imperial                                               summary why victory over Spain was
expansion,                                                essential for the United States’ growth and
including this     This site has an article with a        success and list new acquisitions gained by
nation’s           chronological description of the       the United States and what resources they
acquisition of     war by sections.                       offered to the growing nation.
the Philippines,   http://www.smplanet.com/imperial
Puerto Rico,       ism/remember.html                      Have the students create a flow chart or a
and Guam; its                                             cause/effect chain to show the causes and
temporary          This site has a broad overview of      effects of the war.
occupation of      the war.
Cuba; and its      http://en.wikipedia.org/wiki/Spani
rise as a world    sh-american_war
power. (G, H)
                   This has lots of great information
                   on the Spanish American War
                   http://www.spanamwar.com/
                   www.scdiscus.org
                   click on History Resource Center:
                   World History



     08/10/09                                           S3 Curriculum Draft                                                44
                                                                                                Assessment
   Indicator          Recommended Resources                Suggested Instructional Strategies
                                                                                                 Guidelines
7-4.3
Explain the        ETV StreamlineSC
causes and         www.scetv.org/education/StreamLi
effects of the     neSC
Spanish-           The following videos are found at
American War       ETV StreamlineSC:
and its            “America in the 20th Century:
reflection of      America Becomes a World Power”
the United         has clips on the causes and effects
States’ interest   of the war.
in imperial
                   "The Spanish American War
expansion,
                   Begins" discusses how Yellow
including this
                   Journalism played a part in the
nation’s
                   start of the war.
acquisition of
the Philippines,
                   "The War in the Philippines and the
Puerto Rico,
                   Caribbean" discusses strategies for
and Guam; its
                   victories in these two fronts.
temporary
occupation of
                   "The War Ends - The Treaty of
Cuba; and its
                   Paris" shows the results of the
rise as a world
                   Spanish-American War and the
power. (G, H)
                   beginning of American
                   Imperialism.




Recommended        6 days


     08/10/09                                        S3 Curriculum Draft                                      45
    Days of
  Instruction
                                                                                                              Assessment
   Indicator          Recommended Resources                 Suggested Instructional Strategies
                                                                                                               Guidelines
7-4.4              STANDARD SUPPORT                      See Literacy Elements in the Social Studies     To demonstrate
Compare            DOCUMENT                              Standards appendix.                             mastery of this
differing views    https://www.ed.sc.gov/apps/cso/s                                                      indicator the
with regard to     tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.     student should:
colonization                                                                                             Compare differing
and the            Locally adopted textbook              K. Use texts, photographs, and documents to     views with regard to
reactions of                                             observe and interpret social studies trends     colonization and the
people under       Websites:                             and relationships.                              reactions of people
colonial rule in   This site has a description of the                                                    under colonial rule.
the late           Sepoy Rebellion including causes,     Compare the British view of the Sepoy           Compare rebellions
nineteenth and     the Sepoys themselves, the spread     Rebellion as a mutiny with the Indian view of   in Africa (the Zulu
early twentieth    of the rebellion throughout India,    the Sepoy Rebellion as a war for                War), India (the
centuries,         and results.                          independence. This can be done as a whole       Sepoy Rebellion) and
including the      http://www.nationmaster.com/enc       class discussion, small group discussion, or    China (the Boxer
Zulu War, the      yclopedia/Sepoy-Rebellion             written response.                               Rebellion).
Sepoy                                                                                                    Summarize the
Rebellion, and     This site has a series of pages re-   Compare and contrast the Sepoy and Boxer        causes and effects of
the Boxer          telling the story of the Boxer        Rebellions. Have the students first discuss     these rebellions from
Rebellion. (H)     Rebellion.                            ways they are similar and ways they differ.     the perspectives of
                   http://www.smplanet.com/imperial      Then have them analyze and the reasons          the colonizing nations
                   ism/fists.html                        behind the rebellions and their outcomes.       and the nations under
                                                         This can be done as a whole class discussion,   colonial rule.
                   This site has a Primary Source        small group discussion, or written response.
                   Document, the “First Open Door
                   Note” from 1899, on opening trade
                   in China.
7-4.4              http://odur.let.rug.nl/~usa/D/187
                   6-1900/foreignpolicy/opendr.htm       Have the students read the summary of the


     08/10/09                                        S3 Curriculum Draft                                                          46
                                                                                                          Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
Compare                                                  Boxer Rebellion at
differing views    www.scdiscus.org                      http://www.smplanet.com/imperialism/fists.ht
with regard to     click on History Resource Center:     ml and identify the main figures and their
colonization       World History                         roles in the rebellion.
and the
reactions of       ETV StreamlineSC                      Have the students create a chart to identify
people under       www.scetv.org/education/StreamLi      the countries with economic interests in China
colonial rule in   neSC                                  and list their economic interests.
the late           The following video is found at ETV
nineteenth and     StreamlineSC:                         Explain why Natives resisted European
early twentieth                                          imperialism. Have students role-play the
centuries,         "The Boxer Rebellion" discusses       following situation:
including the      the events leading to the Boxer       Pretend that you are a defense attorney
Zulu War, the      Rebellion as well as events           whose job it is to defend a member of the
Sepoy              following it.                         Order of Righteous and Harmonious Fists
Rebellion, and                                           (Boxers), one of the Sepoy mutineers, and a
the Boxer                                                Zulu chief. Provide a defense for your client
Rebellion. (H)                                           that might convince an impartial jury of their
                                                         innocence.

                                                         Compare and contrast the Sepoy Rebellion,
                                                         Boxer Rebellion, and Zulu Wars. Have the
                                                         students create a similarities and differences
                                                         matrix chart showing the 3 events and
                                                         similarities/differences on the X axis and the
                                                         characteristics of causes, key events, and
                                                         outcomes on the Y axis. This can also be
                                                         done by creating a Venn Diagram with the
                                                         three circles representing the three events.
7-4.4                                                    Make sure to have students focus on the



     08/10/09                                          S3 Curriculum Draft                                              47
                                                                                              Assessment
   Indicator       Recommended Resources         Suggested Instructional Strategies
                                                                                               Guidelines
Compare                                      causes, key events, and outcomes if doing the
differing views                              Venn Diagram.
with regard to                               Have the students create a graphic organizer
colonization                                 including events that led to the Zulu War and
and the                                      results of that war.
reactions of
                                             Have the students create three Flow Maps to
people under
                                             show the causes, key events of the Zulu War,
colonial rule in
                                             the Sepoy Rebellion, and the Boxer Rebellion.
the late
nineteenth and                               Have the students create a graphic organizer
early twentieth                              including events that led to the Boxer
centuries,                                   Rebellion and the results of that rebellion.
including the                                Have the students create a table comparing
Zulu War, the                                the three rebellions. Details should include:
Sepoy                                        What caused each one? What were the
Rebellion, and                               outcomes of each? Are there similarities?
the Boxer
Rebellion. (H)                               Have the students analyze the differing views
                                             of imperialism by responding to the following
                                             prompt:
                                             How is the British or other European's view of
                                             Imperialism different from the natives that
                                             were being controlled by others?

                                             Have the students write a diary entry showing
                                             the British view of Imperialism. Then have
                                             them write a diary entry from the viewpoint of
                                             those being controlled.




     08/10/09                              S3 Curriculum Draft                                              48
Recommended
   Days of        4 days
 Instruction
                                                                                                              Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                               Guidelines
7-4.5             STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Summarize the     DOCUMENT                              Standards appendix.                              mastery of this
significant       https://www.ed.sc.gov/apps/cso/s                                                       indicator the
features and      tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.      student should:
explain the                                                                                              Summarize the
causes of         Locally adopted textbook              K. Use texts, photographs, and documents to      significant features
Japan’s                                                 observe and interpret social studies trends      and explain the
imperial          Websites:                             and relationships.                               causes of
expansion in      This site has a broad overview of                                                      Japan’s imperial
East Asia,        the war.                              Have the students write a persuasive speech      expansion in East
including the     http://en.wikipedia.org/wiki/Russo    on behalf of the Japanese government to          Asia.
defeat of the     -japanese_war                         sway the Japanese people to believe in           Explain the reasons
Russians in the                                         expansion of the empire.                         for Japan’s
Russo-            www.scdiscus.org                                                                       expansion in Korea
Japanese War,     click on History Resource Center:     Have the students research the causes, main      and Manchuria.
the reasons for   World History                         events, and effects of the Russo-Japanese        Describe how this
the expansion                                           War. Then have them write a newspaper            expansion was a
in Korea and      ETV StreamlineSC                      report as if they were reporters living at the   cause of the Sino-
Manchuria, and    www.scetv.org/education/StreamLi      time the war ended. Have students use the        Japanese War with
the rise of       neSC                                  website:                                         China and the Russo-
Japan as a                                              http://en.wikipedia.org/wiki/Russo-              Japanese War with
world power.                                            japanese_war                                     Russia.
(H, G, E)                                                                                                Describe the defeat
                                                        Have the students create a chart showing the     of the Chinese and
                                                        causes, results for Russia and Japan during      the Russians in these
7-4.5                                                   key battles, and outcomes of the Russo-          wars and detail the
                                                        Japanese War.


    08/10/09                                          S3 Curriculum Draft                                                        49
                                                                                                   Assessment
   Indicator      Recommended Resources         Suggested Instructional Strategies
                                                                                                    Guidelines
Summarize the                               Compare the Sino-Japanese War and the             rise of Japan as a
significant                                 Russo-Japanese War to track Japanese              world power.
features and                                imperial expansion. Have the students create
explain the                                 a similarities and differences matrix chart
causes of                                   showing the two wars and similarities/
Japan’s                                     differences on the X axis and the
imperial                                    characteristics of causes, key events, and
expansion in                                outcomes on the Y axis.
East Asia,
including the                               Have the students create a flow chart (or a
defeat of the                               cause/effect chain) that demonstrates the
Russians in the                             long-term effects of the Russo-Japanese War
Russo-                                      on Japan, Russia, Asia, and the United States
Japanese War,                               (because of Teddy Roosevelt’s role in the
the reasons for                             peace treaty).
the expansion                               Have the students label the location of Japan
in Korea and                                and areas involved with their imperial
Manchuria, and                              expansion on a blank map of Asia or dry erase
the rise of                                 map if available. Then discuss in small groups
Japan as a                                  or as a whole class the reasons for Japan’s
world power.                                expansion into these areas.
(H, G, E)
                                            Explain reasons for Japanese imperialism.
                                            Have the students role-play the following
                                            situation:
                                            Pretend that you are a journalist from Japan.
                                            Defend the expansionist moves made by
                                            Japan at this time that will eventually lead to
                                            entrance into World War II.




    08/10/09                              S3 Curriculum Draft                                                      50
Standard 7-5: The student will demonstrate an understanding of the causes and effects of world conflicts in the
early twentieth century.
Recommended
    Days of      7 days
  Instruction
                                                                                                               Assessment
   Indicator          Recommended Resources                 Suggested Instructional Strategies
                                                                                                                Guidelines
7-5.1              STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Explain the        DOCUMENT                              Standards appendix                               mastery of this
causes and key     https://www.ed.sc.gov/apps/cso/s                                                       indicator the
events of World    tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.      student should:
War I, including                                                                                          Summarize the
the rise of        Locally adopted textbook              H. Construct maps, graphs, tables, and           causes and key
nationalism,                                             diagrams to display social studies information   events of WWI.
ethnic and         Websites:                                                                              Explain the
ideological        Life in the Trenches gives tons of    I. Use maps to observe and interpret             significance of
conflicts in
                   information about what soldiers       geographic information and relationships         militarism, alliances,
different
                   had to live with.                                                                      imperialism, and
regions,
                   http://www.firstworldwar.com/atoz     K. Use texts, photographs, and documents to      nationalism.
political and
economic           /trenchfoot.htm                       observe and interpret social studies trends      Classify examples of
rivalries, the                                           and relationships.                               each.
human costs of     Excellent website on World War I                                                       Interpret ethnic and
the                It can be used to create the          L. Interpret calendars, time lines, maps,        ideological conflicts.
mechanization      timeline activity under Suggested     charts, tables, graphs, flow charts, diagrams,   Infer the impact of
of war, the        Instructional Strategies.             photographs, paintings, cartoons,                technology on the
Russian            http://www.bbc.co.uk/history/worl     architectural drawings, documents, letters,      human costs of the
Revolution, and    dwars/wwone/                          censuses, and other artifacts.                   war.
the entry of the                                                                                          Compare the Russian
United States      Political Cartoons:                   P. Locate, gather, and process information       Revolution to other
into the War.      http://rutlandhs.k12.vt.us/jpeterso   from a variety of primary and secondary          revolutions of major
(H, P, G, E)       /uboatcar.htm                         sources including maps.                          worldwide impact.



     08/10/09                                        S3 Curriculum Draft                                                           51
                                                                                                               Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                                Guidelines
7-5.1              Zimmerman Telegram: This site         Have students create a timeline of the war in    Interpret and
Explain the        shows both the original telegram      Europe.                                          summarize the
causes and key     and the translation.                  This website gives information on many of the    series of events that
events of          http://www.archives.gov/educatio      battles of World War I.                          led to the entry of the
World War I,       n/index.html                          http://www.bbc.co.uk/history/worldwars/wwo       United States into the
including the                                            ne/                                              Great War.
rise of            Website giving a large variety of
nationalism,       maps during World War I
ethnic and         http://www.firstworldwar.com/ma       Analyze how the system of alliances brought
ideological        ps/westernfront.htm                   Europe into a world war. Have the students
conflicts in                                             label a map of Europe using numbered arrows
different          Map showing changes after World       to demonstrate an attack or declaration of war
regions,           War I                                 by one nation directed at another nation.
political and      http://users.erols.com/mwhite28/      Then demonstrate which nation or nations
economic           post-ww1.htm                          would get involved next because of the
rivalries, the                                           alliance system. For example, arrow #1
human costs of     This site by the BBC has games,       would be drawn from Austria-Hungary to
the                activities, and other interactive     Serbia, and then arrow #2 would be drawn
mechanization      items such as timelines and           from Russia to Austria-Hungary demonstrating
of war, the        writings.                             that Russia had to join the war on Serbia’s
Russian            http://www.bbc.co.uk/schools/worl     side against Austria-Hungary because of their
Revolution, and    dwarone/                              alliance.
the entry of the
United States      www.scdiscus.org                      Explain how the alliance system divided
into the War.      click on History Resource Center:     Europe in World War I. Have the students
(H, P, G, E)       World History                         color code a map of Europe with one color for
                                                         the Allied Powers, one color for the Central
                   ETV StreamlineSC                      Powers, and one color for the Neutral nations.
                   www.scetv.org/education/StreamLi
                   neSC                                  Explain the changes in warfare and the


     08/10/09                                          S3 Curriculum Draft                                                          52
                                                                                                            Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                             Guidelines
7-5.1              The following videos are found at      mechanization of war. Have your students
Explain the        ETV StreamlineSC:                      respond to the following prompt:
causes and key                                            You are a U.S. soldier that is fighting in
events of          “World War I” describes the            Europe in 1918. Write a letter home to a
World War I,       complex alliances and multiple         friend or family member describing what life is
including the      causes that led to the outbreak of     like fighting in the Great War. Be sure to
rise of            World War I.                           mention life in the trenches, new technology
nationalism,                                              and weapons, and other observations and
ethnic and         “World War I Begins in Europe”         feelings you have about the war.
ideological        focuses on the assassination of the
conflicts in       Archduke, the neutrality of the        Explain the role and importance of African-
different          United States, and German              Americans and women in the U.S. entry to the
regions,           submarine warfare.                     war - include jobs and services they
political and                                             performed on the home front as well as actual
economic           “The United States and World War       participation and service in the war.
rivalries, the     I” details the German actions that
human costs of     caused the United States to enter      Have students create a flow chart showing the
the                the war.                               causes of World War I. Emphasis should be
mechanization                                             on sequence of events rather than on dates.
of war, the        The video segment “Russian             This website gives reasons for the descent
Russian            Revolution” portrays the outcome       into war. It also has the battles and dates to
Revolution, and    of the revolution.                     help with sequential order.
the entry of the                                          http://www.bbc.co.uk/history/worldwars/wwo
United States      The video segments “War and            ne/ (First ….. Next….)
into the War.      Revolution,” “The Czar Gives Up,”
(H, P, G, E)       and “Revolutions Breaks Out:           Have students evaluate the cartoons using
                   Soldiers and Citizens Unite” from      questions like the ones found on this website.
                   the video “Last of the Czars:          Look at Political Cartoons:
                   Revolution” portrays causes of the     http://rutlandhs.k12.vt.us/jpeterso/uboatcar.
                   Russian Revolution.                    htm


     08/10/09                                           S3 Curriculum Draft                                               53
                                                                                                        Assessment
   Indicator          Recommended Resources                Suggested Instructional Strategies
                                                                                                         Guidelines
7-5.1              The video segment “The Romanovs
Explain the        Are Killed” from the video “Last of Have students explain the role of propaganda
causes and key     the Czars: Revolution” shows an     in influencing the United States entry into
events of          end of the Romanov dynasty which World War I.
World War I,       ends the Russian Revolution.
including the                                          Have students write a letter as a WWI soldier
rise of                                                writing home about fighting in the trenches.
nationalism,                                           This site tells what life would be like in the
ethnic and                                             trenches:
ideological                                            http://www.firstworldwar.com/atoz/trenchfoot
conflicts in                                           .htm
different
regions,                                               Have students analyze the Zimmerman
political and                                          telegram. Who was it to? What were the
economic                                               promises? What was it telling the United
rivalries, the                                         States? This website links to the Zimmerman
human costs of                                         telegram:
the                                                    http://www.archives.gov/education/index.htm
mechanization                                          l
of war, the
Russian                                                Have students analyze, as a class, the
Revolution, and                                        changes in country boundaries after World
the entry of the                                       War I. What areas did Germany lose? What
United States                                          areas did Russia lose? What areas did
into the War.                                          Austria-Hungary lose? What new countries
(H, P, G, E)                                           appeared? This website is a good map of
                                                       Europe in 1920:
                                                       http://users.erols.com/mwhite28/post-
                                                       ww1.htm




     08/10/09                                       S3 Curriculum Draft                                               54
Recommended
   Days of        4 days
 Instruction
                                                                                                             Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                               Guidelines
7-5.2             STANDARD SUPPORT                     See Literacy Elements in the Social Studies      To demonstrate
Explain the       DOCUMENT                             Standards appendix                               mastery of this
outcome and       https://www.ed.sc.gov/apps/cso/s                                                      indicator the
effects of        tandards/socsd_k8.cfm?#grade_7       E. Explain change and continuity over time.      student should:
World War I,                                                                                            Explain the effects
including the     Locally adopted textbook             H. Construct maps, graphs, tables, and           and outcomes of
conditions and                                         diagrams to display social studies information   WWI.
failures of the   Websites:                                                                             Compare the
League of         This site gives a great deal of      I. Use maps to observe and interpret             purposes
Nations and       information on the League of         geographic information and relationships         and/or impact of the
the Treaty of     Nations.                                                                              key components of
Versailles and                                         K. Use texts, photographs, and documents to      the Treaty of
the effects of    http://en.wikipedia.org/wiki/Leagu   observe and interpret social studies trends      Versailles.
major treaties    e_of_Nations                         and relationships.                               Summarize these
on population                                                                                           components.
movement, the     This site is a primary source        L. Interpret calendars, time lines, maps,        Interpret maps
international     document giving Wilson’s 14 Points   charts, tables, graphs, flow charts, diagrams,   and/or compare
economy, and      in a speech that he gave to          photographs, paintings, cartoons,                political boundaries in
shifts in         Congress.                            architectural drawings, documents, letters,      Europe before and
borders. (H, P,   http://wwi.lib.byu.edu/index.php/P   censuses, and other artifacts.                   after WWI.
G, E)             resident_Wilson%27s_Fourteen_Po                                                       Hypothesize future
                  ints                                 P. Locate, gather, and process information       conflicts or actions
                                                       from a variety of primary and secondary          due to territorial
                  This site is diaries from nine       sources including maps.                          changes after the
                  people involved in the war from                                                       war.
                  different perspectives.              Have students analyze photographs relating to



    08/10/09                                        S3 Curriculum Draft                                                           55
                                                                                                           Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                            Guidelines
7-5.2             http://www.bbc.co.uk/history/worl     World War I. Then have them describe the
Explain the       dwars/wwone/                          features that made warfare during World War
outcome and                                             I so unique. This website has good
effects of        Photographs related to World War      photographs relating to World War I:
World War I,      I (from machine guns and poison       http://www.firstworldwar.com/photos/index.h
including the     gas to medical and camp life)         tm
conditions and    http://www.firstworldwar.com/pho
failures of the   tos/index.htm                         Have students analyze the Treaty of
League of                                               Versailles. Then have them create a chart
Nations and       Letter from Woodrow Wilson on         showing those who gained from the treaty
the Treaty of     the League of Nations                 and those who lost from the treaty. Then
Versailles and    http://www.mtholyoke.edu/acad/i       have them explain why Germany had trouble
the effects of    ntrel/ww38.htm                        accepting these mandates. Have students
major treaties                                          create a graphic organizer to list the strengths
on population     Political Cartoon on the League of    and weaknesses of the League of Nations.
movement, the     Nations                               Have them evaluate why the League of
international     http://rutlandhs.k12.vt.us/jpeterso   Nations was not successful.
economy, and      /MOREWW1/TIEDUP.JPG
shifts in                                               Have students analyze a map of Europe prior
borders. (H, P,   Good analysis of the Treaty of        to WWI and a map of Europe after WWI. Then
G, E)             Versailles                            have them explain any changes, and who
                  http://www.spartacus.schoolnet.co     benefited from those changes.
                  .uk/FWWversailles.htm
                                                        Have students explain the different aspects of
                  Map of Europe after World War I.      the League of Nations. Organize a classroom
                  http://users.erols.com/mwhite28/      talk show introducing the League of Nations.
                  post-ww1.htm                          Select classmates to represent major
                                                        members, each one taking a specific aspect.
                  www.scdiscus.org                      Include a dissenting diplomat from the United




    08/10/09                                         S3 Curriculum Draft                                                 56
                                                                                                       Assessment
   Indicator         Recommended Resources              Suggested Instructional Strategies
                                                                                                        Guidelines
7-5.2             ETV StreamlineSC                   States.
Explain the       www.scetv.org/education/StreamLi
outcome and       neSC                               Analyze the outcomes and decisions following
effects of                                           WWI. Have your students role-play the
World War I,                                         following situation:
including the                                        Your group is part of the committee meeting
conditions and                                       at the Versailles Palace in France to determine
failures of the                                      the outcome of the peace treaty to end the
League of                                            Great War. You should develop ideas to try to
Nations and                                          prevent future conflicts and help re-build the
the Treaty of                                        war-torn countries. Ideas you should discuss
Versailles and                                       are:
the effects of                                            How to divide land taken from Central
major treaties                                              Powers
on population                                             New treaties and alliances
movement, the                                             Distribution and sizes of weapons and
international                                               militaries
economy, and                                              Creation of new governments for
shifts in                                                   Central Powers
borders. (H, P,                                           Ways to rebuild/repair Europe and get
G, E)                                                       countries functioning again
                                                          Handling of war criminals and POWs


                                                     Explain the purpose and main ideas of the
                                                     Treaty of Versailles and Wilson’s Fourteen
                                                     Point Plan. Have the students create a chart
                                                     or poster displaying the main ideas of the
                                                     Treaty and Wilson’s plan.




    08/10/09                                     S3 Curriculum Draft                                                 57
Recommended
   Days of         4 days
 Instruction
                                                                                                               Assessment
  Indicator           Recommended Resources                 Suggested Instructional Strategies
                                                                                                                 Guidelines
7-5.3              STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
responses to the   DOCUMENT                              Standards appendix                               mastery of this
Explain the        https://www.ed.sc.gov/apps/cso/s                                                       indicator the
worldwide          tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.      student should:
depression                                                                                                Explain how the
that took place    Locally adopted textbook              H. Construct maps, graphs, tables, and           depression spread
in the 1930s,                                            diagrams to display social studies information   from the United
including the      Websites:                                                                              States throughout the
economic           This site shows various charts from   K. Use texts, photographs, and documents to      world and further
crash of 1929      1929.                                 observe and interpret social studies trends      explain the effects of
and political      http://lowrisk.com/crash/1929cras     and relationships.                               the world wide
depression         h3.htm                                                                                 depression.
such as the                                              L. Interpret calendars, time lines, maps,        Summarize the
New Deal in        This gives a great deal of            charts, tables, graphs, flow charts, diagrams,   political responses of
the United         information on the Great              photographs, paintings, cartoons,                nations to the
States, the        Depression including causes and       architectural drawings, documents, letters,      depression and/or
rise of Nazism     life during the depression.           censuses, and other artifacts.                   compare their
in Germany,        http://useconomy.about.com/od/g                                                        responses.
and the            rossdomesticproduct/p/1929_Depr       P. Locate, gather, and process information       Interpret or
economic           ession.htm                            from a variety of primary and secondary          illustrate these
retrenchment                                             sources including maps.                          responses.
in Britain. (E,    This site has a photo collage of
H)                 Hoovervilles.                         Have students determine ways that the Great
                                                         Depression and the Treaty of Versailles led to



    08/10/09                                          S3 Curriculum Draft                                                          58
                                                                                                         Assessment
  Indicator          Recommended Resources                 Suggested Instructional Strategies
                                                                                                          Guidelines
7-5.3             http://memory.loc.gov/learn/featu     the beginnings of WWII.
Explain the       res/timeline/depwwii/depress/hoov
worldwide         ers.html                              Analyze the causes and effects of the Great
depression                                              Depression. Have the students research the
that took place   This site has many photographs        Great Depression using any of the sites under
in the 1930s,     from the Great Depression that are    Recommended Resources and then create
including the     separated by categories.              a power point presentation of pictures, songs,
economic          http://history1900s.about.com/libr    or stories with explanations of how each slide
crash of 1929     ary/photos/blyindexdepression.ht      relates to the causes and effects of the Great
and political     m                                     Depression.
responses to
the depression    This site has a primary source of a   Have the students create a chart to show the
such as the       song from the Great Depression        different political responses to the Great
New Deal in       called “I’d Rather Not Be on          Depression. Countries to include should be
the United        Relief.”                              the United States, Germany, France, and
States, the       http://memory.loc.gov/learn/featu     Great Britain. Have them list and describe
rise of Nazism    res/timeline/depwwii/dustbowl/onr     programs as well as other efforts each
in Germany,       elief.html                            government made to try to help their
and the                                                 countries.
economic          This site has a primary source of a
retrenchment      song from the Great Depression
in Britain. (E,   called “Roll Out the Pickets.”
H)                http://memory.loc.gov/learn/featu
                  res/timeline/depwwii/dustbowl/roll
                  out.html
                  This site has photographs focusing
                  on people during the Great
                  Depression.
                  http://memory.loc.gov/learn/featu
                  res/timeline/depwwii/art/people.ht


    08/10/09                                        S3 Curriculum Draft                                                59
                                                                                                 Assessment
  Indicator            Recommended Resources                Suggested Instructional Strategies
                                                                                                  Guidelines
7-5.3             ml
Explain the
worldwide         This site has a photo collage of the
depression        Dust Bowl.
that took place   http://memory.loc.gov/learn/featu
in the 1930s,     res/timeline/depwwii/dustbowl/dbp
including the     hotos.html
economic
crash of 1929     www.scdiscus.org
and political     click on History Resource Center:
responses to      World History
the depression
such as the       ETV StreamlineSC
New Deal in       www.scetv.org/education/StreamLi
the United        neSC
States, the       The following videos are found at
rise of Nazism    ETV StreamlineSC:
in Germany,
and the           “Black Tuesday” details the events
economic          of October 29, 1929 when the
retrenchment      stock market crashed. It also
in Britain. (E,   describes the high tariffs that
H)                contributed to the Depression
                  when foreign governments
                  retaliated.
                  “The Great Depression Begins”
                  focuses on the beginning of the
                  Great Depression.

                  “Welcome to Hooverville” portrays


    08/10/09                                          S3 Curriculum Draft                                      60
                                                                                              Assessment
  Indicator          Recommended Resources               Suggested Instructional Strategies
                                                                                               Guidelines
7-5.3             the way of life of hundreds of
Explain the       thousands of American farmers
worldwide         who lost their land.
depression
that took place
in the 1930s,
including the
economic
crash of 1929
and political
responses to
the depression
such as the
New Deal in
the United
States, the
rise of Nazism
in Germany,
and the
economic
retrenchment
in Britain. (E,
H)




    08/10/09                                       S3 Curriculum Draft                                      61
Recommended
   Days of        4 days
 Instruction
                                                                                                            Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                              Guidelines
7-5.4             STANDARD SUPPORT                    See Literacy Elements in the Social Studies      To demonstrate
Summarize         DOCUMENT                            Standards appendix.                              mastery of this
aspects of the    https://www.ed.sc.gov/apps/cso/s                                                     indicator the
rise of           tandards/socsd_k8.cfm?#grade_7      E. Explain change and continuity over time.      student should:
totalitarian                                                                                           Summarize the
governments       Locally adopted textbook            H. Construct maps, graphs, tables, and           aspects of the rise of
in Germany,                                           diagrams to display social studies information   totalitarian
Italy, Japan,     Websites:                                                                            governments in Italy,
and the Soviet    This site gives many photographs    K. Use texts, photographs, and documents to      Germany, Japan, and
Union,            of World War II and Depression.     observe and interpret social studies trends      the Soviet Union.
including         http://memory.loc.gov/ammem/fs      and relationships.                               Explain how World
Fascist           owhome.html                                                                          War I and the Great
aggression                                           L. Interpret calendars, time lines, maps,         Depression led to
and the           This site gives many primary       charts, tables, graphs, flow charts, diagrams,    political and economic
responses of      documents including the Treaty of  photographs, paintings, cartoons,                 problems in Italy and
major powers      Non-Aggression between Hitler and architectural drawings, documents, letters,        in Germany, which
and the rise of   the USSR.                          censuses, and other artifacts.                    ultimately resulted in
Joseph Stalin.    http://avalon.law.yale.edu/subject                                                   the creation of
(H)               _menus/nazsov.asp                  P. Locate, gather, and process information        fascists states.
                                                     from a variety of primary and secondary           Explain how the
                  Letter from Hitler to Mussolini    sources including maps.                           Great Depression
                  http://www.yale.edu/lawweb/avalo                                                     contributed to the
                  n/nazsov/ns057.htm                 Have students analyze the rise to power of        establishment of a
                                                     Adolf Hitler, Franklin Roosevelt, and Josef       militaristic
                  Letter from Mussolini to Hitler    Stalin. Compare and contrast the countries        government in Japan.



    08/10/09                                       S3 Curriculum Draft                                                          62
                                                                                                            Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                             Guidelines
7-5.4             http://www.yale.edu/lawweb/avalo      they led, and the types of government they     Infer how the weak
Summarize         n/nazsov/ns058.htm                    had.                                           response of the
aspects of the                                                                                         League of Nations
rise of           Summary of Joseph Stalin              Have students identify the major figures       towards the
totalitarian      http://www.bbc.co.uk/history/hist     involved in totalitarian governments in        military aggression
governments       oric_figures/stalin_joseph.shtml      Germany, Italy, Japan, and the Soviet Union.   displayed by
in Germany,                                             Compare and contrast their methods of          Germany, Italy, and
Italy, Japan,     More information on Joseph Stalin     consolidating power.                           Japan, and the failure
and the Soviet    http://www.bartleby.com/65/st/St                                                     of the appeasement
Union,            alin-J.html                           Have the students create a Venn diagram for    policy led the world
including                                               the rise of totalitarian leaders in Europe.    closer to war.
Fascist           Photo of Benito Mussolini             Have one circle represent Hitler, one for      Explain how
aggression        (including his execution)             Mussolini, and one for Stalin. Then have the   Joseph Stalin rose to
and the           http://home.comcast.net/~lowe91       students compare these totalitarian leaders    power and how he
responses of      01/mussolini/1.htm                    through discussion or in written form.         created a totalitarian
major powers                                                                                           dictatorship.
and the rise of   The Rise of Adolf Hitler
Joseph Stalin.    http://www.historyplace.com/worl
(H)               dwar2/riseofhitler/index.htm

                  www.scdiscus.org
                  click on History Resource Center:
                  World History

                  ETV StreamlineSC
                  www.scetv.org/education/StreamLi
                  neSC
                  The following videos are found at
                  ETV StreamlineSC:



    08/10/09                                          S3 Curriculum Draft                                                       63
                                                                                                   Assessment
   Indicator         Recommended Resources                    Suggested Instructional Strategies
                                                                                                    Guidelines
7-5.4             “Benito Mussolini” details the life of
Summarize         Mussolini.
aspects of the
rise of           “Adolf Hitler” details the life of
totalitarian      Hitler.
governments
in Germany,       “Joseph Stalin” details the life of
Italy, Japan,     Stalin.
and the Soviet
Union,
including
Fascist
aggression
and the
responses of
major powers
and the rise of
Joseph Stalin.
(H)




    08/10/09                                            S3 Curriculum Draft                                      64
Recommended
   Days of            9 days
 Instruction
                                                                                                                  Assessment
   Indicator             Recommended Resources                  Suggested Instructional Strategies
                                                                                                                   Guidelines
7-5.5                 STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Explain the           DOCUMENT                              Standards appendix.                              mastery of this
causes, key events    https://www.ed.sc.gov/apps/cso/s                                                       indicator the
 and outcomes of
World War II,         tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.      student should:
including the                                                                                                Explain the causes,
German, Italian,      Locally adopted textbook              H. Construct maps, graphs, tables, and           key events, and
and Japanese                                                diagrams to display social studies information   results of World War
drives for
empire; the role of
                      Websites:                                                                              II.
 appeasement          Roosevelt’s Pearl Harbor Speech       K. Use texts, photographs, and documents to      Analyze how military
and isolationism      http://odur.let.rug.nl/~usa/P/fr32/   observe and interpret social studies trends      aggression and the
in Europe and         speeches/ph.htm                       and relationships.                               failure of the
the United                                                                                                   appeasement policy
States; the
major turning         The Atlantic Charter                  L. Interpret calendars, time lines, maps,        led to World War II.
points of the war     http://odur.let.rug.nl/~usa/D/192     charts, tables, graphs, flow charts, diagrams,   Explain how the war
 and the principal    6-1950/war/at_charter.htm             photographs, paintings, cartoons,                was fought, the
theaters of                                                 architectural drawings, documents, letters,      turning points of the
conflict; the
                      This site gives many photographs      censuses, and other artifacts.                   war, and how it was
importance of
Geographic            of World War II and Depression.                                                        won or lost by each
factors; the roles    http://memory.loc.gov/ammem/fs        P. Locate, gather, and process information       side.
of political          owhome.html                           from a variety of primary and secondary          Analyze the results
leaders; and the                                            sources including maps.                          of the war.
human costs and
impact of the         This site called Voices of WWII
war both on           provides two complete                 Have students list and explain various ways
civilizations and     documentaries, audio clips,           the United States and allies could have
on soldiers.                                                prevented the Fascist rise to power in Europe
                      transcripts, photographs, and
(H,G, P, E)




      08/10/09                                            S3 Curriculum Draft                                                        65
                                                                                                           Assessment
   Indicator            Recommended Resources                 Suggested Instructional Strategies
                                                                                                            Guidelines
7-5.5                lesson plans.                        in the 1920s and 1930s.
Explain the          http://www.wwiihistoryclass.com/
 causes,             home/index.html                      Have students construct a timeline explaining
key events, and
                                                          events of WWII, major victories and defeats
outcomes of
                     Multitude of WWII documents,         of the allies, and juxtapose both theaters of
World War II,
including the        pictures, and sounds                 American involvement (Asia and
German, Italian,     http://www.eyewitnesstohistory.co    Europe/Africa).
and Japanese         m/w2frm.htm
drives for                                                  Have students create a timeline of major
empire; the role     The major turning points of the war battles/events of World War II.
of appeasement       and the principal theaters of conflict
and isolationism     http://www.2worldwar2.com/turnin Have students categorize major battles/events
in Europe and        g-points-in-world-war-2.htm            as win/loss for the allied and axis powers.
the United
States; the
major turning
                     The invasion in Normandy             Have students analyze the battle strategies of
points of the war    http://www.britannica.com/dday       the Allied and Axis powers. Then describe the
and the principal                                         points of success and difficulty, highlighting
theaters of          Animated Maps of World War II,       turning points.
conflict; the        with audio explanation
importance of        http://www.ushmm.org/museum/e Have students view photographs related to
Geographic           xhibit/focus/maps/                the atomic bomb and write a poem reflecting
factors; the roles
                                                       their impressions of the bomb, explosion,
of political
                     Speech by President Roosevelt for impact, people involved, Americans,
leaders; and the
human costs and      the Declaration of War            Japanese, etc.
impact of the        http://www.ibiblio.org/pha/7-2-
war both on          188/188-31.html                   Have students memorize a key speech or
civilizations and                                      excerpt and deliver the speech to the class.
on soldiers.         Photograph of Dresden before the  Conclude with an explanation of the impact of
(H,G, P, E)          bombing



     08/10/09                                           S3 Curriculum Draft                                              66
                                                                                                              Assessment
   Indicator            Recommended Resources                   Suggested Instructional Strategies
                                                                                                               Guidelines
7-5.5                http://www.churchill-society-          the speech.
Explain the          london.org.uk/Prewar.Jpeg
 causes,                                                    Have students create a list or a graphic
key events, and
                     Photograph of Dresden after the        organizer of the causes of WWII.
outcomes of
                     bombing
World War II,
including the        http://www.churchill-society-          Brainstorm as a class why European leaders
German, Italian,     london.org.uk/Dresden.gif              turned their heads when they saw violations
and Japanese                                                of the Treaty of Versailles. Keep in mind how
drives for           Photographs related to the Atomic      fresh WWI was on the minds of world leaders
empire; the role     Bombing of Japan                       as your students problem solve here.
of appeasement       http://pegasus.phys.saga-
and isolationism     u.ac.jp/peace1e.html                   Have students choose one of the major
in Europe and                                               turning points of the war and write a report on
the United
                     Extensive collection of primary        it. Teacher should make a rubric to explain
States; the
                     documents (speeches and                exactly what he/she expects from the
major turning
points of the war    writings) related to World War II,     students.
and the principal    categorized by year
theaters of          http://www.mtholyoke.edu/acad/i        Have students compare world leaders during
conflict; the        ntrel/ww2.htm                          WWII. How were they alike? How were they
importance of                                               different? What if you compared Winston
Geographic           Map of Czechoslovakia showing          Churchill to Stalin? Would there be any
factors; the roles   Sudetenland                            similarities? What if you compared Winston
of political                                                Churchill to Roosevelt? Would there be any
                     http://sorrel.humboldt.edu/~rescu
leaders; and the
                     ers/book/Chlup/chlupgif/czechmap       similarities?
human costs and
impact of the        2.html
war both on                                                 Have students create a tree map of the world
civilizations and    This site has a multimedia map,        leaders Stalin, Mussolini, and Hitler. Include
on soldiers.         timeline, survivor stories, and        their countries of leadership, what kind of
(H,G, P, E)          more.                                  government they had, and how they
                                                            controlled or managed people in their charge.


     08/10/09                                             S3 Curriculum Draft                                               67
                                                                                                              Assessment
   Indicator            Recommended Resources                   Suggested Instructional Strategies
                                                                                                               Guidelines
7-5.5                http://plasma.nationalgeographic.c     Analyze the causes of WWII focusing on ways
Explain the          om/pearlharbor/                        Hitler broke the Treaty of Versailles up to the
 causes,                                                    declaration of war. Have the students label a
key events, and                                             map of Europe using numbers to represent
                     www.scdiscus.org
outcomes of
                     click on History Resource Center:      events. Create a key to describe what each
World War II,
including the        World History                          number represents. For example, #1 would be
German, Italian,                                            written in Germany and the description would
and Japanese         ETV StreamlineSC                       relate to 1933 and 1935 when Hitler increased
drives for           www.scetv.org/education/StreamLi       his military. #2 would be on an arrow moving
empire; the role     neSC                                   number #1 into the Rhineland, #3 would be
of appeasement       The following videos are found at      on an arrow moving #1 into Austria and so on
and isolationism     ETV StreamlineSC:                      all the way up to the invasion of Poland.
in Europe and
the United
                     “Pearl Harbor, Dec.7, 1941” details
States; the
                     the events of the day causing the
major turning
points of the war    United States to enter World War
and the principal    II.
theaters of
conflict; the        “Battle of Midway, June 2, 1942”
importance of        details the major victory over the
Geographic           Japanese fleet.
factors; the roles
of political         “Great Britain Becomes the Object
leaders; and the
                     of Nazi Aggression” portrays the
human costs and
                     Battle of Britain.
impact of the
war both on
civilizations and    “Hitler turns on Russia, Stalin
on soldiers.         Rallies Soviets to Fight Back”
(H,G, P, E)          details Hitler’s failed attempt to
                     defeat Russia.


     08/10/09                                             S3 Curriculum Draft                                               68
                                                                                                 Assessment
   Indicator            Recommended Resources               Suggested Instructional Strategies
                                                                                                  Guidelines
7-5.5                “D-Day- June 6, 1944” portrays
Explain the          the events of the Battle of
 causes,             Normandy.
key events, and
outcomes of
                     “The Manhattan Project and the
World War II,
including the
                     Atomic Bomb Attacks on Hiroshima
German, Italian,     and Nagasaki” details the events
and Japanese         that caused President Truman to
drives for           resort to bombing Japan.
empire; the role
of appeasement
and isolationism
in Europe and
the United
States; the
major turning
points of the war
and the principal
theaters of
conflict; the
importance of
Geographic
factors; the roles
of political
leaders; and the
human costs and
impact of the
war both on
civilizations and
on soldiers.
(H,G, P, E)




     08/10/09                                         S3 Curriculum Draft                                      69
Standard 7-5: The student will demonstrate an understanding of the causes and effects of world conflicts in the
early twentieth century.
Recommended
    Days of      4 days
  Instruction
                                                                                                             Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                              Guidelines
7-5.6             STANDARD SUPPORT                     See Literacy Elements in the Social Studies      To demonstrate
Summarize the     DOCUMENT                             Standards appendix.                              mastery of this
Holocaust and     https://www.ed.sc.gov/apps/cso/s                                                      indicator the
its impact on     tandards/socsd_k8.cfm?#grade_7       E. Explain change and continuity over time.      student should:
European                                                                                                Summarize the
society and       Locally adopted textbook             H. Construct maps, graphs, tables, and           Holocaust and how
Jewish                                                 diagrams to display social studies information   European society and
culture,          Websites:                                                                             Jewish culture were
including Nazi    Great source for the Holocaust       K. Use texts, photographs, and documents to      impacted.
policies to       http://motlc.wiesenthal.com/site/p   observe and interpret social studies trends      Explain the
eliminate the     p.asp?c=gvKVLcMVIuG&b=358201         and relationships.                               discriminatory acts
Jews and                                                                                                the Nazis
other             The US Holocaust Memorial            L. Interpret calendars, time lines, maps,        implemented against
minorities, the   Museum: This is a great source for   charts, tables, graphs, flow charts, diagrams,   the Jews and what
“Final            the web quest found under            photographs, paintings, cartoons,                happened to the Jews
Solution,” and    Suggested Instructional              architectural drawings, documents, letters,      and other people in
the war crimes    Strategies.                          censuses, and other artifacts.                   the concentration
trials at         http://www.ushmm.org/                                                                 camps.
Nuremberg.                                        P. Locate, gather, and process information            Explain what
(H)               Personal histories of survivors from a variety of primary and secondary               happened to Nazi
                  during the Holocaust            sources including maps.                               leaders as a result of
                  http://www.ushmm.org/museum/e                                                         the Nuremburg Trials.
                                                  Discuss, as a class, the restrictions on the



    08/10/09                                       S3 Curriculum Draft                                                           70
                                                                                                          Assessment
  Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
7-5.6             xhibit/online/phistories/      liberties of Jews in Nazi-controlled Germany
Summarize the                                    (e.g., had to wear a yellow star declaring their
Holocaust and     Animated map of the Holocaust  ethnicity, could not shop in certain places).
its impact on     http://www.ushmm.org/museum/e What events and circumstance led to these
European          xhibit/focus/maps/             restrictions? Make a list of similar restrictions
society and                                      that you might follow for a day and write a
Jewish            Online exhibits related to the journal entry summarizing your feelings and
culture,          Holocaust (exhibits rotate)    reflecting on whether or not something similar
including Nazi    http://www.ushmm.org/museum/e to what happened in Germany could happen
policies to       xhibit/exhibit/                in the United States.
eliminate the
Jews and          PBS documents on Holocaust            Have students research a topic related to the
other             http://www.pbs.org/wgbh/amex/h        Holocaust using the Museum of Tolerance
minorities, the   olocaust/filmmore/reference/prima     Online Multimedia Learning Center. Topics can
“Final            ry/                                   include: The Jews, The Nazis, The Final
Solution,” and                                          Solution, Resistance to the Holocaust, The
the war crimes    Documents related to the              World Response to the Holocaust, and After
trials at         Holocaust                             the War.
Nuremberg.        http://www.pbs.org/wgbh/amex/h
(H)               olocaust/filmmore/reference/prima     Have students create a set of questions that
                  ry/                                   they are interested in learning about, research
                                                        the information, and present the information
                  Trial at Nuremburg – Actually         to class or during an appropriate ceremony.
                  gives names, participants,            Great web site for this activity:
                  charges, and penalties                http://motlc.wiesenthal.com/site/pp.asp?c=gv
                  http://en.wikipedia.org/wiki/Nure     KVLcMVIuG&b=358201
                  mberg_Trials
                                                        Have students write an essay answering one
                  www.scdiscus.org                      or more of the following questions.
                                                        What were the Nuremberg Laws and what did


    08/10/09                                          S3 Curriculum Draft                                               71
                                                                                                        Assessment
  Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                         Guidelines
7-5.6             click on History Resource Center:     they accomplish for Hitler?
Summarize the     World History
Holocaust and                                           Were the Jews the only people that Hitler had
its impact on     ETV StreamlineSC                      a hatred for? If not, who were the others and
European          www.scetv.org/education/StreamLi      what did he not like about them?
society and       neSC
Jewish            The following videos are found at     How did the Holocaust affect the formation of
culture,          ETV StreamlineSC:                     the nation of Israel?
including Nazi
policies to       “David Bergman Introduces the         Explain the Nuremberg Trials. Who conducted
eliminate the     Holocaust” portrays the events of     the trials? Where were they held? Why did
Jews and          the Holocaust from the perspective    the Allies see them as necessary?
other             of a teenager who lived through it.
minorities, the                                         Have the students do a web quest on the
“Final                                                  Holocaust using the encyclopedia of the
Solution,” and    “Auschwitz” gives another             United States Holocaust Memorial Museum
the war crimes    perspective of a teenager who         website at: http://www.ushmm.org/wlc/en/.
trials at         lived through the Holocaust.          Then have them write a research paper,
Nuremberg.                                              create a poster or presentation, or create a
(H)                                                     power point presentation using the
                                                        information they gather.




    08/10/09                                          S3 Curriculum Draft                                             72
Standard 7-6: The student will demonstrate an understanding of international developments in the post–World
War II world, including the impact of the Cold War on the world.
Recommended
    Days of       5 days
  Instruction
                                                                                                             Assessment
   Indicator           Recommended Resources               Suggested Instructional Strategies
                                                                                                               Guidelines
7-6.1               STANDARD SUPPORT                   See Literacy Elements in the Social Studies      To demonstrate
Summarize the       DOCUMENT                           Standards appendix.                              mastery of this
political and       https://www.ed.sc.gov/apps/cso/s                                                    indicator the
economic            tandards/socsd_k8.cfm?#grade_7     E. Explain change and continuity over time.      student should:
transformation                                                                                          Summarize political
of Western and                                         H. Construct maps, graphs, tables, and           and economic
Eastern Europe      Locally adopted textbook           diagrams to display social studies information   changes that occurred
after World War                                                                                         after World War II
II, including the   Websites:                          K. Use texts, photographs, and documents to      and during the Cold
significance of     Primary source document on The     observe and interpret social studies trends      War.
the Truman          Marshall Plan                      and relationships.                               Explain how the
Doctrine, the       http://www.fordham.edu/halsall/m                                                    United States and the
Marshall Plan,
                    od/1947marshallplan1.html          P. Locate, gather, and process information       Soviet Union
the North
Atlantic Treaty                                        from a variety of primary and secondary          promoted their
                    Primary source document on         sources including maps.                          political ideologies.
Organization
(NATO), the         Truman Doctrine                                                                     Analyze the impact
United Nations,     http://www.ourdocuments.gov/doc    Recommendation: Part of 7-7.4 should be          of the Truman
the Warsaw          .php?flash=true&doc=81             taught with 7-6.1 as the creation of the UN      Doctrine, Marshall
Pact, and the                                          should be taught with other ideas of the UN.     Plan, NATO, the
European            Primary source document on the                                                      Warsaw Pact, and the
Economic            United Nations Charter             Have students create a Venn diagram or           European Economic
Community           http://www.ourdocuments.gov/doc    Double Bubble comparing the Truman               Community.
(EEC). (H, P, E)    .php?flash=true&doc=79             Doctrine and the Marshall Plan illustrating



     08/10/09                                      S3 Curriculum Draft                                                          73
                                                                                                         Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-6.1              Chronology of the NATO                their understanding of how the two doctrines
Summarize the      http://www.nato.int/docu/update/i     both fought communism. Have students write
political and      ndex.html                             a paragraph to explain what the diagram they
economic                                                 have created means in words.
transformation     Primary source document on
of Western and     Charter of NATO                       Have students explain how Europe became
Eastern Europe     http://www.un.org/aboutun/charte      divided over government issues following
after World        r/                                    World War II. Have students create a color-
War II,                                                  coded map that illustrates the political and
including the      Primary source document on The        military alliances (e.g., NATO, the Warsaw
significance of    Warsaw Pact                           Pact) made during the Cold War. Have them
the Truman         http://www.fordham.edu/halsall/m      use one color for NATO countries, another
Doctrine, the      od/1955warsawpact.html                color for Warsaw Pact countries, and one for
Marshall Plan,                                           the Neutral nations. The sites under
the North          Lesson Plan on the Role of NATO       Recommended Resources on NATO and the
Atlantic Treaty    http://school.discoveryeducation.c    Warsaw Pact may be useful.
Organization       om/lessonplans/programs/nato/
(NATO), the                                              Have students analyze the UN Security
United Nations,    Lesson Plan on U.S. Policy Since      Council’s permanent members. Then have
the Warsaw         World War II                          them hypothesize why these 5 nations were
Pact, and the      http://www.cyberlearning-             chosen as the permanent members of the
European           world.com/lessons/lpforpol2.htm       Security Council. The following site may be
Economic                                                 useful:
Community.         www.scdiscus.org                      http://cyberschoolbus.un.org/unintro/unintro.
(EEC). (H, P, E)   click on History Resource Center:     asp
                   World History
                                                         Have students create a Venn Diagram
                   ETV StreamlineSC                      comparing NATO and the United Nations.
                   www.scetv.org/education/StreamLi
                   neSC                                  Have students compare the purposes for


     08/10/09                                          S3 Curriculum Draft                                             74
                                                                                             Assessment
   Indicator       Recommended Resources         Suggested Instructional Strategies
                                                                                              Guidelines
7-6.1                                        creating NATO and the Warsaw Pact by
Summarize the                                answering the following questions: How were
political and                                they different? Do you think that member
economic                                     nations of either group were voluntary or
transformation                               forced? What good does an alliance do? Why
of Western and                               were alliances formed?
Eastern Europe
after World                                  Lesson Plan on the Role of NATO
War II,                                      http://school.discoveryeducation.com/lessonpl
including the                                ans/programs/nato/
significance of
the Truman                                   Lesson Plan on U.S. Policy Since World War II
Doctrine, the                                http://www.cyberlearning-
Marshall Plan,                               world.com/lessons/lpforpol2.htm
the North
Atlantic Treaty
Organization
(NATO), the
United Nations,
the Warsaw
Pact, and the
European
Economic
Community.
(EEC). (H, P, E)




     08/10/09                              S3 Curriculum Draft                                             75
Recommended
   Days of            7 days
 Instruction
                                                                                                                   Assessment
   Indicator             Recommended Resources                 Suggested Instructional Strategies
                                                                                                                    Guidelines
7-6.2                 STANDARD SUPPORT                      See Literacy Elements in the Social Studies       To demonstrate
Summarize the         DOCUMENT                              Standards appendix.                               mastery of this
events of the Cold    https://www.ed.sc.gov/apps/cso/s                                                        indicator the
War, including
the Soviet
                      tandards/socsd_k8.cfm?#grade_7        E. Explain change and continuity over time.       student should:
domination of                                                                                                 Summarize major
Eastern Europe;       Locally adopted textbook              H. Construct maps, graphs, tables, and            events of the Cold
the rise of the                                             diagrams to display social studies information    War.
Communist party       Websites:                                                                               Explain how the
in China; the         This site gives many activities and   K. Use texts, photographs, and documents to       Soviet Union
building of the       lesson plans on the Space Race        observe and interpret social studies trends       dominated Eastern
Berlin wall; the
economic and
                      http://www.nebraskastudies.org/0      and relationships.                                Europe, and how the
political             900/frameset_reset.html?http://w                                                        Berlin Wall became
competition for       ww.nebraskastudies.org/0900/stor      P. Locate, gather, and process information        the symbol of the
influence in          ies/0901_0105.html                    from a variety of primary and secondary           Cold War.
Vietnam and                                                 sources including maps.                           Explain how the
Korea; the Cuban      Animals in Space gives a history of                                                     Communists gained
missile crisis; the
                      the impact of animals on the          Recommendation: Indicator 7-7.1 should be         power in China and
revolutionary
movements in          Space Race itself.                    taught right after 7-6.2 as the end of the Cold   other parts of East
Africa; the           http://en.wikipedia.org/wiki/Anima    War should be taught after discussing the         Asia.
development of        ls_in_space                           Cold War.                                         Analyze the reasons
new military,                                                                                                 why the United States
nuclear, and          Space Race gives a good                                                                 and Soviet Union
                                                            Have students analyze the events surrounding
space technology;
                      background of the Space Race          the building of the Berlin Wall. Then have        were involved in
and the threat of
nuclear annihi-       including orbits, animals in space,   them write a letter to NATO from the              Korea and Vietnam.
lation. (H, P)        and people in space.                  perspective of the USSR explaining why they       Analyze how the
                      http://en.wikipedia.org/wiki/Space


      08/10/09                                          S3 Curriculum Draft                                                           76
                                                                                                                 Assessment
   Indicator           Recommended Resources                   Suggested Instructional Strategies
                                                                                                                  Guidelines
7-6.2               _Race                                  built the wall.                                   space and arms races
Summarize the                                                                                                were a major part of
events of the       Intercontinental ballistic missile     Have students organize a television talk show,    the Cold War.
Cold War,           gives the history of ICBM’s,           inviting world leaders to share their opinions
including the
                    pictures of them, and many             on foreign relations. Research and role-play
Soviet
domination of
                    interesting details.                   the following leaders: Fidel Castro, Ho Chi
Eastern Europe;     http://en.wikipedia.org/wiki/ICBM      Minh, Nikita Khrushchev, John F. Kennedy,
the rise of the                                            Mao Zedong, and Richard Nixon. Interpret
Communist party     This site gives a good history of      the changes in political alliances from pre and
in China; the       the beginning of the Cold War.         post 1960.
building of the     http://www.atomicarchive.com/His
Berlin wall; the    tory/coldwar/page01.shtml              Have students create a timeline of the events
economic and                                               of the Cold War.
political           This site gives a good history and
competition for
                    background to the Cuban Missile        Have students write a speech from the
influence in
Vietnam and
                    Crisis.                                perspective of a major leader of a
Korea; the          http://www.atomicarchive.com/His       country/movement related to the Cold War in
Cuban missile       tory/coldwar/page13.shtml              favor or against a specific topic, such as
crisis; the                                                isolationism or engaging in military conflict.
revolutionary       Making the H-Bomb gives good
movements in        information and pictures of the        Analyze the key events of the Cold War such
Africa; the         Manhattan Project.                     as political disagreements, the Arms Race, the
development of      http://www.airforce-                   Space Race, the Korean War, the Vietnam
new military,       magazine.com/MagazineArchive/Pa
nuclear, and
                                                           War, or the Cuban Missile Crisis. Have the
                    ges/2009/March%202009/0309H-           students do a web quest using any of the
space
technology; and
                    Bomb.aspx                              websites under Recommended Resources
the threat of                                              and then write a report or persuasive speech
nuclear             This site gives background and         about these events.
annihilation. (H,   basic information on the Hydrogen
P)                  Bomb.


     08/10/09                                            S3 Curriculum Draft                                                        77
                                                                                                            Assessment
   Indicator           Recommended Resources                    Suggested Instructional Strategies
                                                                                                             Guidelines
7-6.2               http://en.wikipedia.org/wiki/Hydro
Summarize the       gen_bomb                                Lessons on the Cold War
events of the                                               http://www.oah.org/pubs/magazine/coldwar/c
Cold War,           Space Race Time line                    unningham.html
including the
                    http://www.pbs.org/wgbh/amex/m
Soviet
domination of
                    oon/timeline/index.html
Eastern Europe;
the rise of the     Nuclear proliferation describes the     Lesson Plan on the Cuban Missile Crisis
Communist party     spread of nuclear weapons.              http://school.discoveryeducation.com/lessonpl
in China; the       http://en.wikipedia.org/wiki/Nucle      ans/programs/cubanmissile/
building of the     ar_proliferation
Berlin wall; the                                        Lesson Plan on the Vietnam Conflict
economic and        Nuclear proliferation and terrorism http://future.state.gov/educators/lessons/viet
political           http://www.iaea.org/NewsCenter/F nam/43445.htm
competition for
                    ocus/cqr_proliferation.pdf
influence in
Vietnam and                                                 Lesson Plan called “Richard Nixon and
Korea; the          History of Nuclear Weapons              Vietnam: Ending the War”
Cuban missile       http://en.wikipedia.org/wiki/Histor     http://streaming.discoveryeducation.com//tea
crisis; the         y_of_nuclear_weapons                    cherCenter/lessonPlans/word//9-
revolutionary                                               12_SocialStudies_RichardNixonAndVietnamEn
movements in        Disposal of Nuclear Weapons             dingTheWar.doc
Africa; the         http://findarticles.com/p/articles/
development of      mi_m1590/is_n7_v50/ai_1471923
new military,       7
nuclear, and
space
technology; and     PBS Primary Sources on Vietnam
the threat of       http://www.pbs.org/wgbh/amex/vi
nuclear             etnam/whos/index.html
annihilation. (H,
P)                  Kennedy and Khrushchev


     08/10/09                                             S3 Curriculum Draft                                             78
                                                                                               Assessment
   Indicator           Recommended Resources              Suggested Instructional Strategies
                                                                                                Guidelines
7-6.2               correspondence
Summarize the       http://www.pbs.org/wgbh/amex/p
events of the       residents/35_kennedy/psources/#
Cold War,           b
including the
Soviet
domination of
Eastern Europe;     The Space Challenge by John F.
the rise of the     Kennedy
Communist party     http://www.fordham.edu/halsall/m
in China; the       od/1962JFK-space.html
building of the
Berlin wall; the    Primary Source document on
economic and        Chinese Communist Party
political
                    Statement
competition for
influence in
                    http://www.fordham.edu/halsall/m
Vietnam and         od/1947-ccp-statement.html
Korea; the
Cuban missile       Primary Source document on U.S.
crisis; the         view on China
revolutionary       http://www.fordham.edu/halsall/m
movements in        od/1947-marshall-china.html
Africa; the
development of
                    Photographs of Missiles in Cuba
new military,
nuclear, and
                    http://www.ourdocuments.gov/doc
space               .php?flash=true&doc=94
technology; and
the threat of       Photographs of the Berlin Wall at
nuclear             various points in history
annihilation. (H,   http://www.dailysoft.com/berlinwa
P)



     08/10/09                                       S3 Curriculum Draft                                      79
                                                                                                 Assessment
   Indicator           Recommended Resources                Suggested Instructional Strategies
                                                                                                  Guidelines
7-6.2               ll/photographs/index.htm
Summarize the
events of the       Timeline of the Berlin Wall
Cold War,
                    http://www.dailysoft.com/berlinwa
including the
                    ll/history/berlinwall-timeline.htm
Soviet
domination of
Eastern Europe;     Lessons on the Cold War
the rise of the     http://www.oah.org/pubs/magazin
Communist party     e/coldwar/cunningham.html
in China; the
building of the     Lesson Plan on the Cuban Missile
Berlin wall; the    Crisis
economic and
                    http://school.discoveryeducation.c
political
                    om/lessonplans/programs/cubanmi
competition for
influence in        ssile/
Vietnam and
Korea; the          Lesson Plan on the Vietnam
Cuban missile       Conflict
crisis; the         http://future.state.gov/educators/l
revolutionary       essons/vietnam/43445.htm
movements in
Africa; the
                    Lesson Plan called “Richard Nixon
development of
                    and Vietnam: Ending the War”
new military,
nuclear, and        http://streaming.discoveryeducatio
space               n.com//teacherCenter/lessonPlans/
technology; and     word//9-
the threat of       12_SocialStudies_RichardNixonAnd
nuclear             VietnamEndingTheWar.doc
annihilation. (H,
P)



     08/10/09                                         S3 Curriculum Draft                                      80
                                                                                                  Assessment
   Indicator           Recommended Resources                 Suggested Instructional Strategies
                                                                                                   Guidelines
7-6.2               www.scdiscus.org click on History
Summarize the       Resource Center: World History
events of the
Cold War,
                    ETV StreamlineSC
including the
                    www.scetv.org/education/StreamLi
Soviet
domination of       neSC
Eastern Europe;     The following videos are found at
the rise of the     ETV StreamlineSC:
Communist party
in China; the       “Communism in China October 1,
building of the     1949” discusses the events that
Berlin wall; the    led to the victory of Mao Zedong
economic and        over Chiang Kai Shek making
political
                    China a Communist country.
competition for
influence in
Vietnam and         “The Cold War” portrays the
Korea; the          conflict that arose after World War
Cuban missile       II between the United States and
crisis; the         the Soviet Union.
revolutionary
movements in        “Korean War – June 25, 1950”
Africa; the         portrays the attack of communist
development of      forces on the Republic of Korea
new military,
                    leading to the conflict with the
nuclear, and
                    United Nations that led to a
space
technology; and     stalemate.
the threat of
nuclear             “The Cuban Missile Crisis” portrays
annihilation. (H,   the crisis between the United
P)                  States and the Soviet Union that


     08/10/09                                          S3 Curriculum Draft                                      81
                                                                                                    Assessment
   Indicator           Recommended Resources                   Suggested Instructional Strategies
                                                                                                     Guidelines
7-6.2               almost led to a nuclear war.
Summarize the
events of the       “Berlin Airlift June 30 1948” is a
Cold War,           short clip on the Berlin Airlift.
including the
Soviet
domination of
                    “Berlin Escape Easterner Scales
Eastern Europe;     Cemetery Wall” is a short clip of an
the rise of the     East Berliner being aided by West
Communist party     Berliners in getting over the wall to
in China; the       get into West Berlin.
building of the
Berlin wall; the    “Berlin Wall Seals Iron Curtain”
economic and        describes the creation and purpose
political           of the wall.
competition for
influence in
Vietnam and         “Down Came the Wall” describes
Korea; the          the Berlin Wall coming down.
Cuban missile
crisis; the
                    “Battle Scenes from the Korean
revolutionary
                    War” portrays key battles from the
movements in
Africa; the         war.
development of
new military,       “An Armistice Agreement is Signed
nuclear, and
                    July 2 1953” describes the end of
space
technology; and
                    the Korean War.
the threat of
nuclear             “Causes of the Vietnam War”
annihilation. (H,
                    describes the causes and
P)



     08/10/09                                            S3 Curriculum Draft                                      82
                                                                                                   Assessment
   Indicator           Recommended Resources                  Suggested Instructional Strategies
                                                                                                    Guidelines
7-6.2               beginning of the war.
Summarize the
events of the
Cold War,           “End of the Vietnam War”
including the       describes the outcome of the war.
Soviet
domination of       “New Nuclear Power October 3
Eastern Europe;     1952” describes the development
the rise of the     of the hydrogen bomb and the
Communist party
                    Arms Race.
in China; the
building of the
Berlin wall; the    “The Space Race America and the
economic and        Soviet Union Compete to Send a
political           Man Into Space” outlines the
competition for     competition of the Space Race.
influence in
Vietnam and
Korea; the
Cuban missile
crisis; the
revolutionary
movements in
Africa; the
development of
new military,
nuclear, and
space
technology; and
the threat of
nuclear
annihilation. (H,
P)



     08/10/09                                           S3 Curriculum Draft                                      83
Recommended
   Days of         4 days
 Instruction
                                                                                                              Assessment
   Indicator          Recommended Resources                Suggested Instructional Strategies
                                                                                                               Guidelines
7-6.3              STANDARD SUPPORT                     See Literacy Elements in the Social Studies      To demonstrate
Explain the        DOCUMENT                             Standards appendix.                              mastery of this
causes and         https://www.ed.sc.gov/apps/cso/s                                                      indicator the
major features     tandards/socsd_k8.cfm?#grade_7       E. Explain change and continuity over time.      student should:
of the political                                                                                         Explain the
and social         Locally adopted textbook             H. Construct maps, graphs, tables, and           impact of the Zionist
change that                                             diagrams to display social studies information   movement and the
occurred in the    Websites:                                                                             creation of Israel.
Middle East in     This is the original Balfour         K. Use texts, photographs, and documents to      Analyze the reasons
the post–World     Declaration.                         observe and interpret social studies trends      for the ongoing
War II period,     http://www.fordham.edu/halsall/m     and relationships.                               conflicts in the region.
including the      od/balfour.html
role of                                                 P. Locate, gather, and process information
nationalism,       This is the actual document          from a variety of primary and secondary
the creation of    recognizing the state of Israel by   sources including maps.
the state of       the United States.
Israel, and        http://www.ourdocuments.gov/doc      Have students create a timeline of Israeli
ongoing            .php?flash=true&doc=83               conflicts with her Arab neighbors. Then have
conflicts in the                                        them explain possible reasons for unrest and
region. (H, P,     This site has many primary           conflict in this region of the world.
G)                 documents concerning Israel and
                   the Middle East including the        Have students identify the reasons for
                   Palestinian National Charter and     creating the state of Israel.
                   the Partition of Palestine.
                   http://avalon.law.yale.edu/subject



     08/10/09                                       S3 Curriculum Draft                                                             84
                                                                                                           Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                            Guidelines
7-6.3              _menus/mideast.asp
Explain the                                               Have students analyze a map of the Middle
causes and         www.scdiscus.org                       East pre- and post-creation of the state of
major features     click on History Resource Center:      Israel. Have them identify countries and
of the political   World History                          borders. Then have them identify the ethnicity
and social                                                and religions of the different countries.
change that        ETV StreamlineSC
occurred in the    www.scetv.org/education/StreamLi       Analyze the ongoing conflicts in the Middle
Middle East in     neSC                                   East. Have the students write a summary of
the post–World     The following videos are found at      how the UN decision to divide Palestine
War II period,     ETV StreamlineSC:                      connects back to the origins of the conflict
including the                                             and how this led to conflicts between the
role of            “A Land Claimed by Jews and            Arabs and the Jews such as the 1948 War, the
nationalism,       Palestinians” shows the origins of     Six-Day War, and the Yom Kippur War.
the creation of    the conflict over Palestine.
the state of
Israel, and        “Wars Divide the Land” shows the
ongoing            UN decision to divide Palestine and
conflicts in the   the causes and outcomes of the
region. (H, P,     1948 War and Six-Day War.
G)
                   “Yom Kippur War” has information
                   on the 1973 Yom Kippur War.

                   “The Iran Hostage Crisis” details
                   the causes and events of this
                   crisis.

                   “August 2, 1990” shows the



     08/10/09                                           S3 Curriculum Draft                                              85
                                                                                                   Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                    Guidelines
7-6.3              outbreak of the Persian Gulf War.
Explain the
causes and         “Desert Storm Hyper war and the
major features     Role of the Media” shows some of
of the political   the new technologies used in the
and social         Persian Gulf War as well as the
change that        presentation of the war through
occurred in the    the media.
Middle East in
the post–World     “War on Terrorism” starts with the
War II period,     9/11 attacks and describes events
including the      and changes dealing with the
role of            modern war on terrorism.
nationalism,
the creation of
the state of
Israel, and
ongoing
conflicts in the
region. (H, P,
G)




     08/10/09                                           S3 Curriculum Draft                                      86
Recommended
   Days of         4 days
 Instruction
                                                                                                               Assessment
   Indicator          Recommended Resources                   Suggested Instructional Strategies
                                                                                                                 Guidelines
7-6.4              STANDARD SUPPORT                       See Literacy Elements in the Social Studies      To demonstrate
Compare            DOCUMENT                               Standards appendix.                              mastery of this
features of        https://www.ed.sc.gov/apps/cso/s                                                        indicator the
nationalist and    tandards/socsd_k8.cfm?#grade_7         E. Explain change and continuity over time.      student should:
independence                                                                                               Compare
movements in       Locally adopted textbook               H. Construct maps, graphs, tables, and           independence
different                                                 diagrams to display social studies information   movements in Asia,
regions in the     Websites:                                                                               primarily in India,
post–World         This primary source document           K. Use texts, photographs, and documents to      with those in Africa.
War II period,     discusses Gandhi’s feelings            observe and interpret social studies trends      Infer the impact of
including          concerning the independence of         and relationships.                               the nationalist
Mohandas           India and England’s proper role.                                                        movements.
Gandhi’s role in   http://www.wsu.edu:8080/~wldciv        P. Locate, gather, and process information
the non-           /world_civ_reader/world_civ_reade      from a variety of primary and secondary
violence           r_2/gandhi.html                        sources including maps.
movement for
India’s            This gives many of Mao’s teachings     Recommendation: Part of 7-7.4 should be
independence       and strategies.                        taught with 7-6.4 as the students should
and the            http://www.wsu.edu:8080/~wldciv        connect the nationalist and independence
emergence of       /world_civ_reader/world_civ_reade      movements of the 20th Century to the end of
nationalist        r_2/mao.html                           colonialism and collapse of the apartheid
movements in                                              system.
African and        This is both the audio and written
Asian coun-        version of Kwame Nkrumah’s             Analyze how Mohandas Gandhi was a symbol
tries. (H, P)      speech to the United Nations,          of nationalism in the struggle against
                                                          European imperialism. Have the students


     08/10/09                                           S3 Curriculum Draft                                                        87
                                                                                                          Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
7-6.4              1960.                                 write a summary on how Gandhi was a
Compare            http://www.nkrumah.net/un-            nationalist working for independence for
features of        1960/                                 India, and how British imperialism affected
nationalist and                                          India.
independence       www.scdiscus.org
movements in       click on History Resource Center:     Analyze the independence movements in
different          World History                         Africa in the 20th Century. Have the students
regions in the                                           label a map of Africa by writing the year each
post–World         ETV StreamlineSC                      country gained its independence and from
War II period,     www.scetv.org/education/StreamLi      which European colonial power each country
including          neSC                                  gained its independence.
Mohandas           The following videos are found at
Gandhi’s role in   ETV StreamlineSC:                     Analyze the Pan-African movement. Explain
the                                                      how the actions and writings of W.E.B.
nonviolence        “Apartheid Takes Hold” describes      DuBois, Kwame Nkrumah, and Jomo Kenyatta
movement for       the discrimination of the apartheid   transformed ideas into independence for
India’s            laws in South Africa.                 several African nations.
independence
and the            “Apartheid Ends” shows the            Have students construct a chronological chart
emergence of       struggle against apartheid and the    listing African nations, their year of
nationalist        end of this system in South Africa.   independence, and former occupying country.
movements in
African and        “The End of Apartheid” also shows     Have students create a timeline of Gandhi’s
Asian              the struggle against apartheid and    life.
countries. (H,     the end of this system in South
P)                 Africa.                               Compare the reasons for independence in
                   “Indian Independence August 15,       India with the independence movements of
                   1947” details India’s independence    previously discussed nations (i.e. Latin
                   from Britain.



     08/10/09                                          S3 Curriculum Draft                                              88
                                                                                            Assessment
   Indicator       Recommended Resources         Suggested Instructional Strategies
                                                                                             Guidelines
7-6.4                                        America).
Compare
features of                                  Have students create a Venn Diagram on the
nationalist and                              beliefs and strategies of Gandhi and Mao.
independence
movements in                                 Have the students create a Venn Diagram on
different                                    the lives and strategies of Mohandas Gandhi,
regions in the                               Nelson Mandela, and Dr. Martin Luther King,
post–World                                   Jr. Then have them write a comparison
War II period,                               paragraph on these three leaders.
including
Mohandas
Gandhi’s role in
the
nonviolence
movement for
India’s
independence
and the
emergence of
nationalist
movements in
African and
Asian
countries. (H,
P)




     08/10/09                              S3 Curriculum Draft                                            89
Standard 7-7:      The student will demonstrate an understanding of the significant political, economic,
                   geographic, scientific, technological, and cultural changes and advancements that took place
                   throughout the world from the beginning of the twentieth century to the present day.
Recommended
   Days of         4 days
 Instruction
                                                                                                                Assessment
   Indicator          Recommended Resources                 Suggested Instructional Strategies
                                                                                                                 Guidelines
7-7.1              STANDARD SUPPORT                      See Literacy Elements in the Social Studies       To demonstrate
Illustrate         DOCUMENT                              Standards appendix.                               mastery of this
on a time line     https://www.ed.sc.gov/apps/cso/s                                                        indicator the
the events that    tandards/socsd_k8.cfm?#grade_7        A. Distinguish between past, present, and         student should:
contributed to                                           future time.                                      List on a time line the
the collapse of    Locally adopted textbook                                                                events that
the Soviet                                               D. Create and interpret data on time lines.       contributed to
Union and          Websites:                                                                               the collapse of the
other              This site has an interactive Map of   E. Explain change and continuity over time.       Soviet Union and
communist          the former Soviet Union showing                                                         other communist
governments in     impact on current country and         K. Use texts, photographs, and documents to       governments in
Europe,            quotations from people from the       observe and interpret social studies trends       Europe.
including          current country.                      and relationships.                                List and explain the
economic           http://news.bbc.co.uk/hi/english/s                                                      causes of the collapse
failures and the   tatic/in_depth/europe/2001/collap     L. Interpret calendars, time lines, maps,         and place them in
emergence of       se_of_ussr/maps/default.stm           charts, tables, graphs, flow charts, diagrams,    chronological order.
new leaders.                                             photographs, paintings, cartoons,                 Create a time line of
(H, E, P)          This site has pictures from the       architectural drawings, documents, letters,       parallel developments
                   collapse that can be played as a      censuses, and other artifacts.                    in former Soviet
                   slideshow with audio commentary.                                                        controlled states.
                   http://news.bbc.co.uk/hi/english/s    Recommendation: Indicator 7-7.1 should be
                   tatic/in_depth/europe/2001/collap     taught right after 7-6.2 as the end of the Cold



     08/10/09                                        S3 Curriculum Draft                                                             90
                                                                                                         Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-7.1              se_of_ussr/photofile/default.stm      War should be taught after discussing the
Illustrate                                               Cold War.
on a time line     www.scdiscus.org
the events that    click on History Resource Center:
contributed to     World History                         Have the students create or label a map
the collapse of                                          showing the dates of independence and the
the Soviet         ETV StreamlineSC                      new leaders of countries from the former
Union and          www.scetv.org/education/StreamLi      Soviet Union and other eastern European
other              neSC                                  communist countries.
communist
governments in                                           Have the students create a time line showing
Europe,                                                  the dates of independence and the new
including                                                leaders for countries from the former Soviet
economic                                                 Union and other eastern European communist
failures and the                                         countries.
emergence of
new leaders.                                             Explain the causes of the collapse of
(H, E, P)                                                communism. Have the students brainstorm in
                                                         small groups or as a whole class the events
                                                         that contributed to the collapse of communism
                                                         and then place them on a timeline with
                                                         descriptions for each cause.




     08/10/09                                          S3 Curriculum Draft                                             91
Recommended
   Days of       2 days
 Instruction
                                                                                                                 Assessment
  Indicator         Recommended Resources                    Suggested Instructional Strategies
                                                                                                                  Guidelines
7-7.2            STANDARD SUPPORT                         See Literacy Elements in the Social Studies       To demonstrate
Explain the      DOCUMENT                                 Standards appendix.                               mastery of this
significance     https://www.ed.sc.gov/apps/cso/s                                                           indicator the
and impact of    tandards/socsd_k8.cfm?#grade_7           A. Distinguish between past, present, and         student should:
the                                                       future time.                                      Explain the
information,     Locally adopted textbook                                                                   significance and
technological,                                            E. Explain change and continuity over time.       impact of the
and              Websites:                                H. Construct maps, graphs, tables, and            information,
communication    This site has a history of the           diagrams to display social studies information.   technological, and
s revolutions,   emergence of modern computing                                                              communications
including the    up to more modern developments.          K. Use texts, photographs, and documents to       revolutions.
role of          It even has some connections to          observe and interpret social studies trends       Describe the role of
television,      the use of computing connecting to       and relationships.                                television, satellites,
satellites,      WWII.                                                                                      computers and the
computers, and   http://www.library.upenn.edu/exhi        Have the students research the history of         Internet.
the Internet.    bits/rbm/mauchly/jwmintro.html           modern computing, television, and the             Infer the impact of
(H)                                                       internet using the sites under Recommended        these inventions on
                 This is a site with the history of the   Resources. Have them use these sources to         modern society.
                 television. There is a time line at      report on the role of these technologies, their
                 the top to clink on to view the          impact on the information, technological, and
                 television during different periods      communication revolutions, and their impact
                 of history. There are descriptions       on modern life and society.
                 of changes as well as pictures and
                 flags to click on to look at             Have the students brainstorm, in small groups
                 developments and changes.                or as a whole class, what communication was
                 http://www.tvhistory.tv/index.html       like before the Internet and e-mail, all the


    08/10/09                                          S3 Curriculum Draft                                                             92
                                                                                                         Assessment
  Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-7.2            This site has a chronological         ways the Internet and e-mail are used, and
Explain the      history of the internet with          ways the Internet and e-mail have changed
significance     descriptions of developments and      communication. Have the students compare
and impact of    changes.                              communication before and after the existence
the              http://www.computerhistory.org/in     of the Internet and e-mail, including the use
information,     ternet_history/                       of the Internet in schools. This can be done as
technological,                                         a short written or oral report.
and
communication    www.scdiscus.org                      Have the students create a chart to show the
s revolutions,   click on History Resource Center:     role and impact of modern information and
including the    World History                         communication technologies. On the top X
role of                                                axis have them place the topics of television,
television,      ETV StreamlineSC                      satellites, computers, and the Internet. On
satellites,      www.scetv.org/education/StreamLi      the side Y axis have them place the
computers, and   neSC                                  characteristics of role or purpose, impact on
the Internet.                                          communications and information, and impact
(H)                                                    on modern life.




    08/10/09                                         S3 Curriculum Draft                                               93
Recommended
   Days of        3 days
 Instruction
                                                                                                                Assessment
   Indicator         Recommended Resources                   Suggested Instructional Strategies
                                                                                                                 Guidelines
7-7.3             STANDARD SUPPORT                       See Literacy Elements in the Social Studies       To demonstrate
Explain global    DOCUMENT                               Standards appendix.                               mastery of this
influences on     https://www.ed.sc.gov/apps/cso/s                                                         indicator the
the               tandards/socsd_k8.cfm?#grade_7         A. Distinguish between past, present, and         student should:
environment,                                             future time.                                      Explain global
including the     Locally adopted textbook                                                                 influences on the
effects of                                               E. Explain change and continuity over time.       environment.
increases in      Websites:                                                                                Describe the effects
population, the   This site has many links on            K. Use texts, photographs, and documents to       of increased
growth of         environmental topics and data.         observe and interpret social studies trends       population, the
cities, and       http://web.worldbank.org/WBSITE        and relationships.                                growth of cities, and
efforts by        /EXTERNAL/DATASTATISTICS/0,,c                                                            efforts by citizens and
citizens and      ontentMDK:20394745~menuPK:11           Recommendation: Indicators 7-7.3 and 7-7.7        governments to
governments       92714~pagePK:64133150~piPK:6           should be taught together as the students         protect the
to protect the    4133175~theSitePK:239419~isCU          should connect and relate the dangers to the      environment.
natural           RL:Y,00.html                           environment created by increases in
environment.                                             population and growth of cities to urbanization
(G)               This is a very useful data             and industrialization. They should then
                  generator that will generate data      connect these dangers to the efforts to protect
                  such as population or population       the natural environment.
                  density by country displayed in 5
                  year increments going back to
                  1950. It also includes projections     Have the students gather data on the change
                  up to 1950.                            in population in each of the continents from
                  http://esa.un.org/unpp/                atlases or the Internet and prepare a
                                                         statement about the potential effect of this
                  This is a United Nations report on     change in population upon the environment


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                                                                                                           Assessment
   Indicator         Recommended Resources                   Suggested Instructional Strategies
                                                                                                            Guidelines
7-7.3             population. The first few pages        and quality of life of people.
Explain global    show populations by country.
influences on     Pages 8-13 show populations by         Discuss the effects the changes of the
the               country in 1950, 2000, and             Industrial Revolution brought to the world,
environment,      projections for 2015, 2025, and        especially focusing on the pollutants and need
including the     2050 which would be useful in          for energy sources created by industrialization
effects of        showing increases in population.       and urbanization. Have the students describe
increases in      http://www.un.org/esa/population       the problems created by these effects and
population, the   /publications/wpp2002/wpp2002an        develop solutions to attack the problems of
growth of         nextables.PDF                          air, water, and soil pollution as well as the
cities, and                                              problem of energy sources. This can be done
efforts by        This is a Department of Energy site    in a persuasive report or in a flow chart or T-
citizens and      on energy sources. Click on each       chart showing the problems created
governments       source on the left for information.    connected to possible solutions.
to protect the    http://www.energy.gov/energysou
natural           rces/index.htm                         Have the students create anti-pollution
environment.                                             posters for distribution throughout the school
(G)               This is a good site with               and to businesses and industries in their
                  descriptions of energy sources.        community.
                  Click on each source on the left for
                  information.                           Analyze the use of energy sources and their
                  http://home.clara.net/darvill/alten    effects on the environment. Have the
                  erg/index.htm                          students research energy sources using the
                                                         websites:
                  Link to Three Mile Island              http://www.energy.gov/energysources/index.
                  http://www.threemileisland.org/        htm

                  Link to Bhopal                         http://home.clara.net/darvill/altenerg/index.h
                  http://www.irastimes.org/bhopal_       tm
                  gas_tragedy.htm                        Then have them write a persuasive argument


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                                                                                                        Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                         Guidelines
7-7.3             Link to Chernobyl                     about which energy sources we should use
Explain global    http://www.world-                     less of and which energy sources we should
influences on     nuclear.org/info/chernobyl/inf07.ht   use more of as we move further into the 21st
the               ml                                    century. Conduct a class discussion or debate
environment,                                            based on these arguments.
including the     Link to Exxon Valdez Oil Spill
effects of        http://www.valdezalaska.org/histo     Have students create a brochure highlighting
increases in      ry/oilSpill.html                      some of the big environmental issues of our
population, the                                         time. They may refer to a specific event such
growth of         www.scdiscus.org                      as the 1970's Love Canal, 1979 Three Mile
cities, and       click on History Resource Center:     Island, 1984 Bhopal, 1986 Chernobyl, or 1989
efforts by        World History                         Valdez Oil Spill, or they may choose another
citizens and                                            topic such as Global Warming or Nuclear
governments       ETV StreamlineSC                      Waste Disposal. Some useful websites on
to protect the    www.scetv.org/education/StreamLi      these topics can be found under
natural           neSC                                  Recommended Resources.
environment.
(G)




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Recommended
   Days of        3 days
 Instruction
                                                                                                                 Assessment
   Indicator         Recommended Resources                   Suggested Instructional Strategies
                                                                                                                  Guidelines
7-7.4             STANDARD SUPPORT                       See Literacy Elements in the Social Studies        To demonstrate
Summarize         DOCUMENT                               Standards appendix.                                mastery of this
global efforts    https://www.ed.sc.gov/apps/cso/s                                                          indicator the
to advance        tandards/socsd_k8.cfm?#grade_7         E. Explain change and continuity over time.        student should:
human rights,                                                                                               Interpret the United
including the     Locally adopted textbook               K. Use texts, photographs, and documents to        Nations’ Universal
United Nations’                                          observe and interpret social studies trends        Declaration of Human
adoption and      Websites:                              and relationships.                                 Rights.
proclamation                                                                                                Explain the end of
of the            The UN’s “Universal Declaration of     Recommendation: Part of 7-7.4 should be            colonialism by
Universal         Human Rights” section of their         taught with 7-6.4 as the students should           European nation-
Declaration of    website                                connect the nationalist and independence           states.
Human Rights,     http://www.un.org/Overview/right       movements of the 20th Century to the end of        Describe the collapse
the end of        s.html                                 colonialism and the collapse of the apartheid      of the apartheid
colonialism by                                           system. The other part of 7-7.4 should be          system.
European          The UN’s “Human Rights” section        taught with 7-6.1 as the creation of the UN
nation-states,    of their website                       should be taught with other ideas of the UN.
and the           http://www.un.org/rights/
collapse of the
apartheid         This site has a history of apartheid   Analyze the use of emotional language in the
system. (H, G,    and a chart of data at the bottom.     preamble to the United Nations’ Universal
P)                http://www-cs-                         Declaration of Human Rights (e.g., “barbarous
                  students.stanford.edu/~cale/cs201      acts which have outraged the conscience of
                  /apartheid.hist.html                   mankind”). Have the students brainstorm
                                                         individually or in small groups different events
                                                         in the twentieth century that might have


    08/10/09                                         S3 Curriculum Draft                                                            97
                                                                                                          Assessment
   Indicator         Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
7-7.4             The South African Bill of Rights       motivated the United Nations to create such a
Summarize         http://www.info.gov.za/documents       document. Then discuss these connections as
global efforts    /constitution/1996/96cons2.htm         a whole class.
to advance
human rights,     The U.S. Bill of Rights                Analyze the South African Bill of Rights. Then
including the     http://www.archives.gov/exhibits/      compare and contrast those to the United
United Nations’   charters/bill_of_rights_transcript.h   States Bill of Rights and the 1948 UN
adoption and      tml                                    Universal Declaration of Human Rights.
proclamation
of the            www.scdiscus.org                       Have the students' study 5-8 rights from the
Universal         click on History Resource Center:      Universal Human Rights. Ask them to place
Declaration of    World History                          those rights in order from most important to
Human Rights,     ETV StreamlineSC                       the least important to them. Then ask the
the end of        www.scetv.org/education/StreamLi       students to place them in order from greatest
colonialism by    neSC                                   to least importance from another person's
European          The following videos are found at      point of view, such as a migrant farm worker,
nation-states,    ETV StreamlineSC:                      a person convicted of a crime, a refugee, a
and the                                                  person living under communism, a person
collapse of the   “Apartheid Takes Hold” describes       living under imperial rule, etc. Then have
apartheid         the discrimination of the apartheid    them answer the following:
system. (H, G,    laws in South Africa.                  How does the first list differ from the second
P)                                                       list? Does perspective change the order? Why
                  “Apartheid Ends” shows the             or why not? Reflect on this exercise with
                  struggle against apartheid and the     writing a short narrative.
                  end of this system in South Africa.
                                                         Have the students brainstorm on how
                  “The End of Apartheid” also shows      colonization of Africa may have affected the
                  the struggle against apartheid and     Universal Declaration of Human Rights.
                  the end of this system in South
                  Africa.                                Have the students write an essay explaining


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                                                                                               Assessment
   Indicator         Recommended Resources                Suggested Instructional Strategies
                                                                                                Guidelines
7-7.4             “Indian Independence August 15,      Apartheid.
Summarize         1947” details India’s independence
global efforts    from Britain.
to advance
human rights,
including the
United Nations’
adoption and
proclamation
of the
Universal
Declaration of
Human Rights,
the end of
colonialism by
European
nation-states,
and the
collapse of the
apartheid
system. (H, G,
P)




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Recommended
   Days of         2 days
 Instruction
                                                                                                               Assessment
   Indicator          Recommended Resources                 Suggested Instructional Strategies
                                                                                                                 Guidelines
7-7.5              STANDARD SUPPORT                      See Literacy Elements in the Social Studies      To demonstrate
Compare the        DOCUMENT                              Standards appendix.                              mastery of this
social,            https://www.ed.sc.gov/apps/cso/s                                                       indicator the
economic, and      tandards/socsd_k8.cfm?#grade_7        A. Distinguish between past, present, and        student should:
political                                                future time.                                     Identify and
opportunities      Locally adopted textbook                                                               compare social,
for women in                                             E. Explain change and continuity over time.      economic, and
various nations    Websites:                                                                              political opportunities
and societies      This site contains a primary source   K. Use texts, photographs, and documents to      for women in
around the         of Daniel Defoe’s “The Education of   observe and interpret social studies trends      developing and
world,             Women” from 1719. This site can       and relationships.                               industrialized
including those    be useful to trace the history of                                                      countries and within
in developing      people advocating for women’s         Compare the perspectives of different writers    societies dominated
and                rights.                               about the rights of women. Have the              by particular religions.
industrialized     http://www.fordham.edu/halsall/m      students discuss, brainstorm, or create web      Explain why
nations and        od/1719defoe-women.html               maps about books they have read or movies        opportunities for
within societies                                         or television shows they have seen in which      women vary from
dominated by       This site contains a primary source   the treatment and rights of women are            country to country
particular         of Mary Wollstonecraft’s “A           portrayed. Then have them compare these          and the reasons for
religions. (H,     Vindication of the Rights of          perspectives.                                    the differences.
G, P, E)           Woman” from 1792. This site can                                                        Explain why most of
                   be useful to trace the history of     Have the students create campaign posters        the gains made are
                   people advocating for women’s         arguing for a change in the status, pay, jobs,   relatively recent when
                   rights.                               and education of woman.                          compared to other
                   http://www.bartleby.com/144/2.ht                                                       historical
                   ml                                    Have the students create and interpret a chart   developments.
                                                         showing the status of women in selected


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                                                                                                          Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                           Guidelines
7-7.5              This site contains a primary source    countries around the world. Then have them
Compare the        of Elizabeth Cady Stanton’s “The       interview women about issues that connect
social,            Seneca Falls Declaration” from         with your data and report on the similarities
economic, and      1848. This site can be useful to       and differences.
political          trace the history of people
opportunities      advocating for women’s rights.         Have the students trace the history of
for women in       http://www.constitution.org/woll/s     advocates of women’s rights in the United
various nations    eneca.htm                              States by using the primary sources found
and societies                                             under Recommended Resources. Then
around the         This site contains a primary source    have them explain why the gains for women
world,             of John Stuart Mill’s “The             took so long in comparison with other
including those    Subjection of Women” from 1869.        historical developments such as the new ideas
in developing      This site can be useful to trace the   of the Enlightenment, the development of
and                history of people advocating for       constitutional governments, and the economic
industrialized     women’s rights.                        changes of the Industrial Revolution.
nations and        http://www.constitution.org/jsm/w
within societies   omen.htm
dominated by
particular         www.scdiscus.org
religions. (H,     click on History Resource Center:
G, P, E)           World History

                   ETV StreamlineSC
                   www.scetv.org/education/StreamLi
                   neSC




     08/10/09                                          S3 Curriculum Draft                                              101
Recommended
   Days of         3 days
 Instruction
                                                                                                                Assessment
   Indicator          Recommended Resources                    Suggested Instructional Strategies
                                                                                                                  Guidelines
7-7.6              STANDARD SUPPORT                        See Literacy Elements in the Social Studies     To demonstrate
Explain the        DOCUMENT                                Standards appendix.                             mastery of this
impact of          https://www.ed.sc.gov/apps/cso/s                                                        indicator the
increasing         tandards/socsd_k8.cfm?#grade_7          A. Distinguish between past, present, and       student should:
global economic                                            future time.                                    Describe how
interdependenc     Locally adopted textbook                                                                communication
e in the late                                              E. Explain change and continuity over time.     systems have linked
twentieth          Websites:                                                                               the world.
century and the    This site has a graph showing           K. Use texts, photographs, and documents to     Infer the impact
early twenty-      changes in oil prices since the         observe and interpret social studies trends     global economic
first century,                                             and relationships.
                   1970s with great indicators of                                                          development has had
including the
                   what caused the changes including                                                       on labor demands.
significance of                                            Have the students create a poster showing all
                   the OPEC oil embargo of the                                                             Analyze
global
                   1970s, the Iran-Iraq War, recent        of the ways that oil is used or how people      reasons for migration
communication,
                   hurricanes, and recent demand           benefit from oil in their daily lives.          and the impact
labor demands,
and migration;     trends.                                                                                 immigrants have on
the European       http://www.eia.doe.gov/emeu/cab         Analyze a selected trade agreement such as      the economy.
Economic           s/AOMC/Overview.html                    the European Economic Community (EEC), the      Analyze how regional
Community                                                  European Union (EU), the Organization for       trade agreements
(EEC) and other    This site operated by the Office of     Petroleum Exporting Countries (OPEC), or the    have promoted
trade              the United States Trade                 North American Free Trade Agreement             free trade and
agreements;        Representative has links to             (NAFTA). Describe the purpose of the            impacted economic
and the oil        information and descriptions of         agreements and the benefits for its members     development.
crisis of the      various trade agreements.               as well as any successes or failures the        Describe why the oil
1970s. (E, G, H,   http://www.ustr.gov/Trade_Agree         agreements have had for its members.            embargo caused
P)                 ments/Section_Index.html                                                                political and economic



     08/10/09                                            S3 Curriculum Draft                                                        102
                                                                                                      Assessment
   Indicator          Recommended Resources                  Suggested Instructional Strategies
                                                                                                       Guidelines
7-7.6              This site operated by the Office of                                            turmoil around the
Explain the        the United States Trade                                                        world.
impact of          Representative (USTR) has a
increasing         clickable map with links to
global             information about the USTR’s
economic           involvement in different regions of
interdependenc     the world.
e in the late      http://www.ustr.gov/World_Region
twentieth          s/Section_Index.html
century and
the early          www.scdiscus.org
twenty-first       click on History Resource Center:
century,           World History
including the
significance of    ETV StreamlineSC
global             www.scetv.org/education/StreamLi
communication      neSC
, labor
demands, and
migration; the
European
Economic
Community
(EEC) and
other trade
agreements;
and the oil
crisis of the
1970s. (E, G, H,
P)


     08/10/09                                          S3 Curriculum Draft                                             103
Recommended
   Days of          2 days
 Instruction
                                                                                                                Assessment
   Indicator           Recommended Resources                   Suggested Instructional Strategies
                                                                                                                 Guidelines
7-7.7               STANDARD SUPPORT                       See Literacy Elements in the Social Studies     To demonstrate
Summarize the       DOCUMENT                               Standards appendix.                             mastery of this
dangers to the      https://www.ed.sc.gov/apps/cso/s                                                       indicator the
natural             tandards/socsd_k8.cfm?#grade_7         A. Distinguish between past, present, and       student should:
environment                                                future time.                                    Summarize dangers
that are posed      Locally adopted textbook                                                               to the natural
by population                                              E. Explain change and continuity over time.     environment.
growth,             Websites:                                                                              Explain how
urbanization,       This site has many links on            K. Use texts, photographs, and documents to     population growth,
and industriali-    environmental topics and data.         observe and interpret social studies trends     urbanization and
zation. (G, E, P,   http://web.worldbank.org/WBSITE        and relationships.                              industrialization have
H)                  /EXTERNAL/DATASTATISTICS/0,,c                                                          negatively impacted
                    ontentMDK:20394745~menuPK:11           Recommendation: Indicators 7-7.3 and 7-7.7      the environment.
                    92714~pagePK:64133150~piPK:6           should be taught together as the students       Use graphs, maps, or
                    4133175~theSitePK:239419~isCU          should connect and relate the dangers to the    charts that show the
                    RL:Y,00.html                           environment created by increase in population   effects of
                                                           and growth of cities to urbanization and        environmental
                    This is a very useful data             industrialization. They should then connect     damage.
                    generator that will generate data      these dangers to the efforts to protect the     Explain the causes of
                    such as population or population       natural environment.                            environmental
                    density by country displayed in 5                                                      damage and recall
                    year increments going back to                                                          the basic process
                    1950. It also includes projections     Have the students gather data on the change     through which the
                    up to 1950.                            in population in each of the continents from    change occurs.
                    http://esa.un.org/unpp/                atlases or the Internet and prepare a
                                                           statement about the potential effect of this
                    This is a United Nations report on     change in population upon the environment


     08/10/09                                            S3 Curriculum Draft                                                        104
                                                                                                             Assessment
   Indicator           Recommended Resources                   Suggested Instructional Strategies
                                                                                                              Guidelines
7-7.7               population. The first few pages        and quality of life of people.
Summarize the       show populations by country.
dangers to the      Pages 8-13 show populations by         Discuss the effects the changes the Industrial
natural             country in 1950, 2000, and             Revolution brought to the world, especially
environment         projections for 2015, 2025, and        focusing on the pollutants and need for
that are posed      2050 which would be useful in          energy sources created by industrialization
by population       showing increases in population.       and urbanization. Have the students describe
growth,             http://www.un.org/esa/population       the problems created by these effects and
urbanization,       /publications/wpp2002/wpp2002an        develop solutions to attack the problems of
and industriali-    nextables.PDF                          air, water, and soil pollution as well as the
zation. (G, E, P,                                          problem of energy sources. This can be done
H)                  This is a Department of Energy site    in a persuasive report or in a flow chart or T-
                    on energy sources. Click on each       chart showing the problems created
                    source on the left for information.    connected to possible solutions.
                    http://www.energy.gov/energysou
                    rces/index.htm                         Have the students create anti-pollution
                                                           posters for distribution throughout the school
                    This is a good site with               and to businesses and industries in their
                    descriptions of energy sources.        community.
                    Click on each source on the left for
                    information.                           Analyze the use of energy sources and their
                    http://home.clara.net/darvill/alten    effects on the environment. Have the
                    erg/index.htm                          students research energy sources using the
                                                           websites:
                    Link to Three Mile Island              http://www.energy.gov/energysources/index.
                    http://www.threemileisland.org/        htm

                    Link to Bhopal                         http://home.clara.net/darvill/altenerg/index.h
                    http://www.irastimes.org/bhopal_       tm
                    gas_tragedy.htm                        Then have them write a persuasive argument


     08/10/09                                          S3 Curriculum Draft                                                 105
                                                                                                         Assessment
   Indicator           Recommended Resources                  Suggested Instructional Strategies
                                                                                                          Guidelines
7-7.7               Link to Chernobyl                     about which energy sources we should use
Summarize the       http://www.world-                     less of and which energy sources we should
dangers to the      nuclear.org/info/chernobyl/inf07.ht   use more of as we move further into the 21st
natural             ml                                    century. Then conduct a class discussion or
environment                                               debate based on these arguments.
that are posed      Link to Exxon Valdez Oil Spill
by population       http://www.valdezalaska.org/histo     Have students create an environmental
growth,             ry/oilSpill.html                      brochure highlighting some of the big
urbanization,                                             environmental issues of our time. They may
and industriali-    www.scdiscus.org                      refer to a specific event such as the 1970's
zation. (G, E, P,   click on History Resource Center:     Love Canal, 1979 Three Mile Island, 1984
H)                  World History                         Bhopal, 1986 Chernobyl, or 1989 Valdez Oil
                                                          Spill, or they may choose another topic such
                    ETV StreamlineSC                      as Global Warming or Nuclear Waste Disposal.
                    www.scetv.org/education/StreamLi      Some useful websites on these topics can be
                    neSC                                  found under Recommended Resources.




     08/10/09                                           S3 Curriculum Draft                                            106

				
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