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SEVENTH GRADE SOCIAL STUDIES CURRICULUM The primary focus of Social Studies in our Catholic schools is to teach students about membership in God’s family. Students will develop skills enabling them to love and serve as Christ did. Standard 1: Civics and Government The student will: 1. Read Deuteronomy 31:9. Discuss the implications to student life. 2. Demonstrate respect for American symbols, songs, traditions, etc. 3. Understand the difference between criminal and civil law as it applies to individual citizens. 4. ▲ Compare how juveniles and adults are treated differently under law. 5. Evaluate the importance of the rule of law in protecting individual rights and promoting the common good. 6. ▲ Define the rights guaranteed, granted, and protected by the Kansas Constitution and its amendments. 7. Explain the three branches of Kansas government. 8. Explain how authority and responsibility are balanced and divided between national and state governments in a federal system. 9. Explain why separation of powers and a system of checks and balances are important to limit government. 10. Describe how citizens, legislators, and interest groups are involved in a bill becoming a law at the state level. 11. Design, research, and complete a civic project related to a public issue at the state or local level (e.g., designs and carries out a civic-oriented project). 12. Know various procedures for contacting appropriate representatives for the purpose of expressing ideas or asking for help at the state or local level. 13. Recognize that cities are formed through a process of incorporation, establishing boundaries, creating a government, levying taxes. 14. Identify the types of local government. 15. ▲ Identify the goods and services provided by local government in the community. 16. Research the roles of people who make up local government. 17. Understand the role of school boards. Standard 2: Economics The student will: 1. Understand the importance of stewardship in meeting the needs of the others in the Parish community. 2. Identify substitutes and complements for selected goods and services. 3. Explain that how people choose to use resources has both present and future consequences. 4. Analyze the impact of inflation or deflation on the value of money and people’s purchasing power. 5. ▲ Describe examples of factors that might influence international trade (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos). 6. Explain the costs and benefits of trade between people across nations. 7. Give examples of factors that might influence international trade. 8. Give examples of how tariffs, quotas, and other trade barriers affect consumers and the prices of goods. 9. Identify goods and services provided by local, state, and national governments. 10. Examine relationship between local and state revenues and expenditures. 11. ▲ Compare the benefits and costs of spending, saving, or borrowing decisions based on information about products and services. 12. Explain how an individual’s income will differ in the labor market depending on supply of and demand for his/her human capital. Standard 3: Geography The student will: 1. Locate major political and physical features of Earth from memory and describe the relative location of those features (see list of geography locations attached). 2. Develop and use different kinds of maps, globes, graphs, charts, databases, and models. 3. Use mental maps of Kansas to answer questions about the location of physical and human features. 4. Select and explain reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems. 5. Use geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns. 6. Identify and compare the physical characteristics of world regions. 7. Identify and compare the human characteristics of world regions (e.g., people, religion, language, customs, government, etc.). 8. Identify and explain how Kansas, United States, and world regions are interdependent. 9. ▲ Identify the various physical and human criteria that can be used to define a region. 10. Identify ways technology or culture has influenced regions. 11. Explain the effects of a label on the image of a region (e.g., Tornado Alley, Sun Belt, the Great “American” Desert). 12. Explain how earth-sun relationships affect earth’s physical processes and create physical patterns. 13. Explain patterns in the physical environment in terms of physical processes. 14. Describe the characteristics of ecosystems in terms of their biodiversity. 15. Explain the challenges faced by ecosystems. 16. Describe and analyze population characteristics through the use of demographic concepts. 17. Explain how the spread of cultural elements results in distinctive cultural landscapes. 18. ▲ Identify the geographic factors that influence world trade and interdependence. 19. ▲ Identify ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow). 20. Describe the consequences of having or not having particular resources. Standard 4: History The student will: 1. Demonstrate an understanding of periods in Church History – See religion outcomes. 2. Compare and contrast nomadic and sedentary tribes in Kansas (e.g., food, housing, art, customs, religions). 3. Describe the social and economic impact of Spanish, French and American explorers and traders on the Indian tribes in Kansas. 4. Explain how Stephen H. Long’s classification of Kansas as the “Great American Desert” influenced later United States government policy on American Indian relocation. 5. ▲ Analyze the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas. 6. Describe the role of early Kansas forts in carrying out the United States government’s policies in regards to relocated Indian tribes and travel on the Santa Fe and Oregon- California trails. 7. Describe the concept of popular sovereignty under the Kansas-Nebraska Act and its impact on developing a state constitution. 8. ▲ Describe how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free-staters, abolitionists). 9. Analyze the importance of “Bleeding Kansas” to the rest of the United States in the years leading up to the Civil War. 10. Describe the role of important individuals during the territorial period: a. Charles Robinson b James Lane c John Brown d. Clarina Nichols e. Samuel Jones f. David Atchison g. Andrew H. Reeder 10. Analyze the Wyandotte Constitution with respect to the civil rights of women and African Americans. 11. Describe important events in Kansas during the Civil War. 12. ▲ Describe the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises 13. Describe the United States government’s purpose for establishing frontier military forts in Kansas. 14. Determine the significance of the cattle drives in post-Civil war Kansas and their impact on the American identity. 15. Trace the migration patterns of at least one European ethnic group to Kansas. 16. ▲ Describe the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton). 17. Explain the impact of government policies and the expansion of the railroad on settlement and town development. 18. Use primary source documents to determine the challenges faced by settlers and their means of adaptations. 19. Describe the movement for women’s suffrage and its effect on Kansas politics. 20. ▲ Describe the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers). 21. Explain the accomplishments of the Progressive movement in Kansas. 22. Analyze the impact of Kansas reformers on the nation (e.g., Populists: Mary E. Lease, Annie Diggs, William Peffer, “Sockless” Jerry Simpson; Progressives: Carry A. Nation, Samuel Crumbine, William Allen White, Socialists: J.A. Wayland, Kate Richards O’Hare, Emanuel and Marcet Haldeman-Julius). 23. Describe the significance of farm mechanization in Kansas. 24. Explain the significance of the work of entrepreneurial Kansans in the aviation industry (e.g., Alvin Longren, Clyde Cessna, Walter and Olive Beech, Lloyd Stearman). 25. Describe the contributions made by Mexican immigrants to agriculture and the railroad industry. 26. ▲ Compare agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch). 27. Use local resources to describe condition in his/her community during the Great Depression. 28. Research the contributions of Kansans during the 1930s & 1940s (e.g., Amelia Earhart, Osa and Martin Johnson, Glenn Cunningham, Walter Chrysler, Langston Hughes, John Steuart Curry, Dwight Eisenhower, Alf Landon, Arthur Capper, Birger Sandzen). 29. Summarize the effects of New Deal programs on Kansas life. 30. Explain how World War II acted as a catalyst for change in Kansas. 31. Analyze the concept of “separate but equal is inherently unequal” in regards to the Supreme Court case Brown v. Topeka Board of Education and how it continues to impact the nation. 32. Describe major flood control projects in the 1950s. 33. Describe the role of Kansas culture in the dramas of Pulitzer prize-winning playwright William Inge and the writings, photos, and films of Gordon Parks. 34. Analyze the effect of rural depopulation and increased urbanization and suburbanization on Kansas. 35. Explain the reasons Southeast Asians immigrated to Kansas after 1975 (e.g., church, community, organizations, jobs, the fall of Southeast Asian governments). 36. Identify issues facing Kansas state government in the 2000s. 37. Analyze changes over time to make logical inferences concerning cause and effect by examining a topic in Kansas History. 38. ▲ Examine different types of primary sources in Kansas history and analyze them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents). 39. Use at least three primary sources to interpret the impact of a person or event from Kansas history to develop an historical narrative. 40. Compare contrasting descriptions of the same event in Kansas history to understand how people differ in their interpretations of historical events. ▲ Assessed Indicator SEVENTH GRADE VOCABULARY Benefit Location Borrowing Map projections Common good Market Community Mental maps Constitution Migration Consumer Natural resource Consumption Outsourcing Cost Physical feature Culture Physical process Cultural diffusion Places Cultural landscape Population distribution Database Population pyramid Debt Price Deflation Primary source Demand Production Depletion Push-pull factors Depression Quota Diffusion Region Distribution Relative location Diversion Religion Economic sanction Resource Economy Responsibility Embargo Revenue Emigrant Rights Ethnic group Rule of law Exchange rate Satellite image Expenditures Services Geographic Information System Sovereignty Geographic tools Spatial distribution Goods Spending Government Supply Human resource Tariff Immigration Technology Income Trade Incorporation Trade barriers Inflation Interdependence International trade SEVENTH GRADE GEOGRAPHY LOCATIONS K-6 Locations Plus: Haiti Amsterdam Iberian Peninsula Argentina Johannesburg Cairo Lagos Cuba Lake Victoria International dateline Lisbon Japan Madrid Morocco Kenya Mt. Everest London New Delhi Paris Niger River Rotterdam North Sea Scandinavian Peninsula Ob River South Africa Philippines Tropic of Cancer Po River Tropic of Capricorn Pyrenees Mountains Beijing Rhine River Berlin Rio de Janeiro Black Sea Russia Bosporus Strait Sea of Japan English Channel Seine River Geneva Strait of Gibraltar Hong Kong Sydney Iran Jordan Thames River Moscow The Hague Panama Canal Ural Mountains Singapore Vancouver Suez Canal Volga River Alps Mountains Yellow Sea Arabian Sea Zaire River (Congo River) Atlas Mountains Baghdad Baltic Sea Bering Sea Buenos Aires Caspian Sea Danube River Dominican Republic Gobi Desert KANSAS HISTORY (7 OR 8)* Abilene Arkansas River Dodge City Fort Hays Fort Larned Fort Leavenworth Fort Scott Garden City Goodland Hutchinson Kansas City Kaw River (Kansas River) Lawrence Manhattan Missouri River Salina Topeka Wichita Ogallala Aquifer * Please add locations important to your community or region.
"FIFTH GRADE SOCIAL STUDIES CURRICULUM SEVENTH"