7th Grade Social Studies with Mrs. Robbins
Pre-Civil War American History and Government
Student’s Name _______________________________________
Unit One: Geography
Vocabulary
Geography
Continents
Oceans
Countries
USA States
Canada
Mexico
Latitude
Longitude
Equator
Prime Meridian
Cartographer
Climate
Elevation
Altitude
Rocky Mountains
Appalachian Mountains
Plain
Great Plains
Atlantic
Pacific
Glacier
Mississippi River
Hudson River
Missouri River
Tributary
Great Lakes
Finger Lakes
Gulf
Gulf of Mexico
Essential Activity to Assess Learning Progress
Locate and name all geography vocabulary on various maps & globes
Unit Two: Ancient American Civilizations
Vocabulary
Artifact
Archaeology
Culture
Civilization
Theory
Land Bridge
Glacier
Hieroglyphics
Architecture
Agriculture
Mesoamerica
Strait
Bering Strait
Migration
Mayans
Incas
Aztecs
North America
South America
Essential Activity to Assess Learning Progress
Compare and contrast cultures of the Mayans, Incas, and Aztecs
Unit Three: Exploration
Vocabulary
Colony
Conquistador
Mission
Cultural Exchange
Christopher Columbus
Ferdinand Magella
Francisco Pizarro
Hernan Cortzes
Leif Erickson
Tainos
Vikings
Asia
Europe
England
Spain
Portugal
France
North America
South America
Pacific Ocean
Atlantic Ocean
Essential Activity to Assess Learning Progress
Rank famous explorers by greatest achievements, using historic evidence to support order placement.
Unit Four: Colonial America
Vocabulary
Primary Source
Natural Resources
England
King George III
New England
Middle Colonies
Southern Colonies
Propriety
Hudson River
Apprentice
Charter
Representative Government
Mayflower Compact
Toleration
John Smith
Pocahontas
Pilgrims
Puritans
Sabbath
Native Americans
Essential Activity to Assess Learning Progress
Debate: Owning land is easier (or more difficult) than sharing land.
Unit Five: Pre-Revolutionary War
Vocabulary
Proclamation Act of 1763
Stamp Act
Sugar Act
No Taxation without Representation
Boston Tea Party
Intolerable Acts
Quartering
French and Indian war
Militia
Ally
Petition
Ratify
Neutral
Iroquois
Albany Plan of Union
Mercantilism
Triangle Trade
Boycott
Benjamin Franklin
Essential Activity to Assess Learning Progress
Create a flow map or timeline that illustrates and discusses the events that led to the American Revolutionary War.
Unit Six: Revolutionary War
Vocabulary
Shot heard around the world
Red Coats
Lexington, Mass
Concord, Mass
Paul Revere
Minutemen
Patriot
Loyalist
Saratoga
Valley Forge
Boston
Philadelphia
Declaration of Independence
Thomas Jefferson
John Hancock
Continental Congress
Treason
Benedict Arnold
George Washington
Treaty of Paris
Essential Activity to Assess Learning Progress
Design a simulation of the American Revolutionary War using historic vocabulary and factual information.
Unit Seven: Constitution
Vocabulary
Constitution
Democracy
Delegates
Electoral College
Constitutional Convention
Executive Branch
Legislative Branch
Judicial Branch
Federalism
Implied Powers
Separation of Powers
Checks and Balance
The Great Compromise
Precedent
Federalists
Anti-Federalists
Marbury vs. Madison
Judicial Review
Amendment
Appeal
Veto
Impeachment
Laws
Bills
US Presidents
Essential Activities to Assess Learning Progress
Discuss and illustrate how a law is made.
Discuss and illustrate the system of checks and balance.
Unit Eight: US Expansion
Vocabulary
Louisiana Purchase
Missouri River
Mississippi River
Continental Divide
Rocky Mountains
Great Plains
Lewis and Clark
Trail of Tears
Indian Removal Act
Manifest Destiny
War of 1812
Star Spangled Banner
Nationalism
Embargo
Washington D.C.
Industrial Revolution
Urban
Rural
Immigrants
Assembly line
Erie Canal
Turnpike
Commerce
Spoil System
The Alamo
Annex
Siege
Mexican War
Essential Activity to Assess Learning Progress
Create a document based question with primary source documents that discusses the challenges of US expansion in the late 1700s-early 1800s.
Unit Nine: Pre-Civil War
Vocabulary
Northern States
Southern States
Culture
Telegraph
Locomotive
Cotton Gin
Seneca Falls Convention
Suffrage
Reform
Underground Railroad
Slave
Indentured Servant
Abolitionist
Sectionalism
Cede
Tariff
Cash Crop
Plantation
Oppression
Missouri Compromise
Popular Sovereignty
Essential Activity to Assess Learning Progress
Compare and Contrast the Northern, Southern, and Western sections of the United States during the mid 1800s.
Unit Ten: Civil War
Vocabulary
Union
Confederacy
Abolish
Secede
Abraham Lincoln
General Ulysses S. Grant
General Robert E. Lee
Emancipation Proclamation
Battle of Bull Run
Battle of Antietam
Battle of Gettysburg
Pickett’s Charge
Gettysburg Address
Essential Activity to Assess Learning Progress
Demonstrate the course of the war with a series of events, using essential and vocabulary and related details.
Points Scale for Student Learning Assessments
4 = Based on the assessment, it appears that the student completely understands the objective so well that they can apply it to previously learned or new knowledge and/or skills. Knowledge that is demonstrated is at the “knowledge utilization level”, meaning that the student is able to effectively make decisions, solve problems, experiment and/or investigate the related content and/or skills being assessed. Assessment was correctly completed and includes evidence of advanced understanding.
3 = Based on the assessment, it appears that the student completely understands the big idea and is able to work independently with related content and/or skills. Knowledge that is demonstrated is at the “analysis level”, meaning that the student is able to analyze, generalize, specify, and classify content and/or skills being assessed. Assessment was completed correctly but may have a very minor error or missed opportunity for demonstrating deeper thinking and understanding.
2 = Based on the assessment, it appears that the student understands the basic ideas, but has some questions or misunderstandings. Knowledge that is demonstrated is at the “comprehension level”, meaning that the student is able to explain critical components of the content and integrate that knowledge with the skill being assessed. Assessment was completed with several errors, may be somewhat unreadable, and may lack details.
1 = Based on the assessment, it appears that student does not understand much of the content and/or skill being assessed. Knowledge that is demonstrated is at the “retrieval level”, meaning that the student is able to recognize or recall some information that is related to the content and/or skill being assessed. Assessment may not be completed or completed was completed with several errors and lacks essential understanding and knowledge.
0 = Not readable, not complete, did not follow directions, or lacks understanding of content and/or skill being assessed.