Instructional Guide
Seventh Grade Social Studies
Textbook References: World Cultures and Geography: Eastern Hemisphere McDougall Littell 2003
UNIT 1: EXPERIENCES IN WORLD HISTORY AND GEOGRAPHYTIMEFRAME: 5 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Competency Goal 11: The learner will recognize the common characteristics of different cultures in Africa, Asia, and Australia.
11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they can link and separate societies.
11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.
11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences. / · How do customs such as clothing, food, gestures reflect the cultural values of a country or culture?
· How does one’s culture shape individual identity?
· What similarities and differences exist among cultures?
· How have connections between cultures impacted life in North Carolina?
· What is your perception of your place in the world?
· What research skills do historians use? / · Using a jigsaw puzzle with large pieces, show students one piece of the puzzle and have them guess the whole picture. Give teams each one more piece of the puzzle and have them report to the class on what their teams think the whole picture is. Then show them the finished puzzle. Ask “How are the cultural traits of a country similar to the pieces of a puzzle?” Lead students to understand that many factors such as geography, resources, historical events, etc., impact on culture.
· Students research recipes of a particular region and then analyze the ingredients for clues as to physical environment, values and beliefs, international trade, etc. http://www.recipesource.com / · http://ericir.syr.edu/cgi-bin/lessons.cgi/Social_Studies/Multicultural_Education for Puzzle and other lessons.
· http://ericir.syr.edu/cgi-bin/printlessons.cgi/Virtual/Lessons/SocialStudiesWorldHistory/WRH0021.html.
· http://www.classzone.com/books/wc_eastern/index.cfm and enter the Teacher Access Code in your Teacher’s Edition of the textbook.
· http://www.lib.ncsu.edu/livinginourworld/lessons.htm for free materials and resources from North Carolina State University.
· DPI Standard Course of Study
· DPI Seventh Grade Social Studies Implementation Guide Goal 11
UNIT 2: THE IMPORTANCE OF GEOGRAPHY
TIMEFRAME: 10 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Goal 1: Use the five themes of geography and geographic tools to answer geographic questions.
1.01 Create maps, charts graphs databases, and models as tools to illustrate information about different people, places and regions in Africa, Asia, and Australia.
1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.
Competency Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.
2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected African, Asian and Australian regions.
2.02 Describe factors that influence changes in distribution patterns of population, resources and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment.
2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in Africa, Asia, and Australia. / · How do maps illustrate information about different people, places, and regions?
· How do we distinguish among physical, political, and thematic maps and what different kinds of information do they provide?
· How are land features, climate, and vegetation illustrated on maps, and what do these characteristics indicate about the life of the people in the area? / · Divide the students into groups. One measures the dimensions of the room, another the sizes of the room’s larger furniture, another measures the distance of furnishings from the wall. Have them draw a map of the room. Give them a ratio (5 inches = 1 foot) and redraw map on grid paper. (p. 7).
· Review longitude/latitude
· In groups students sketch maps of the world. Students must identify the most significant physical characteristics on this map and justify their selection in a presentation to the class.
· Students compare information provided by different kinds of maps (physical, political, thematic).
· Review the Five Themes of Geography (location, region, place, movement, human/environmental interaction). Students find magazine pictures representing the themes and make a collage in a 5-Themes booklet or poster (p. 19TE). / · Textbook Unit 1 Chapters 1 and 2
· Unit 1 Chapter 2 and 2
(Obj. 1.01, 1.02, 1.03, 2.01, 2.02, 2.03)
· Outline Map Activities pp. 1-4
· Reference maps
· http://school.discovery.com/lessonplans/activities/watereverywhere/
· http://mapping.usgs.gov.www/html/1educate.html
· http://www.eduplace.com/graphicorganizer/
· http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm
UNIT 3: NORTH AFRICA AND SOUTHWEST ASIA
TIMEFRAME: 15 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Competency Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.
3.01 Identify ways in which people of selected areas in Africa, Asia, and Australia have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.
3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth’s surface and analyze their effects on human activities. / Unit 3: North Africa and Southwest Asia
· What traditions influenced the culture of ancient civilizations?
· What are the advantages and disadvantages that rivers present for the development of a society?
· What physical characteristics in North Africa contribute to its great potential for producing hydroelectricity?
· What effect does this potential have on the economy and life-style of the region?
· What effect does migration of people in the region have on the family relationships and lifestyles of the people? / · Students create a “flip book” for the climate regions of North Africa. http://members.aol.com/MrDonnLessons/LessonPlans.html#CONSER
· Students can research climate data and construct “climographs” for different stations in a region. http://www.msp.umb.edu/texts/qclimogr.html
· Students describe the changes that full exploitation of natural resources in the region could bring to the continent. They must be able to justify answers by citing relevant examples.
· Ancient Egyptian Paddle Doll activity.
· Students study a picture or poster to identify cultural traits of a particular family or region. The class then discusses what they can tell about transportation, technology, etc.(http://www.performance_education.com)
· Identify a problem of the area and write a solution paper. / · Chapter 8, Section 1 (obj. 1.01, 1.02, 1.03)
· Chapter 8, Section 2 (obj. 2.01, 2.02, 2.03, 9.01, 9.02, 10.01
· Chapter 8, Section 3 (obj. 2.01, 2.02, 2.03, 10.01)
· Chapter 8, Section 4 (obj. 12.01, 12.02, 13.02, 13.03)
· Chapter 8, Section 5 (obj. 4.01, 4.02, 4.03)
· DPI Implementation Guide Goal 2.
UNIT 4: NORTH AFRICA AND SOUTHWEST AFRICA TODAY
TIMEFRAME: 10 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
2.01 Identify key physical characteristics such as landforms, water forms, and climate and evaluate their influence on the development of cultures in selected African, Asian, and Australian regions.
Goal 7: The learner will assess connections between historical events and contemporary issues in Africa, Asia, and Australia.
7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
7.02 Examine the causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short-and-long range effects on political, economic, and social institutions. / · When did the Europeans settle on this Continent?
· What changes did they introduce?
· What benefits and problems did the construction of the Aswan Dam bring to the people of Egypt?
· What was the pattern of Arab conquest and rule across Northern Africa and into Southern Europe?
· How did the colonization process and transfer of power proceed in selected countries of Northern Africa?
· What were the similarities and differences between the monarchy that developed in Saudi Arabia and the dictatorship of Libya?
· What were the characteristics of at least one ethnic group of the region?
· Why do many ethnic groups emphasize the education of males?
· How are attitudes regarding the roles of women changing in Afghanistan? / · In groups, students trace the spread and influence of Islam using a world map. They identify countries with the largest numbers of Muslims. Go to http://www.adherents.com/Na321.hhtml#2058
· Students create a database for countries in a region showing the GDP/GNP, literacy rates, and life expectancies. Go to http://www.un.org/Pubs/CyberSchoolBus or students may use an Almanac.
· Identify one problem of an ethnic group in the region and write a solution paper. / · Chapter 9, Section 1 (obj. 2.01, 2.02, 2.03, 4.01, 4.02, 4.03, 7.01, 7.02, 9.02, 9.03, 9.04
· Chapter 9, Section 2 (obj. 2.02, 2.03, 3.01, 3.03, 11.01, 11.03)
· Chapter 9 Sections 3, 4, 5 (obj. 2.01, 2.01, 2.03, 3.01, 3.02, 3.03, 4.02, 7.02, 8.02, 8.03)
· Workbook Handouts Chapter 9
· Map Activities Chapter 9
UNIT 5 AFRICA SOUTH OF THE SAHARA
TIMEFRAME: 10 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Goal 5: The learner will evaluate the ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.
5.01 Describe the relationship between the location of natural resources and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.
5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia and assess their effectiveness in meeting basic needs.
5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of Africa, Asia, and Australia.
5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns. / · What are the advantages and disadvantages of the specialization in the economy of selected countries of the region?
· What is “oral tradition” and what are some positive and negative effects of this tradition?
· How did the first Europeans view the activities and cultures of the African civilizations?
· What effect did their attitudes toward African cultures have on the relationships between the European colonial rulers and the Africans?
· What were the effects of the trans-Atlantic slave trade on West African ethnic groups? / · Students create a database for countries in a region showing GDP/GNP, literacy, life expectancy, etc.
· As a class brainstorm reasons for limiting trade in ivory, Discuss the economic hardships created by this limitation and develop a plan in which the economic interests of the locals are balanced with the environmental needs of the wildlife. Write a problem/solution essay based on the plan. Go to http://school.discovery.com/lessonplans/programs/ivorywars / · SCOS
· DPI Implementation Guide
· Workbook handouts, Map Activities
· Chapter 10, Section 1 (obj. 2.01, 2.03, 2.04, 3.01, 3.02, 3.03, 3.04)
· Chapter 10, Section 2 (obj. 4.01, 4.02, 4.03, 9.01, 9.03)
· Chapter 10, Section 3 (obj. 4.01, 4.02, 4.03, 5.01, 5.02, 5.03, 5.04, 6.01, 6.02, 6.03, 8.01, 8.02, 8.03)
· Chapter 10 Section 4 (obj. 9.01. 9.02, 9.03, 10.01, 10.02, 13.01, 13.02, 13.03)
UNIT 6: WESTERN AND CENTRAL AFRICA
TIMEFRAME: 10 DAYS
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
Competency Goal 6: The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.
6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia.
6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living. / · What is the relationship between economic resources and development and conflicts within a region such as Nigeria?
· How did conflicts about economic issues contribute to Nigeria’s Civil War?
· What are some of the arts and crafts of Western and Central Africa and how do they reflect the culture of the region? / · Research information on African textiles and making Kente Cloth (Section 5 of DPI Implementation Guide)
· African Mask Activity (Implementation Guide Section 5)
· African Animals “Pop-up” Book (Implementation Guide.)
· Internet Activity: Research and prepare a country study of a country in the region. Include information on population, languages, religions, government, ethnic groups, economic features. Present to the class as a Power Point presentation. / · SCOS
· DPI Implementation Guide
· Chapter 11, Section 1 (obj. 7.01, 7.02, 9.01