Define and Discuss Vocabulary. Quadrant A

Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator
Review Weak Standards from 2011 - 2012
Instructional Strategies
Review Skills
Resources
Review Skills
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator
7-1.1Compare the colonial claims and the expansion of European powers through 1770. (old indicator 7-1.1)
Instructional Strategies

Define and discuss vocabulary. Quadrant A
Using a world map, identify the nations of Europe that explored and colonized the world. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Use maps to observe and interpret geographic information and relationships. Quadrant A
Using a world map, draw the routes the various explorers took. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Use maps to observe and interpret geographic information and relationships. Quadrant A
Create a newspaper article relating to the journey of one of the explorers. Establish chronological order in constructing one’s own historical narratives. Quadrant D

5. Create an explorer’s scrapbook picturing things he would have seen on his journey. Include fish, birds, plants,
people,physical features, etc. Make and record observations about the physical and human
characteristics of places. Quadrant D
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE 662, 663, 667, 668, 691, 694
TWE 662, 663, 667, 668, 691, 694
Other Resources:
Performance Education: World History Series Teacher Toolbook - Imperialism
Atlas of World History
The Last 500 Years
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

PASS Coach- pg. 12-15, 20-25, 26-29
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicator
7-1.3Summarize the policy of mercantilism as a way of building a nation’s wealth, including government policies to control trade. (old indicator 7-1.6)
Instructional Strategies

Define and discuss the vocabulary terms. Quadrant A
Discuss imports and exports.
Have students make a list of U.S. imports and exports.
Write a paragraph describing what life would be like if we weren’t able to get goods from other countries.

Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link
age=14481
Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 30-33
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 12th
Indicator
7-1.4 Analyze the beginnings of capitalism and the ways that it was affected by mercantilism, the developing market economy, international trade, and the rise of the middle class. (old indicator 7-1.6)
Instructional Strategies

Compare and contrast capitalism with communism and socialism.
Create a chart which displays specific countries and the goods they imported and exported throughout this period in history.

Describe the middle class in today’s society. Discuss the development of the middle class during this time period.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link
age=14481
Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 13th - Sept. 14th
Indicator
7-1.5Compare the differing ways that European nations developed political and economic influences, including trade and settlement patterns, on the continents of Asia, Africa, and the Americas. (old indicator 7-1.3, 7-1.4, 7-1.5)
Instructional Strategies

Discuss why Europeans traveled to Asia.
Using a world map, draw the routes explorers took and list the goods traded.
Write a diary entry from the viewpoint of a Hindu learning about Christianity for the first time at a trading post in India.
Make a list of changes that occurred in Asia as a result of trade with Europeans. Share ideas. Then discuss the changes Europeans saw as a result of trade with Asia.
Define and discuss the vocabulary terms. Quadrant A
Discuss the 3 types of gold (black/slavery, white/ivory, yellow/gold) that the Portuguese discovered as they progressively explored the coast of West Africa in their search for the Indies. Quadrant A

This indicator belongs in the 19th century in reference to colonizing. The slave trade fits into the time period.
Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 26- 29
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicator
7-2.1Analyze the characteristics of limited government and unlimited governmentthat evolved in Europe in the 1600s and 1700s. . (old indicator 7-2.1)
Instructional Strategies

Students compare and contrast characteristics of limited and unlimited governments. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Construct maps, graphs, tables, and diagrams to display social studies information. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Quadrant B
Discuss the Glorious Revolution in England. Quadrant A
Students complete a timeline of the spread of limited governments throughout Europe following the Glorious Revolution.
Have students complete a list of totalitarian and authoritarian leaders throughout history.

Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE686-689
TWE686-689
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 38-41
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 28th
Indicator
7-2.2Explain how the scientific revolutionchallenged authority and influenced Enlightenment philosophers, including the importance of the use of reason, the challenges to the Catholic Church, and the contributions of Galileo and Sir Isaac Newton. (old indicator 7-3.1)
Instructional Strategies

Lecture on the causes/achievements/contributions of the Scientific Revolution.
Explain the interaction between scientific thought and traditional religious beliefs
Identify the scientific method and explain its importance to modern science

Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A

Students construct a concept web which illustrates the events and circumstances which led to the Scientific Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Quadrant B
Students construct a time line of important contributions of the Scientific Revolution. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Measure and calculate calendar time. Create and interpret data on time lines. Quadrant A
Construct a chart with the headings: Contributor, Country, Field, Accomplishment. The rows should include the names of Copernicus, Galileo, and Newton. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A

Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE 670, 677, 678, 679
TWE 670, 677, 678, 679
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 54-57
Other Resources:
Atlas of World History
The Last 500 Years
Human Heritage: 523 - 525
Assessment
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 5th
Indicator
7-2.3Analyze the Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that challenged absolutism and influenced the development of limited government. (old indicator 7-2.2)
Instructional Strategies

Students generalize about how Locke’s ideas on constitutionalism were reflected in the causes and impact of England’s Glorious Revolution. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
Students analyze quotes from Enlightenment thinkers. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant B
Students compare and contrast political philosophies of Locke, Rousseau, and de Montesquieu. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B
Lecture/Question & Answer – Enlightenment Ideas. Have students write summary paragraphs from notes. Quadrant AStudents create their own political philosophy. They must tell why they think governments should exist and explain the relationship between people and government. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B

Resources
Text: Glencoe/McGraw-Hill
Journey Across Time
SE686-689
TWE686-689
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach pg. 38-41
Other Resources:
Atlas of World History
The Last 500 Years
Assessment
Week of Oct. 8th - Oct. 12th
Oct. 8th - Oct. 12th
Indicator
7-2.5 Explain how the Enlightenment influenced the American and French revolutions leading to the formation of limited forms of government, including the relationship between people and their government, the role of constitutions, the characteristics of shared powers, the protection of individual rights, and the promotion of the common good. (old indicator 7-2.2, 7-2.3, 7-3.2)
Instructional Strategies

Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A
Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role in society. Quadrant B
Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political and military figures. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
Highlight the important events from the American Revolution which dealt with political philosophies and explain their influence on the French and other Europeans. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
Students brainstorm on what they think are the characteristics of an unjust government and then come up with a class definition. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A
Ask students if anything would encourage them to participate in a revolution against the government. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant ALead students in a debate about which is more important: liberty or peace. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B

Resources
Websites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 42-49
Other Resources:
Performance Education: World History Series Teacher Toolbook – Three Revolutions
Atlas of World History
The Last 500 Years
Human Heritage: 513 – 520
Assessment
Week of Oct. 15th - Oct. 19th
Oct. 15th - Oct. 19th
Indicator
7-3.1 Explain the causes, key events, and outcomes of the French Revolution, including the storming of the Bastille, the Reign of Terror, and Napoleon’s rise to power. (old indicator 7-3.2)
Instructional Strategies
1.Use a “series of events chain” to summarize the key events and effects of the French Revolution. Measure and calculate calendar time. Create and interpret data on time lines. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant A
2.Students create a chart which identifies the three estates of France’s old regime and explain each estate’s role in society. Quadrant B
3. Highlight the revolutionary ideas of the Enlightenment of Europe and explain how they influenced later political and military figures. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
4. Highlight the important events from the American Revolution which dealt with political philosophies and explain their influence on the French and other Europeans. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
5.Students brainstorm on what they think are the characteristics of an unjust government and then come up with a class definition. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A
6. Ask students if anything would encourage them to participate in a revolution against the government. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A
7.Lead students in a debate about which is more important: liberty or peace. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant B
Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE: 714-723
TWE: 714- 723
Web Sites: S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach:58-60
Other Resources:
Performance Education: World History Series Teacher Toolbook – Three Revolutions
Atlas of World History
The Last 500 Years
Human Heritage: 513 - 520
Assessment
Week of Oct. 22nd - Oct. 26th
Oct. 22nd - Oct. 25th
Indicator
7-3.2Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy. (old indicator 7-3.6)
Instructional Strategies

National Anthem Activity

Students will brainstorm about things that make them proud about the United States.
Place students in groups of 3 -4. Each group should have a group leader, singer/reciter, writer(s).
Each group must write an anthem (poem, song, or rap) which highlights the things about the United States that they are proud of.
Students will recite or sing their anthem for the class.

Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant D

Nationalism and the Olympics
show video clips
explain how feelings of nationalism have influenced the Olympics

Quadrant A

Use maps of Germany and Italy to show pre-unification and unified states. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant A

4. Teach about the rise and fall of Napoleon’s empire. Use a variety of media to develop and organize
integrated summaries of social studies information.
Quadrant A
5. Students complete “Historical Bio-Poem” of Napoleon Bonaparte. Use a variety of media to develop and
organize integrated summaries of social studies information. Locate, gather, and process information
from a variety of primary and secondary sources including maps. Quadrant C
Resources
Text:Glencoe/McGraw-Hill Journey Across Time
SE744, 745, 746, 747, 748, 754, 756
TWE744, 745, 746, 747, 748, 754, 756
Web Sites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 72-75
Other Resources:
Atlas of World History
The Last 500 Years
Human Heritage: 572 – 576, 561 - 56
Assessment
Oct. 26th
Indicator
Professional Development/Workdays / Professional Development/Workdays
Instructional Strategies
Professional Development/Workdays
Resources
Professional Development/Workdays
Assessment
Professional Development/Workdays
Week of Oct. 29th - Nov. 2nd
Oct. 29th - Nov. 2nd
Indicator
7-3.3Explain how the Haitian, Mexican, and South American revolutions were influenced by Enlightenment ideas as well as by the spread of nationalism and the revolutionary movements in the United States and Europe. (old indicator 7-3.3)
Instructional Strategies

Explain the divisions in colonial Latin American societies. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems. Quadrant A
Students take notes on Latin American Independence movements. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A
Students create charts which compare and contrast different Latin American independence movements including the Haitian Revolution, those led by Simón Bolívar, and the Mexican Revolution of 1810 which was led by Father Miguel Hidalgo. Quadrant B
Students write a summary of main events about the independence movements in Latin America. Use a variety of media to develop and organize integrated summaries of social studies information. Quadrant A

Resources
Text: Glencoe/McGraw-Hill Journey Across Time
SE749, 750, 751
TWE749, 750, 751
Web Sites:
S3 Curriculum Link

Toolboxforteachers.com

ETV Streamline SC

Study Island

Daily Analogies for Social Studies
PASS Coach- pg. 62-65
Other Resources: