Seventh Grade: World Studies 1000 B.C

Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade: World Studies 1000 B.C. to 1750 History People in Societies Geography Economics Government Citizenship Rights Study Skills and and Responsibilities Methods civilizations belief systems culture endowment ancient Athens citizens frames of reference colonialism cultural practices diffusion interdependence city-states direct democracy historical events Crusades cultural products human characteristics merchants democratic vs. Magna Carta norms cultural advancements legacies (scientific / impede precious metals direct democracy monarchy perspectives empires cultural) physical features specialization empires representative democracy values feudalism relationships among physical/historical maps textiles essential *MEPCV viewpoints Ghana empire cultural perspectives physical characteristics trade routes characteristics *MEPCV historical eras technology relevant *MEPCV kingdoms imperialism *MEPCV significance representative institutions technological democracy Islam innovations Roman republic Mali empire trade *MEPCV mercantilism war Mongol invasions *MEPCV multiple-tier timeline Muslim conquests Suggested Vocabulary Suggested Vocabulary Suggested Vocabulary Suggested Vocabulary Suggested Vocabulary Apply Previous Skills narratives 2. cultural borrowing 1. strategic global location 2. goods / services 1. democratic vs. 1. Bill of Rights and Vocabulary political, economic, cultural diversity 4. formal reference scarcity / surplus totalitarian civil disobedience credentials of social characteristics system supply / demand political power civic participation sources of feudalism 5. global implication tariffs political process democratic ideals criteria for evaluating Reformation trade agreements 2. anarchy rights/responsibility sources Renaissance trade barriers dictatorial = totalitarian voting qualifications cross-references Songhay empire reunification 2. absolute power of monarch fact vs. opinion sub-Saharan Africa Constitution main idea/question systems of labor Declaration of Independence paraphrase *MEPCV revolution parts of the source primary & secondary sources Suggested Vocabulary relevant/irrelevant 1. historical antecedents data and relevancy relevant inferences th historical developments 2005-06 These 7 graders will be the first set of reliability of views historical fact vs. students in March 2007 to take the new 8th Grade supporting facts interpretation millenniums Achievement Test. The test will contain specific 2. caste system 7th grade content from these Standards. causative factors dynasties See the extensive validity of historical number of Thinking narratives Processes and Skills 3. philosophical ideas on the next page.

The Bolded Vocabulary is to be assessed to show comprehension and mastery for the Indicators at this grade level. The additional Suggested Vocabulary is numbered to the corresponding Indicator for that Standard. The Suggested Vocabulary will support the required bolded vocabulary.

*(MEPCV) Maintain and Enhance Previous Content Vocabulary Previous Content Vocabulary is now enhanced to the current grade appropriate Indicators. You may find it helpful to obtain a copy of the previous Content Vocabulary found in your district's social studies standards-based course of study (e.g., Economics: productive resources - would have been previously mastered, and it is now maintained or enhanced at 7th Grade.)

th Bold indicates student vocabulary mastered at this grade level. 7 - 1 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005 Seventh Grade: World Studies 1000 B.C. to 1750

Stated Thinking Processes and Skills “Explain” Impacts a Student’s Success Universal Process for Historical or Daily from the Indicators Problem Solving Situations compare: to determine how two define Explain is the most frequently stated verb Use a problem-solving/decision-making things are alike and/or different; the in short and extended response questions. process which includes: common/critical attributes must be establish a. identifying a problem; identified. Explain means to: b. gathering information;

give • make plain or clear; understandable c. listing and considering options; Compare is involved in ALL of d. considering advantages and • give reasons for. the following: disadvantages of options; group e. choosing and implementing a solution; analyze: to investigate by Explain requires the application of prior knowledge. f. developing criteria for judging its breaking it down so as to more reflect effectiveness; clearly understand the impact to the • Students will need to communicate their responses with concise but complete g. evaluate the effectiveness of the situation use solution. information.

evaluate: to weigh heavily on • In order to do that, students must provide objective evidence; very factually details and go beyond just a “telegram style This universal model is the basis for all problem based; must establish a set of response” that leaves the reader making solving and decision making. It is the foundations criteria for the situation too many inferences. for learning each of the Thinking Processes and

• The written response must include sufficient Content Skills to be applied in all the disciplines. describe: to analyze into its parts quality information and proof. but less detailed than explain Explain requires more details than describe.

identify: to show or prove the Explain is at the analysis level or above for sameness of problem solving. PROP A Universal for Evaluating Evidence

cause and effect: the relationship Technique Suggestion: Each time P = Is it a primary or secondary sources? between the “explain” given in a prompt, students must R = If the source is a person, does he or she have Cause = a reason or motive cross out the word and replace it with - Give a reason to lie? the WHY Specific Details. This raises the first O = Are there other witnesses, statements, Effect = the results or outcomes awareness of what is required. recordings, or evidence which report the same the WHAT HAPPENED data, information or knowledge?

th P = Is it a public or private statement? Cause and Effect require the Note: In 7 Grade “explain” is included in analysis and evaluation of both the 5 of 26 Indicators, but it sharply increases to th intended and unintended 20 of 42 Indicators at 8 Grade. O’Reilly, Kevin. Evaluating Viewpoints in United States History, Critical Thinking Books and Software, 1990.

consequences of a problem and its th solutions. What can be done to better prepare 7 grade students for the “explain” requirement?

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7th Grade Scope & Sequence - World Studies from 1000 BC to 1750: Ancient Civilizations Through the First Global Age

In the seventh grade students begin the four-year historical sequence with a study of the ancient world. This study incorporates each of the seven standards into the chronology. Students learn that each historic event is shaped by its geographic setting, culture of the people, economic conditions, governmental decisions and citizen action. Students also expand their command of social studies skills and methods.

Seventh Grade – History Standard Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6 - 8 1. Create multiple-tier time lines to look for A. Interpret Chronology patterns of cultural development and legacies relationships between 1. Group events by broadly defined historical eras and enter onto throughout the year. events shown on multiple-tier time lines. (Units: 1, 2, 3, 4, 5, 6, 7, 8) multiple-tier time lines. 1. Suggested Vocabulary:

historical antecedents

historical developments

historical fact vs. interpretation

millenniums

Resource: Timeliner - a CD-Rom from Tom Snyder

Productions for students to create, illustrate, and ------print time lines with ease. 1-800-342-0236 Note:

Suggested ESC Units & 6th Grade Standards requires the concepts of ancient river civilizations: Pacing Guide Indus River, Mesopotamia, Huang Ho Valley & the Nile River. (The italicized number at the end of each Indicator ForNorton example, City the Schools Egyptian pyramidStandards-Based era (Old Kingdom Social 2575 StudiesB.C. through Course of Study 2005 aligns to corresponding the New Kingdoms 1070 B.C.) are no longer taught at 7th grade. The Incas, th th units beginning page 7 – Aztec, and Mayan civilizations are required in the 6 Grade Standards. 14. th 7 Grade Scope & SequenceBeginning World 2004-05 Studie all the shistoric from eras 1000 and civilizationsBC to 1750: listed Ancientabove are Civilizations Through the First Global Age th In the seventh grade studentsNO begin longer the taught four-year at 7 grade. historical sequence with a study of the ancient world. This study incorporates each of the seven standards into the chronology. Students learn that each historic event is shaped by its geographic setting, culture of the people, economic Instead, the 7th Grade Standards require all 7th graders to reach 1750 with conditions, governmental decisions and citizen action. Students also expand their command of social studies skills and methods. an understanding of new content such as the Middle Ages, the Renaissance, the Reformation, and the Age of Discovery. Seventh Grade – History Standard

th Bold indicates student vocabulary mastered at this grade level. 7 - 3 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – History Standard (continued) Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world. Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6 - 8 2. Role play specific parts of historical events such as Socrates and his trial from Interact Learning: $24.00 at 1-800-359-0961 or Early Civilizations B. Describe the political http://www.interact-simulations.com and social 2. Describe the enduring impact of early characteristics of early civilizations in India, China, Egypt, Greece 2. Cleveland Art Museum - historic eras at 1-888-262-0033. and Rome after 1000 B.C. including: civilizations and their 2. Suggested Vocabulary: (Units: 1, 2, 3) enduring impact on later caste system in India, causative factors a. the development of concepts of civilizations. dynasties, validity of historical narratives government and citizenship;

b. scientific and cultural advancements; 2. Causes for expansion / exploration: quest for knowledge, raw

c. the spread of religions; materials, demand for products, religious purposes, political power, etc.

d. slavery and systems of labor. 2. “Down in the Boondocks” by Billy Jo Royal - classic lyrics of love denied because of class division. It’s excellent to intro class structure of Roman

society, and that there were laws prohibiting marriage between plebeians

and patricians. “Chain Gang” by Sam Cooke - an anticipatory set to introduce slavery in ancient Rome.

------Resources: Note: National Geographic Reading Expeditions Series: Greek Civilization 1250- Universal - Enduring Idea 300 B.C.; Ancient Rome 500 B.C. – A.D. 500; Chinese Civilization 1600

There is an innate desire in humans to know and to be B.C. – A.D. 220

free. Apply this universal to every Indicator. The Preview for excerpts from: Lady of Ch'iao Kuo: Warrior of the South, universal idea directly links to the daily use of the Southern China, A.D. 531 (The Royal Diaries) by Laurence Yep th Problem Solving Model on page 7 – 14. Internet Activities for Social Studies: Roman Empire, Ancient Egypt, Medieval Times, Ancient Greece by Shirley Gartmann from Teacher Resource: United Streaming Videos Created Materials 6421 Industry Way, Westminster, CA 92683. There are many video clips available to facilitate students (TCM2405)

listening for information at: Decisions, Decisions - Ancient Empires - Tom Snyder Productions CD- http://www.unitedstreaming.com . ROM at http://www.interact-simulations.com or call 1-800-359-0961.

Most Norton City Schools districts already participate, 2. History Alive interactive resources at (The units are high quality but just ask your principal for a username and password. expensive) http://www.teachtci.com/default.asp

th Bold indicates student vocabulary mastered at this grade level. 7 - 4 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6 - 8

3. Suggested Vocabulary: philosophical ideas Feudalism and Transitions C. Describe the These ideas are the beliefs that impacted the events of a given time characteristics of feudal 3. Describe the conditions that gave rise to era. societies and the feudalism, as well as political, economic and 3. Feudalism is also to be addressed in the Japanese shoguns and transition to the social characteristics of feudalism, in Asia and Europe. (Units: 3, 4) the Chinese dynasties. Renaissance and

Reformation in Europe. 4. Explain the lasting effects of military conquests 4. “Stayin’ Alive” by Bee Gees - a prompt to get students attention to during the Middle Ages including: (Unit: 5) the survivalist aspect of the early Middle Ages. a. Muslim conquests;

b. the Crusades; 4. Explain = cause and effect

c. the Mongol invasions. 5c. Reformation: Religious Focus

Martin Luther - religious reforms led to new branches of Christianity 5. Describe the impact of new ideas and institutions and religious based wars on European life including: (Unit: 6) Science/Technology: printing press - Gutenberg a. the significance of printing with moveable type; 5c. Differentiate the impact of Protestantism in Europe with such movements as John Calvin, Henry III, Anabaptists b. major achievements in art, architecture and Catholic Reformation: tried to halt the spread of Protestantism with literature during the Renaissance; Ignatius of Loyola - Jesuits. c. the Reformation. 5c. Create a flow chart of the reformation; or Venn Diagram of the

Problem Solving for Historical Events English and Catholic Reformation Somebody Wanted But So

Resources: Norton City Schools VHS, CD-ROMs or tapes reserved at 330-945-5600 ext. 1276 or http://union.infohio.org/summit/ CD such as “Art & Music: Renaissance” (C00220)

Who / What has the What is the thing What problem / hurdle is What is the answer or 3. Decisions, Decisions - Feudalism a CD-ROM by Tom Snyder problem? wanted? (conflict) in the way of the want? solution to the problem? Software Call: 1-800-342-0236.

Somebody ______Christendom - simulation on the Middle Ages $50.00 from Interact at Wanted ______1-800-359-0961 or write them at 1825 Gillespie Way #101, Le Cajon,

But ______CA 92020-1095.

So ______Preview for excerpts from A & E video Knights and Armor

th Bold indicates student vocabulary mastered at this grade level. 7 - 5 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6 - 8

6. Songhay = Songhai (Gold Coast of Africa)

6a. Niger River and caravans with the exchange of gold for salt. The First Global Age D. Describe the effects of 6b. salt / glass 6. Describe the importance of the West African interactions among 6c-d. Mansa Musa brought the Islamic religion as well as the Arabic civilizations during the 14th empires of Ghana, Mali and Songhay th language, writing and numbers to West Africa. through the 18 centuries. including: (Unit: 7) a. trade routes; 6. Apply People in Societies Indicator: 3 for West Africa connections b. products; c. the spread of the Arabic language; 7. Apply the Cause and Effect graphic organizer d. the spread of Islam. 7. Colonialism a system where one country extends its control over foreign dependencies, especially for economic benefit such as land 7. Describe the causes and effects of European resources, labor, etc. exploration after 1400 including: (Unit: 8) 7. Imperialism a policy used by strong countries to gain social, a. imperialism, colonialism and mercantilism; political and economic control or dominance over foreign territories.

b. impact on the peoples of sub- 7. Mercantilism is a policy in which a country sets up colonies for Saharan Africa, Asia and the the purpose of obtaining raw materials and developing new markets

Americas.

that would trade only with the ruling country. The colonies bought manufactured goods from the ruling country - an economic focus. Cause and Effect Graphic Organizer 7a. Portuguese: goal toconvert Asians, but the Dutch West India Cause - Why? So Effect - What Happened? Company: goal was gain resources – wealth such as spice trade

England lacked most natural Explored foreign lands and 7b. Effects resources for ship building often conquered and colonized Africa: enslavement those that were rich in Asia: Silk Road, Spice Trade; Portuguese resources. Americas: Triangular Trade, horse, Cortez, Pizarro, etc. These new colonies needed a The king appointed government government to represent the officials to control the colonies 7. Positive Effects: interests of the king or and to collect taxes. food: chocolate, sugar cane, tomato, wheat, corn, spices Parliament. inventions: gun powder, astrolabe, compass, caravel Others: spread religion; need for coinage

7. Negative Effects: enslavement, disease, stolen wealth, etc.

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Seventh Grade – People in Societies Standard Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6-8 1. Cultural practice: a pattern of behavior accepted by a A. Compare cultural Cultures society. 1. Analyze the relationships among cultural practices, products and 1. Cultural product: a tangible (such as a painting, a mosque, perspectives of past practices, products and perspectives of early or a pair of chopsticks) or intangible (such as an oral tale, a civilizations in order to civilizations. (Units: 1, 2, 3, 6, 8) dance) aspect produced by a cultural group. understand commonality and diversity of cultures. 2. Explain how the Silk Road trade and the Crusades 1. Cultural perspectives: the complex set of meanings, affected the cultures of the people involved. attitudes, values and ideas belonging to a cultural group.

(Unit: 5) 1. Identify connections to modern day: city planning - grids; bring in a city planner

1. In conjunction with Lang. Arts; students read a Greek myth

C. Explain how contact Diffusion in small groups and discuss the lessons it teaches. The team between different cultures 3. Give examples of contacts among different composes their own myth and the class makes a book of cultures that led to the change in belief systems, myths. impacts the diffusion of belief systems, art, art, science, technology, language or systems of 2. Products of today: silk and cement were desired science, technology, government. (Units: 1, 2, 3, 4, 5, 6, 7, 8) language and forms of 2. Explain = cause and effect 4. Describe the cultural and scientific legacies government. th including: 2. Use the Cause and Effect Graphic Organizer page 7 – 6.

a. Chinese; (Unit: 1) 2. Suggested Vocabulary: b. Greek; (Unit: 2) cultural diversity c. Roman; (Unit: 3) cultural borrowing d. African; (Units: 4, 7) e. Arab; (Units: 4, 7) 3. Apply History Indicator: 6 for connections f. European civilizations. (Units: 5, 6, 8) 4. Make charts that demonstrate legacies such as architecture, products such as gunpowder, fireworks, silk, and cement

4. Arabs Unit 6: The Arabs established a written language rather than the oral tradition of Timbuktu. This became the foundation for education and schools.

th Bold indicates student vocabulary mastered at this grade level. 7 - 7 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Geography Standard Students use knowledge of geographic locations, patterns, and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6-8

1. See History Indicator: 6 for West Africa

A. Identify on a map the Location Timbuktu and trade connections location of major physical 1. For each of the societies studied, identify the location of and human features of significant physical and human characteristics on a map of the 1. Suggested Vocabulary: strategic global location each continent. relevant region. (Units: 1, 2, 3, 4, 5, 6, 8)

2. On a map, identify places related to the historical events being 2. Include compass directions to determine studied and explain their significance. (Units: 1, 2, 3, 4, 5, 6, 7, 8) location (needs discussion) in relation to maps

2. Unit 6: Map for West Africa: Mecca, Sahara, Niger River, Timbuktu, etc.

B. Define and identify Places and Regions regions using human and 3. Describe changes in the physical and human characteristics of 3. Exploration Unit - Line of Demarcation the physical characteristics. regions that occur over time and identify the consequences of imaginary N - S line dividing the world between Spain and Portugal such changes. (Units: 2, 3, 4, 5, 6, 7, 8)

3. Physical characteristics / feature: a

natural aspect or quality of the earth’s surface

that includes land formations and vegetation C. Explain how the Human Environmental Interaction zones. environment influences 4. Use physical and historical maps to analyze the reasons that the way people live in human features are located in particular places. different places and the (Units: 2, 3, 4, 5, 6, 7, 8) 4. Great Wall of China

consequences of Unit 6: trade centers such as Jenne-Jeno on

modifying the the Niger River for West Africa

environment. 4. Suggested Vocabulary:

formal reference system

th Bold indicates student vocabulary mastered at this grade level. 7 - 8 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Geography Standard (continued) Students use knowledge of geographic locations, patterns, and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6-8

D. Explain reasons that Movement people, products and 5. Describe the geographic factors and processes that contribute 5. Diffusion: the spread of people, ideas, ideas move from place to to and impede the diffusion of people, products and ideas from technology and products among places.

place to place including: (Units: 2, 3, 4, 5, 6, 7, 8) place and the effects of 5. Suggested Vocabulary: global implication a. physical features; that movement on b. culture; geographic patterns. Apply History Indicator: 6 for West Africa c. war; connections: d. trade; H6a. Sahara Desert e. technological innovations. H6b. Arabic Language & journeys to Mecca

H6d. caravans

See History Indicator: 7 for Imperialism - Colonialism and Mercantilism connections: H7a. oceans - deserts H7b. French in SE Asia - Vietnam H7c. British and Dutch in Asia H7e. new naval compass, astrolabe

th Bold indicates student vocabulary mastered at this grade level. 7 - 9 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Economics Standard Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers, and citizens in an interdependent world.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6-8

1. Specialization: the concentration of

A. Explain how the Scarcity and Resource Allocation production on fewer kinds of goods and endowment and 1. Compare the endowment of productive resources in world services than are consumed. (such as, labors who have specific jobs or only manufacturing development of regions and explain how this endowment contributed to productive resources the engines but not the full plane) specialization, trade and interdependence in ancient times. (Units: 2, 3, 4, 6) affect economic 2. Role play bartering / trading by creating

decisions and global your own money system based for example on interactions. wheat. Create scenarios such as an

abundance or shortage of wheat.

B. Explain why trade Markets 2. Examine the consequences of trade as it occurs and how historical 2. Describe the growth of cities and the establishment of trade impacted city growth and the quality of daily patterns of trade have routes in Asia, Africa and Europe; the products and inventions life. contributed to global that traveled along these routes (such as, spices, textiles, paper, interdependence. precious metals and new crops); and the role of merchants. 2. Suggested Vocabulary: goods / services (Units: 2, 3, 5, 6, 7, 8) scarcity / surplus supply / demand tariffs Venn Both trade agreements trade barriers A. B.

Resources: Christendom - simulation on the Middle Ages $50.00 from Interact at 1-800-359-0961 for the My Conclusion: creation of guilds.

(It is essential for students to complete this final conclusion (Big Idea) from their graphic. ) World History Simulations by Teacher Created Materials ISBN: 1-55734-481-7

th Bold indicates student vocabulary mastered at this grade level. 7 - 10 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Government Standard Students use knowledge of the purposes, structures, and processes of political systems at the local, state, national, and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 7 ONLY

1. Representative democracy (republic): a democratic system of

government in which the people exercise political control and C. Compare the Systems of Government participate through elected representatives responsible for promoting 1. Compare direct and representative democracy defining the common welfare. using examples of ancient Athens, the Roman characteristics of democracies, republic and the United States today. 1. Role play rulers of ancient cities and empires

monarchies and (Units: 2, 3) 1. Suggested Vocabulary: dictatorships. democratic vs. totalitarian, political power, political process

2. Describe the essential characteristics of the 2. Madrigal Feast systems of government found in city-states, Medieval Feast kingdoms and empires from ancient times

through the Middle Ages. (Units: 1, 2, 3, 4, 5, 7) 2. Suggested Vocabulary:

anarchy, dictatorial = totalitarian, reunification

2. Greece - oligarchy - democracy

Block Venn - Compare and Contrast Alexander the Great - monarchy - dictatorship Rome - empire - dictators - emperors

A Both A and B B Spain - Portugal - monarchy British Empire - monarchy China - dynasties Mongol - empires Japanese - shoguns like the feudal system of Europe with vassals and serfs Feudal System in Europe - kingdoms

Resources: 2. Greek, Roman, Renaissance, Reformation Readers – McDougal- Littell

My Conclusion: It is essential for students to complete this final conclusion (Big Idea) from their graphic organizer. Interact - simulations for various time eras including: Greeks (48.00 - ISBN: 1-57336-277-8) Romans ($48.00) or Christendom ($50.00 - ISBN: 1573360198) order at 1825 Gillespie Way #101, El Cajon, CA 92020-1095

th Bold indicates student vocabulary mastered at this grade level. 7 - 11 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Citizenship Rights and Responsibilities Standard Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Ohio Benchmarks Grade-Level Indicators Vocabulary/Strategies Grades 6-8

1. Monarchy: a system of government

A. Show the relationship Participation headed by a monarch, such as king, queen, between civic participation 1. Explain how the participation of citizens differs under monarchy, shah or sultan whose position is usually and attainment of civic direct democracy and representative democracy. inherited. (Units: 1, 2, 3, 4, 5, 7) and public goals. 1. Direct democracy: a democratic system of

government in which the people exercise

political control and participate directly in

decision making.

1. Representative Democracy: a democratic

B. Identify historical Rights and Responsibilities system of government in which the people origins that influenced the 2. Describe the rights found in the Magna Carta and show exercise political control and participate rights U.S. citizens have connections to rights Americans have today. (Unit: 4) through elected representatives responsible for today. promoting the common welfare.

1. Suggested Vocabulary: democratic ideals civil disobedience civic participation rights/responsibility voting qualifications

2. Suggested Vocabulary:

Bill of Rights Constitution Declaration of Independence absolute power of the monarchs revolution

th Bold indicates student vocabulary mastered at this grade level. 7 - 12 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005

Seventh Grade – Social Studies Skills and Methods Standard Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Ohio Benchmarks Universal: Applies to All Indicators Vocabulary/Strategies Grades 6-8 Grade-level indicators leading to the attainment of the Social Studies Skills and Methods Standard are listed at the grade level where they should be 1-2. Apply Previous Skills and Vocabulary emphasized. Although indicators are not listed more than once, it is credentials of the source 5 parts of the source 3 understood that students will continue to develop skills at successive grade criteria for evaluating sources 4 primary & secondary sources 4 cross-references 5 relevant /irrelevant data 6 levels with increasingly more difficult content. For example, kindergartners fact vs. opinion 2 relevant inferences 5 may compare a cellular telephone and an old-fashioned telephone while main idea/question 1 reliability of views 6 twelfth graders may compare the views of two candidates on a particular paraphrase 5 supporting facts 5 issue.

1. Values: the ideals or principles of a given person, group or

B. Organize historical Thinking and Organizing society. information in text or 1. Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past To identify an author’s values ask: graphic format and a) Who wrote this? in terms of today’s norms and values. (Units: 2, 3, 4, 5, 6, 7, 8) analyze the information b) What ideals or principles does this person hold?

in order to draw conclusions. Students need to separate the author’s statements into its factual

and value parts.

C. Present a position Communicating Information Opinions Values (on a continuum) (reactions/feelings) (ideas/principals) and support it with 2. Compare multiple viewpoints and frames of references related to important events in world history. evidence and citation of Problem Solving Model for Grades 5-12 (Units: 2, 3, 4, 5, 6, 7, 8) sources. As people face political, cultural, financial, and environmental

problems, they seek answers to free themselves from these

barriers. In an attempt to better their lives or to reduce their

problems, people fight wars, design buildings, create inventions,

D. Work effectively in a Problem Solving write books, change the land, etc. group. 3. Establish guidelines, rules and time lines for group work.

(Units: 2, 3, 4, 5, 6, 7, 8) Problem Solving Model for Grades 5-12 (Required)

4. Reflect on the performance of a classroom group in which one Use a problem-solving / decision-making process which includes: has participated including the contributions of each member in a. identifying a problem group goals. (Units: 2, 3, 4) b. gathering information c. listing and considering options d. considering advantages and disadvantages of options e. choosing and implementing a solution

f. developing criteria for judging its effectiveness

g. evaluating the effectiveness of the solution.

th Bold indicates student vocabulary mastered at this grade level. 7 - 13 Norton City Schools June 2005