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United States History: Colonization Through Reconstruction. a Curriculum Guide for Grade 7

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DOCUMENT RESUME SO 008,454 ED. 109 025 ;K. AUTHOR Hughes, Wayne; And Others 1 TITLE United States History: Colonization through Reconstruction. A Curriculum Guide for Grade 7. INSTITUTION / Carton County Public, Schools, Westminster,.Md: SPONS AGENCY Maryland State Dept. of EducationBaltimore. PUB DATE 74 it NOTE. 270p: . AVAILABLE FROMDonald P. Vetter, Supervisor of Social q dies, . Carroll County Board of Education, Westmns -r, Maryland 21157 ($15.04; ages 66 and 169 hav een rem ved to Conform with coyright laws' EDRS PRICE MF-$0.76 HC-$13.32 PLUS POSTAGE , Cartoons; Class Activities; Colonial History(United , DESCRIPTORS States); Concept Teaching; Curriculum Guides; Grade -'7; Junior High Schools; *Learning Activities; , leconstrudtion Era; *Social Studies; *Social Studies J Units; *United States History ABSTRACT This curriculum guide of seventh gradematerials for United States history, colonization through reconstruction,is prepared for the Carroll County PublicSchOols. Learning activities Of the-hnits are based on material available in theCarroll County Schools. The purpose of the program is tohive students discover meaning and relevance in the study of the pastthrough development of the analyticil Concepts of cause .and effect,loyalty to one's y, empathy, theindustrialization-urbanization syndrome, the historical method,. and sociaol change. Major,topicsof study include the establishment, of colonies, theRevolutionary War, political cartoons, establishment of the government,the Jacksonian Era, the growth of the United States, and sectionalismand the Civil War. An evaluation of the program andappendices conclude the document. (Author/JR) ****- ************************44**************************************** DocumeAts acquired by ERIC include many informal unpublished * materials not available from other sources.ERIC makes every effort * to obtain the best copy available.nevertheless, items of'marginal * * reproducibility are oftenencountered and this affects the quality * * of the microfiche and hardcopyreproductions ERIC makes available * * via the ERIC Document ReproductionService,(EDRS). EDRS is not * responsible for the quality of theoriginal. document. Reproductions * * supplied by EDRS are the best that canbe made from the original.. * *********************************************************************** ."--..-- U S DEPARTMENT OFHEALTH, A.CURRICULUM GUIDE FOR GRADE 7 EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION A THIS DOCUMENT HASBEEN -REPRO OUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN ATING IT POINTS OF VIEWOR OPINIONS UNITED STATES.HISTORY STATED DO NOT NECESSARILY SENT OFFICIAL NATIONAL REPRE INSTITUTE OF EDUCATION POSITION OR POLICY COLONIZATION THROUGH RECONSTRUCTION CARROLL COUNTY BOARD OF EDUCATION WESTMINSTER, MARYLAND SUMMER 1974 ) / ot. Preparedby: Wayne Hughes, Chairman Minerva Bennett Dan Zatchell Watt Tozer e Donald P. Vetter, Supervisor of Social Studies 0000;"4.' CARROLL COUNTY PUBLIC SCHOOLS WESTMINSTER, MARYLAND jut1 0 1975 Dr. George E. Thomas Superintendent of Schools Dr. Edward Berkowitz Dr. Orlando F. Furno Assistant Superintendent Assistant Superintendent in Instruction in Administration BOARD OF EDUCATION Mr. Arnold Mass President Dr. Philip S. Benzil Mrs. Elizabeth Gehr Mr. Richard N. Dixon Hr. Edward Lippy Vice-President Mrs. Virginia Minnick 00003 TABLE OF CONTENrS Rationale Major Goals ii Unit T - The Colonies Are Established I-1 Unit II - The Colonies Break with England II-1 Mini-Unit - Political Cartoons PC-1 Unit III - Establishing Our Government III-1 Unit TV - The'Jadksonian Era IV-1 Unit V - The United States Grows in Size and Power V-1 111 Unit VI - Sectionalism and Civil War VI -1 Culmination: Evaluation, Appendides 00004 i I Unit I - Why Were the Colonies Established in the New World? it weeks Unit II - How Did the Thirteen Colonies Wintheir Freedom? 6 weeks a Mini Unit - Political Cartoons 1 week Unit III - How Was Our Government Established? 4 weeks Unit IV - Why Were the 1800's Known as theJacksonian Era? 2-3 weeks Unit V - How Did the United States Grow In Size and Power? Unit VI - How Did Sectional DifferencesLead to Conflict? 8 weeks Culmination - Evaluation 2 weeks NOTE TO THE TEACHER contains, a variety 1, The present seventh grade curriculum guide of activities based on the objectivesfor the units and for-each is stated experience. With each activity, a specific objective to clarify the-enieeted PUOil outcomefor the individual activity. 2.The guide is not a cookbook. Activities are not intended to be completed sequentially from number one to theend of the exper- ience. Rather,. the intention is-to have severalactivities that fulfill the corresponding enabling objective sothat the user has a choice in his.or her plans forcompleting the unit of- study. variety 3. Successful educators !snow from experience that planning a of learning activities for eachclass Meeting brings positive learning responses from most students. The day of students taking book to cover content is -- , turns reading paragraphs from the text hopefully gm and is a method.nevar usedby a successful teacher. the successfUl teacher will use p variety ofactivities such as: skits; audio- games; role-playing;simulations; stations; LAPS; visual materials; pictures; charts; maps;playlets; inquiry; directed reading activities; language experiencestories; ' Socratic dialogue; and other creativestrategies.At times many of these will be usedin a single class period.Materials which interest and involve\studeats canimprove their attitudes towardAsarning and conversely thetraditional approach of "covering" the text book narrativeis likely to "turn-off" student interest. experiences are sketchy andin 4. Many of the evaluations in the in this need of much more work. As you use the activities guide or create your own, yourevaluation instruments may pro- vide helpful guidance for the futuredevdopment of ,criterion- feel are referenced tests. Please submit those evaluations you effective to the Office ofSocial Studies. 5. May of the activitiescontained in the experiences will readily lend themselves to modification foruse in learning stations or learning activities packages. concentrating on the 6. There are no individual unit experiences study of one specific minority group. The atkidy of blacks 1, and minority groups has been included inthe'VardOus study and should not be overlookPd. 7i/criticisms and suggestions concerning this de_are welcomed and should/be sent to Don Vetterin the Off c of Sooial Stddies. This guide is not the finalword, nor was it intended to be. Personalization of the units ofstudy by each teacher, will un- doubtealy result in the implementation of 'a moreeffective grade seven program. RATIONALE I Today's student lives and functions within a fast-pacedworld. Everyday, scientific and technological strides are achieved thatsignal the continuance of an age marked by a rate of progressunheard of a few short years ago. The question then becomes' evident tothe student of history, "Of what value is history to the contemporaryworld ?" Often this question is altered to, "Of what value is the study of the past to me?1, To all students, the above question is a very relevant one. The only history to which many studenps have been exposed isthat whiCh is . represented in an encapsulated, s4nsationalizedversion for use on television or in the movies. Many of these productions are excellent' recreations, but theieprimary intention is entertainment.All too often accurate peZspective and credibility aresacrificed for dramatic interest. Therefore, many misconceptions, learned through the entertainment media industries, are brought to thestudy of history. Again, the student may adk,"Sistory isentertaining, but why should I have to know all of that?" It is the central purpose of the seventhgrade curriculum to have students discover meaning and relevance inthe study of the past through the development of the following analyticalconcepts: cause and effect, loyalty to oners country, empathy, theindustrialization -- urbanization syndrome, the historical method and social change. Students will examine American History from the first English foothold inthe wilderness of Virginia, to an American nation spanning acontinent; from an agrarian nation composed of a string of coastalplain cities O and settlements, to an industrialized nationready for emergence into the twentieth century; from one nationindivisible, to sectionalism and Civil War. Hopefully, by the student's inquiry and discovery of the past, he will gain themecessary understanding,appreciation, and Skills to better prepare him for the futureo.for he will befaced daily with decision-making situations that demand theimplementation of skills that are learkled in the social sciences, many specifically appropriate to the study of history. Likewise, teachers also need to see the purpose, intent, and direction of the course. Mhny times, teachers find themselves asking, "How can I present material to the student in aninteresting way so that he will want to study history?" The answer to this quesition provides the dual purpose of this curriculum guide, for in eachunit are suggested activities that have been written and tested in the classroomsof Carroll County educators. Many times, teachers will regard these activities as complete and suited to their purposes and will usethem as such. However, some teachers will want touse them as "idea-starters" to develop their own activities, or alter themin accordance with their own particular teaching
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