Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

ACKNOWLEDGEMENTS

The Social Studies Office acknowledges the contributions made to the development of these materials by all social studies staff and especially the following people:

Kindergarten: Our Community Mary Cantwell, Anna Maria Lechleitner, Juanita Wade Grade 1: Our State Marijoy Cordero, Gina Samara, Jaclyn Scott Grade 2: Our Country Jennifer Burgin, Anna Kanter, Maryellen Meden, Eric Sokolove Grade 3: Ancient World Cultures Kim Dinardo, Tara Mitchell, Christine Williams, Tricia Zipfel Grade 4: Virginia Studies Mercedes Dean, Lauren Elkins, Karen Magestad, Kristen Wolla Grade 5: Ancient World Greg Chapuis, Casey Dolan, Nicholas Fernandez, Michelle Jaeckel Grade 6: U.S. History, Civics and Economics to 1865 Patricia Carlson, Breonna McClain, Anne Miller, Tiffany Mitchell, Sara Winter Grade 7: U.S. History, Civics and Economics 1865 to Present Jesse Homburg, Rachel Payne, Lilo Stephens, Patty Tuttle-Newby Grade 8: World Geography Allie Bakaj, Christine Joy, Maureen Nolan, Sarah Stewart Grade 9: World History II from 1500 A.D. Jen Dean, Jeana Norton, Anne Stewart Grade 10: World History I to 1500 A.D. Julie Bell, Kathleen Claassen, Caitlin Dodds Grade 11: U.S. and Virginia History Kevin Bridwell, Greg Cabana, Erica Drummond, Kevin Phillips Grade 12: U.S. and Virginia Government Diane Boudalis, Michelle Cottrell-Williams, Patricia Hunt

Diana Jordan Barbara Ann Lavelle Cathy Bonneville Hix Social Studies Supervisor

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

COURSE DESCRIPTION: In this course, students will examine historical events and time periods to better understand key civics and economics concepts. Students will use the skills of historical and geographical analysis and continue to learn concepts in civics and economics while studying United States history.

THEME: The organizing theme for grade seven is ADAPTATION.

KEY CONCEPTS: Students will learn that ADAPTATION is a: ● condition that occurs as a result of political, economic, social, and geographic conditions. ● result of peoples’ struggles for rights. ● state of affairs that causes people to organize for change. ● response to new inventions and technologies. ● position which governments take when they become involved in domestic and global issues. UNITS and UNIT SECTIONS: The course is organized into 3 sections, each based on a set of key questions related to civics and/or economics. Historical content is introduced in each section to give students a better understanding of the concepts.

Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?

UNIT I: 6th Grade Review This unit reviews the 6th grade curriculum, focusing in particular on: ● the fundamental political principles upon which our government is based ● the Preamble to the Constitution ● the freedoms guaranteed by the First Amendment ● the structure of the national government, including the roles and duties of each of the three branches ● the concept of federalism and the roles and responsibilities of government at the national, state and local levels ● this unit also introduces the 7 geographical regions of the United States

Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy?

UNIT II: Reconstruction – Extending Citizenship to Freedmen This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In particular, it focuses on: ● the 3 Reconstruction amendments: 13th, 14th and 15th - and their role in guaranteeing the rights of citizenship to freedmen ● the process for amending the Constitution ● the definition of citizenship ● the importance of the right to vote, and ways in which state and local governments restricted freedmen’s right to vote ● how the passage of state laws, like Jim Crow Laws and Black Codes in the South, limited the rights of freedmen and contradicted federal law Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

UNIT III: An Expanding Nation Leads to an Expansion of Citizenship This unit examines how the transformation of the United States due to the settlement of the West and increased immigration led to the extension of citizenship to more people. In particular, it focuses on: ● reasons for and results of westward expansion ● the federal government’s role in mediating conflicts between settlers and Native Americans ● reasons for and results of increased immigration during the Great Wave of immigration at the turn of the century ● current immigration issues ● how to become a citizen

UNIT IV: Progressives - How Citizens Influence Government This unit examines the importance of the role of citizen in the United States. In particular, this unit focuses on: ● the rights and responsibilities of citizens ● how citizens influence public policy, using examples from the temperance movement, the continued struggle for African-Americans’ rights, and the women’s suffrage movement ● how the media and interest groups help to set the public agenda and influence public policy, with special attention paid to the role of muckrakers in exposing the problems of industrialization, and including efforts at reforming government, protecting consumer rights, and conserving natural resources

UNIT V: Civil Rights Movements - Citizens Work for Justice This unit examines the Civil Rights Movement of the 1950s and 1960s and how citizens were able to use structures created by the Constitution to push the government to live up to its ideals. In particular, this unit focuses on: ● the legal and legislative means used to overcome segregation, especially in education ● a review of federalism, paying attention to the actions of the three branches of the national government and to the responses of state and local governments ● the role the courts played in the effort to desegregate schools, with a focus on due process, state and national court systems, and the difference between civil and criminal law ● the legal and legislative means used to ensure voting rights ● the use of the media to gain support for the Civil Rights Movement

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs of society? What role should the United States play in the world?

UNIT VI: Government’s Role in the Economy Expands – The Rise of Big Business This unit examines the economic, political and technological factors that changed the United States from a rural, agricultural nation at the end of the Civil War to an urban, industrial nation by 1920. In particular, the unit will focus on: ● the characteristics of the U.S. economy ● how geography influences specialization ● how advances in technology made U.S. expansion and industrialization possible ● how the government encouraged growth (i.e. Transcontinental Railroad) ● the rise of big business ● how and why the government began to regulate business to protect consumers and workers

UNIT VII: The Changing Role of the United States in the World: Imperialism and WWI This unit examines the transformation of the United States into a world power around the turn of the century. In particular, the unit will focus on: ● the President’s role in the expansion of U.S. interests and influence around the world ● the Versailles Treaty as an example of checks and balances in action ● the duties and responsibilities of citizens in times of war (Selective Service Act)

UNIT VIII: Boom To Bust - The Role of Government Expands This unit examines the social and economic changes of the 1920s and the government’s response to the economic crisis of the 1930s. In particular, the unit will focus on: ● the social and cultural changes of the 1920s ● how the U.S. economy works and why it failed ● the amount of government control in different economic systems ● how liberals and conservatives view the role of government, and how these beliefs influence the two main political parties ● the goals of certain New Deal programs, and how the government paid for these goods and services ● the lasting impact of New Deal programs

UNIT IX: World War II Broadens the Role of the United States in the World This unit examines the causes, major events and consequences of World War II. In particular, this unit focuses on: ● what can happen when a government does not protect its citizens’ freedoms ● the role of the U.S. government in protecting the security of the American people ● the duties and responsibilities of individual citizens during times of war ● how fundamental rights and civil liberties can be limited during a time of war ● how the government uses propaganda to communicate with the public and encourage cooperation

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

UNIT X: Cold War - The United States Becomes a Superpower This unit examines how differing political and economic ideologies resulted in a global conflict after World War Two. In particular, this unit focuses on: ● the economic and political differences between the USA and the USSR, including a review of economic systems ● the economic and political consequences of the Cold War (government spending on defense) ● the changing role of the media and its influence on government intervention ● how fundamental political principles affect foreign policy ● the impact of new technologies on foreign policy and American life

UNIT XI: How is Government Changing to Meet the Needs of the 21st Century? This unit examines current issues as they affect Virginia and the United States, focusing in particular on: ● the role of money and the media in elections and in society ● the causes and effects of increasing globalization ● the issues facing state and local governments ● the importance of being an informed voter

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Section 1: What is the purpose of government? How does our government work? Why is our government the way it is?

UNIT I: Review of 6th Grade Material This unit reviews the 6th grade curriculum, including the three branches and three levels of government, the founding principles of the government, the Preamble of the Constitution, and the Bill of Rights.

KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should focus on… In this unit, students should understand that: ● our government is based on several founding documents, especially the Constitution and the Bill of Rights. ● the Preamble to the Constitution states the purposes for the founding of our government. ● our government is based on the ideas of: consent of the governed, limited government, rule of law, democracy and representative government. ● the First Amendment guarantees the right to freedom of speech, press, assembly, religion and petition. ● the Constitution establishes the concept of federalism, the division of power among state, national and local governments, where the national government is supreme. ● the powers of the federal government are divided among the three branches to ensure a system of checks and balances.

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights; and c) describing the purposes for the Constitution of the United States as stated in its Preamble.

SOL CE.6 The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government; b) explaining the principle of separation of powers and the operation of checks and balances; and d) describing the roles and powers of the executive branch.

SOL CE.7 The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government; and b) explaining the relationship of state governments to the national government in the federal system. Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

ENDURING UNDERSTANDING: The U.S. Constitution balances power: among the three branches of the national government, between the national and state governments, and between government and the people. It creates a strong but flexible system that has been able to adapt to the changing needs and demands of society.

CONCEPTUAL UNIT QUESTION (Essential Question): How are the principles and ideas that formed our government reflected in the structure of the U.S. government?

PREVIEW ACTIVITY: Challenge pairs or small groups of students to brainstorm a list of ways the government has been involved in their lives so far today. Have groups share out and create a master list. Next, remind students that our government is actually divided into 3 levels: National, State, and Local. What is the name of each? Then, instruct groups to sort their list into these 3 categories to begin a discussion of the role of government and the division of powers among different levels.

TEXTBOOK ALIGNMENT: SEE FILES PACING GUIDE:

UNIT TIMEFRAME DATES Section 1-What is the purpose of government? How does our government work? Why is our government the way it is?

I. Introduction and Review of 6th Grade Content 10 days September

Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? II: Reconstruction – Extending Citizenship to Freedmen 7 Days September-October

III: An Expanding Nation Leads to an Expansion of Citizenship 14 Days October IV: Progressives – How Citizens Influence Government 14 Days October-November

V: Civil Rights Movements - Citizens Work for Justice 25 Days November-December

VII: The Changing Role of the United States in the World: Imperialism and WWI 7 Days February

VIII: Boom To Bust - The Role Of Government Expands 25 Days February-March IX: World War II Broadens The Role of the United States in the World 15 Days March-April

X: Cold War - The United States Becomes a Superpower 7 Days April

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

XI: How is Government Changing to Meet the Needs of The 21st Century? 15 Days May-June

Total: @ 160 Days (there may still be additional days of instruction after the SOL Test)

LITERATURE AND OTHER RESOURCES: LITERATURE

DVDS

WEBSITES Picturing America: http://picturingamerica.neh.gov/

Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org

Scholastic: Our America section – includes activities and readings for each time period http://teacher.scholastic.com/activities/our_america/index_noflash.htm

Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good introduction to and review of certain topics

Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/

Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/

The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American History http://www.americanhistory.si.edu/militaryhistory/

SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and people students should know to successfully understand course content and pass the SOL exams. (All of the terms in this unit were introduced in the 6th grade.)

DOCUMENTS PRINCIPLES and IDEALS RIGHTS Bill of Rights Checks and Balances Rule of Law Freedom of Speech Constitution of the United States Consent of the Governed Separation of Power Freedom of the Press Declaration of Independence Democracy Freedom of Petition Preamble Federalism Executive Branch Freedom of Religion First Amendment Freedoms Judicial Branch Freedom of Assembly Limited Government Legislative Branch Representative Government Levels of Government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing

LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc

SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State’s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied. Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.2a The student will apply social science skills to understand the foundations of American constitutional government by a) explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government; Essential Understandings Essential Knowledge

Fundamental political principles Fundamental political principles define and shape American  Consent of the governed: Citizens give authority to the government in exchange for the protection of constitutional government. their rights.  Limited government: Government is not all-powerful and may do only those things the people have given it the power to do.  Rule of law: Everyone, including government officials, must follow the law.  Democracy: In a democratic system of government, the people rule.  Representative government: In a representative system of government, the people elect public office holders to make laws and conduct government on the people’s behalf.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.2b The student will apply social science skills to understand the foundations of American constitutional government by b) examining and evaluating the impact of the Magna Carta, charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom on the Constitution of Virginia and the Constitution of the United States, including the Bill of Rights; Essential Understandings Essential Knowledge

American constitutional Influence of earlier documents on the Constitution of the United States government is founded on  The Magna Carta established for the first time the principle that everyone including the king was concepts articulated in earlier subject to the law, and gave Englishmen basic rights and freedoms. documents.  The charters of the Virginia Company of London guaranteed the rights of Englishmen to the colonists.  The Virginia Declaration of Rights served as a model for the Bill of Rights of the Constitution of the United States.  The Declaration of Independence o stated grievances against the king of Great Britain o declared the colonies’ independence from Great Britain o affirmed “certain unalienable rights” (life, liberty, and the pursuit of happiness) o affirmed the idea that all people are created equal.  The Articles of Confederation o established the first form of national government for the independent states o maintained that major powers resided with individual states o created weak central government (e.g., no power to tax or enforce laws) o led to the writing of the Constitution of the United States.  The Virginia Statute for Religious Freedom stated freedom of religious beliefs and opinions.

The Constitution of the United States, including the Bill of Rights,  established the structure of the United States government  guaranteed equality under the law with majority rule and the rights of the minority protected  affirmed individual worth and dignity of all people  protected the fundamental freedoms of religion, speech, press, assembly, and petition.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.2c The student will apply social science skills to understand the foundations of American constitutional government by c) describing the purposes for the Constitution of the United States as stated in its Preamble; Essential Understandings Essential Knowledge

The preamble of a constitution The Preamble to the Constitution of the United States expresses the reasons the constitution was written. sets forth the goals and purposes to be served by the Purposes of United States government government.  To form a more perfect union  To establish justice  To ensure domestic tranquility  To provide for the common defense  To promote the general welfare  To secure the blessings of liberty

The Preamble to the Constitution of the United States begins, “We the People,” thereby establishing that the power of government comes from the people.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.3b The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;

Essential Understandings Essential Knowledge

The Constitution of the United First Amendment freedoms States establishes and protects  Religion: Government may not establish an official religion, endorse an official religion, or unduly the citizens’ fundamental rights interfere with the free exercise of religion. and liberties.  Speech: Individuals are free to express their opinions and beliefs.  Press: The press has the right to gather and publish information, including that which criticizes the Few rights, if any, are considered government. absolute.  Assembly: Individuals may peacefully gather.  Petition: Individuals have the right to make their views known to public officials.

The Fifth and Fourteenth Amendments outline due process.

Fifth Amendment  The Fifth Amendment protects citizens from being held for committing a crime unless they have been charged by the police. It also guarantees due process, which means that the state and the country have to respect a citizen’s legal rights.

Fourteenth Amendment  The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United States equal protection of the laws.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.6a The student will apply social science skills to understand the American constitutional government at the national level by a) describing the structure and powers of the national government; Essential Understandings Essential Knowledge

The Constitution of the United Legislative, executive, and judicial powers of the national government are distributed among three distinct States defines the structure and and independent branches of government. powers of the national government. The legislative branch  Consists of the Congress, a bicameral legislature consisting of the House of Representatives (435 The powers held by government members, based upon populations of the states) and the Senate (100 members—two per state) are divided between the national  Makes the laws of the nation government in Washington, D.C.,  Approves the annual budget and the governments of the 50  Confirms presidential appointments states.  Raises revenue through taxes and other levies  Regulates interstate and foreign trade  Declares war

The executive branch  Headed by the president of the United States, the chief executive officer of the nation  Executes the laws of the land  Prepares the annual budget for congressional action  Appoints cabinet officers, ambassadors, and federal judges  Oversees executive agencies and departments

The judicial branch  Consists of the federal courts, including the Supreme Court, the highest court in the land  The Supreme Court exercises the power of judicial review  The federal courts try cases involving federal law and questions involving interpretation of the Constitution of the United States

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.6b The student will apply social science skills to understand the American constitutional government at the national level by b) explaining the principle of separation of powers and the operation of checks and balances;

Essential Understandings Essential Knowledge

The powers of the national Separation of powers government are separated among The Constitution of the United States in Articles I, II, and III defines the powers of the legislative, the three branches of the executive, and judicial branches of the national government. government to limit any one branch from abusing its power. Checks and balances Each of the three branches of the national government limits the exercise of power by the other two branches.

The legislative branch  The Congress checks the president when legislators o override presidential vetoes o impeach and convict a president o approve the budget o approve presidential appointments.  The Congress checks the courts when legislators o confirm or refuse to confirm federal judges/justices o impeach and convict judges/justices.

The executive branch  The president checks Congress when the president o proposes legislation o prepares an annual budget for Congress to approve o call special sessions of Congress o vetoes legislation Congress has passed.  The president checks the courts when the president o appoints judges/justices o grants pardons and reprieves.

The judicial branch  The courts check Congress when judges/justices declare acts of Congress to be unconstitutional.  The courts check the president when judges/justices declare executive actions to be unconstitutional.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.6d The student will apply social science skills to understand the American constitutional government at the national level by d) describing the roles and powers of the executive branch.

Essential Understandings Essential Knowledge

The executive branch plays a key Ways the executive branch influences policymaking role in the policymaking process.  Delivering an annual speech to Congress (State of the Union address)  Proposing legislation Presidential power has grown in  Approving or vetoing legislation the years since the Constitution  Appointing officials who help carry out the laws was ratified, but there are limits  Issuing executive acts/orders on what the president can and  Appealing directly through the media and communications with citizens cannot do. Cabinet departments, agencies, and regulatory groups execute the laws.

The president exercises power as  chief of state: ceremonial head of the government  chief executive: head of the executive branch of government  chief legislator: proposer of the legislative agenda  commander-in-chief: head of the nation’s armed forces  chief diplomat: American foreign policy leader  chief of party: leader of the political party that controls the executive branch  chief citizen: representative of all of the people.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.7a The student will apply social science skills to understand the American constitutional government at the state level by a) describing the structure and powers of the state government;

Essential Understandings Essential Knowledge

The form of government of the The Virginia Constitution distributes power among the legislative, executive, and judicial branches of the Commonwealth of Virginia is state government. established by the Virginia Constitution. The legislative branch is the General Assembly, a bicameral legislature—the House of Delegates and the Virginia Senate—that meets annually for a fixed number of days. Legislative, executive, and judicial powers are separated at the state The executive power is exercised by the governor, who is elected for a four-year term of office. The level of government. governor appoints members of the cabinet, who oversee specific functions of government.

The lieutenant governor and the attorney general are executive branch officers who are elected for a four- year term of office.

The judicial power is exercised by a court system that consists of four levels of courts:  Supreme Court  Court of appeals  Circuit courts  District courts (including small claims courts and juvenile and domestic relations courts)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present STANDARD CE.7b The student will apply social science skills to understand the American constitutional government at the state level by b) explaining the relationship of state governments to the national government in the federal system;

Essential Understandings Essential Knowledge

The Constitution of the United The Constitution of the United States establishes a federal form of government in which the national States establishes the principle of government is supreme. federalism, which is the division of power between the states and The powers not given to the national government by the Constitution of the United States are reserved to the national government. the states.

The expansion of the national The Constitution of the United States denies certain powers to both the national and state governments. government’s powers into areas traditionally reserved to the states Some powers are shared between the national and state government (concurrent powers). has altered the relationship of states to the national government. Primary responsibilities of each level of government  National: Conducts foreign policy, regulates commerce, and provides for the common defense  State: Promotes public health, safety, education, and welfare

Tensions exist when federal mandates require state actions without adequate funding.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy?

UNIT II: Reconstruction – Extending Citizenship to Freedmen

KEY HISTORY CONCEPTS: This unit examines the results of the Civil War and the impact of Reconstruction policies on the expansion of rights to new citizens. In this unit, students will understand that: ● the President and the Congress had different ideas about how to carry out Reconstruction and how to reunite the southern states with the Union. ● the 13th and 15th Amendments abolished slavery and gave black men the right to vote. ● the 14th Amendment said that everyone born in the USA is a citizen and guaranteed due process and equality under the law. ● although federal law said African Americans were free and had civil rights, many state and local governments, as well as private individuals and groups, worked to deny them their rights.

KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand: ● the process for amending the United States Constitution. ● the definition of citizenship for the United States of America. ● the balance of power between the branches of government under Presidential and Radical Reconstruction. ● the effects of judicial review in limiting the reach of the Fourteenth Amendment (e.g. Plessy v. Ferguson).

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL CE.2 The student will apply social science skills to understand the foundations of American constitutional government by d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States.

SOL USII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

SOL USII.3 The student will apply social science skills to understand the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship; b) describing the impact of Reconstruction policies on the South and North; and c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

SOL USII.4 The student will apply social science skills to understand how life changed after the Civil War by c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African-Americans and other groups in the post-Reconstruction South.

ENDURING UNDERSTANDING: Amendments and laws can be passed to protect the rights of the people, but attitudes cannot be legislated.

CONCEPTUAL UNIT QUESTIONS (Essential Questions): Was Reconstruction a success? What does it mean to be a citizen? Did amending the Constitution right the wrongs of slavery?

PREVIEW ACTIVITY: To introduce the unit show students photographs of the South after the Civil War. Ask pairs of students “What kinds of rebuilding needed to be done to help the country recover from the Civil War?” Have students brainstorm a list with a partner. Then ask students: “Who should provide that help? The government? Individuals? Private groups?” Post-war photos can be found easily at the Library of Congress website.

TEXTBOOK ALIGNMENT: SEE FILES

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

PACING GUIDE:

UNIT TIMEFRAME DATES Section 1-What is the purpose of government? How does our government work? Why is our government the way it is? I. Introduction and Review of 6th Grade Content 10 days September Section 2: Defining Citizenship - Why is citizenship so important? How do you become a citizen? What role do citizens play in a democracy? II: Reconstruction – Extending Citizenship to Freedmen 7 Days September-October III: An Expanding Nation Leads to an Expansion of Citizenship 14 Days October IV: Progressives – How Citizens Influence Government 14 Days October-November V: Civil Rights Movements - Citizens Work for Justice 25 Days November-December Section 3: The Changing Role of Government - What is the proper role of government in the economy? How does the government adapt to meet the changing needs of society? What role should the United States play in the world? VI: The Rise of Big Business and Government’s Expanding Role in the Economy 20 Days January VII: The Changing Role of the United States in the World: Imperialism and WWI 7 Days February VIII: Boom To Bust - The Role of Government Expands 25 Days February-March IX: World War II Broadens The Role of the United States in The World 15 Days March-April X: Cold War - The United States Becomes a Superpower 7 Days April

XI: How is Government Changing to Meet the Needs of The 21st Century? 15 Days May-June Total: @ 160 Days (there may still be additional days of instruction after the SOL Test)

LITERATURE AND OTHER RESOURCES: LITERATURE Sounder by William H. Armstrong – A poor black family struggles to make ends meet as sharecroppers in the deep South.

Shades of Gray by Carolyn Reeder – Will Page is the only surviving member of his immediate family at the end of the Civil War. He goes to live with relatives, whom he considers traitors because they did not fight with the Confederacy.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Forty Acres and Maybe a Mule by Harriette Gillem Robinet – In this reconstruction-era novel, a 12-year-old orphan leaves South Carolina in search of a Freedmen's Bureau during Reconstruction to claim the "40 acres and a mule" promised by General Sherman.

I Thought My Soul Would Rise and Fly: The Diary of Patsy, a Freed Girl by Joyce Hansen - Twelve-year-old Patsy keeps a diary of the confusing time following the end of the Civil War and the granting of freedom to former slaves. Dear America series.

Turn Homeward, Hannalee and its sequel Be Ever Hopeful, Hannalee by Beatty, Patricia – In this series, Hannalee leaves Georgia for Indiana during the Civil War. In the sequel, she returns to Atlanta, where jobs are plentiful, to rebuild the devastated city.

DVDS

WEBSITES The African American Odyssey: A Quest for Full Citizenship Exhibition at the Library of Congress traces the struggle for rights from slavery to the Civil Rights movement http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aointro.html

Digital History: Reconstruction –images and information http://www.digitalhistory.uh.edu/reconstruction/introduction.html

Picturing America: http://picturingamerica.neh.gov/

Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org

Scholastic: Our America section – includes activities and readings for each time period http://teacher.scholastic.com/activities/our_america/index_noflash.htm

Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip is narrated by Katie Couric and provides a good introduction to and review of certain topics

Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/

Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/

The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American History http://www.americanhistory.si.edu/militaryhistory/

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

CIVICS VOCABULARY HISTORY VOCABULARY Amendment Jurisdiction 13th Amendment Plessy vs. Ferguson Citizenship Judicial Review 14th Amendment Poll Tax Discrimination Naturalization 15th Amendment Reconstruction Due Process Proposed/Proposal Freedmen Segregation Equal Protection Ratified/Ratification Jim Crow Laws Sharecropper Freedom of Assembly Suffrage Literacy Test Society Freedom of Religion Voter Registration Freedom of Petition Freedom of Speech

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp=sharing

LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.2d The student will apply social science skills to understand the foundations of American constitutional government by d) describing the procedures for amending the Constitution of Virginia and the Constitution of the United States. Essential Understandings Essential Knowledge

The constitutions of Virginia and Constitution of the United States the United States can be  The amendment process is complex. amended through processes  To date, there are 27 amendments to the Constitution of the United States. outlined in the constitutions.  Amendment process: o Proposal: action by Congress or convention of the states The Virginia and United States o Ratification: by the states constitutions have been amended and revised several times. Constitution of Virginia  Amendment process: o Proposal: action by General Assembly or constitutional convention o Ratification: by voters of Virginia

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.3a The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; Essential Understandings Essential Knowledge

A citizen is an individual with The 14th Amendment to the Constitution of the United States defines citizenship as follows: “All persons certain rights and duties under a born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United government who, by birth or by States and the state wherein they reside.” choice, owes allegiance to that government. Means of obtaining citizenship  By birth  By naturalization

Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society.

To become a citizen through naturalization, a person must  be at least 18 years old  be a legal resident of the United States for 3–5 or more years  be of good moral character and be loyal to the United States  be able to read, write, and speak basic English  pass a naturalization test  take the Oath of Allegiance at a naturalization ceremony.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.3b The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws; Essential Understandings Essential Knowledge

The Fifth and Fourteenth Amendments outline due process.

Fourteenth Amendment  The Fourteenth Amendment declares no state may deprive persons born or naturalized in the United States equal protection of the laws.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.1j The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by j) investigating and researching to develop products orally and in writing. Essential Understandings Experiences may include but are not limited to the following:

Research is the search for  Investigate people, places, and events in United States history to develop an understanding of knowledge, using a variety of historical, cultural, economic, political, and geographical relationships by materials and sources in order to o exploring economic and social issues that led to the growth of cities discover facts, answer questions, o outlining and describing geographic factors and new technologies that helped and hindered and draw conclusions. westward movement o describing the United States’ role in the Cold War and providing evidence to support the When we carry out research or description study a particular topic to o creating a digital map outlining the social and economic factors that influenced the women’s discover facts and information, suffrage movements in the early twentieth century and the fight for equal rights for women during we deepen our understanding of the period following World War II. new concepts.  Investigate the people involved in and the social impact of government intervention during o the Civil Rights Act of 1866 o the workplace reforms of the Progressive Movement o Roosevelt’s New Deal.  Investigate the social influence of the following by creating a social media page or blog and taking a stance to support or dispute points made in o Lincoln’s Gettysburg Address o Sojourner Truth’s “Ain’t I a Woman” speech o Wilson’s Fourteen Points speech o the Treaty of Versailles o Title IX o President Reagan’s “Tear Down This Wall” speech.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.3a The student will apply social science skills to understand the effects of Reconstruction on American life by a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States and how they changed the meaning of citizenship;.

Essential Understandings Essential Knowledge

The 13th, 14th, and 15th Basic provisions of the amendments Amendments to the Constitution  The 13th Amendment bans slavery in the United States and all of its territories. of the United States address the  The 14th Amendment grants citizenship to all persons born in the United States and guarantees them issues of slavery and guarantee equal protection under the law. equal protection under the law for  The 15th Amendment ensures all citizens the right to vote regardless of race, color, or previous all citizens. condition of servitude.

Although these three amendments guarantee equal protection under the law for all citizens, American Indians and women did not receive the full benefits of citizenship until later.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.3b The student will apply social science skills to understand the effects of Reconstruction on American life by b) describing the impact of Reconstruction policies on the South and North; Essential Understandings Essential Knowledge

The Reconstruction policies were Reconstruction policies and problems harsh and created problems in  Southern military leaders could not hold office. the South.  African Americans could hold public office.  African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized Reconstruction attempted to the use of federal troops comprised mainly of Northern soldiers for its enforcement. define the means by which all  Southern states adopted Black Codes to limit the economic and physical freedom of former slaves. Southerners could live together  Federal troops supervised the South. equally.  The Freedmen’s Bureau was established to aid former enslaved African Americans in the South.  Southerners resented Northern “carpetbaggers,” some of whom took advantage of the South during Reconstruction.

End of Reconstruction and its impact  Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of 1876.  Federal troops were removed from the South.  Rights that African Americans had gained were lost through “Jim Crow” laws.  “Jim Crow” laws affected the rights of American Indians.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.3c The student will apply social science skills to understand the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

Essential Understandings Essential Knowledge

The actions of Abraham Lincoln, Abraham Lincoln Robert E. Lee, and Frederick  Issued Reconstruction plan calling for reconciliation Douglass created lasting impacts.  Believed preservation of the Union was more important than punishing the South

Robert E. Lee  Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight

Frederick Douglass  Fought for adoption of constitutional amendments that guaranteed voting rights  Was a powerful voice for human rights and civil liberties for all

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.4c The student will apply social science skills to understand how life changed after the Civil War by c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans and other groups in the post-Reconstruction South; Essential Understandings Essential Knowledge

Discrimination against African Racial segregation Americans and minority groups  Based upon race continued after Reconstruction.  Directed primarily against African Americans, but other groups also were kept segregated “Jim Crow” laws institutionalized a  Chinese Exclusion Act (1882) provided an absolute 10-year moratorium (halt) on Chinese labor system of legal segregation. immigration  American Indians were not considered citizens until 1924 African Americans differed in their responses to discrimination and “Jim Crow” laws “Jim Crow.”  Passed to discriminate against African Americans  Made discrimination practices legal in many communities and states  Were characterized by unequal opportunities in housing, work, education, and government  Upheld by the Supreme Court in Plessy v. Ferguson

African American responses  Booker T. Washington: Believed equality could be achieved through vocational education; accepted social segregation  W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans and founded the National Association for the Advancement of Colored People (NAACP) along with Ida B. Wells-Barnett

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

UNIT III: An Expanding Nation Leads to an Expansion of Citizenship

KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the social, economic, political, and technological factors that changed the United States from a rural, agricultural country at the end of the Civil War to an urban, industrial nation by 1920. In this unit, students will understand: ● the consequences of settlement for the Native Americans, who were forced onto reservations and who didn’t receive citizenship status until 1924. ● that millions of immigrants came to the United States from Europe and Asia during the “Great Wave” of immigration. These immigrants came to escape religious and political persecution and economic instability and were drawn to the United States by the expanding economy and opportunity for factory jobs, land, and the rights of citizenship. ● that immigration is still an important issue in the United States today.

KEY CIVICS and ECONOMICS CONCEPTS: In this unit, students will understand that: ● immigrants left their home countries to escape a lack of rights, such as freedom of speech and religion. ● how people can become citizens, and the duties, rights and responsibilities of U.S. citizens. ● the purposes of the U.S. government as laid out in the Preamble to the Constitution: form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and preserve the blessings of liberty. In this unit, that might include a discussion of the government’s role in settling the west- building the railroad, Indian removal, giving away land- and its role in eventually limiting immigration and asking did its actions reflect the purposes of government? Does the phrase “we the people” refer to all the people?

STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold

SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by a) describing the processes by which an individual becomes a citizen of the United States; c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; and d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society.

SOL CE.5 The student will apply social science skills to understand the political process at the local, state, and national levels of government by e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

SOL USII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history. SOL USII.2 The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1865; and c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities significant.

SOL USII.4 The student will apply social science skills to understand how life changed after the Civil War by a) examining the reasons for westward expansion, including its impact on American Indians; and b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion.

SOL USII.9 The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically; and d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.

ENDURING UNDERSTANDING: Changes in social and political conditions can transform a nation.

CONCEPTUAL UNIT QUESTIONS (Essential Questions): How did social and economic conditions influence the settlement of the west and the increase in immigration? What factors caused conflict between settlers and Native Americans? What does it mean to be a citizen?

PREVIEW ACTIVITY: Organize students into small groups. Tell them they are on the school’s soccer team, and the season has already begun. Some new students have moved to the school, and they would like to play on the soccer team. How should the team respond? Should they let all the new people join? Just some of the people? If they’re going to limit the number of new people joining, how will they decide who to let on the team? After groups have shared their decisions and criteria (if applicable) encourage class to consider how this situation is related to the issues the U.S. government faces with immigrants.

TEXTBOOK ALIGNMENT: SEE FILES

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

PACING GUIDE:

LITERATURE AND OTHER RESOURCES: LITERATURE

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Thunder, Rolling in the Mountains by Scott O’Dell, Elizabeth Hall - Sound of Running Feet, daughter of Chief Joseph of the Nez Perce, narrates this tale of her tribe's fate, starting from her first encounter with white people in 1877.

Away West by Patricia McKissack - In 1879, thirteen-year-old Everett Turner leaves a life of struggle on his family's farm and runs away to St. Louis, where he works in a livery stable before heading to the all-black town of Nicodemus, Kansas.

The Traitor by Laurence Yep from the Golden Mountain Chronicles: 1885 – a lonely American boy and a lonely Chinese American boy develop an unlikely friendship in the midst of prejudices and racial tension in their coal mining town of Rock Springs, Wyoming.

Cheyenne Again by Eve Bunting - In the late 1880's, a Cheyenne boy named Young Bull is taken to a boarding school to learn the white man's ways.

Walk Across the Sea by Susan Fletcher – In 1886 in Crescent City, California, when Chinese immigrants are being driven out or even killed for fear they will take jobs from whites, Eliza defies the townspeople and her father to help a Chinese boy who has been kind to her.

Letters from Rifka by Karen Hesse – Rifka and her family have fled Russia’s brutal treatment of the Jews for a new life in America. They undergo the humiliating scrutiny of doctors and soldiers, and ultimately the doctors refuse to let her board the ship to America. Rifka’s family must board the ship without her.

Dragonwings by Lawrence Yep - A Chinese boy, Moon Shadow, moves to Chinatown to be with his father who is working on a flying machine. The novel depicts the lives of and discrimination against San Francisco’s Chinese immigrants in the early 1900’s.

The Breaker Boys by Pat Hughes - Nate's family owns collieries in Pennsylvania, but Nate keeps his relationship to "the boss" a secret when he makes friends with 12-year-old Johnny, a Polish immigrant who works in the mines, just as he never talks at home about his contact with the mining community.

Ashes to Roses by Mary Jane Auch - Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle Shirtwaist Factory shortly before the 1911 fire in which 146 employees died.

Fire at the Triangle Factory by Holly Littlefield – two fourteen-year-old girls, sewing machine operators at the Triangle Shirtwaist Company, are caught in the famous Triangle fire of 1911. Picture book.

Dreams in the Golden Country The Diary of Zipporah Feldman, a Jewish Immigrant Girl by Kathryn Lasky - 12-year-old Zippy, a Jewish immigrant from Russia, keeps a diary account of the first 18 months of her family’s life on the Lower East Side of New York City in 1903. Dear America Series

The Memory Coat by Elvira Woodruff - In the early 1900's, two cousins leave their Russian shtetl with the rest of their family to come to America, hopeful that they will all pass the dreaded inspection at Ellis Island.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

A Real American by Richard Easton – Resentful of the Italian miners who inhabit his Pennsylvania town during the coal boom, an eleven-year- old boy discovers that being American has nothing to do with the color of your skin or the languages you speak.

Pacific Odyssey to California, 1905 by Laurie Lawlor – A young girl and her family travel from Korea to Hawaii in search of a better life. Because Hawaii is not all they had expected, they move on to Riverside California, which begins to feel like home. However, two years later, their lives are shattered by violence and prejudice, and once again the family must move. New Kids in Town: Oral Histories of Immigrant Teens, by Janet Bode - Collection of oral histories conducted with teenage immigrants from places such as Cuba, El Salvador, China, and Vietnam.

The Circuit: Stories from the Life of a Migrant Child by Jimenez, Francisco – this autobiography tells of the immigration of a child with his family to California from Tlaquepaque, Mexico.

Crossing the Wire, by Will Hobbs - No longer able to grow corn profitably in his Mexican village, 15-year-old Victor, who has supported his family since his father's death, decides it’s time to go to the United States.

DVDS Far and Away - Story of two Irish immigrants- one rich, one poor- struggling to get land in their new country. Stars Tom Cruise and Nicole Kidman. PG-13- but there is a school version.

WEBSITE There Are No Renters Here: Homesteading in a Sod House http://www.autrynationalcenter.org/explore/exhibits/sod/

Picturing America: http://picturingamerica.neh.gov/ Primary Source Learning/Teaching with Primary Sources: www.pslearning.org AND www.tpsnva.org Scholastic: Our America section – includes activities and readings for each time period http://teacher.scholastic.com/activities/our_america/index_noflash.htm

Learn 360: A History of Us series- based on the books by Joy Hakim. Each 25-min clip narrated by Katie Couric and provides a good introduction to and review of certain topics

Eyewitness to History: stories about history from people who witnessed it. http://www.eyewitnesstohistory.com/

Our Story: American History Stories and Activities from the Smithsonian American History Museum http://americanhistory.si.edu/ourstory/

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

The Price of Freedom: Americans at War – collection of artifacts, photos, and documents from all U.S. conflicts, from Smithsonian American History http://www.americanhistory.si.edu/militaryhistory/

Assimilation Green Card Ethnic Groups Push Factor Reservation Angel Island Immigration Ellis Island Pull Factor Responsibilities of a Citizen Citizenship Naturalization USCIS - U.S. Rights of Citizens Citizenship and Immigration Services Duties of a Citizen Passport Visa

CURRICULUM GUIDE: https://drive.google.com/a/apsva.us/folderview?id=0BySl24GaKHVdVUpNNXktb0NUWWc&usp= sharing

LESSONS AND RESOURCES: https://drive.google.com/open?id=0BySl24GaKHVdVUpNNXktb0NUWWc

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Immigration and naturalization, particularly in the twentieth century, have led to an increasingly diverse society.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.3c The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

For government to be effective, Duties of citizens citizens must fulfill their civic  Obey laws, including duties. o paying taxes o serving in the armed forces, if called o serving on a jury or as a witness in court, when summoned.

Citizens who choose not to fulfill these civic duties face legal consequences.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.3d The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

A basic responsibility of Civic responsibilities are fulfilled by choice; they are voluntary. citizenship is to contribute to the common good. Responsibilities of citizens  Register and vote  Hold elective office  Communicate with government officials to influence government actions  Serve in voluntary, appointed government positions  Participate in political campaigns  Keep informed regarding current issues  Respect others’ right to an equal voice in government

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.5e The student will apply social science skills to understand the political process at the local, state, and national levels of government by a) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Through legislation and Legislation and constitutional amendments constitutional amendments,  15th Amendment different American citizens have  19th Amendment been granted the right to vote at  23rd Amendment different times.  24th amendment  26th Amendment Voting is a basic responsibility of  Voting Rights Act of 1965 citizenship. Only citizens who register may participate in primary and general elections. Voter registration is required before a citizen may vote. Qualifications to register to vote in Virginia  Citizen of the United States

 Resident of Virginia and precinct  At least 18 years of age by day of general election

How to register to vote in Virginia  In person at the registrar’s office  By mail (application obtained from the Department of Motor Vehicles, public libraries, state/local government offices, or other designated locations)  Online

Voter registration is closed 22 days before elections.

Factors in predicting which citizens will vote  Education  Age  Income

The percentage of voters who participate in presidential elections is usually greater than the percentage of voters who participate in state and local elections.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD CE.5e (continued) The student will apply social science skills to understand the political process at the local, state, and national levels of government by e) examining the history of and requirements for voter registration, and participating in simulated local, state, and/or national elections;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Reasons why citizens fail to vote  Lack of interest (in candidates or issues)  Failure to register  Belief that vote does not count or will have no impact  No time or too busy

Every vote is important.

Students can participate in the democratic process by  participating in campaigns  participating in classroom and online simulations.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.1e The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by e) comparing and contrasting historical, cultural, and political perspectives in United States history;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Experiences may include but are not limited to the following:

Examining the historical, cultural,  Compare and contrast an aspect of or issue related to a historical event, using media, images, or text and political perspectives of to gain an understanding of historical, cultural, and political perspectives. Examples of events may countries reveals the ideals, include the following: beliefs, values, and institutions of o Images from the Great Depression: Comparing and contrasting the responses of President Hoover its people. and President Roosevelt to the Great Depression o Maps from World War II: Comparing and contrasting areas invaded by European dictators Being able to compare and o Media clips from the Civil Rights Movement (1960s): Comparing and contrasting opposing sides of contrast helps us to understand the movement important similarities and  Create a graphic organizer to analyze information about different movements in United States history. differences between people,  Create a graphic organizer to compare and contrast the political perspectives of two leaders in United places, events, and times in States history. United States history.  Use images to illustrate similarities and differences between the new technology at the beginning of the twentieth century and at the beginning of the twenty-first century.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

During the nineteenth century, Physical features and climate of the Great Plains people’s perceptions and use of  Flatlands that rise gradually from east to west the Great Plains changed.  Land eroded by wind and water  Low rainfall Technological advances allowed  Frequent dust storms people to live in more challenging environments. Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast area to be settled.

Inventions  Barbed wire  Steel plows  Windmills  Railroads

Adaptations  Dry farming  Sod houses  Beef cattle  Wheat farming

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.2b The student will use maps, globes, photographs, pictures, or tables for b) explaining relationships among natural resources, transportation, and industrial development after 1865;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Advances in transportation linked Transportation resources resources, products, and  Moving natural resources to eastern factories (e.g., iron ore to steel mills) markets.  Transporting finished products to national markets  Locating factories near rivers and railroads to move resources and finished goods to markets Manufacturing areas were clustered near centers of Examples of manufacturing areas population.  Textile industry: New England  Automobile industry: Detroit  Steel industry: Pittsburgh  Meatpacking industry: Chicago

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.2c The student will use maps, globes, photographs, pictures, or tables for c) locating the 50 states and the cities most significant to the development of the United States and explaining what makes those cities significant.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

A state is an example of a States grouped by geographic region political region. States may be  Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, grouped as part of different New Jersey, Pennsylvania geographic regions, depending  Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South upon the criteria used. Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas  Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, Cities serve as centers of trade South Dakota, North Dakota and have political, economic,  Southwest: Texas, Oklahoma, New Mexico, Arizona and/or cultural significance.  Western (Rocky Mountains): Colorado, Utah, Nevada, Montana, Wyoming, Idaho  Pacific: Washington, Oregon, California  Noncontiguous: Alaska, Hawaii

Cities grouped by geographic region  Northeast: New York City, Boston, Pittsburgh, Philadelphia  Southeast: Washington, D.C., Atlanta, New Orleans  Midwest: Chicago, St. Louis, Detroit  Southwest: San Antonio, Santa Fe  Western (Rocky Mountains): Denver, Salt Lake City  Pacific: San Francisco, Los Angeles, Seattle  Noncontiguous: Juneau, Honolulu

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.4a The student will apply social science skills to understand how life changed after the Civil War by a) examining the reasons for westward expansion, including its impact on American Indians;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

New opportunities and Reasons for increase in westward expansion technological advances led to  Opportunities for land ownership westward migration following the  Technological advances, including the Transcontinental Railroad Civil War.  Possibility of obtaining wealth, created by the discovery of gold and silver  Desire for adventure Westward expansion had an  Desire for a new beginning for former enslaved African Americans impact on the lifestyle of American Indians. Impact on American Indians  Opposition by American Indians to westward expansion (Battle of Little Bighorn, Geronimo)  Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé, Sitting Bull)  Reduced population through warfare (Battle of Wounded Knee), disease, and reduced buffalo population  Assimilation attempts and lifestyle changes (American Indian boarding schools, Dawes Act)  Reduced American Indian homelands through broken treaties

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Population changes, growth of Reasons for the increase in immigration cities, and new inventions  Hope for better opportunities produced interaction and often  Desire for religious freedom conflict between different cultural  Escape from oppressive governments groups.  Desire for adventure

Social and technological changes Reasons why cities grew and developed presented challenges in urban  Specialized industries, including steel (Pittsburgh) and meatpacking (Chicago) areas.  Immigration to America from other countries  Movement of Americans from rural to urban areas for job opportunities

Rapid industrialization and urbanization led to overcrowded immigrant neighborhoods and tenements.

Discrimination against immigrants  Chinese  Irish  Jewish  Italian  Polish

Challenges faced by cities  Tenements and ghettos  Political corruption (political machines)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.9c The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by c) analyzing how representative citizens have influenced America scientifically, culturally, academically, and economically;

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

Representative citizens have Examples including but not limited to… contributed to and influenced America scientifically, culturally, There have been contributions and influence of individuals during the second half of the twentieth and academically, and economically. early twenty-first centuries who have changed America:  Scientific advancements include those related to medicine, technology, environment, and space.  Cultural advancements include those related to music, media, art, communication, technology, and architecture.  Academic advancement include contributions to a field of study.  Economic advancements include those related to banking, business, and industry.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

STANDARD USII.9d The student will apply social science skills to understand the key domestic and international issues during the second half of the twentieth and early twenty-first centuries by d) evaluating and explaining American foreign policy, immigration, the global environment, and other emerging issues.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

Essential Understandings Essential Knowledge

American foreign policy, Foreign policy immigration policies, energy  Changes in terrorist activities policies, and environmental  Varied global conflicts policies affect people both in the  Changing relationships with other nations United States and in other countries. Immigration  Changing immigration policies Key domestic and international  More people try to immigrate to the United States than are allowed by law issues since World War II have helped to shape the United States Global environment government’s relationship with its  Policies to protect the global environment citizens and other nations.  Debate over climate change  Conservation of water and other natural resources

Other issues  Safety and security (Homeland Security Act)  Energy issues (dependence on foreign oil)  World health issues (global pandemics)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

UNIT IV: Progressives: Citizens Influence Government

KEY HISTORY CONCEPTS: In this unit, instruction should emphasize the major reform movements from 1880-1930 including the Progressive Movement and how people identify problems and then work to change them. In this unit, students will understand that: ● women fought for, and won, the right to vote with the passage of the 19th Amendment. ● reformers like Jane Addams and the WCTU took action to address social problems. ● muckrakers used the media to identify problems and encourage reforms. ● governments on the local and national levels played a role in addressing the problems facing society as a result of rapid industrialization and urbanization. ● the national government instituted reforms to address unsafe consumer products. ● political machines ran some local governments and, while they were corrupt, also provided some needed services to new immigrants.

KEY CIVICS and ECONOMICS CONCEPTS: In this unit, instruction should emphasize: ● ways to participate in your community. ● ways individuals and groups can influence public policy, i.e. join an interest group, make campaign contributions, lobby. ● the duties and responsibilities of citizens. ● interest groups, individuals and the media can influence public policy. ● the government works to protect consumer rights. ● the expansion of suffrage. ● the legislative and executive branches play a role in developing public policy (i.e. President Roosevelt proposed legislation to create first National Parks, Congress passed laws to protect consumer safety and to prevent unfair business practices). STANDARDS OF LEARNING: This unit will address the following objectives: Note: Power Standards below are indicated in bold.

SOL CE.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by b) analyzing how political and economic trends influence public policy, using demographic information and other data sources; and g) taking informed action to address school, community, local, state, national, and global issues.

SOL CE.3 The student will apply social science skills to understand citizenship and the rights, duties, and responsibilities of citizens by c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court; d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society; and e) evaluating how civic and social duties address community needs and serve the public good.

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

SOL CE.4 The student will demonstrate personal character traits that facilitate thoughtful and effective participation in civic life by a) practicing trustworthiness and honesty; b) practicing courtesy and respect for the rights of others; c) practicing responsibility, accountability, and self-reliance; d) practicing respect for the law; e) practicing patriotism; f) practicing thoughtful decision making; and g) practicing service to the school and/or local community.

SOL CE.10 The student will apply social science skills to understand how public policy is made at the local, state, and national levels of government by a) examining the impact of the media on public opinion and public policy; and b) describing how individuals and interest groups influence public policy.

SOL USII.4 The student will apply social science skills to understand how life changed after the Civil War by b) explaining the reasons for the increase in immigration, growth of cities, and challenges arising from this expansion; d) explaining the impact of new inventions, the rise of big business, the growth of industry, and the changes to life on American farms in response to industrialization; and e) evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

ENDURING UNDERSTANDING: Groups and individuals can bring about social, political, and economic change through social action and use of the media.

CONCEPTUAL UNIT QUESTIONS (Essential Questions): How can people work together to identify and solve problems in society? What makes a person a good citizen? What role do the media and interest groups play in forming public policy?

PREVIEW ACTIVITY: As the students enter the classroom, explain to them that the office has distributed a memo of new lunchroom rules to discuss with the students. Display a list of changes that are quite restrictive (i.e. assigned tables, no going outside, banning of dessert etc.). After the students react, explain that teachers are also upset. Ask students to brainstorm possible ideas on what actions (organizing, boycotting, and muckraking) can be taken. Make a chart of their ideas to reference throughout the unit as you discuss how groups during the reform era organized to seek justice and bring about change.

TEXTBOOK ALIGNMENT: SEE FILES

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

PACING GUIDE:

X: Cold War - The United States Becomes a Superpower 7 Days April

XI: How is Government Changing to Meet the Needs of The 21st Century? 15 Days May-June Total: @ 160 Days (there may still be additional days of instruction after the SOL Test)

Arlington Public Schools Social Studies Curriculum 2016 GRADE 7: U.S. History, Civics & Economics from 1865 to the Present

LITERATURE AND OTHER RESOURCES: LITERATURE The Jungle by Upton Sinclair - The purpose of the novel is to point out the oppression of workers by the capitalist class of owners in the late 19th and early20th centuries. Sinclair’s focus is on the meatpacking industry in the stockyards of Chicago.

Call Me Ruth by Marilyn Sachs – A Russian mother and daughter leave Russia for New York City to join the father. There, they try to become “ideal Americans”. Fanny, the mother, takes a job at a clothing factory and becomes involved in the Shirtwaist Maker’s Strike.

The Ballot Box Battle by Emily McCully - Elizabeth Cady Stanton explains how she came to feel so strongly about a woman's right to vote through this explanation of her childhood to a young, horse-riding protégé. (Easy Reading)

A Time for Courage: The Suffragette Diary of Kathleen Bowen by Kathryn Lasky - A diary account of 13-year-old Kathleen Bowen's life in Washington, D.C. in 1917, as she juggles concerns about the national battle for women's suffrage, the war in Europe, and her own school work and family. Dear America Series

Click Clack Moo, Cows that Type, by Doreen Cronin and Betsy Lewin – The cows go on strike against Farmer Brown when he refuses to give them electric blankets. Eventually, all the animals in the barnyard join in the strike. Duck helps negotiate a settlement. Picture book

DVDS Newsies. This musical set in 1899 focuses on a teenager’s effort to organize a newspaper boys’ strike against Joseph Pulitzer’s New York World. Stars Christian Bale, includes dazzling footwork by the High School Musical choreographer. PG.