Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 7 Grade 7 A 21st century American citizen requires a Welcome to HGSS curriculum maps for Manhattan-Ogden variety of skills to be successful – analyzing problems, collecting information, evaluating USD 383, striving to produce learners who are: sources and finding solutions. • Effective Communicators who clearly express ideas and effectively communicate with diverse audiences, • Quality Producers who create intellectual, artistic and practical This map focuses on discipline-specific habits of products which reflect high standards mind that encourage the application of content • Complex Thinkers who identify, access, integrate, and use resources in authentic situations as a framework for • Collaborative Workers who use effective leadership and group skills curriculum, instruction, assessment and to develop positive relationships within diverse settings. lessons. • Community Contributors who use time, energies and talents to improve the welfare of others Following best practices and literacy expectations, these standards • Self-Directed Learners who create a positive vision for their future, set encourage educators to address an integrated approach to learning. This priorities and assume responsibility for their actions. Click for more. map provides direction and guidance. Both deep content knowledge and effective teaching expertise are essential for a rich learning experience. Overview of Standards Core Standards: Adopted in 2013, the Kansas Standards for History, Government, and Social 1. Choices have consequences. Studies prepare students to be informed, thoughtful, engaged citizens as 2. Individuals have rights and responsibilities. they enrich their communities, state, nation, world, and themselves. 3. Societies are shaped by beliefs, idea, and diversity. 4. Societies experience continuity and change over time. An informed citizen possesses the knowledge needed to understand 5. Relationships between people, place, idea, and environments are contemporary political, economic, and social issues. A thoughtful citizen dynamic. applies higher order thinking skills to make connections between the past, present, and future in order to understand, anticipate, respond to, and Units are taught with consideration of all four social studies disciplines: • solve problems. An engaged citizen collaborates, contributes, compromises, History • Civics/Government • Geography • Economics. and participates as an active member of a community. 1 Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 7 Unit Texts to be read Assessments Description and Course/Grade Level Vocabulary Essential Questions (Informational and (note if optional) Estimated Standards Literature-based) Time Frame • Physical Geography The World 1. Choices have Latitude • Exploring Our World Unit 1 Common • What is the impact of physical consequences • Longitude Chapters 1,2, Assessment 2. Individuals have rights • 5 Themes: location, place, systems on choices people make on 8 weeks where they live? (Standard 1) and responsibilities movement, human 3 • In what ways does scarcity of 3. Societies are shaped by • Current Event environment interaction, resources impact the rights of beliefs, idea, and diversity region citizens in a region? (Standard 2) Documents from New 4. Societies experience • Tectonic Movement • How do ideas and beliefs about Sources continuity and change • Weathering resources impact the daily lives of over time • Erosion people in a given region? (Stand 3) 5. Relationships between • How might the current physical and • Water cycle people, place, idea, and ecological processes impact Earth • Geography and its’ inhabitants’ in environments are • rain shadow • the future? (Standard 4) dynamic. • greenhouse effect • What is the dynamic relationship • Culture between physical and human • Ethnic group geography? (Standard 5) • cultural diffusion Human Geography Culture: • globalization • What types of choices influence the • natural resource (renewable development of a culture? (Stand 1) and nonrenewable) • How are rights defined within a • free trade culture? (Standard 2) • • population density How does the diversity within a region impact its cultural • push/pull factors development? (Standard 3) • develop, developing, and • What are the most critical factors in newly industrialize countries bringing about cultural change? (Standard 4) • What is the impact of climate and resources on culture? (Standard 5) Government, Economies, and Religion • How do religious and economic choices affect a region’s political systems? (Standard 1) • What role do individual rights play in political, economic, and religious systems? (Standard 2) • How do political, economic, and/or religious beliefs shape a culture? • (Standard 3) 1 Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 7 Unit Texts to be read Assessments Description and Course/Grade Level Vocabulary Essential Questions (Informational and (note if optional) Estimated Standards Literature-based) Time Frame • What system would be easiest to change: political, economic, or religious? (Standard 4) • What tension exists between political, economic, and religious systems with in a culture? (Standard 5) United States 1. Choices have • Contiguous How has U.S. and Canada’s • Exploring Our World Individual teacher consequences and Canada • Suburb geography and resources 4,5,6 assessment 2. Individuals have rights and responsibilities • Indigenous affected its history, culture • Current Event 1 week 3. Societies are shaped by • Bilingual and economy? Documents from New beliefs, idea, and diversity • federalism Sources 4. Societies experience • continuity and change parliamentary over time democracy 5. Relationships between • navigable people, place, idea, and • glacier environments are • free market dynamic. • capitalism • megalopolis Latin America 1. Choices have • Isthmus How has Latin America’s • Panama Canal DBQ and Panama Canal DBQ consequences • Tributary readings Unit 3 Common 2. Individuals have rights geography and resources 4-5 weeks and responsibilities • subsistence farm affected its history, culture • Exploring Our World Assessment 3. Societies are shaped by • Carnival and economy? Chapters 7,8,9 beliefs, idea, and diversity • Plantation • Current Event 4. Societies experience • Documents from New continuity and change Favela over time • Mestizo Sources 5. Relationships between • cash crop people, place, idea, and • communist state environments are • indigenous dynamic. Europe 1. Choices have • North Atlantic Current How has Europe’s • Exploring Our World Individual teacher consequences • Landlocked geography and resources Chapters 10,11,12 assessment 2. Individuals have rights 4-5 weeks and responsibilities • Navigable affected its history, culture • ethnic group and economy? 2 Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 7 Unit Texts to be read Assessments Description and Course/Grade Level Vocabulary Essential Questions (Informational and (note if optional) Estimated Standards Literature-based) Time Frame 3. Societies are shaped by • secular • Current Event beliefs, idea, and diversity • welfare state Documents from New 4. Societies experience continuity and change • fertility rate Sources over time • birth rate 5. Relationships between • geothermal energy people, place, idea, and • constitutional environments are monarchy dynamic. • reunification • neutrality • autonomy Russia 1. Choices have • Fossil fuel How has Russia’s geography • Exploring Our World Individual teacher consequences • Infrastructure and resources affected its Chapters 13,14,15 assessment 2-3 weeks 2. Individuals have rights and responsibilities • oligarch history, culture and • Current Event 3. Societies are shaped by • coup economy? Documents from New beliefs, idea, and diversity • serf Sources 4. Societies experience • continuity and change czar over time • glasnost 5. Relationships between • perestroika people, place, idea, and • nationalism environments are • privatization dynamic. • communism • command economy North Africa, 1. Choices have • Alluvial plain How has North Africa, • Exploring Our World Unit 6 Common consequences Southwest Asia, • Silt Southwest Asia, and Central Chapters 16,17,18 Assessment 2. Individuals have rights and North Africa and responsibilities • Oasis Asia’s geography and • Current Event 3. Societies are shaped by • Nomad resources affected its Documents from New 5-7 weeks beliefs, idea, and diversity • Mosque history, culture and Sources 4. Societies experience • economy? continuity and change Church over time • Synagogue 5. Relationships between • Monotheism people, place, idea, and • Monotheism 3 Manhattan-Ogden USD 383 – HGSS Curriculum Design Map – Grade 7 Unit Texts to be read Assessments Description and Course/Grade Level Vocabulary Essential Questions (Informational and (note if optional) Estimated Standards Literature-based) Time Frame environments are • Polytheism dynamic. • Hajj • Secular • Refinery • Irrigation • desalinization Africa South of 1. Choices have • Escarpment How has Africa South of the • Exploring Our World Individual teacher the Sahara consequences • Deforestation Sahara’s geography and Chapters 19,20,21 assessment 2. Individuals have • Savanna resources affected its • Current Event rights and 5-7 weeks • Desertification history, culture and Documents from New responsibilities economy? 3. Societies are shaped • Apartheid Sources by beliefs, idea, and • Refugee diversity • Malnutrition 4. Societies