Social Studies

Unit 1: Western Hemisphere: The development of Cultures Over Time (Aug-Dec)

Using geographic sources, students begin this unit by gathering information to describe physical regions of the Western Hemisphere using precise geographic vocabulary. This foundation is used throughout the unit as students explain the impact of physical geography on culture. As this unit progresses, students develop skill in analyzing sources used by historians and geographers (primary sources, secondary sources, maps, charts/graphs and multimedia) to uncover the unique history and development of culture for modern nations in the Western Hemisphere. Most important, students develop precision in describing the unique facets of groups/cultures by organizing and classifying information into categories known as “elements of culture.” To develop a chronological story of the hemisphere’s cultural histories, students begin with the examination of sources to learn about early cultures in the Western Hemisphere. The cultural story progresses through time as students explore a mix of significant eras, events, interactions, people, and ideas that caused change. Students apply cause and effect relationships and share evidence to support their opinions about the significance and impact of eras, events, interactions, people, and ideas on the developing cultural societies (and nations) of the Western Hemisphere. Ultimately, students should be able to describe modern nations of the Western Hemisphere using “elements of culture”, and students use their knowledge of history to explain how and why cultures have stayed the same or changed over time. NOTE: The study of cultural history and influences behind modern national cultures builds the foundation for exploring the development of civilizations in 7th grade.

Unit 2: Western Hemisphere: Economic Success and Political Change (Dec-Feb)

In this unit, students explore the concept of success through two lenses: economics and civics. Through the economics lens, students learn about different economic systems and use that knowledge to explain how specialization results in greater interdependence. Students also examine how nations apply economic reasoning (cost, benefit, incentives, trade-offs) to make choices that will lead to economic success. Students examine multiple countries and explain the uniqueness of their economic choices, which include 1) how to use the country’s natural resources and 2) how to grow economically as a nation. Students investigate the economies of different nations and compare how different nations approach these questions to understand various ways that nations positively impact their population’s standard of living. Through the civics lens, students build foundational knowledge about government as they examine the two extremes of government and compare the liberties of citizens in authoritarian and democratic forms of government. (In 7th grade, students examine all forms of government.) As historians explaining political change over time, students examine events and ideas that influenced change in different nations. Students apply cause/effect or problem/solution to explain how discontent with government influences political uprising or the elevation of significant people with varied political ideas. In the end, students use their economic and political knowledge about nations to defend whether nations in the Western Hemisphere are achieving economic and political “success”. NOTE: Personal financial literacy (PFL) standards live in this unit, and students will be able to identify choices and methods of improving personal financial well-being.

Unit 3: Western Hemisphere: Exploring Geographic Issues (Mar-May)

In this unit, students engage in thinking practices related to being informed global citizens. Students are immersed in learning about various issues that face individuals, groups, and nations in the Western Hemisphere. Students begin this unit by investigating different organizations that have been designed to influence and address issues in a global society. Knowledge of these organizations allows students to explain interconnectedness, which results from global citizens sharing ideas and taking action. To develop a richer understanding of the Western Hemisphere’s history, students examine issues of the past and present. Students apply skills that have developed over the year (chronological thinking, problem/solution, cause/effect, economic reasoning) to understand and apply multiple perspectives as they explain any issue. While teachers and students have the opportunity to select issues that are intriguing and varied, the primary focus of student learning highlights a process of inquiry: 1) gathering information about an issue from multiple sources and continuing to ask questions, 2) analyzing issues from social/cultural, political, and economic perspectives, and 3) suggesting potential solutions to issues. Ultimately, students develop their ability to synthesize information from multiple sources so they can explain the social/cultural, political, and economic facets of any issue. Finally, students recognize they can also impact the outcome of issues by identifying how they might become involved and what message or solution they might share within local or global communities. This unit is meant to empower students in taking initiative to become informed and active global citizens.