Unit 2
Canada and The United States
UNDER CONSTRUCTION: Some pages might be updating to new curriculum for 7th and 8th grade
Canada and The United States
In this unit, students will study and map the physical and human geography of Canada and the United States. Topics include: Indigenous Peoples of North America, Settlement Patterns and Ways of Life in Canada, The Great Lakes: The U.S. and Canada's Freshwater Treasures, Urban Sprawl in North America: Where Will It End?, National Parks: Saving the Natural Heritage of the U.S. and Canada, Consumption Patterns in the United States: The Impact of Living Well, and Migration to the United States: The Impact on People and Places.
How can we describe the physical and human geography of the United States and Canada?
How did Indigenous groups adapt to their environment?
How does where you live influence how you live?
How can people best use and protect Earth’s freshwater ecosystems?
How does urban sprawl affect people and the planet?
What features make national parks special and worth preserving?
How do American consumption patterns affect people and the planet?
How does migration affect the lives of people and the character of places?
Social Studies
Label physical and political maps of the region.
Use latitude and longitude to identify locations on a map.
Identify and describe characteristics of the region’s physical and human geography by using maps and charts.
Practice layering geographic information, similar to geographic information systems (GIS).
Compare and analyze information presented on different types of maps of the same region.
Trace the migration routes of the first groups in the Americas.
Describe how Indigenous people view their environment.
Connect artifacts to hypotheses about the origins of Indigenous artifacts.
Analyze ways in which Indigenous people in different cultural regions adapted to their environments.
Analyze the characteristics of each of the five regions of Canada.
Explain how location affects ways of life in those five regions.
Evaluate the importance of location on ways of life around the world.
Evaluate the environmental health and management of the Great Lakes freshwater ecosystem.
Examine the environmental challenges facing global freshwater ecosystems and the impending crisis in freshwater supplies.
NJSLS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12
6.3.8.CivicsPR.2:.Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
6.3.8.CivicsDP.3:.Use historical case studies and current events to explain why due process is essential for the protection of individual rights and maintenance of limited government.
6.3.8.CivicsDP.2:.Make a claim based on evidence to determine the extent and the limitations of First Amendment rights (e.g., U.S. Supreme Court decisions).
6.3.8.CivicsPI.2:.Evaluate the extent to which different forms of government reflect the history and values of various societies (e.g., monarchy, democracy, republic, dictatorship).
6.2.8.GeoPP.1.b:.Use maps to examine the impact of the various migratory patterns of hunters/gatherers that moved from Africa to Eurasia, Australia, and the Americas.
6.1.8.HistoryCC.5.g:.Construct an argument that prioritizes the causes and events that led to the Civil War using multiple sources from different perspectives.
6.1.8.HistoryCC.5.d:.Assess the role of various factors that affected the course and outcome of the Civil War (i.e., geography, natural resources, demographics, transportation, leadership, and technology).
6.1.8.HistoryUP.5.b:.Examine the roles of women, African Americans, and Native Americans in the Civil War.
6.1.8.HistoryCC.5.c:.Assess the human and material costs of the Civil War in the North and South.
6.1.8.HistoryCC5.b:.Analyze critical events and battles of the Civil War from different perspectives.
6.1.8.HistorySE.3.b:.Analyze a variety of sources to make evidence-based inferences about how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.
6.1.8.GeoSV.3.a:.Use maps and other geographic tools to construct an argument on the impact of geography on the developments and outcomes of the American Revolution including New Jersey's pivotal role.
6.1.8.CivicsPD.3.a:.Cite evidence to determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
6.1.8.CivicsPI.3.b:.Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
6.PAaE.1.Using a variety of formats designed for a purpose and an authentic audience forms the basis for clear communication. Strong arguments contain claims with organized evidence and valid reasoning that respects the diversity of the world and the dignity of each person. Writing findings and engaging in civil discussion with an audience provides a key step in the process of thinking critically about conclusions and continued inquiry.
6.3.8.CivicsPR.4:.Use evidence and quantitative data to propose or defend a public policy related to climate change.
6.3.8.EconET.1:.Using quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, transportation).
6.SDP.1.Making sense of research findings requires thinking about what information is included, whether the information answers the question, and what may be missing, often resulting in the need to complete additional research. Developing an understanding of our own and others’ perspectives builds understanding about the complexity of each person and the diversity in the world. Exploring diverse perspectives assists students in empathizing with other individuals and groups of people; quantitative and qualitative information provides insights into specific people, places, and events, as well as national, regional, and global trends.
NJSLS English Language Arts Content Companion Standards
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.
WHST.6-8.9. Draw evidence from informational texts to support analysis, reflection, and research.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8.Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes. A.Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension. B. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. C.Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. D.Use precise language and domain-specific vocabulary to inform about or explain the topic. E.Establish and maintain a formal/academic style, approach, and form. F.Provide a concluding statement or section that follows from and supports the information or explanation presented.
NJ SLStandards - Technology
8.1 Educational Technology
All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.
8.1.8.DA.CI: People use digital devices and tools to automate the collection, use, and transformation of data.