7th Grade

Unit 1 Geography I

Standards Addressed: SS:GE:1-5

Compelling Question: Does where you live matter?

Supporting Question 1: What is the purpose and value of maps?

Formative Tasks: Notes and Study Guide on Tools of the Map, Distortion and Map Projection Activity

Summative:

-Content Quiz

-Take Home Component:

Supporting Question 2: What are human and physical systems of geography?

Formative Tasks: Introduction to the five themes, Notes and Study Guide, Three Column Chart

Summative:

-Content Quiz

-Imaginary Country Annotated Map Project

Supporting Question 3: How do human and physical systems interact?

Formative Tasks: Case Studies on Human Systems impacting Physical Systems and Physical Systems impacting Human Systems

Summative:

-Content Quiz

-Take Home Component - Claim based paragraph response to the prompt "Should NH ban plastic bags" based on provided resources

Supporting Question 4: What are region and place?

Formative Tasks: Notes and Study Guide, Recognizing Region and Place Activity

Summative:

-Content Quiz

-Take-Home Component: Five Themes of Geography Poster/Presentation

Overall Summative: Test

Unit 2 Westward Expansion

Standards Addressed: SS:CV:2, SS:CV:3, SS:CV:4, SS:EC:1, SS:GE:2, SS:GE:4, SS:HI:1, SS:HI:3, SS:HI:4, SS:HI:5, SS:WH:2, SS:WH:3, SS:WH:5

Compelling Question A: Was it destiny to move West?

Supporting Question 1A: What factors influenced Westward Expansion?

Formative Tasks: 4.1 Outline, 4.2 Outline, Two Column Chart of Factors and their Influence, TRR Completion Speech

Summative:

-Content Quiz

-Homestead Act Advertisement Activity

-Expository Paragraph in response to SQ1 based on in class primary source analysis of each of the 5 factors

Supporting Question 2A: What new technologies influenced Westward Expansion?

Formative Tasks: Analyze Primary Sources, Two Column Chart of New Technologies and their Influence

Summative:

-Content Quiz

-Create a political cartoon or comic strip that depicts technological forces that influenced Westward Expansion

Supporting Question 3A: What conflicts arose from Westward Expansion?

Formative Tasks: Analyze Primary Sources, 4.3 Outline, 4.4 Outline, Native American View Points Activity, Grange Letter to the Editor, 1896 Presidential Election Poster Assignment

Summative:

-Content Quiz

-Conflict Cause and Effect Graphic Organizer/Outline

Overall Summative Activity: Construct and Present an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views in a slideshow or other presentation format.

Compelling Question B: Is Greed good?

Supporting Question 1B: What were some of the political, economic, and social conditions driving industrial growth from 1870-1900 in the United States?

Formative Tasks:

-Make a list of the political, economic, and social conditions that drove industrial growth in the US between 1870 and 1900

Supporting Question 2B: What were the positive impacts of industrialization in the Gilded Age?

Formative Tasks:

-Create a political cartoon that depicts the positive aspects of Gilded Age industrialists

Supporting Question 3B: What were the negative aspects of industrialization in the Gilded Age?

Formative Tasks:

-Add to original or create a second political cartoon that depicts the negative aspects of Gilded Age industrialists

overall summative: Write a campaign speech for a pro-corporation presidential candidate running for president at the turn of the 20th century And write a campaign speech for an anti-corporation presidential candidate running for president at the turn of the 2oth century.

Compelling Question C: What does is mean to be equal?

Supporting Question 1C: What legal and social limitations did women face in the 19th century and what gender inequality issues do women still face today?

Formative Tasks:

-List some legal limitations faced by women in the 19th century that did not apply to men

-Write a paragraph describing one or more gender equality issues faced by women today

Supporting Question 2C: What rights did women seek in the 19th century and what gender equality issues are women still fighting for today?

Formative Tasks:

-Write a paragraph representing the views of women in the 1830's on civil and social rights

-Research what local and state leaders are doing to address gender equality issues faced by women in this area

Supporting Question 3C: What actions did women take to obtain rights at the Seneca Falls convention and how might we address gender equality today?

Formative Tasks:

-Make a claim, supported by evidence from the Declaration of Sentiments, for how the Seneca Falls Convention raised consciousness about the needs of women in the 19th century

-Conduct a student forum that addresses the issues of gender equality in society today

overall summative: rewrite the lyrics to a popular song from the perspective of a 19th century women's rights activist

Unit 3 Civics

Standards Addressed: SS:CV:1-4

Compelling Question A: Is government necessary?

Supporting Question 1A: What is a social contract and why do they exist?

Formative:

-Introduction to Civics Vocabulary

-Read and outline competing theories of "Social Contracts"

-Notes with study guide

-Social Contract Activity

Summative:

-Civics Encyclopedia Activity

-Quiz

Supporting Question 2A: What are the four purposes of government?

Formative Tasks:

-Discussion Activity

-Notes with Study Guide

Summative:

-Four Purposes of Government Slideshow

Supporting Question 3A: What are the different systems and types of government?

Formative Tasks:

-Notes with Study Guide

-Identify the United States Government Activity

Summative:

-Quiz

OVerall Summative: Test

Compelling Question B: Why does New Hampshire have a state fruit?

Supporting Question 1B: Where does our government gets its power?

Formative Tasks:

-Write a paragraph that addresses the supporting question

Supporting Question 2B: Why do we need government?

Formative Tasks:

-Partner discussion/review of this topic

Supporting Question 3B: How is our government organized?

Formative Tasks:

-Create a graphic organizer/chart that compares the organization of the federal government and NH state government

Supporting Question 4B: How can citizens influence the government?

Formative Tasks:

-Write an editorial for the school newspaper making an argument for or against the idea that citizens can and should influence the government

Overall Summative: Why does nh have a state fruit? Develop an argument that addresses the compelling question by making specific claims that are supported by relevant evidence.

Extension Activity: Students will identify an issue in their local community or region. They will research the issue, develop possible solutions, identify the appropriate legislator, and send them a letter outlining their concerns and possible solutions.

COmpelling Question C: Is the Constitution still relevant today?

Supporting Question 1C: What are the basic principles that serve as the foundation of the US Constitution?

Formative Tasks:

-Notes with Study Guide

-Understanding the Constitution Activity Part One

Summative:

-Understanding the Constitution Activity Part Three

Supporting Question 2C: What are the significant components of the US Constitution?

Formative Tasks:

-Notes with Study Guide

-Understanding the Constitution Activity Part Two

Summative:

-Understanding the Constitution Activity Part Three

-Bill of Rights Storyboard Project

overall Summative: Construct and Present an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Compelling Question D: Is Compromise Always Fair?

Supporting Question 1D: How was representation determined under the Articles of Confederation?

Formative Tasks:

-Write a one paragraph description of how representation was determined under the Articles of Confederation

Summative:

-Quiz

Supporting Question 2D: What was the Virginia Plan?

Formative Tasks:

-Write a summary of the Virginia Plan highlighting the impact on small and large states

Summative:

-Quiz

Supporting Question 3D: What was the New Jersey Plan?

Formative Tasks:

-Write a summary of the New Jersey Plan highlighting the impact on small and large states

Summative:

-Quiz

Supporting Question 4D: How did the Great Compromise break the impasse?

Formative Tasks:

-Write a claim supported by evidence about how the Connecticut Plan broke the gridlock at the Constitutional Convention

Summative:

-Quiz

OVerall Summative: Is compromise always fair? Construct an argument that discusses whether or not the Great Compromise was fair to both large population states and small population states using specific claims and relevant evidence from historical sources while acknowledging competing views

Compelling Question E: Who has the power?

Supporting Question 1E: How are state and federal powers delineated in the US Constitution?

Formative Tasks:

-Create an annotated venn diagram that demonstrates the unique and shared powers of the national and state governments in the United States

Supporting Question 2E: What do experts say about the balance of power between the state and federal government?

Formative Tasks:

-Summarize (in 1-2 sentences) the perspective of each expert on the balance of power between state and federal government

Supporting Question 3E: How are public attitudes toward federalism changing?

Formative Tasks:

-Conduct a class survey that mirrors the Pew and Cato public attitude surveys and discuss results

Supporting Question 4E: Should state governments have the power to legislate what is best for their citizens?

Formative Tasks:

Use a provided case study to develop a claim about whether state government should have the power to decide what is best for its citizens. Possible case studies include driving age, drinking age, environmental protection, labor rules, drug legalization, gay rights, etc.

Overall Summative: Who has the power? Construct an argument that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing perspectives.

Unit 4 Economics

Standards Addressed: SS:EC:1-5

Compelling Question A: What is economics?

Supporting Question 1A: How do we make decisions about our needs and wants?

Formative Tasks:

-Introduction Activities on understanding needs/wants, choices, and opportunity cost

-Notes with study guide on Economics Part 1

Summative:

-Quiz

Supporting Question 2A: What are the types of economic systems?

Formative Tasks:

-Notes and Study Guide on types of economic systems

-Comparing Economic Systems Activity

Summative:

-Economic Systems Slide Show

Supporting Question 3A: What are the goals and characteristics of the American Economy?

Formative Tasks:

-Notes and Study Guide on goals and characteristics of the American Economy

-Graphic Organizer

Summative:

-Goals and Characteristics pamphlets

Supporting Question 4A: How do you manage your own personal finances?

Formative Tasks:

-Personal Finance Packet and Activities

Summative:

-Quiz

OVerall Summative: Test

Compelling Question B: What is the real cost of Bananas?

Standards Addressed: SS:EC: 1-5

Supporting Question 1B: Where do bananas come from?

Formative Tasks:

Complete a map of Latin America that identifies from which countries the United States imports bananas.

Summative Task:

None

Supporting Question 2B: What do corporations in the banana industry do to contribute to society?

Formative Tasks:

Make a list of contributions to society by the Banana industry based on the provided sources

Summative Task:

None

Supporting Question 3B: What are fair trade bananas?

Formative Tasks:

Create a chart that explains the benefit of fair trade bananas

Summative Task:

None

Supporting Question 4B: What are the working conditions like for children in the banana industry?

Formative Tasks:

Write a paragraph about the issue of child labor in the banana industry based on the provided sources

Overall Summative: Construct an argument that discusses the real cost of bananas using specific claims and relevant evidence from historical sources while acknowledging competing views.

Unit 5 World War One

Standards Addressed:

Compelling Question: Why is conflict so difficult to resolve? (Was World War one a winnable war?)

Supporting Question 1: How did militarism contribute to the outbreak of World War One?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 9.1

-Create a Graphic Outline

Summative Task: Quiz

Supporting Question 2: Why did the United States Enter World War One?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 9.2

-Create a Graphic Outline

Summative Task: Quiz

Supporting Question 3: How did the United States help the Allies win the war?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 9.3

-Create a Graphic Outline

Summative Task: Quiz

Supporting Question 4: How did the United States mobilize its resources to fight the war?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 9.4

-Create a Graphic Outline

Summative Task: Quiz

Supporting Question 5: Why did President Wilson's plan fail?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 9.5

-Create a Graphic Outline

Summative Task: Quiz

OVerall summative: Construct an argument that responds to the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Unit 6 The Great Depression and the New Deal

Standards Addressed:

Compelling Question A: What led to the great depression and the new deal?

Supporting Question 1A: What were the factors that brought about the Great Depression?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 11.1

-Create Graphic Organizer

Summative Task: Quiz

Supporting Question 2A: What role did the crash of the stock market in 1929 play?

Formative Task:

-1929 Stock Market Simulation Activity

Summative Task: None

overall Summative: Construct an argument that responds to the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

compelling question b: Was the new deal a good deal?

Supporting Question 1B: What conditions existed at the outset of the Great Depression?

Formative Tasks:

-Analyze Primary Sources

-Create a list of conditions that existed at the onset of the Great Depression

Summative Task: None

Supporting Question 2B: What kinds of programs did the New Deal create?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 11.2 and 11.3

-Create a New Deals Program Graphic Organizer

Summative Task: Quiz

Supporting Question 3B: What were the positive effects of the New Deal?

Formative Tasks:

-Analyze Primary Sources

-Read and Outline Chapter 11.4

-Create first half of T-Chart reflecting positive effects of the New Deal

Summative Task: None

Supporting Question 4B: What were the negative effects of the New Deal?

Formative Tasks:

-Analyze Primary Sources

-Review 11.4 Outline regarding negative effects

-Complete T-Chart to include negative effects of the New Deal

overall summative: Construct an argument that responds to the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Extention Activity: Students will create campaign commercials to promote their view of the role of government in the United States.

Compelling Question C: Was the dust bowl a perfect storm?

Supporting Question 1C: What was the dust bowl?

Formative Tasks:

-Analyze Primary Sources

-Create a chart showing the similarities and differences between historical accounts of the Dust Bowl

Summative Task: None

Supporting Question 2C: Which farming practices contributed to the dust bowl?

Formative Tasks:

-Analyze Primary Sources

-Create a visual chart comparing farming methods from the mid 1800s to the those of the 1930s

Summative Task: None

Supporting Question 3C: How did physical geography and climate affect the dust bowl?

Formative Tasks:

-Analyze Primary Sources

-Develop and support a claim about the role of geography and climate in the dust bowl using SpEx

Summative Task: None

Supporting Question 4C: How were people affected by the dust bowl?

Formative Tasks:

-Analyze Primary Sources

-Write a paragraph describing the experience of people during the dust bowl

OVerall summative: Construct an argument that responds to the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views.

Unit 7 Ongoing Current Events Unit

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