“A passive and ignorant citizenry will never create a ...

Randolph Township Schools Randolph Middle School

Grade Seven Social Studies: Civics and World Geography Curriculum

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“A passive and ignorant citizenry will never create a sustainable world.”

Andrew Gaines

Department of Humanities Lisa DiAgostino, Supervisor

Curriculum Committee

Kelly Bradbury Susanne Gerdes

Stephanie Gregory Richard Sackerman

Curriculum Developed

July 2020

Date of Board Approval: October 20, 2020



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Table of Contents Section

Mission Statement ................................................................................................................................................................................................................................ 3

Affirmative Action Statement .............................................................................................................................................................................................................. 3

EDUCATIONAL GOALS ................................................................................................................................................................................................................... 4

Introduction .......................................................................................................................................................................................................................................... 5

Curriculum Pacing Chart ..................................................................................................................................................................................................................... 6

Unit I: Government in Our Daily Lives ............................................................................................................................................................................................... 7

Unit II: Citizenship in the United States: Pathways, Rights, & Responsibilities ............................................................................................................................... 11

Unit III: The Foundations of Government ......................................................................................................................................................................................... 15

Unit IV: Elections in the United States .............................................................................................................................................................................................. 20

Unit V: The United States Constitution ............................................................................................................................................................................................. 25

Unit VI: Introduction to Geography ................................................................................................................................................................................................... 31

Unit VII: How Geography Shapes Human Life ................................................................................................................................................................................. 35

Unit VIII: Indicators of Development ................................................................................................................................................................................................ 39

Unit IX: Global Awareness & Problem Solving ................................................................................................................................................................................ 43

APPENDIX A .................................................................................................................................................................................................................................... 47



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Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a

global society.

Affirmative Action Statement Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972



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EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe:

• The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of

Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in

professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and

revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth



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Introduction

The seventh-grade social studies program is a dual curriculum of United States civics instruction and world geography studies. Students expand on

their understanding of democracy and civic participation that are introduced in sixth grade, exploring in more detail the structure of government and

their rights and responsibilities as United States citizens. Students will apply their understanding of active domestic citizenship as they study global

geography from the perspective of being citizens of the world. While analyzing both human geography and physical geography, students will look at

both the modern world and case studies from the ancient world. Students will develop an understanding of the vital role geography plays in the

development of nations and regions. This course will be guided by the New Jersey Student Learning Standards in the Social Studies, the Common

Core Standards for Literacy in History/Social Studies, and the standards and goals established by the Randolph Township Board of Education.



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Curriculum Pacing Chart

SUGGESTED TIME ALLOTMENT

UNIT NUMBER CONTENT - UNIT OF STUDY

5-6 weeks I Government in Our Lives 3-4 weeks II Citizenship in the United States: Pathways, Rights, and Responsibilities 4 weeks III The Foundations of Government 3 weeks IV Elections in the United States

(Flexibly scheduled unit based on the current election cycle.) 5-6 weeks V The United States Constitution 3 weeks VI Geography: Introduction to Geography 4 weeks VII Geography: How Geography Shapes Human Life 3 weeks VIII Geography: Indicators of Development 4 weeks IX Geography: Global Awareness and Problem Solving



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Unit I: Government in Our Daily Lives

TRANSFER: Students will evaluate current United States fiscal policies through analysis of connections between government services and the federal budget.

STANDARDS / GOALS: NJSLS: 6.3.8.CivicsPI.1 Evaluate, take, and defend a position on why government is necessary, and the purposes government should serve. 6.3.8.CivicsPD.3 Construct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues. 6.3.8.CivicsPR.6 Seek the perspectives of multiple stakeholders with diverse points of view regarding a local budget issue and take a position on proposed policy. 6.3.8.EconET. Using quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, transportation). 6.3.8.EconET.2 Assess the impact of government incentives and disincentives on the economy (e.g., patents, protection of private property, taxes).

CCSS for History/Social Studies:

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

Effective democracy is based upon citizen involvement and understanding that government impacts our daily life.

• How does government impact your life?

Government agencies provide services and protections for the people of the United States.

• How might a government agency protect against discrimination?

The United States government provides a framework of services and laws for the American people.

• What is the purpose of government?

Governments make informed economic decisions, weigh costs and benefits and examine availability of resources.

• How do you make a decision?

National and local budgetary decisions have an impact on the lives of citizens.

• How might the government’s budget impact citizens?

Taxes are the main source of revenue that fund services provided by all levels of government.

• Is taxation essential?

KNOWLEDGE

Students will know:

SKILLS

Students will be able to:

Government agencies impact the lives of citizens in multiple ways, including administering laws, providing services and ensuring freedoms.

Research a government agency and explain its relevance to peers.



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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. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Budgets are used by individuals, organizations, and governments to make sound financial decisions.

Evaluate the current structure of the United States’ budget.

The purpose of the United States government is to help people cooperate, provide services, enact laws, and guarantee freedoms.

Engage in evidence-based dialogue about the impact of the government on lives of citizens.

The Equal Employment Opportunity Commission and the Office of Fair Housing and Equal Opportunity are two government agencies that work to prevent discrimination in the United States.

Identify and explain the role that two agencies play in defending the rights of minority populations.

Good government meets the needs of the people and respects the rights of its citizens.

Evaluate the opportunity and costs of proposed governmental actions.

The creation of budgets by government is an evolving, annual process involving multiple stakeholders.

Create a proposal for budgetary actions backed up with evidence.

The United States Census reveals the demographic breakdown of the population and shows the need for Congressional redistricting and distribution of federal funds.

Define the census and explain why the census is important.

VOCABULARY: budget, fiscal, annual, taxes, income, revenue, agency, services, surplus, deficit, debt, expenditures, allocation, discrimination, primary source, secondary source



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WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

KEY TERMS: balanced Budget, healthy budget, unhealthy budget, public, domestic, federal, social security, medicare, United States Census, demographics, bureaucracy, discretionary spending, essential spending, regulatory agencies, Equal Employment Opportunity Commission, Office of Fair Housing and Equal Opportunity

ASSESSMENT EVIDENCE: Students will show their learning by: • Individual Research and Documentation • Think, Pair, Share • Do-Now • Whole Class Discussion • Exit Tickets • Short Answer Response • Formal Varied Format Comprehension Check

KEY LEARNING EVENTS AND INSTRUCTION:

• Pre-assessment of Prior Knowledge and Identification of Learning Goals for the Unit • Federal Agency Project: Research, Write-Up, Presentation • Agency Elimination Discussion, Analysis, Short Answer Response • Individual Reading Activity on Budgets • Personal Budget Creation Activity • Analysis of Infographics on the Federal Budget • Individual Census Reading Activity • Census Map and Demographics Analysis Activity • Analysis of Videoclips Related to the Usage of United States Census Data

http://www.corestandards.org/ELA-Literacy/WHST/6-8/2/f/



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SUGGESTED TIME ALLOTMENT 5-6 Weeks SUPPLEMENTAL UNIT RESOURCES • USA.gov https://www.usa.gov/federal-agencies/a (Listing of federal agencies with links to

specific agency websites and resources. • US Census Bureau YouTube Channel https://www.youtube.com/user/uscensusbureau • “Get Counted!” Reading and Corresponding Graphic Organizers from iCivics.org • “Plug into Power” Infographic from iCivics.org • “Government Spending” Reading and Corresponding Graphic Organizers from iCivics.org • “Government and Economy” Lesson (Government and the Market) from iCivics.org • “The History of the Census” Newsela.org • “How do Taxes Work?” Newsela.org • “How Government Works: The Purposes of Government” Newsela.org • “Pro/Con: How Much Defense Spending is Enough?” Newsela.org • “Budgets”, “Census”, and “Taxes” Introductory Videoclips from Brainpop.com • Current Articles on Topics found in Upfront and Junior Scholastic magazines • Current Articles on Topics from Newsela.org • Massing, Gregory I, Civics in Practice: Principles of Government and Economics (2011)

https://www.usa.gov/federal-agencies/a

https://www.youtube.com/user/uscensusbureau



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Unit II: Citizenship in the United States: Pathways, Rights, & Responsibilities TRANSFER: Students will be able to exemplify the characteristics of effective citizenship through active involvement in their school community.

STANDARDS / GOALS: NJSLS: 6.1.8.CivicsPI.3.c Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. 6.3.8.CivicsPD.3 Construct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues. 6.3.8.CivicsHR.3a Compare and contrast the rights and responsibilities of free men, women, slave, and foreigners in the political, economic, and social structures of classical civilizations. 9.1.8.EG.4 Identify and explain the consequences of breaking federal and/or state employment or financial laws. CCSS for History/Social Studies: RH.6-8.2 Determine the central ideas or information of a primary or secondary source;

ENDURING UNDERSTANDINGS

ESSENTIAL QUESTIONS

Effective democracy is based upon citizen involvement.

• What makes an effective citizen? • Is activism necessary in a society?

American citizens have certain rights, privileges, and responsibilities.

• How do rights and responsibilities differ?

Liberty, equality, and justice are core values of American democracy.

• What ideas are contrary to core values of American democracy?

• How can government ensure equality and justice?

Immigrants have brought their unique cultures to the United States and their way of life is constantly diffusing into the culture of America.

• How might immigrants influence a society?

KNOWLEDGE

Students will know:

SKILLS


Being an effective citizen means expressing one’s opinions, respecting divergent thinking and being informed of key issues.

Research and evaluate the roles and characteristics of citizens within a democracy.



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Unit II: Citizenship in the United States: Pathways, Rights, & Responsibilities provide an accurate summary of the source distinct from prior knowledge or opinions

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2e Establish and maintain a formal style and objective tone.

Good government meets the needs of the people and respects the rights of its citizens.

Explore the impact of governmental policies and actions on the rights of citizens.

The American values of equality, liberty, and justice guarantee basic rights and freedoms.

Analyze and research examples of core values: equality, liberty and justice, in action.

A person can become a US citizen by birth or through the naturalization process.

Trace the pathway to natural-born and naturalized citizenship.

Citizenship requires certain civic duties, including compulsory education, payment of taxes, informed voting and, adherence to community rules.

Explain how and why Americans are obliged to perform civic duties.

VOCABULARY: democracy, core values, liberty, justice, equality, citizenship, immigrants, quota, compulsory, rights, culture, discrimination, protest, petition

KEY TERMS: documented, undocumented, United States Citizenship and Immigration Services (USCIS), visa, civic responsibilities, civic duties, activism

ASSESSMENT EVIDENCE: Students will show their learning by:

http://www.corestandards.org/ELA-Literacy/RH/6-8/4/



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Unit II: Citizenship in the United States: Pathways, Rights, & Responsibilities

• Primary source analysis rubric • Think, pair, share • Skills and knowledge-based assessments • Pre-assessments • Exit tickets • Rubrics • Analytic response to transfer goal

KEY LEARNING EVENTS AND INSTRUCTION: • Pre-assess prior knowledge and identify learning goals for the unit • DBQ: Hammurabi’s Code: Was it Just (DBQ Project) • DBQ/Gallery Walk on Citizenship created by seventh grade teachers in 2019 with a written assessment/reflection on what citizenship entails • Short answer response to the question: “What are the characteristics of an effective citizen?” • Identify the different levels of citizenship in U.S. society including family, community, state and nation • Trace the symbols and traditions of American Citizenship and how they have changed over time • Identify American Core Values by reading America’s Core Values from Chapter 1, Section 1 of Civics in Practice • Reading and take notes on “Who are U.S. Citizens,” Chapter1, Section 2 of Civics in Practice • Participate in a simulation where students experience the steps of the naturalization process

SUGGESTED TIME ALLOTMENT 3-4 Weeks SUPPLEMENTAL UNIT RESOURCES Massing, Gregory I. Civics in Practice: Principles of Government and Economics (2011)

DBQ: What type of Citizen Does Democracy Need? (DBQ Project) Mini-Q) DBQ: Should Americans Be Required to Vote? (DBQ Project Mini-Q) DBQ/Gallery Walk on Citizenship created by seventh grade teachers in 2019 DBQ: Young Activists: How Can You Change the World? (DBQ Project Mini-Q Elementary) Copy of Citizenship test



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Unit II: Citizenship in the United States: Pathways, Rights, & Responsibilities

“Citizen Me” Lesson from iCivics.org “Citizenship: Just the Facts” from iCivics.org “Civic Action and Change” from Civil Rights Unit iCivics.org “Voting Rights” from Civil Rights Unit iCivics.org “U.S. Citizens' Rights and Responsibilities” Newsela.org “How Government Works: What is citizenship?” Newsela.org “What is Activism?” Newsela.org Current articles from Junior Scholastic and Upfront



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Unit III: The Foundations of Government

TRANSFER: Students will examine an emerging, democratic state and pose correlations and historical examples of America’s own struggles to achieve a democratic government.

STANDARDS / GOALS: NJSLS: 6.3.8.CivicsPR.1 Analyze primary sources to explain how democratic ideas in the United States developed from the historical experiences of ancient societies, England, and the North American colonies. 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).

6.3.8.CivicsPI.4 Investigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information.

6.2.8CivicsDP.3.a Compare and contrast the American legal system with the legal systems of classical civilizations and determine the extent to which these early systems influenced our current


ESSENTIAL QUESTIONS

Governments can be divided into either democratic or non-democratic types.

• What are the characteristics of a successful government?

Government took on many different forms throughout history that helped to influence the development of American governance.

• Why might a nation choose against a strong, central leader?

Constant struggle to achieve democracy has existed throughout the world and history.

• What prompts political change?

The tenets of Enlightenment thought influenced the development of the United States.

• How might social philosophy develop the ideals of a nation?

The Declaration of Independence not only serves as a document stating America’s desire to break away from Britain but as a lasting symbol of freedom for all Americans.

• What impact, if any, might the Declaration of Independence continue to have on people?

Despite including the ideals of equality, liberty, and justice, the Declaration of Independence did not apply to, nor include, all people living in the United States.

• Are ideals of equality, liberty, and justice experienced by all people?

The Articles of Confederation was America’s first failed attempt at a constitution.

• What benefits/detriments does experience bring?



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legal system (e.g., Babylonian Code of Hammurabi, Roman Justinian Code, Israelite Jewish Law).

6.2.8.CivicsDP3.b Use evidence to describe the impact of Athenian democracy and the Roman Republic on the development of the United States Constitution. 6.1.8HistorySE.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.HistoryUP.3.a Use primary sources as evidence to explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.

6.1.8.HistoryUP.3.b Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

KNOWLEDGE

Students will know:

SKILLS


Non-democratic governments include monarchies, dictatorships, and theocracies.

Identify the different forms of democratic and non-democratic governments.

Democratic governments include both direct and representative democracies.

Compare and contrast the various forms of democratic and non-democratic governments.

Enlightenment philosophies of natural rights and social contracts were foundational in the development of the American governmental system.

Demonstrate an understanding of the influence of Enlightenment thought on the early United States.

The Declaration of Independence did not apply to marginalized groups that included, but were not limited to: women, African Americans, Native Americans, and the economically disadvantaged.

Analyze primary source documents pertaining to the Declaration of Independence.

The Articles of Confederation drafted by the Continental Congress were inherently weak due to fear of absolute monarchical control.

Analyze and explain how the Articles of Confederation reflected the fears of the Continental Congress more than their beliefs and ideals.

Struggles for democracy continue to occur around the world.

Apply knowledge of democratic and nondemocratic governments through analysis of current issues.



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6.1.8.HistoryUP.3.b Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war. CCSS for History/Social Studies: 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.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

VOCABULARY: declaration, democracy, dictatorship, primary source, secondary source, framework, revolution, republic, framers, unalienable, abolish, tyranny, delegates, Constitution

KEY TERMS: Continental Congress, natural rights, direct democracy, representative democracy, theocracy, monarchy, federal, Articles of Confederation, Enlightenment, social contract, oligarchy, State of Nature, anarchy, Magna Carta, Junta, constitutional monarchy, absolute monarchy, totalitarian



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ASSESSMENT EVIDENCE: Students will show their learning by: • Primary source analysis rubric • Think, pair, share • Skills and knowledge-based assessments • Pre-assessments • Exit tickets • Rubrics • Analytic response to transfer goal

KEY LEARNING EVENTS AND INSTRUCTION: • Pre-assess prior knowledge and identify learning goals for the unit • Enlightenment Philosophy Activity • Introduction to Types of Government Reading and Activity • Graphic Organizer: Democratic vs. Nondemocratic governments • Analysis and Discussion: Pros & Cons of Different Systems of Government • Primary Source Text Analysis: Declaration of Independence • Primary/Secondary Visual Analysis: Articles of Confederation • Closure Analysis Activity, “How did the problems within the Articles of Confederation lead to the creation of the U.S. Constitution?” • Article analysis on current/recent struggles for Democracy

SUGGESTED TIME ALLOTMENT 4 Weeks SUPPLEMENTAL UNIT RESOURCES DBQ: Declaration of Independence: Which Ideal Is the Most Important?-DBQ Project

DBQ: The Code of Hammurabi: Was it Just (DBQ Project) Who Rules?: iCivics Dive Into Democracy: iCivics Rule of Law: iCivics Thomas Hobbes Mini-lesson: iCivics John Locke Mini-Lesson: iCivics



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Colonial Influences: iCivics Wanted: A Just Government: iCivics Governments: Monarchy, oligarchy, aristocracy and the rule of law: Newsela.org Watch and respond to the Ted Ed video: What you might not know about the Declaration of Independence https://www.youtube.com/watch?v=LKJMWHCUoiw The Declaration of Independence and its Legacy: Newsela

https://newsela.com/read/lib-ushistory-declaration-independence-legacy/id/28583/?search The Road to the Constitution: iCivics https://www.icivics.org/curriculum/road-constitution The Constitution: iCivics https://www.icivics.org/curriculum/constitution Trying on a New Government https://www.icivics.org/curriculum/constitution

https://www.youtube.com/watch?v=LKJMWHCUoiw

https://newsela.com/read/lib-ushistory-declaration-independence-legacy/id/28583/?search

https://www.icivics.org/curriculum/road-constitution

https://www.icivics.org/curriculum/constitution

https://www.icivics.org/curriculum/constitution



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Unit IV: Elections in the United States TRANSFER: Students will practice citizenship and civic responsibility through informed decision making in current elections, and compare and analyze results of a school-wide mock election with actual election results. STANDARDS / GOALS: NJSLS: 6.3.8.CivicsPD.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion. 6.3.8.CivicsPD.2 Propose and defend a position regarding a public policy issue at the appropriate local, state, or national level. 6.3.8.CivicsPD.3 Construct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues. 6.3.8.CivicsPR.4 Use evidence and quantitative data to propose or defend a public policy related to climate change. 6.3.8.CivicsPR.5 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.


ESSENTIAL QUESTIONS

Political participation is a basic and vital aspect of civic involvement.

• How might voting be both a right and a responsibility?

Members of a society have the obligation to become informed of the facts regarding public issues and to engage in honest and respectful discourse to advance public policy solutions.

• How might education impact democracy? • How do we determine which issues are

important?

The creation and endurance of political parties has significantly impacted the American political system.

• What factors could influence political ideologies?

• How do political parties impact elections?

The American electoral system is a multi-step process designed to implement the core tenets of a representative democracy.

• Is the American electoral system truly democratic?

Laws and amendments have expanded the size of the United States’ electorate over time.

• How might the American electorate continue to change over time?

KNOWLEDGE Students will know:

SKILLS Students will be able to:



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Unit IV: Elections in the United States 6.1.8.CivicsPI.3.c Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. 9.4.8.IML.2 Identify specific examples of distortion, exaggeration, or misrepresentation of information. 9.4.8.IML.8 Apply deliberate and thoughtful search strategies to access high-quality information on climate change (e.g., 1.1.8.C1b). 9.4.8.IML.14 Analyze the role of media in delivering cultural, political, and other societal messages. CCSS for History/Social Studies: 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). RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

Gathering information is an important step in making an informed decision concerning a candidate or public question.

Critically evaluate information, point of view, and sources relating to federal and state elections.

Informed citizens analyze media to assess different viewpoints while evaluating for bias, opinion, and stereotypes.

Assess candidates based upon their positions on key issues and make an informed decision via a mock election.

The American political system consists of two main political parties, as well as many independent third parties that are based on special interests.

Compare and contrast the main political parties.

Factual information on current issues can be skewed based on opinions and perspectives.

Distinguish between fact and opinion when researching current issues.

The 13th, 14th, 15th, 19th, 24th, and 26th Amendments increased the size of the American electorate.

Analyze and explain how laws and amendments increased the size of the American electorate.

Registering as a voter is a procedure and requirement to vote in elections.

Complete a personal registration form to vote in the school-wide mock election.

There are a variety of different issues in every election, some that are typical include education, climate change, and social equality.

Independently analyze election choices based on issues that matter to them as an individual.

http://www.corestandards.org/ELA-Literacy/RH/6-8/8/



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Unit IV: Elections in the United States RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1 Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

VOCABULARY: election, ballot, poll, polling stations, liberal, conservative, moderate, initiative, recall, referendum, registration

KEY TERMS: political party, electorate, incumbent, primary, democrat, Electoral College, Republican, Independent, social issues, political issues, economic issues, Super Tuesday, amendment, suffrage, franchise



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Unit IV: Elections in the United States ASSESSMENT EVIDENCE: Students will show their learning by:

• The Choice Is Yours: Using multiple media sources, research candidates and public questions on the local, state and/or federal level • Think, pair, and share • Analysis of key campaign issues • Skills and knowledge-based assessments • Exit tickets • Rubrics • School-wide election for presidential, gubernatorial, primary, or ballot initiative voting [varies by year] • Election result analysis and breakdown


• Pre-Assess prior knowledge of the election process and the candidates • Ideological questionnaire regarding political spectrum • Simulation: Voter registration • Research candidate’s stances on important issues; or, in an initiative year, what the ballot initiatives are about • Timeline: Election process • Mock election

SUGGESTED TIME ALLOTMENT 3 Weeks SUPPLEMENTAL UNIT RESOURCES Newsmedia clips and articles

Candidate web-pages NewsELA articles pertaining to the election, if applicable “Election Glossary” Worksheet by iCivics “Voting by Mail” Activity by iCivics “Primaries, Parties, Caucuses & Conventions” Activity by iCivics



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Unit IV: Elections in the United States

“Campaign Cash” Infographic by iCivics “The Electoral Process” Lesson Plan by iCivics “Got Ballot?” Lesson Plan by iCivics “Political Beliefs”, “Political Parties”, “Presidential Election”, “Voting”, “Primaries & Caucuses,” Introductory Videoclips from BrainPOP.com



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Unit V: The United States Constitution TRANSFER: Students will dissect the enduring values of the United States Constitution and posit how it continues to impact their lives today.

STANDARDS / GOALS: NJSLS: 6.2.8.CivicsDP.4.a Cite evidence of the influence of medieval English legal and constitutional practices on modern democratic thought and institutions (i.e., The Magna Carta, parliament, the development of habeas corpus, and an independent judiciary) 6.3.8.CivicsPD.2 Propose and defend a position regarding a public policy issue at the appropriate local, state, or national level. 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.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.


ESSENTIAL QUESTIONS

The Constitution is an agreement between the citizens of the United States and the government where the people grant powers to the government, and in return, the government carries out the goals of the Constitution.

• Why does there appear to be a need for written rules of government?

The United States established branches of government to ensure a checks and balances system to those in power.

• What might happen if a person or persons in government are given unlimited power?

The freedoms expressed in the Bill of Rights are essential to a democratic system.

• What rights should be guaranteed by a government?

The 1st Amendment to the Constitution grants freedom of speech and expression in its many forms.

• When might limiting a freedom be a good idea?

The freedoms found in the First Amendment have been used to enact change when human rights are not respected or have been denied.

• How can people make sure human rights are guaranteed?



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Unit V: The United States Constitution 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.CivicsPR.5 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society. 6.1.8.CivicsPI.3.a Cite evidence to evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Constitution.

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.

6.1.8.CivicsPI.3.d Use data and other evidence to determine the extent to which demographics influenced the debate on representation in Congress

Due process and habeas corpus are essential for the protection of individual rights.

• Why might people want to place limits on the power of government?

The federal system allows state governments to serve the needs of their citizens while cooperating as a united country.

• Are local-level and state-level governments necessary?

The decisions made by the United States Supreme Court have protected the rights of people including the LGBTQ community and persons of differing abilities.

• Why have people over time allowed for the mistreatment of others?



The Constitution of the United States is an enduring document that can be revised.

Examine the Constitution of the United States and rationalize why is has endured.

The Constitution outlines the three branches of government: the Executive Branch, the Judicial Branch, and the Legislative Branch.

Identify and define the three branches of government.

The framers of the Constitution set up a “checks and balances” system within the Constitution that prevents a person or group from having too much power.

Compare and contrast the three branches of government and evaluate their significance to the system of checks and balances.



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Unit V: The United States Constitution and federalism by examining the New Jersey and Virginia plans.

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.

6.3.8.CivicsPR.7 Compare how ideas become laws at the local, state, and national level. 9.2.8.CAP.4 Explain how an individual’s online behavior (e.g., social networking, photo exchanges, video postings) may impact opportunities for employment or advancement. 9.4.8.DC.4 Explain how information shared digitally is public and can be searched, copied, and potentially seen by public audiences. CCSS for History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including

The Bill of Rights makes up the first ten amendments of the Constitution and creates a framework for our democratic system.

Evaluate the Bill of Rights and argue its relevance for America today.

Certain powers are granted exclusively to the states, while others are shared with the national government.

Appraise the value of a checks and balances system as it pertains to state and local powers. Predict the outcome of a government lacking a checks and balances system.

Powers, including school policies, marriage laws, and voting regulations are designated to the state and local levels.

Compare and contrast the federal, state, and local powers. Evaluate and document how different Supreme Court rulings have impacted marriage rights.

VOCABULARY: constitution, compromise, veto, amend, amendment, enduring, framework, representation

KEY TERMS: branches of government, Federalism, checks and balances, elastic clause, bicameral, separation of powers, legislative, judicial, executive, reserved, concurrent, delegated, Bill of Rights, due process, habeas corpus,



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Unit V: The United States Constitution vocabulary specific to domains related to history/social studies. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or

preamble, full faith and credit clause, supremacy clause, justices, judicial review



29

Unit V: The United States Constitution trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.


• Primary source analysis of the Constitution as compared to earlier documents such as the Magna Carta • Skills and knowledge-based assessments • Graphic organizer: Three Branches of Government • Think-Pair-Share • Constitution analysis activity • Graphic organizer: Checks and Balances • Exit Tickets • Analytical Response to Transfer Goal


• Pre-assess students’ prior knowledge of the Constitution • Anatomy of the U.S. Constitution Introductory Reading & Activity • Constitutional Card Sort/Research Activity • Graphic organizer: Branches of government • Graphic organizer: Bill of Rights • Federalism activity • Civil Rights Court Case Analysis Activity • DBQ: How Does the Constitution Guard Against Tyranny? or Search and Seizure: Does the Government Go Too Far?

SUGGESTED TIME ALLOTMENT 5/6 Weeks



30

Unit V: The United States Constitution SUPPLEMENTAL UNIT RESOURCES DBQ: Search and Seizure: Did the Government Go Too Far? [DBQ Project]

DBQ: How Does the Constitution Guard Against Tyranny? [DBQ Project] “The Roles of State and Federal Governments” newsELA.org “Conceived of Compromises: Creating the US Constitution” newsELA.org “How First Amendment Rights Have Evolved” newsELA.org Branches of Power. iCivics.org online branches of government game “Judges: Playing Fair” Lesson Plan from iCivics.org “Anatomy of the Constitution” Reading and Activity from iCivics.org “U.S. Constitution”, “Three Branches of Government”, “How a Bill Becomes a Law”, “Supreme Court,” “Student Rights” Introductory Videoclips from BrainPOP.com Human Rights Campaign State Maps LGBTQ Rights Collection https://www.hrc.org/state-maps

https://www.hrc.org/state-maps



31

Unit VI: Introduction to Geography TRANSFER: Students will apply knowledge of the tools of geography to interpret real situations and issues within the global community.

STANDARDS / GOALS: NJSLS: 6.2.8.GeoPP.3.a Use geographic models to describe how the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.GeoHP.4.a Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.GeoHE.4.b Use geographic models to determine the impact of environmental modifications made by earlier civilizations on the current day environmental challenges. 6.2.8.GeoHE.4.c Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic


ESSENTIAL QUESTIONS

Every place on earth can be defined by its location.

• How can you explain where you are on any point on the Earth?

There are many ways to classify information about the world.

• How could maps help people understand the world?

Geographers use a variety of tools to obtain information about the global community.

• How could you use a model to predict conditions in other parts of the world?

Geographers use thematic maps to present and analyze information on a specific set of data.

• How could maps help people understand the ancient and modern world?

• How could maps illustrate the way minority and marginalized groups are treated?

The earth has a variety of physical features that impact positively and negatively on human life.

• How do physical features impact how people live?



Titles, legends, and scales are needed to read maps.

Analyze maps using titles and legends. Use key terms to create and label maps.



32

Unit VI: Introduction to Geography development and interaction or isolation with other societies. 6.2.8.GeoGI.4.a Determine how Africa’s physical geography and natural resources presented challenges and opportunities for trade, development, and the spread of religion. CCSS for History/Social Studies: RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. WHST.6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

The earth is divided in many ways such as the four hemispheres, the seven continents, and the four oceans.

Identify in which hemispheres places are located. Locate continents and oceans in the world.

Locations on earth are marked in two ways. Relative location is where a place is located based on another place. Absolute location is based on latitude and longitude coordinates.

Mark absolute location using longitude and latitude coordinates.

Describe the location of places in relation to other places.

Thematic maps, such as political, physical, historical, and special purpose maps, present information related to one theme or topic.

Interpret the purpose of thematic maps.

Analyze data to determine the overall well-being of people (focus on minoritized and marginalized groups) in a society/country.

Climate can be impacted by types of physical features.

Determine what areas of land would be hospitable for human life.

VOCABULARY: legend, continents, scale, geography, map, climate

KEY TERMS: relative location, absolute location, latitude, longitude, compass rose, hemispheres, map grid lines, thematic map, landforms, bodies of water, prime meridian, equator, political map, physical map, Tropic of Cancer, Tropic of



33

Unit VI: Introduction to Geography WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Capricorn, North Pole, South Pole, Arctic Circle, Antarctic Circle, temperate zone, polar zone tropical zone


• Country creation map assignment • Longitude-Latitude Skills Activity • Skills and knowledge-based assessments • Electronic mapping • Thematic Map Analysis Activity • Gallery walks • Analytic responses • Graphic organizers


• Pre-assess students on their prior knowledge and identify learning goals for the unit • Phase card activity • Electronic Mapping • Student Interactive Notebook

SUGGESTED TIME ALLOTMENT 3 weeks SUPPLEMENTAL UNIT RESOURCES • Hart, Diane et al. Geography Alive! Regions and People (2011).



34

Unit VI: Introduction to Geography

• Holt McDougal Ancient World History • Geography Alive! Phase Cards • “Reading Maps and Globes” from Newsela.org • BrainPop! Introduction to Map Videoclips • ILGA Sexual Orientation Laws World Map:https://ilga.org/maps-sexual-orientation-laws • Human Rights Campaign State Maps LGBTQ Rights Collection https://www.hrc.org/state-

maps • Current Articles on Topics from Newsela.org • Current Articles on Topics found in Upfront and Junior Scholastic magazines

https://ilga.org/maps-sexual-orientation-laws





35

Unit VII: How Geography Shapes Human Life TRANSFER: Evaluate a modern global example of supply and demand, source of wealth, natural resources, or regional specialization that might result in resources being overtaxed in the future.

STANDARDS / GOALS: NJSLS: 6.2.8.CivicsPI.2.a Explain how/why different early river valley civilizations developed similar forms of government and legal structures. 6.2.8.GeoSV.2.a Compare and contrast physical and political maps of early river valley civilizations and their modern counterparts and determine the geopolitical impact of these civilizations, then and now (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China). 6.2.8.GeoHE.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of early river valley civilizations.


ESSENTIAL QUESTIONS

There are connections between where people live and how the location influences their lives.

• How do geographic factors affect people’s lives?

People are influenced by their physical geography and their adaptation to those influences is necessary for survival and can have intended and unintended consequences.

• How might people respond to changing environmental elements?

Much like modern day, ancient societies relied on physical features and resources of a place for their survival.

• How does where people live impact how they live?

Ecumene is the result of environment and geographic location.

• What could lead to the rise and sustainability of new cities?

Civilizations could falter and cease to exist due to the unpredictability of geography.

• What environmental changes might lead to the downfall of a civilization?

Physical geography and climate can be altered or vary over time and will in turn impact how people live.

• What conditions or qualities could influence your ability to survive in a given place?



36

6.2.8.CivicsHR.2.a Determine the role of slavery in the economic and social structures of early river valley civilizations. CCSS for History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.



Adaptation is necessary to ensure the survival of people.

Predict likely adaptations due to a changing environment.

Spatial patterns and population movements impact climate, land use, and other environmental factors.

Evaluate the effect of population density on lifestyles and land use.

Relationships between humans and environments impact spatial patterns of settlement and movement.

Determine why people selected where they chose to settle.

Global changes in population distribution patterns affect changes in land use in particular places.

Correlate the relationship between population distribution and land usage.

Human and physical systems are in constant interaction and have a reciprocal influence on one another.

Ascertain the ways that humanity and the physical world work for and against one another.

Human settlement impacts the environmental and cultural characteristics of specific places.

Examine the relationship between humanity and the environment.

Political and economic decisions throughout time have influenced cultural and environmental characteristics.

Compare and contrast the effects of political and economic decision-making on the environment.

Long-term climate variability has influenced human migration and settlement patterns, resource use, and land uses at local-to-global scales.

Distinguish how climate has influenced human activities and migration.



37

VOCABULARY: dynasty, civilization, ecumene, empire, delta, subcontinent, monsoon, rivers, flourish, settlement, irrigation, silt, cataract, loess, famine, domesticate, valley, city, culture, ancient, migration, fertile, ecumene, natural resources

KEY TERMS: river valley, Fertile Crescent, city-state, cultural diffusion, Mesopotamia, Indus Valley, population distribution, Egypt, China, India

ASSESSMENT EVIDENCE: Students will show their learning by: • Skills and knowledge-based assessments • Graphic organizer: Comparing the early River Valley civilizations • Think-Pair-Share • Nile River analysis activity • Exit Tickets • Analytical Response to Transfer Goal

KEY LEARNING EVENTS AND INSTRUCTION: • Introductory Map Construction Comparing the Modern and Ancient Worlds • Introduction to the theme of Human-Environment Interaction • How did the Nile shape Ancient Egypt?-DBQ Project • View and respond to ‘Why do India and China Have So Many People?’ Ted Ed video https://ed.ted.com/best_of_web/VKn8FSio • Read and respond to ‘How the Nile River Led to Civilization in Ancient Egypt’ Newsela https://newsela.com/read/lib-ushistory-egypt-

civilization/id/27509/?search_id=f1ede43f-3142-4a68-b527-1ee7368cdf33 • Read and respond to ‘The First Civilizations Emerge on the World Stage’ Newsela https://newsela.com/read/BHP-U7-2-agrarian-civilizations-

intro?search_id=953f8848-45a4-4a6a-9069-fcd05a21efcc

https://ed.ted.com/best_of_web/VKn8FSio

https://newsela.com/read/lib-ushistory-egypt-civilization/id/27509/?search_id=f1ede43f-3142-4a68-b527-1ee7368cdf33

https://newsela.com/read/lib-ushistory-egypt-civilization/id/27509/?search_id=f1ede43f-3142-4a68-b527-1ee7368cdf33

https://newsela.com/read/BHP-U7-2-agrarian-civilizations-intro?search_id=953f8848-45a4-4a6a-9069-fcd05a21efcc

https://newsela.com/read/BHP-U7-2-agrarian-civilizations-intro?search_id=953f8848-45a4-4a6a-9069-fcd05a21efcc



38

SUGGESTED TIME ALLOTMENT 4 Weeks SUPPLEMENTAL UNIT RESOURCES • Hart, Diane et al. Geography Alive! Regions and People (2011).

• Holt McDougal Ancient World History • “Learning About the Past: Geographers Study Parts of Our Planet” from Newslea.org • Current Articles on Topics found in Upfront and Junior Scholastic magazines • Current Articles on Topics from Newsela.org • TCI Black Gold Lesson Plan • TCI Life in the Sahara & Sahel Lesson Plan • TCI Waiting for the Rains Lesson Plan 32



39

Unit VIII: Indicators of Development TRANSFER: Students will be able to combine their knowledge of government, geography, and indicators of development to design policy recommendations for governments and non-governmental organizations.

STANDARDS / GOALS: NJSLS: 6.3.8.CivicsPI.1 Evaluate, take, and defend a position on why government is necessary, and the purposes government should serve. 6.3.8.CivicsPI.4 Investigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information. 6.3.8.CivicsDP.1 Identify an issue of inequality, develop multiple solutions, and communicate the best one to an appropriate government body. 6.3.8.CivicsHR.1 Construct an argument as to the source of human rights and how they are best protected. 6.1.12.GeoHE16.a Explain why natural resources (i.e., fossil fuels, food, and water)


ESSENTIAL QUESTIONS

Government leaders, non-governmental organizations, and geographers use a variety of tools and indicators of development to obtain information about the global community.

• How could you measure the level of development within a country?

Levels of development help government leaders and geographers to identify areas of need.

• How might levels of development be used to formulate government policies?

Indicators of development are interconnected and impact the overall health and well-being of a population.

• How might relationships exist between indicators of development?

Levels of development can reflect systems of government and human rights’ protections within a country.

• What relationships might exist between systems of government, levels of development, and human rights protections?

The United Nations serves as an agent of global awareness and collaboration amongst all members of the global community.

• How can the United Nations achieve their goals?



40

Unit VIII: Indicators of Development continue to be a source of conflict and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources and climate change. 9.2.8.CAP.11: Analyze potential career opportunities by considering different types of resources, including occupation databases, and state and national labor market statistics. CCSS in History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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.



Data including, but not limited to GDP per capita, unemployment rates, and number of physicians per 1,000 people, can explain the overall well-being of people in a country/society.

Analyze data to determine the overall well-being of people in a country/society. Use data and indicators of development to identify areas of need and potential growth.

A large and growing population creates challenges for a country such as dealing with expanding population, a lack of natural resources, and providing for its citizens.

Determine long-term issues of a large and growing population. Examine how paucity of resources impacts a population.

Governments have different structures which impact development.

Analyze indicators of development.

The United Nations is a supranational cooperation that exists to promote systemic growth worldwide.

Rationalize the importance of a supranational cooperation that benefits all people in the world.

The United Nations maintains a Human Development Index (HDI) to document levels of development.

Appraise how indicators of development are utilized to determine a country’s HDI score. Construct an argument on how geography and system of government can positively or negatively impact a country’s level of development.



41

Unit VIII: Indicators of Development RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Design policy recommendation for governments and non-governmental organizations on how to improve their level of development.

VOCABULARY: indicators, human development, human rights, standard of living, population density

KEY TERMS: Non-Governmental Organization (NGO), United Nations, supranational cooperation, Gross Domestic Product, Gross Domestic Product Per Capita, infant mortality rate, literacy rate, sanitation facility access, Human Development Index (HDI), developed, developing, life expectancy, internet access percentage

ASSESSMENT EVIDENCE: Students will show their learning by: • Individual CIA Factbook Research, Multiple Steps/Activities • Think, Pair, Share: Partner Collaboration on Levels of Development Research • Do-Now • Participation in Whole Class Discussion • Exit Tickets • Final Written Product on Policy Recommendations




42

Unit VIII: Indicators of Development

• Introductory Reading and Videoclip on the United Nations • Introductory Human Development Index Reading • CIA Factbook Introductory Term/Definition Research Activity • CIA Factbook Research on the United States and a Self-Selected Country • Partner Jigsaw/Analysis Activity on Indicators of Development Data • Identification of Areas of Need • Creation of Policy Recommendations for Stakeholders • Presentation on Policy Recommendations


• Current Articles on Topics found in Upfront and Junior Scholastic magazines • Current Articles on Topics from Newsela.org • Official Global Goals YouTube Channel:

https://www.youtube.com/channel/UCRfuAYy7MesZmgOi1Ezy0ng • Official United Nations YouTube Channel: https://www.youtube.com/unitednations • “Development in Economies Around the World” Newsela.org • “United Nations Formed for World Peace” Newsela.org • CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/ • International Organizations Lesson from iCivics

https://www.youtube.com/channel/UCRfuAYy7MesZmgOi1Ezy0ng

https://www.youtube.com/unitednations

https://www.cia.gov/library/publications/the-world-factbook/



43

Unit IX: Global Awareness & Problem Solving TRANSFER: Students will formulate ways to advance the United Nation’s Sustainable Development Goals to ensure environmental sustainability.

STANDARDS / GOALS: NJSLS: 6.3.8.CivicsPI.1 Evaluate, take, and defend a position on why government is necessary, and the purposes government should serve. 6.3.8.CivicsPI.4 Investigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information. 6.3.8.CivicsPI.3 Use a variety of sources from multiple perspectives to examine the role of individuals, political parties, interest groups, and the media in a local or global issue and share this information with a governmental or nongovernmental organization as a way to gain support for addressing the issue. 6.1.12.GeoHE16.a Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a


ESSENTIAL QUESTIONS

Every citizen in the global community is responsible for, or plays a part in, sustainable development.

• How can global citizens influence change on a local level?

Citizenship, either global or local, requires mutually agreed upon, shared responsibilities and goals.

• Why might it be beneficial to have all parties involved in taking an active role in determining policy?

The ideals of responsible citizenship are the same domestically and globally.

• What are characteristics that effective citizens share throughout the world?

An ecological footprint reflects many things about an entity including level of development, system of government, and impact on the environment.

• How does ecological footprint reflect the priorities of a society and its leadership?

Responsible consumption and production impact a country’s ecological footprint.

• How are multiple stakeholders involved in responsible consumption and production?



The Sustainable Development Goals of the United Nations are to take action on issues confronting humanity in the 21st century.

Examine the common social, political, economic and environmental themes present within the United Nation’s goals.



44

Unit IX: Global Awareness & Problem Solving source of conflict and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources and climate change. CCSS for History/Social Studies: RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Active participation in the well-being of the world community is a characteristic of global citizenship.

Evaluate the importance of global citizenship in the modern world.

An ecological footprint is a more detailed calculation than a carbon footprint.

Investigate the components that comprise an ecological footprint.

An ecological footprint takes into account consumption of a variety of resources.

Research ways stakeholders are working to lessen their ecological footprints.

Governments, businesses, NGOs, and individuals are taking part in a variety of methods to reduce their ecological footprints.

Evaluate the effectiveness of actions taken by stakeholders in reducing their ecological footprints. Use research and data to create an artifact reflecting ways to reduce ecological footprints across multiple levels.

VOCABULARY: stakeholders, sustainable, conservation, biodiversity, equitable, distribution, inequity, consumption, production, supply chain

KEY TERMS: U.N. Sustainability Goals, global citizenship, ecological footprint, carbon footprint, product lifecycle



45

Unit IX: Global Awareness & Problem Solving ASSESSMENT EVIDENCE: Students will show their learning by:

• Primary source analysis rubric • Think, pair, share information about ecological footprint • Skills and knowledge-based assessments • Pre-assessments • Exit tickets • Rubrics for research on a government, person or business trying to reduce their global footprint. • Rubric for final product presentation of product research • Analytic response to transfer goal • Written and/or verbal explanations of research

KEY LEARNING EVENTS AND INSTRUCTION: • Research personal ecological footprint • DBQ on Food Waste by DBQ Project • Read and respond to articles and videos about food waste • Complete a selection of options on a choice board about food waste • Discuss results of ecological footprint and the impact of those results on the planet • Read articles showing examples of ways a government, a business, and a person created innovative ways to save the planet • Research countries, people or businesses that are working to reduce their ecological footprint • Create a presentation about the research and present it to the class • Create a written evaluation of the ecological footprint research




46

Unit IX: Global Awareness & Problem Solving

• Current Articles on Topics found in Upfront and Junior Scholastic magazines • Current Articles on Topics from Newsela.org • How Can Your School Reduce Food Waste? (Mini-Q, Elementary, DBQ Project) • “Food Waste is the World’s Dumbest Problem”

https://www.bing.com/videos/search?adlt=strict&q=youtube+it+is+silly+to+waste+food&docid=608042385504077127&mid=56755A8AD391F17E4A0C56755A8AD391F17E4A0C&view=detail&FORM=VIRE and questions

• “Students go to waste in this academic endeavor” Newsela.org • “This is how much water you waste when you throw away food” Smithsonian.com • Ecological footprint calculator https://www .footprintcalculator.org/ • “17 Ridiculously Easy Ways To Save The Planet:So simple you'll barely even have to think about

it” by Whitney Jefferson” https://subarudrive.com/articles/reduce-landfill-impact • Environmental warning: European Union straining its natural resources Newsela.org • Hockey league is being proactive to fight the threat of climate change Newsela.org • The lifecycle of a T-shirt by Angel Chang https://www.youtube.com/watch?v=BiSYoeqb_VY

https://www.bing.com/videos/search?adlt=strict&q=youtube+it+is+silly+to+waste+food&docid=608042385504077127&mid=56755A8AD391F17E4A0C56755A8AD391F17E4A0C&view=detail&FORM=VIRE



http://hventttps/subarudrive.com/articles/reduce-landfill-impact

https://www.youtube.com/watch?v=BiSYoeqb_VY



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APPENDIX A

Texts: Ancient World History, Holt McDougal (2010). ISBN 978-0547491134 Civics in Practice, Holt (2009). ISBN 978-1-03-099509-5 Geography Alive! Regions and People, TCI (2011). ISBN 978-1-58371-452-2

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