School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Social Studies
CONTENT STANDARD: HISTORY
The study of history acquaints students with human experience through time and helps them to recognize relationships between and among events and people and to identify patterns, themes, and turning points of change, using the chronology of history and major eras. In interpreting current and historical events, students evaluate the credibility and perspectives of information gathered from multiple sources. All students are expected to (1) use the chronology of history and major eras to demonstrate the relationships between and among events and people; (2) develop historical knowledge of major events, people, and enduring themes in Maine, in the United States, and throughout the world; and (3) evaluate source material such as documents, artifacts, maps, artworks, and literature; and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.
Performance Indicators: The learner will·
|
Grade 7 |
1. Review and extend prior learning
2. Use information from a variety of primary and secondary sources to identify and support a personal point of view on a controversial historical topic related to
á World history
CONTENT STANDARD: GEOGRAPHY
The study of geography involves understanding the relationships among people and environments. Students learn how to construct and interpret maps and how to use globes and other geographic tools to locate and derive information about people, places, regions, and environments. In an integrated way, students study people and the physical characteristics and processes of the earth's surface to understand causes and effects, ecosystems, human behavior, patterns of population, inter-dependence, resources, cooperation and conflict and the process by which these are shaped by economic, political, and cultural systems. All students are expected to (1) know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments; (2) understand and analyze the relationships between people and their physical environments; (3) develop an under-standing of ethnic, gender, socio-economic, religious, and political differences among people; (4) understand that cultural diversity can be both a boon and a bane to society; and (5) understand that cultural change is evolutionary and somewhat predictable.
Performance Indicators: The learner will·
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Grade 7 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of the themes of geography
á Place
á Location
á Interaction
á Region
á Movement
3. Locate from memory the elements of physical geography
á Major salt-water bodies
á Baltic Sea
á Black Sea
á Caribbean Sea
á English Channel
á Gulf of Mexico
á Mediterranean Sea
á Red Sea
á Major fresh-water bodies
á Lakes
á Victoria
á Rivers
á Amazon
á Canals
á Panama
á Major islands
á Cuba
á Galapagos
á Great Britain
á Greenland
á Iceland
á Ireland
á Japan
á New Zealand
á Major mountain ranges and mountains
á Mountain ranges
á Alps
á Andes
á Balkans
á Caucasus
á Himalayas
á Pyrenees
á Urals
á Mountains
á Everest
á Major deserts
á Gobi
á Sahara
4. Associate the elements of physical geography with a particular geographic region when that region becomes the focus of a discussion, including but not limited to
á Major salt-water bodies
á North Sea
á Major fresh-water bodies
á Rivers
á Ganges
á Indus
á Thames
á Volga
á Major countries and major cities within those countries
á Africa
á Algeria
á Ethiopia
á Libya
á Morocco
á Casablanca
á South Africa
á Tunisia
á Zaire
á Asia
á Bangladesh
á Cambodia
á India
á Indonesia
á Taiwan
á New Zealand
á North Korea
á People's Republic of China
á Philippines
á South Korea
á Vietnam
á Australia
á Sydney
á Central America
á Belize
á Costa Rica
á Cuba
á Guantanamo Bay
á Havana
á El Salvadorá Guatemala
á Haiti
á Honduras
á Nicaragua
á Panama
á Puerto Rico
á San Juan
á Europe
á Former Yugoslavia (Bosnia, Croatia, Serbia, Slovenia)
á France
á Paris
á Germany
á Iceland
á Ireland
á Norway
á Poland
á Portugal
á Russia
á Moscow
á St. Petersburg (Leningrad)
á Spain
á Sweden
á Switzerland
á Ukraine
á Vatican
á Middle East
á Afghanistan
á Iran
á Tehran
á Jordan
á Kuwait
á Pakistan
á Saudi Arabia
á Mecca
á Riyadh
á Turkey
á South America
á Argentina
á Buenos Aires
á Bolivia
á La Paz
á Brazil
á Brasilia
á Rio de Janeiro
á Chile
á Colombia
á Ecuador
á Paraguay
á Peru
á Uruguay
á Venezuela
á Caracas
5. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions
á Identify and label countries of the world by their primary religious affiliations
á Construct a population density map of the world, identifying major physical features and countries of each continent
6. Demonstrate an understanding of United States social, political, and economic divisions and the more significant social and political divisions in world geography
á Construct a map showing the political divisions of a significant historical event (e.g., the allied forces and the axis forces during World War II)
7 . Analyze how technology shapes the physical and human characteristics of places and regions
á Identify how technological improvements have contributed to the development of nations by citing several specific cause-and-effect relationships
8. Explain patterns of migration throughout the world
á Construct a model showing the population growth of a city over a specified period of time
á European
á Asian
á African
á Latin American
9. Explain how cultures differ in their use of similar environments and resources
á Select two cultures and compare and contrast their use of specified resources (e.g., cultural resources, natural resources, etc.)
10. Demonstrate an understanding of how society changes as a consequence of concentrated settlement
á Using statistical data, identify problems caused by overpopulation in a major city
CONTENT STANDARD: CIVICS AND GOVERNMENT
The study of civics and government provides students the opportunity to learn about the constitutional principles and the democratic foundations of local, state, and national systems and institutions, as well as the opportunity to learn how to exercise the rights and responsibilities of participation in civic life and how to analyze and evaluate public policies. Political relationships among the United States and other nations are included in this content area. All students are expected to understand (1) the rights and responsibilities of civic life and employ the skills of effective civic participation; (2) the types and purposes of governments, their evolution, and their relationships with the governed; (3) the constitutional principles and the democratic foundations of the political institutions of the United States; and (4) the political relationships among the United States and other nations.
Performance Indicators: The learner will·
Grade 7 |
1. Review and extend prior learning
2. Compare and contrast the American political system to those of other nations, in terms of
á Governmental structures and powers
á Degree of governmental control over the economy
3. Demonstrate an understanding of the role of the United Nations in international relationships
4. Describe ways United States citizens participate in the political process, such as registering to vote, voting, communicating with government officials, serving on juries, running for political office, etc.
5. Assess competing ideas about the purposes government should serve (i.e., individual rights versus group rights) by
á Evaluating the spectrum of rights and how it affects issues such as health care, free speech, and gun control in several different countries
6. Explain the reasons for alliances with some nations against others by
á Identifying an economic and political alliance the United States has developed with foreign powers
CONTENT STANDARD: ECONOMICS
The study of economics includes understanding concepts of production, distribution, and consumption needed to make decisions as effective participants in an international economy. Students come to understand the development, principles, institutions, relationships to culture, and change over time of economic systems in the United States and elsewhere. Students also come to understand how these concepts apply to individuals, households, businesses, governments, and societies that make decisions based on the availability of resources, as well as on costs and benefits of choices. These concepts help to explain the patterns and results of trade, interdependence, and distribution of wealth in local, regional, national, and world economics. All students are expected to (1) understand that economic decisions are based on the availability of resources and the costs and benefits of choices; (2) understand the economic system of the United States, including principles, development, and institutions; (3) analyze how different economic systems function and change over time; and (4) understand the patterns and results of international trade.
Performance Indicators: The learner will·
|
Grade 7 |
1. Review and extend prior learning
2. Analyze how scarcity affects an individual's decisions about production and consumption of goods and services
á Explain the relationship of yearly income and the purchase of consumer goods
á Provide examples of developed countries versus underdeveloped countries
3. Identify and analyze the factors that contribute to personal decisions about spending and saving
á Analyze monetary decisions regarding spending and saving; and explain the personal, cultural, and economic factors that influence decisions about spending and saving
4. Demonstrate an initial understanding of how incentives affect economic decisions (e.g., tax deferred savings plan, a fast-food restaurant's discount promotion)
á Identify what an economic incentive is, and describe how an incentive works (e.g., coupons, rebates, tax breaks)
5. Demonstrate an initial understanding of the economic concepts of supply, demand, price, the role of money, and profit and loss
á Connect basic economic concepts to the operation of a real or fictitious company
6. Demonstrate an initial understanding of how prices act as signals to producers and consumers to answer three basic economic questions: what to produce? how? and for whom?
á Identify a product, e.g., a car, and show how price affects demand and production
7. Demonstrate an initial understanding of the roles and contributions of the principal contributors to the economy (e.g., laborers, investors, entrepreneurs, managers)
á Define the roles of laborers, investors, entrepreneurs, and managers by stating how each contributes to a global market economy
8. Demonstrate an initial understanding of how different economies meet basic wants and needs over time
á Identify four basic needs (health care, food, consumer goods, housing) and show how they are met over time by various governments demonstrating various types of economies (traditional, command, market and mixed)
9. Demonstrate an initial understanding of how changes in transportation and communication technologies have affected trade over time
á Document changes in international trade between the United States and another country, demonstrating the increased trade due to improvements in transportation and communication
10. Demonstrate an initial understanding of how world-trade issues can affect a nation's economy and how trade can influence and transform societies
á Analyze a global economy and evaluate its reliance on world trade
11. Demonstrate an initial understanding of why trade allows specialization, and identify specific examples of how nations specialize (e.g., Japan's focus on consumer electronics)
á Explain product specialization within a national economy and demonstrate the pros and cons of such specialization
á Identify products harvested or manufactured in a specific region of the world
á Demonstrate an understanding that a nation has a competitive advantage when it can produce a product at a lower cost than its trading partner
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07/30/98 |
curr-social studies-scope-7.doc |