Social Studies: Grade 7 Version: GPS 08-09


 
Scholastic Area that Course Is Active In: Social Studies

Strand: Historical Understandings


 
SS7H1
The student will analyze coninuity and change in Africa leading to the 21st century.
Element: SS7H1.a
Explain how the European partitioning across Africa contributed to conflict, civil war, and artifical political boundaries.
Element: SS7H1.b
Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.
Element: SS7H1.c
Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F. W. DeKlerk.
Element: SS7H1.d
Explain the impact of the Pan-African movement.
 

 
SS7H2
The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century.
Element: SS7H2.a
Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire led to regional conflict.
Element: SS7H2.b
Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti-Semitism, and Zionism in Europe.
Element: SS7H2.c
Describe how land and religion are reasons for continuing conflicts in the Middle East.
Element: SS7H2.d
Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq.
 

 
SS7H3
The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.
Element: SS7H3.a
Describe how nationalism led to independence in India and Vietnam.
Element: SS7H3.b
Describe the impact of Mohandas Gandhi's belief in non-violent protest.
Element: SS7H3.c
Explain the role of the United States in the rebuilding of Japan after WWII.
Element: SS7H3.d
Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap Forward, the Cultural Revolution, and Tiananmen Square.
Element: SS7H3.e
Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of Communism.
 

Strand: Geographic Understandings


 
SS7G1
The student will locate selected features of Africa.
Element: SS7G1.a
Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains , and Kalahari Desert.
Element: SS7G1.b
Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egype, Kenya, Nigeria, South Africa, and Sudan.
 

 
SS7G2
The student will discuss environmental issues across the continent of Africa.
Element: SS7G2.a
Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water.
Element: SS7G2.b
Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.
Element: SS7G2.c
Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest.
 

 
SS7G3
The student will explain the impact of location, climate, and physical characteritstics on population distribution in Africa.
Element: SS7G3.a
Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.
 

 
SS7G4
The student will describe the diverse cultures of the people who live in Africa.
Element: SS7G4.a
Explain the differences between an ethnic group and a religious group.
Element: SS7G4.b
Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.
Element: SS7G4.c
Evaluate how the literacy rate affects the standard of living.
 

 
SS7G5
The student will locate selected features in Southwestern Asia (Middle East).
Element: SS7G5.a
Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian SEa, Red Sea, and Gaza Strip.
Element: SS7G5.b
Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey.
 

 
SS7G6
The student will discuss enviromental issues across Southwest Asia (Middle East).
Element: SS7G6.a
Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water.
 

 
SS7G7
The student will explain the impact of location, climate, physical characteristics,distribution of natural resources and population distributionon Southwest Asia (Middle East)
Element: SS7G7.a
Explain how the distribution of oil has affected the development of South Asia (Middle East).
Element: SS7G7.b
Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the populationin terms of where people live,the type of work they do,and how they travel.
 

 
SS7G8
The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).
Element: SS7G8.a
Explain the differences between an ethnic group and a religious group.
Element: SS7G8.b
Explain the diversity of religions within the Arabs, Persians, and Kurds.
Element: SS7G8.c
Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.
Element: SS7G8.d
Explain the reason for the division between Sunni and Shia Muslims.
Element: SS7G8.e
Evaluate how the literacy rate affects the standard of living.
 

 
SS7G9
The student will locate selected features in the Southern and Eastern Asia.
Element: SS7G9.a
Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Change Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula.
Element: SS7G9.b
Locate on a world and regional political-physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam.
 

 
SS7G10
The student will discuss environmental issues across Southern and Eastern Asia.
Element: sS7G10.a
Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.
Element: SS7G10.b
Describe the causes and effects of air pollution and flooding in India and China.
 

 
SS7G11
The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.
Element: SS7G11.a
Describe the impact climate and location has on population distribution in Southern and Eastern Asia.
Element: SS7G11.b
Describe how the mountain, desert,and water features of Southern and Eastern Asia have affected the population in terms of where people live,the types of work they do,and how they travel.
 

 
SS7G12
The student will analyze the diverse cultures of the poeple who live in Southern and Eastern Asia.
Element: SS7G12.a
Explain the differences between an ethnic group and a religious group.
Element: SS7G12.b
Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism.
Element: SS7G12.c
Evaluate how the literacy rate affects the standard of living.
 

Strand: Government/Civics Understandings


 
SS7CG1
The student will compare and contrast various forms of government.
Element: SS7CG1.a
Describe the ways government systems distribute power: unitary, confederation, and federal.
Element: SS7CG1.b
Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
Element: SS7CG1.c
Describe the two predominant forms of democratic governments: parliamentary and presidential.
 

 
SS7CG2
The student will explain the structures of the modern governments of Africa.
Element: SS7CG2.a
Compare the republican systems of government in the Repubic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.
 

 
SS7CG3
The student will analyze how politics in Africa impacts standard of living.
Element: SS7CG3.a
Compare how various factors, including gender, affects access to education in Kenya and Sudan.
Element: SS7CG3.b
Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa.
 

 
SS7CG4
The student will compare and contrast various forms of government.
Element: SS7CG4.a
describe the ways government systemsdistrubute power: unitary, confederation, and federal.
Element: SS7CG4.b
Explain how governments determine citizen participation: autocratic, oligarchic,and democratic.
Element: SS7CG4.c
Describe the two predominant forms of democratic governments: parliamentary and presidential.
 

 
SS7CG5
The student will explain the structures of the national governments of Southwest Asia (Middle East).
Element: SS7CG5.a
Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the role of citizen in terms of voting rights and personal freedom.
 

 
SS7CG6
The student will compare and contrast various forms of government.
Element: SS7CG6.a
Describe the ways government systems distribute power: unitary, confederation, and federal.
Element: SS7CG6.b
Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
Element: SS7CG6.c
Describe the two predominant forms of democratic governments: parliamentary and presidential.
 

 
SS7CG7
The student will demonstrate an understanding of national governments in Southern and Eastern Asia.
Element: SS7CG7.a
Compare and contrast the federal republic of The Republic of India, the communist state of The People's Republic China, and the constitutional monacrcy of Japan, distinguishing the formof leadership and the role of the citizen in terms of voting rights and personal freedoms.
 

Strand: Economic Understandings


 
SS7E1
The student will analyze different economic systems.
Element: SS7E1.a
Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2)how to produce,and (3)for whom to produce.
Element: SS7E1.b
Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
Element: SS7E1.c
Compare and contrast the economic systems in South Africa and Nigeria.
 

 
SS7E2
The student will explain how voluntary trade benefits buyers and sellers in Africa.
Element: SS7E2.a
Explain how specialization encourages trade between countries. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
Element: SS7E2.b
Explain why international trade requires a system for exchanging currencies between nations.
 

 
SS7E3
The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa.
Element: SS7E3.a
Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).
Element: SS7E3.b
Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP)
Element: SS7E3.c
Explain how the distribution of diamonds, gold, uranium, and oil affect the economic development of Africa.
Element: SS7E3.d
Describe the role of entrepreneurship.
 

 
SS7E4
The student will explain personal money management choices in terms of income, spending, credit, saving, and investing.
 

 
SS7E5
The student will analyze diferent economic systems.
Element: SS7E5.a
Compare how traditional, command, and market economies answer the economic questions of (1)what to produce, (2)how to produce, and (3)for whom to produce.
Element: SS7E5.b
Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
Element: SS7E5.c
Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
 

 
SS7E6
The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia(Middle East).
Element: SS7E6.a
Explain how specialization encourages trade between countries.
Element: SS7E6.b
Compare and contrast different types of trade barriers, such as tariffs, quotas,and embargos.
Element: SS7E6.c
Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).
Element: SS7E6.d
Explain why international trade requires a system for exchanging currencies between nations.
 

 
SS7E7
The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.
Element: SS7E7.a
Explain the relationship between investment in human capital (education and training)and gross domestic product (GDP).
Element: SS7E7.b
Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
Element: SS7E7.c
Explain the role of oil in these countries' economies.
Element: SS7E7.d
Describe the role of entrepreneurship.
 

 
SS7E8
The student will analyze different economic systems.
Element: SS7E8.a
Compare how traditional, command, market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3)for whom to produce.
Element: SS7E8.b
Explain how most countries have a mixed economy located on a continuum between pure market and pure command.
Element: SS7E8.c
Compare and contrast the economic systems in China, India, Japan, and North Korea.
 

 
SS7E9
The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia.
Element: SS7E9.a
Explain how specializtion encourages trade between countries.
Element: SS7E9.b
Compare and contrast different types of trade bariers,such as tariffs, quotas, and embargos.
Element: SS7E9.c
Explain why international trade requires a system for exchanging currencies between nations.
 

 
SS7E10
The student will describe factors that influence economic growtrh and examine their presence or absence in India, China, and Japan.
Element: SS7E10.a
Explain the relationship between investment in human capital (education and training) and gross dometic product (GDP).
Element: SS7E10.b
Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
Element: SS7E10.c
Describe the role of natural resources in a country's economy.
Element: SS7E10.d
Describe the role of entrepreneurship.
 

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save