History and Geography Grade 7/8

Size: px
Start display at page:

Download "History and Geography Grade 7/8"

Transcription

1 History and Geography Grade 7/8 Table of Contents HISTORY AND GEOGRAPHY... 1 HISTORY: GRADE 7 - NEW FRANCE... 1 OVERVIEW... 1 OVERALL EXPECTATIONS... 1 SPECIFIC EXPECTATIONS... 1 Understanding Concepts... 1 HISTORY AND GEOGRAPHY: GRADE HISTORY: GRADE 8 - CONFEDERATION... 2 OVERVIEW... 2 OVERALL EXPECTATIONS... 2 SPECIFIC EXPECTATIONS... 2 Understanding Concepts... 2 Developing Inquiry/Research and Communication Skills... 3 Applying Concepts and Skills in Various Contexts... 3 HISTORY: GRADE 7 - BRITISH NORTH AMERICA... 4 OVERVIEW... 4 Developing Inquiry/Research and Communication Skills... 4 Applying Concepts and Skills in Various Contexts... 4 HISTORY: GRADE 8 - THE DEVELOPMENT OF WESTERN CANADA... 5 OVERVIEW... 5 OVERALL EXPECTATIONS... 5 SPECIFIC EXPECTATIONS... 5 Understanding Concepts... 5 OVERALL EXPECTATIONS... 6 SPECIFIC EXPECTATIONS... 6 Understanding Concepts... 6 Developing Inquiry/Research and Communication Skills... 7 Applying Concepts and Skills in Various Contexts... 7 HISTORY: GRADE 7 - CONFLICT AND CHANGE... 8 OVERVIEW... 8 Developing Inquiry/Research and Communication Skills... 8 Applying Concepts and Skills in Various Contexts... 8 HISTORY: GRADE 8 - CANADA: A CHANGING SOCIETY... 9 OVERVIEW... 9 OVERALL EXPECTATIONS... 9 SPECIFIC EXPECTATIONS... 9 Understanding Concepts... 9 Developing Inquiry/Research and Communication Skills... 9 OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS Understanding Concepts Applying Concepts and Skills in Various Contexts Developing Inquiry/Research and Communication Skills Applying Concepts and Skills in Various Contexts... 12

2 GEOGRAPHY: GRADE 7 - THE THEMES OF GEOGRAPHIC INQUIRY OVERVIEW OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS: Understanding Concepts GEOGRAPHY: GRADE 8 - PATTERNS IN HUMAN GEOGRAPHY OVERVIEW Overall Expectations SPECIFIC EXPECTATIONS: Understanding Concepts Developing Inquiry/Research and Communication Skills Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts Developing Inquiry/Research and Communication Skills Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts GEORGRAPHY: GRADE 7 PATTERNS IN PHYSICAL GEOGRAPHY OVERVIEW OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS Understanding Concepts GEOGRAPHY: GRADE 8 - ECONOMIC SYSTEMS OVERVIEW OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS Understanding Concepts Developing Inquiry/Research and Communication Skills Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts Developing Inquiry/Research and Communication Skills Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts GEOGRAPHY: GRADE 7 NATURAL RESOURCES OVERVIEW OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS Understanding Concepts Developing Inquiry/Research and Communication Skills GEOGRAPHY: GRADE 8 MIGRATION OVERVIEW OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS Developing Inquiry/Research and Communication Skills Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts Developing Map and Globe Skills Applying Concepts and Skills in Various Contexts... 23

3 History and Geography History: Grade 7 - New France Overview In studying the large area of North America called New France during the seventeenth and eighteenth centuries, students investigate the roots and culture of the French communities; examine the character of daily life in the colony; and determine what changes resulted from the interaction of New France with other communities. Overall Expectations By the end of Grade 7, students will: 7h1 Describe the origin and development of French settlement in North America; 7h2 Demonstrate an understanding of how the early French Canadian communities adapted to the challenges of their new land; 7h3 Describe the relationships among the various cultural groups in North America. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h4 Describe the early European and Aboriginal settlement patterns in North America; 7h5 Demonstrate an understanding of why people came to live in New France (e.g. for land, for military reasons, for the fur trade); 7h6 Demonstrate an understanding of economic, political, and social life in New France; 7h7 Demonstrate an understanding of the interactions between the French and the Aboriginal peoples; 7h8 Demonstrate an understanding of the rivalries between the French and English in North America and Europe (e.g. between Hudson s Bay Company and the North West Company, between Aboriginal allies; as rival empire-builders at war in Europe); 7h9 Describe the impact of the events related to St. Marie Among the Hurons; 7h10 Describe the major causes, results, and personalities of the Seven Years War in North America; 7h11 Explain the impact of the Battle of the Plains of Abraham; 7h12 Describe the effects of the expulsion of the Acadians on the Acadians themselves, and on French/English relations; 7h13 Describe the impact of the Treaty of Paris and the Quebec Act from both the English and French points of view. 1

4 History and Geography: Grade 8 History: Grade 8 - Confederation Overview In their study of Confederation, students develop an understanding of the major factors and significant events that led to the creation of the Dominion of Canada in They also consider some of the key individuals involved in the formation of the nation. They examine the growth of Canada as other provinces and territories joined Confederation, and they investigate regional interests in order to appreciate and understand the region s various points of view. Overall Expectations By the end of Grade 8, students will: 8h1 Demonstrate an understanding of the factors that contributed to Canada s Confederation; 8h2 Analyze and describe current issues and their potential impact on Confederation today (e.g. demands of the Aboriginal peoples, Quebec issues, Western issues); 8h3 Demonstrate an understanding of the diverse groups and individuals that contributed to the formation and growth of Canada. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h4 Demonstrate an understanding of the social, political, and economic make-up of the British North American colonies in the 1860s); 8h5 Identify external and internal factors leading to Confederation (e.g. political deadlock, intercolonial trade, reciprocity Corn Laws, Fenians, Manifest Destiny, transportation, defense); 8h6 Demonstrate an understanding of the roles of the key individuals (e.g. Sir George Etienne Cartier, Sir John A. MacDonald) and main events leading to Confederation (e.g. Charlottetown, Quebec, and London Conferences; coalition government in the Canadas); 8h7 Identify the colonies that joined Confederation and their dates of entry (1867 Ontario, Quebec, New Brunswick, Nova Scotia, 1870 Manitoba, as province, and North West Territories, as a territory; 1871 British Columbia; 1873 Prince Edward Island; 1898 Yukon, as a territory; 1905 Alberta and Saskatchewan; 1949 Newfoundland). 2

5 Developing Inquiry/Research and Communication Skills 7h14 Use appropriate vocabulary (e.g. seigneurial system, rivalry, expulsion, Acadian) to describe their inquiries and observations; 7h15 Formulate questions to facilitate gathering and clarifying information (e.g. on the impact of the Church on life in New France); 7h16 Locate relevant information about how early settlers met the challenges of the new land in a variety of primary sources (e.g. artefacts, journals, letters, statistics, field trips, interviews, original documents, maps) and secondary sources (e.g. maps, illustrations, print materials, videos, CD-ROMs, Internet); 7h17 Analyze, synthesize, and evaluate historical information (examine historical accounts for evidence of bias); 7h18 Analyze and describe conflicting points of view about an historical event (e.g. the expulsion of Acadians), giving examples of fact and opinion; 7h19 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g. create a diagram illustrating the structure of the government in New France); 7h20 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, descriptions, drawings, tables, charts, and graphs (e.g. create a chart illustrating the organization of the seigneury). Applying Concepts and Skills in Various Contexts 7h21 Describe fur traders, using current business terms (e.g. competition, market, and advertising), as Canadian entrepreneurs. 3

6 History: Grade 7 - British North America Overview In studying British North America in the late eighteenth and early nineteenth centuries, students investigate the emergence and development of the United Empire Loyalist settlements in Canada. They investigate the relation of the American Revolution to the Loyalist movement, the different groups of people who took part in the migrations, and the hardships of the migration experience. They also examine the causes and the course of the War of 1812, considering its impact on Canadian/ American relations. Developing Inquiry/Research and Communication Skills 8h8 Use appropriate vocabulary (e.g. Confederation, conference, political deadlock, reciprocity, Corn Laws, Fenians, Manifest Destiny) to describe their inquiries and observations; 8h9 Formulate questions to facilitate research on issues and problems (e.g. the contrasting points of view of various individuals and groups regarding Confederation); 8h10 Locate relevant information about the regional interests of each colony, using a variety of sources; 8h11 Analyze, synthesize, and evaluate historical information (e.g. determine the changes in Canada s boundaries in 1867, 1870, 1871, 1873, 1905, and 1949, using a series of maps); 8h12 Analyze and describe conflicting points of view about an historical issue (e.g. British versus Canadian points of view about trade and defense); 8h13 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information; 8h14 Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h15 Identify the contributions of each political region to Canadian Confederation today; 8h16 Identify recent developments in Confederation (e.g. Canada Act, Meech Lake Accord, Charlottetown Accord, and regional interests). 4

7 History: Grade 8 - The Development of Western Canada Overview In studying the expansion of the new Canadian nation, students explore the growth and development of the Canadian West. They examine a wide range of changes and conflicts from the viewpoints of the Canadian government, the Aboriginal peoples, the Metis, and the early immigrants. Overall Expectations By the end of Grade 7, students will: 7h22 Describe the origin and development of English settlement in Canada in the late eighteenth century; 7h23 Demonstrate an understanding of the strategies used by early settlers to adapt the challenges of their new land; 7h24 Demonstrate an understanding of the significance of the War of 1812 for Canadian/American relations. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h25 Demonstrate an understanding of the reasons for the early settlement of English Canada (e.g. the American Revolution); 7h26 Describe the different groups of people (e.g. Black Loyalist, slaves, indentured servants, Aboriginal Loyalists, Maritime Loyalists) who took part in the Loyalists migration and identify their areas of settlement; 7h27 Explain Canada s involvement in the underground railway ; 7h28 Demonstrate an understanding of life in English Canada (e.g. early pioneer experiences, family life, economic and social life, growth and development of early institutions, transportation, and emergence of towns); 7h29 Describe the major causes and personalities of the War of 1812; 7h30 Describe the impact of the War of 1812 on the development of Canada (e.g. the building of fortifications, the Rideau Canal, and Kingston Road; movement of the capital to Bytown [Ottawa]); 7h31 Identify the achievements and contributions of Sir John Graves Simcoe. 5

8 Overall Expectations By the end of Grade 8, students will: 8h17 Demonstrate an understanding of the growth and development of the West from the points of view of the Canadian government, Aboriginal peoples, Metis, and new immigrants; 8h18 Analyze and describe the conflicts and changes that occurred in the Canadian West in the nineteenth century; 8h19 Demonstrate an understanding of how diverse groups and individuals have contributed to the growth and development of the Canadian West. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h20 Demonstrate an understanding of the factors that led to the settlement of the Canadian West; 8h21 Describe the everyday life of various groups (e.g. Aboriginal peoples, Europeans, Metis) in western Canada at the time of settlement by Europeans; 8h22 Describe the causes, results, and personalities of the Red River Rebellion of 1870 and the North West Rebellion of 1885; 8h23 Describe the role played by the North West Mounted Police in the opening of the West (e.g. stoppage of illegal whiskey trade) and identify some of the significant personalities associated with this role (e.g. Sam Steele); 8h24 Describe the significance of the Canadian Pacific Railway in Canada s expansion and identify the key individuals (e.g. Donald Smith, William Van Horne) and groups (Chinese workers) whose efforts led to the railway s completion; 8h25 Identify and explain the effects of post- Confederation immigration on the development of Western Canada; 8h26 Demonstrate an understanding of the effect that the discovery of gold and new wheat strains had on the economy of the early Canadian West. 6

9 Developing Inquiry/Research and Communication Skills 7h32 Use appropriate vocabulary (e.g. institutions, revolution, Loyalists, Patriot); to describe their inquiries and observations; 7h33 Formulate questions to facilitate research in specific areas (e.g. the impact of the American Revolution on the Loyalist migration to British North America); 7h34 Locate relevant information about how early settlers met the challenges of the new land, using a variety of sources (e.g. artefacts, journals, letters, statistics, field trips, interviews, original documents, maps, illustrations, print materials, videos, CD- ROMs Internet); 7h35 Analyze, synthesize, and evaluate historical information (e.g. examine historical accounts for evidence of bias); 7h36 Analyze and describe conflicting points of view about a series of historical events (e.g. the ways in which a Patriot and a Loyalist would view British actions in the Thirteen Colonies); 7h37 Construct and interpret a wide variety of graphs, charts, diagrams, maps, and models to organize and interpret information (e.g. on a map of North America trace the loyalist migration routes and their areas of settlement); 7h38 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 7h39 Trace the historical development of their own community (e.g. including an account of its origins, key personalities, and the contributions of various cultural groups. 7

10 History: Grade 7 - Conflict and Change Overview In studying conflict and change in Upper and Lower Canada during the early nineteenth century, students investigate the forces that led to the rebellions of They focus their study on the major sources of conflict; the roles played by key individuals; and the consequences of the rebellions for the ordinary people of Upper and Lower Canada, as well as for the future development of Canada. Developing Inquiry/Research and Communication Skills 8h27 Use appropriate vocabulary (e.g. regionalism, Metis, Rupert s Land, provisional government) to describe their inquiries and observations; 8h28 Formulate questions to facilitate research on issues and problems (e.g. events that led to the rebellions); 8h29 Locate relevant information (e.g. concerning reasons different groups emigrated to the West), using a variety of sources; 8h30 Analyze, synthesize, and evaluate historical information (e.g. on trends in immigration); 8h31 Analyze and describe conflicting points of view about an historical event (e.g. Pacific Scandal); 8h32 Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h33 Describe the changing roles of the North West Mounted Police (royal Canadian Mounted Police); 8h34 Identify references made to Canada s historical development in Canadian art and music (e.g. sketches by C.W. Jeffreys, Cremation of Sam McGee by Robert Service, and Canadian Railroad Trilogy by Gordon Lightfoot). 8

11 History: Grade 8 - Canada: A Changing Society Overview In studying Canada as changing society, students focus on why and how changes occur in society. They examine social and economic factors, as well as individuals and groups, promoting change in Canada up to Canada s involvement in World War I is studied, with emphasis on the impact of the war on both Canadians and the World community. Overall Expectations By the end of Grade 7, students will: 7h40 Demonstrate an understanding of the nature of change and conflict, methods of creating change, and methods of resolving conflicts; 7h41 Describe the causes, personalities, and results of the rebellions of 1837 in Upper and Lower Canada; 7h42 Evaluate the social, economic, political, and legal changes that occurred as a result of the rebellions. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7h43 Demonstrate an understanding of the nature of change and conflict, identify types of conflict (e.g. war, rebellion, strike, protest), and present strategies for conflict resolution; 7h44 Demonstrate an awareness of the major sources of conflict that led to the rebellions of 1837 in Upper and Lower Canada (e.g. land, transportation, government, culture); 7h45 Describe the role of key personalities (e.g. Mackenzie, Papineau, Baldwin) involved in the rebellions and the methods they used to bring about change; 7h46 Describe the rebellions of 1837 in Upper and Lower Canada and their impact on ordinary people; 7h47 Explain the major political changes that resulted from the rebellions and their impact on the Canadas (e.g. Durham Report, union of the Canadas, achievement of responsible government). Developing Inquiry/Research and Communication Skills 7h48 Use appropriate vocabulary (e.g. rebellion, moderate, radical, conflict, responsible government, Family Compact, Château Clique, Fils de la Liberté, Doric Club) to describe their inquiries and observations; 7h49 Formulate questions to facilitate research on issues and problems (e.g. the achievement of responsible government ); 9

12 7h50 Locate relevant information about key personalities involved in the rebellions from a variety of sources (e.g. journals, illustrations, print materials, videos, CD- ROMs, Internet); Overall Expectations By the end of Grade 8, students will: 8h35 Demonstrate an understanding of how diverse groups and individuals have contributed to the historical, cultural, and economic development of Canada; 8h36 Analyze and describe the conflicts and changes involving Canadians from Confederation to 1918; 8h37 Demonstrate an understanding of the impact of World War I on Canada and the world community. Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8h38 Demonstrate an understanding of factors contributing to change in a society (e.g. technology, immigration, politic, globalization, war) 8h39 Demonstrate an understanding of how the industrial revolution changed Canadian society; 8h40 Identify and describe the achievements of Canadians who have contributed significantly to the development of Canada and the world (e.g. contributions of inventors, innovators, entrepreneurs); 8h41 Identify and demonstrate an understanding of major developments that affected working conditions of Canadian workers (e.g. development of unions, Winnipeg General Strike, the provision of unemployment insurance and workers compensation); 8h42 Describe the impact of the Indian Act of 1876 on Aboriginal peoples; 8h43 Identify major developments in the changing role of children in the Canadian workforce (e.g. mandatory school attendance, working restrictions); 8h44 Identify major developments (e.g. the suffrage movement) and personalities (e.g. Nellie McClung) in the women s rights movement, and demonstrate an understanding of the changing role of women in Canadian society (e.g. with respect to composition of the labour force); 10

13 8h45 7h51 7h52 7h53 7h54 Identify features of Canada s immigration policy in the nineteenth century (e.g. head tax, no stoppage rule); Analyze, synthesize, and evaluate historical information (e.g. concerning the effect of Lord Durham s report on the development of responsible government); Examine and communicate conflicting points of view about an historical issue (e.g. the importance of building canals versus constructing roads); Construct and interpret a wide variety of graphs, charts diagrams, maps, and models to organize and interpret information (e.g. on a map of Upper and Lower Canada, label the significant places and waterways); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 7h55 Describe the impact of political unrest and change in the Maritimes during the rebellions in Upper and Lower Canada; 7h56 Examine and communicate methods of conflict resolution employed in everyday life: at home, at school, in the community; 7h57 Compare strategies of conflict resolution used at home and at school to strategies used historically. 8h46 8h47 Demonstrate an understanding of Canada s participation in World War I (e.g. reason Canadians fought; roles of Canadian men and women; actions of Canadian forces at the Battles of Vimy Ridge) and the contributions of war veterans to Canada and to world history; Demonstrate an understanding of the impact of the war on the veterans, their families, Canada as a whole, specific groups within the country, and the world. Developing Inquiry/Research and Communication Skills 8h48 Use appropriate vocabulary (e.g. globalization, advocate, movement, suffrage, innovators, entrepreneurs, multiculturalism, conscription) to describe their inquiries and observations; 8h49 Formulate questions to facilitate research on particular topics (e.g. issues involved in World War I); 11

14 8h50 8h51 8h52 8h53 Locate relevant information (e.g. on the changing role of women in the labour force), using a variety of sources; Analyze, synthesize, and evaluate historical information (e.g. compare and evaluate the role of women in the nineteenth century and the twentieth century); Analyze and describe conflicting points of view about an historical issue (e.g. conscription); Communicate the results of inquiries for specific purposes and audiences, using media works, political cartoons, oral presentation, written notes and reports, drawings, tables, charts, and graphs. Applying Concepts and Skills in Various Contexts 8h54 Describe and evaluate the effects of technology on Canadian society; 8h55 Describe how events in the Canadian labour movement have influenced workers today; 8h56 Demonstrate an understanding of significant changes made to Canada s immigration policy; 8h57 Interview new Canadians to determine their attitudes towards their new home and towards Canada s immigration policies. Geography: Grade 7 - The Themes of Geographic Inquiry Overview In grade 7, students begin to study geography as a separate discipline. They are introduced to the essential themes of geographic inquiry- that is, location/place, environment, region, interaction, and movement - as well as the tools and technologies used in the study of geography. Topics in the news will also be used to capture students interest and to illustrate concepts. Overall Expectations By the end of Grade 7, students will: 7g1 Demonstrate an understanding of geographic inquiry; 7g2 Use the five themes of geography (location/place, environment, region, Interaction, movement) to focus their inquiries; 7g3 Use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information. 12

15 Specific Expectations: By the end of Grade 7, students will: Understanding Concepts 7g4 Identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and movement; 7g5 Demonstrate an understanding of the place/location theme (e.g. a place is defined by unique physical and human characteristics; location means where a place is and where it is relative to other places); 7g6 Demonstrate an understanding of the environment theme (e.g. in the system of nonliving elements, people are part of the living elements); 7g7 Demonstrate an understanding of the region theme (e.g. a region is a part of the earth s surface that has similar characteristics; the concept of region helps to simplify complex ideas); 7g8 Demonstrate an understanding of the interaction theme (e.g. the environment provides opportunities and challenges; people change the environment as they use it); 7g9 Demonstrate an understanding of the movement theme (e.g. the flow of the people, goods, and information and the factors that affect this flow). Geography: Grade 8 - Patterns in Human Geography Overview In previous grades, students analyzed how human activities are affected by physical features. In Grade 8, they extend their understanding by examining global patterns in human geography. The focus is on understanding global population distribution and patterns in settlement and land use. Students examine patterns in population characteristics to identify correlation. Overall Expectations By the end of Grade 8, students will: 8g1 Identify and explain patterns in human geography (e.g. population distribution, population characteristics, settlement patterns, and urbanization) and describe how human activities are affected by these patterns; 8g2 Demonstrate an understanding of employment patterns and trends; 8g3 Use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information. 13

16 Specific Expectations: By the end of Grade 8, students will: Understanding Concepts 8g4 Identify the three main patterns of settlement: linear, scattered, and clustered; 8g5 Demonstrate an understanding of the factors affecting population distribution (e.g. history, natural environment, technological development); 8g6 Identify and describe the characteristics common to places of high population density and the characteristics common to places of low population density; 8g7 Demonstrate an understanding of how site and situation influence settlement; 8g8 Identify and describe the types of land use (e.g. residential, recreational, institutional, commercial, industrial, agricultural; for transportation, communication, utilities; open spaces); 8g9 Demonstrate an understanding of the terms describing population characteristics (e.g. birth and death rates, literacy rate); 8g10 Demonstrate an understanding of the correlation between population characteristics; 8g11 Demonstrate an understanding of the factors affecting urbanization, industrialization, transportation, and improvements in agriculture. Developing Inquiry/Research and Communication Skills 7g10 Use appropriate vocabulary (e.g. phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction, region) to describe their inquiries and observations; 7g11 Formulate comparative and speculative questions that identify issues and define problems for research purposes (e.g. ask questions to identify bias, fact, and opinion); 7g12 Locate relevant information from a variety of primary sources (e.g. interviews, statistics, aerial photographs, satellite images, live telecasts) and secondary sources (maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet); 7g13 Analyze, synthesize, and evaluate data by applying a decision-making model to an environmental issue; 7g14 produce a variety of graphs, charts, diagrams, and models for different purposes; 14

17 7g15 Communicate the results of inquiries stating different points of view on an issue using media works, oral presentations, written notes and reports, drawings, tables, charts and graphs. Developing Map and Globe Skills 7g16 Produce maps for a variety of purposes (e.g. a thematic map of hurricane regions that illustrates an environmental pattern). Applying Concepts and Skills in Various Contexts 7g17 Produce a report on current environmental events in the news (e.g. place: discovery of a new resource; environment: depletion of fish stocks); 7g18 Communicate and understanding that various individuals and groups have different opinions on environmental issues (e.g. interaction: loggers versus wilderness conservationists); 7g19 Identify and describe regions where natural hazards exist (e.g. region: regions with earthquake activity, or with tornadoes); 7g20 Organize and present a report on the emergency procedures followed to respond to an environmental disaster (e.g. movement: evacuation). Developing Inquiry/Research and Communication Skills 8g12 Use appropriate vocabulary (e.g. urbanization, population density, population distribution, gross national product, correlation) to describe their inquiries and observations; 8g13 Formulate questions that synthesize various sources of information and points of view (e.g. questions about patterns in population distribution); 8g14 Locate relevant information from a variety of sources (e.g. statistics, interviews, field studies, original maps and diagrams, survey maps, illustrations, print materials, videos, CD-ROMs, Internet); 8g15 Analyze, synthesize, and evaluate data (e.g. examine population pyramids to make predictions about future trends in population characteristics); 8g16 Construct a variety of graphs, charts, diagrams, and models to organize information (e.g. graphs that demonstrate correlation between two population characteristics, such as literacy and birth rates); 15

18 8g17 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, illustrations, tables, charts, and graphs. Developing Map and Globe Skills 8g18 Produce a variety of maps for specific purposes (e.g. maps that show popular tourist destinations). Applying Concepts and Skills in Various Contexts 8g19 Compare the characteristics of developed and developing countries; 8g20 Identify some employment and workplace issues (e.g. self-employment, job sharing, single office/home office, early retirement, health and safety issues) and describe their impact on the present-day Canadian work force; 8g21 Research job trends and predict the skills needed to meet the challenges of the future. Georgraphy: Grade 7 Patterns in Physical Geography Overview Pattern is the evident organization of physical (or human) phenomena. By examining the connections among physical features, climate, and vegetation that form detectable patterns on the earth s surface, students recognize that physical regions extend beyond political borders. They investigate the forces that contribute to these patterns, and develop an awareness of the range of opportunities the physical would provides to the people who interact with it. Overall Expectations By the end of Grade 7, students will: 7g21 Explain how patterns are useful to the study of geography; 7g22 Identify and explain patterns in physical geography; 7g23 Demonstrate an understanding of how physical patterns affect human activity. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7g24 Recognize pattern as an important concept in geography (e.g. location of volcanoes along the Pacific Rim); 7g25 Identify and explain how land-forms are used to delineate regions; 16

19 7g26 7g27 7g28 7g29 7g30 7g31 7g32 Identify and describe world land-form patterns (e.g. location of fold mountains along the west coast of North and South America); Identify and describe world climate patterns; Demonstrate an understanding that climate patterns result from the interaction of several factors: latitude, altitude, global wind systems, air masses, proximity to large bodies of water, ocean currents); Identify, through investigation, the effects of natural phenomena (e.g. tornadoes, earthquakes, hurricanes) on people and the environment; Demonstrate an understanding that natural vegetation patterns result from the interaction of several factors: temperature, precipitation, soil types, competition for available nutrients; Identify major river systems of the world (e.g. Amazon, Nile, St. Lawrence) and describe their drainage patterns as either dendritic or trellis; Describe the correlation between physical patterns and types of crops (e.g. land-forms: plains/grains; climate: tropics/bananas); Geography: Grade 8 - Economic Systems Overview The study of economic systems focuses on the types of economic systems and the factors that influence them. Students analyze Canada s trade associations, employment trends, and economic relationships. They study the manufacturing process and distribution of products, and identify the interrelationships among the three types of industry. Overall Expectations By the end of Grade 8, students will: 8g22 Demonstrate an understanding of economic systems and the factors that influence them; 8g23 Describe the economic relationship between Canada and the global community (e.g. with respect to harvesting resources, manufacturing goods, the provision of services worldwide); 8g24 Use a variety of geographic representations, tools, and technologies, to gather, process, and communicate geographic information. 17

20 Specific Expectations By the end of Grade 8, students will: Understanding Concepts 8g25 Demonstrate an awareness of the fundamental elements of an economic system: what goods are produced; how they are produced; for whom they are produced; and how they are distributed; 8g26 Demonstrate an awareness of the characteristics of basic economic systems (e.g. subsistence, traditional, command, market); as well as recognition that most countries like Canada have a mixed economy that includes features from more than one system; 8g27 Demonstrate an understanding of how economic resources (e.g. land, labour, capital, entrepreneurial ability) influence the economic success of a region; 8g28 Identify and give examples of the three major types of industries (e.g. primary/resource, secondary/manufacturing, tertiary/service), and describe how the distribution of these industries has changed; 8g29 Demonstrate an understanding of the manufacturing system (e.g. input, process, output, feedback), and describe how mechanization and technology have changed the Canadian economy. 7g33 7g34 Demonstrate an understanding of three types of agriculture (subsistence, commercial, specialized) and their relation to climate, topography, and soil; Identify the six major factors, which influence commercial agriculture: location, climate, raw materials, market, labour, and transportation. Developing Inquiry/Research and Communication Skills 7g35 Use appropriate vocabulary, including correct geographic terminology (e.g. classify, climate graph, pattern, latitude, altitude, site) to describe their inquiries and observations; 7g36 Formulate comparative and speculative questions to guide the research of a topic of study concerning physical patterns; 7g37 Locate relevant information from a variety of primary sources (e.g. aerial photographs, satellite images, interviews, field studies) and secondary sources (e.g. climate maps, illustrations, print materials, videos, CD- ROMs, Internet); 7g38 Analyse, synthesize and evaluate data (e.g. agricultural patterns, land-form patterns); 18

21 7g39 7g40 Construct a wide variety of graphs, charts, diagrams, maps and models to organize information (e.g. river-system and watershed maps); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and descriptions, drawings, tables, charts, and graphs. Developing Map and Globe Skills 7g41 Identify patterns in physical geography, using thematic maps; 7g42 Make and interpret climate graphs; 7g43 Draw cross-sectional diagrams (e.g. of landform river profiles). Applying Concepts and Skills in Various Contexts 7g44 Investigate and describe how specialized forms of agriculture (e.g. sheep, beef, dairy farming) relate to world patterns of land-forms, climate, and vegetation; 7g45 Construct and compare climate graphs; 7g46 Investigate and describe the process involved in growing, harvesting, and processing a plantation crop (e.g. cotton, rice, coffee, bananas, tobacco, sugar cane). Developing Inquiry/Research and Communication Skills 8g30 Use appropriate vocabulary (e.g. economy; subsistence, traditional, command, market, and mixed economies, production; goods; services; consumer; market; distribution; import; exports; land; entrepreneurial; capital; primary; secondary; and tertiary industries; North American Free Trade Agreement) to describe their inquiries and observations; 8g31 Ask questions that synthesize various sources of information and points of view (e.g. on the effect of mechanization and technology on the Canadian economy); 8g32 Locate relevant information from a variety of sources (e.g. statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, print materials, videos, CD-ROMs, Internet); 8g33 Analyze, synthesize, and evaluate data (e.g. about Canada s trading partners); 8g34 Construct a wide variety of graphs, charts, diagrams, and models, to organize information (e.g. graph the changing types of industry over time); 8g35 Communicate the results of inquiries of specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. 19

22 Developing Map and Globe Skills 8g36 Identify patterns in the area of economics, using thematic maps (e.g. location of industries in relation to sources of raw materials). Applying Concepts and Skills in Various Contexts 8g37 Identify the top trading countries in the world and the reasons for their success; 8g38 Investigate and describe the advantages and disadvantages of economic associations such as the North American Free Trade Agreement and the European Economic Community; 8g39 Describe the impact of a new industry on the economy of a region. Geography: Grade 7 Natural Resources Overview The study of natural resources focuses on the different ways people use resources and the environmental implications of their actions. Students learn that the value of resources is influenced by demand and accessibility. They come to recognize that wise use of resources is the responsibility of all citizens. Overall Expectations By the end of Grade 7, students will: 7g47 Demonstrate an understanding of how Canada s natural resources have contributed to its economic development; 7g48 Identify factors that affect the use and value of natural resources (e.g. supply and demand, technology); 7g49 Demonstrate an understanding of how human activity (e.g. canal building) affects people and the environment. Specific Expectations By the end of Grade 7, students will: Understanding Concepts 7g50 Demonstrate an understanding that people use renewable, non-renewable, and flow resources in a variety of ways to meet their needs; 7g51 Identify the pattern that exists in the distribution and use of natural resources throughout the world; 7g52 Demonstrate an understanding of how technology has affected natural resources (e.g. with respect to their discovery, extraction, processing and marketing); 20

23 7g53 7g54 Demonstrate an understanding of the concept of sustainable development and its implications for the environment; Describe the influence of natural resources on any country (e.g. the development of the fishing industry along Canada s coasts). Developing Inquiry/Research and Communication Skills 7g55 Use appropriate vocabulary, including correct geographic terminology (e.g. flow resource, sustainable development) to describe their inquiries and observations; 7g56 Formulate comparative and speculative questions to identify issues and define problems regarding study topics (e.g. the effect of technology on natural resources); Geography: Grade 8 Migration Overview Students examine the major types of migration and factors affecting mobility. They identify patterns in migration and analyze their effects on Canadian communities. Overall Expectations By the end of Grade 8, students will: 8g40 Identify the factors that affect migration and mobility; 8g41 Demonstrate an understanding of the ways in which cultures are affected by migration; 8g42 Describe patterns and trends in migration and their effects on Canada. Specific Expectations By the end of Grade 8, students will: 8g43 Demonstrate an understanding that migration results from decisions people make about conditions and events around them; 8g44 Identify factors that influence people move away from a place (e.g. drought, war); 8g45 Identify factors that influence people to move to another place (e.g. plenty of employment opportunities, security); 8g46 Identify barriers to migration (e.g. physical, financial, legal, emotional); 8g47 Identify components of culture that can be affected by migration (e.g. language, social organization, educational systems, beliefs and customs); 8g48 Identify global distribution patterns of various cultures; 21

24 8g49 Demonstrate an understanding of the effects that migration has had on the development of Canada (e.g. immigration from Asia). Developing Inquiry/Research and Communication Skills 8g50 Use appropriate vocabulary (e.g. accessible, barriers, migration, mobility, immigration, emigration, refugees, modes of transportation, push factors, pull factors) to describe their inquiries and observations; 8g51 Formulate questions that synthesize various sources of information and points of view (e.g. on the effect of immigration on the development of Canada); 7g57 7g58 7g59 7g60 Locate and record relevant information from a variety of primary sources (e.g. eyewitness interviews, field studies) and secondary sources (e.g. maps, illustrations, diagrams, print materials, videos, CD-ROMs, Internet); Analyse, synthesize and evaluate data (e.g. relating to the patterns of distribution and use of natural resources); Construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g. create a graph to demonstrate the concept of supply and demand); Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts and graphs. Developing Map and Globe Skills 7g61 Map locations of Canada s natural resources; 7g62 Identify patterns of natural resources, using thematic maps (e.g. locations of valuable minerals). Applying Concepts and Skills in Various Contexts 7g63 Produce a report on factors that affect the availability of natural resources in the future; 7g64 Present and defend a point of view on how a resource should be used. 8g52 8g53 Locate relevant information from a variety of primary sources (e.g. surveys, statistics, interviews, field studies) and secondary sources (e.g. maps, illustrations, print materials, videos, CD-ROMs, Internet); Construct a wide variety of graphs, charts, diagrams, and models to organize information; 22

25 8g54 Communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs. Developing Map and Globe Skills 8g55 Identify patterns in migration, using thematic maps (e.g. location of regions that were sources of significant immigration to Canada). Applying Concepts and Skills in Various Contexts 8g56 Use a decision-making model to select an ideal place to live in or visit, and present decision to other members of the class; 8g57 Describe how technology has improved mobility. 23

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN

LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN LOUISIANA STUDENT STANDARDS FOR SOCIAL STUDIES THAT CORRELATE WITH A FIELD TRIP TO DESTREHAN PLANTATION KINDERGARTEN Standard 2 Historical Thinking Skills Students distinguish between events, people, and

More information

Social Studies: Grade 4. Table of Contents

Social Studies: Grade 4. Table of Contents Social Studies: Grade 4 Table of Contents Heritage and Citizenship Medieval Times Overview --------------------------- Page 1 Overall Expectations --------------------------- Page 1 Specific Expectations

More information

Stillwater Area Schools Curriculum Guide for Elementary Social Studies

Stillwater Area Schools Curriculum Guide for Elementary Social Studies Stillwater Area Schools Curriculum Guide for Elementary Social Studies Grade Four Draft March 21, 2006 Minnesota and the St. Croix Valley I. Historical Skills A. The student will acquire skills of chronological

More information

Social Studies Continuum

Social Studies Continuum Historical Skills chronological thinking understand that we can learn about the past from different sorts of evidence begin to use historical resources apply research skills by investigating a topic in

More information

Prentice Hall. World Explorer: People, Places, Cultures Grade 7. Oklahoma Priority Academic Student Skills (PASS) for Grade 7 World Geography

Prentice Hall. World Explorer: People, Places, Cultures Grade 7. Oklahoma Priority Academic Student Skills (PASS) for Grade 7 World Geography Prentice Hall World Explorer: People, Places, Cultures 2007 Grade 7 C O R R E L A T E D T O for Grade 7 1. Locate, gather, analyze, and apply information from primary and secondary sources. WORLD GEOGRAPHY

More information

Campus: VALLEY VIEW HIGH SCHOOL Content Area: Social Studies

Campus: VALLEY VIEW HIGH SCHOOL Content Area: Social Studies Campus: VALLEY VEW HGH SCHOOL : Map Name: Grading Period: 1 1A 21A 21B 21D 21E 22A 22B 22C 22D 3A 3B Description, TEKS Concept and Description analyze the effects of physical and human ggraphic patterns

More information

Minnesota K-12 Academic Standards in Social Studies. Grade 4: Geography of North America

Minnesota K-12 Academic Standards in Social Studies. Grade 4: Geography of North America Minnesota K-12 Academic s in Social Studies Grade 4: Geography of North America 4 Describe how people take 1. Democratic government action to influence a depends on informed and decision on a specific

More information

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe

World Geography TEKS 2nd Nine Weeks. Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe World Geography TEKS 2nd Nine Weeks Unit of Study Regional Studies; U.S. and Canada Regional Studies; Latin America; and Europe 1) History. The student understands how geography and processes of spatial

More information

Grade 5: Social Studies Practices

Grade 5: Social Studies Practices Grade 5: Social Studies Practices A. Gathering and Using Evidence 1. Develop questions to help identify evidence about topics related to the historical events occurring in the Western Hemisphere that can

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD GEOGRAPHY

Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD GEOGRAPHY Academic Vocabulary CONTENT BUILDER FOR THE PLC WORLD GEOGRAPHY : academic vocabulary directly taken from the standard STANDARD WG.1A analyze the effects of physical and human geographic patterns and processes

More information

Amarillo ISD Social Studies Curriculum

Amarillo ISD Social Studies Curriculum Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are aligned to the TEKS. The State of Texas State Board

More information

Fifth Grade Social Studies Major Instructional Goals

Fifth Grade Social Studies Major Instructional Goals Fifth Grade Social Studies Major Instructional Goals We exist for the academic excellence of all students. December 2007 1 Rationale The purpose of the social studies program is to prepare young people

More information

Social Studies. Unit Topic: Confederation Grade 10

Social Studies. Unit Topic: Confederation Grade 10 Social Studies Unit Topic: Confederation Grade 10 Rationale: Students will understand the various aspects of Confederation through a geographical lens. Students will evaluate each of British colonies and

More information

Great Native American Nations

Great Native American Nations Great Native American Nations Episode 1 Episode 2 Episode 3 Episode 4 Episode 5 Episode 6 Cheyenne: Indians of the Plains Iroquois: Indians of the Northeast Lakota Sioux: Indians of the Plains Navajo:

More information

World Geography Fall 2013 Semester Review Project

World Geography Fall 2013 Semester Review Project Reporting Category RC 1: History, Government and Citizenship Standard WG.1 History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and

More information

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government.

POLITICAL SYSTEMS. (ps ) Evaluate positions taken regarding the necessity of government and the purposes of government. Baltimore City Public School System Social Studies Content Standards (Grade 8) POLITICAL SYSTEMS In the context of U.S. History through 1877, at the end of grade 8, students know and are able to do everything

More information

MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4

MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4 MARS AREA SCHOOL DISTRICT CURRICULUM GRADE: Grade 4 Course Title: Social Studies Brief Description Overview: Students will explore the history, geography, government, and economy of the United States with

More information

Generic Success Criteria

Generic Success Criteria Generic Success Criteria Significance I can identify a short term and long term impact that a development/event/issue has/had locally/globally. I can discuss (verbally, graphically, etc.) how a development/event/issue

More information

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30

a. Hunting and gathering SE/TE: 17, 19, 21, 22, 23, 25, 30 b. Tool making SE/TE: 17, 18, 19, 22, 23 c. Use of fire SE/TE: 17, 23, 30 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 6) Grade Six History Students use materials drawn from the diversity of human experience to analyze and interpret significant

More information

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES

I CAN STATEMENTS 6TH GRADE SOCIAL STUDIES 6TH GRADE SOCIAL STUDIES I can compare historical issues involving rights, roles and statues of individuals. I can describe the relationships among specialization, division of labor, productivity of workers

More information

Year At A Glance. 5th Grade Social Studies. UNIT 4 America s Fight for Independence and the Creation of a New Nation. UNIT 2 Early Explorers

Year At A Glance. 5th Grade Social Studies. UNIT 4 America s Fight for Independence and the Creation of a New Nation. UNIT 2 Early Explorers 5th Grade Social Studies Year At A Glance UNIT 1 Introduction to Social Studies and the Pre-Columbian Societies and Tribes (9 Weeks) UNIT 2 Early Explorers (9 Weeks) UNIT 3 Becoming a new nation: Colonization

More information

SOCIAL STUDIES Grade 6 Standard: History

SOCIAL STUDIES Grade 6 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier 1. Construct a multiple-tier time line from a list of events time lines. and interpret the relationships between

More information

Groveport Madison Local School District Sixth Grade Social Studies Content Standards Planning Sheets

Groveport Madison Local School District Sixth Grade Social Studies Content Standards Planning Sheets Standard: Citizenship Rights and Responsibilities A. Show the relationship between civic participation and attainment of civic and public goals. 1. Explain how opportunities for citizens to participate

More information

STAAR Vocabulary Words extracted directly from the standard and/or associated with the instruction of the content within the standard.

STAAR Vocabulary Words extracted directly from the standard and/or associated with the instruction of the content within the standard. STAAR Vocabulary Words extracted directly from the standard and/or associated with the instruction of the content within the standard. READINESS STANDARDS - World Geography (WG.1) History. The student

More information

Delta RV Eighth Grade Social Studies Revised-2010

Delta RV Eighth Grade Social Studies Revised-2010 Delta RV Eighth Grade Social Studies Revised-2010 Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United

More information

A Correlation of. Pearson myworld Social Studies We Are Connected to the

A Correlation of. Pearson myworld Social Studies We Are Connected to the A Correlation of Pearson myworld Social Studies We Are Connected 2013 Standard 2-1: The student will demonstrate an understanding of the local community as well as the fact that geography influences not

More information

Geographical knowledge and understanding scope and sequence: Foundation to Year 10

Geographical knowledge and understanding scope and sequence: Foundation to Year 10 Geographical knowledge and understanding scope and sequence: Foundation to Year 10 Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year level focus People live in places Places have distinctive features

More information

Canadian Mapping Big Book

Canadian Mapping Big Book Canadian Mapping Big Book Grades 4-6 Written by Lynda Golletz Illustrated by S&S Learning Materials About the Author: Lynda Golletz was an elementary school teacher for thirty-three years. She is the author

More information

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Prentice Hall World Studies: Latin America 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7) Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. (1) Principles expressed in documents shaping constitutional

More information

Prentice Hall World Studies 2005, Eastern Hemisphere Correlated to: Maryland Social Studies State Voluntary Curriculum (Grade 7)

Prentice Hall World Studies 2005, Eastern Hemisphere Correlated to: Maryland Social Studies State Voluntary Curriculum (Grade 7) Prentice Hall World Studies 2005, Eastern Hemisphere Maryland Social Studies State Voluntary Curriculum (Grade 7) Social Studies Grade 7 Voluntary Curriculum History: Students will examine significant

More information

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure

GRADE 8 LEAP SOCIAL STUDIES ASSESSMENT STRUCTURE. Grade 8 Social Studies Assessment Structure Grade 8 Social Studies Assessment Structure 1 In 2013-2014, the grade 8 LEAP test continues to assess Louisiana s social studies benchmarks. The design of the multiple-choice sessions of the test remains

More information

K- 5 Academic Standards in. Social Studies. June 2013

K- 5 Academic Standards in. Social Studies. June 2013 K- 5 Academic s in Social Studies June 2013 Word Tables of s ONLY This Word version of the 2.17.12 social studies standards (DRAFT for Rulemaking 2.17.12) document contains the standards ONLY; no explanatory

More information

Prentice Hall World Studies, Western Hemisphere 2005 Correlated to: Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6)

Prentice Hall World Studies, Western Hemisphere 2005 Correlated to: Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6) Mississippi Social Studies Frameworks, Western Hemisphere Studies (Grade 6) SIXTH GRADE (Western Hemisphere Studies) STRANDS: (C-Civics); (H-History); (G-Geography); (E-Economics) COMPETENCIES and Suggested

More information

GEOGRAPHY POLICY STATEMENT. The study of geography helps our pupils to make sense of the world around them.

GEOGRAPHY POLICY STATEMENT. The study of geography helps our pupils to make sense of the world around them. GEOGRAPHY POLICY STATEMENT We believe that the study of geography is concerned with people, place, space and the environment and explores the relationships between the earth and its peoples. The study

More information

World Geography Review Syllabus

World Geography Review Syllabus Purpose Class: World Geography Review Syllabus This course is designed to help students review and remediate their understanding major themes, concepts, and facts connected to the study World Geography.

More information

Alaska Content and Performance Standards Science Grade: 7 - Adopted: Concepts of Life Science (SC1, SC2, SC3)

Alaska Content and Performance Standards Science Grade: 7 - Adopted: Concepts of Life Science (SC1, SC2, SC3) Main Criteria: Alaska Content and Performance Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 7 Correlation Options: Show Correlated AK.C1. Alaska Content and Performance Standards

More information

Delta School District 1

Delta School District 1 Delta School District Social Studies Curriculum Scope and Sequence K-12 GLE Principles of Constitutional Democracy K 1 2 3 4 5 6 7 8 9-12 1. Knowledge of the principles expressed in documents shaping constitutional

More information

Social Studies Curriculum Sixth Grade

Social Studies Curriculum Sixth Grade Social Studies Curriculum Sixth Grade A. History Students will examine the key historic movements, events, and figures that contributed to the development of modern Europe and American nations from early

More information

Fourth Grade Social Studies Crosswalk

Fourth Grade Social Studies Crosswalk Fourth Grade Social Studies Crosswalk This crosswalk document compares the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study (SCOS) and provides

More information

Answers to British Columbia Quizzes

Answers to British Columbia Quizzes Answers to British Columbia Quizzes p. 1 Test Your Knowledge What do you remember from your review of the British Columbia section of the E-atlas? 1. What percentage of Canada's total area does British

More information

Essential Questions What are the major physical components of the world, and how are they represented on a map? 3.4

Essential Questions What are the major physical components of the world, and how are they represented on a map? 3.4 Third Grade Social Studies Unit One Six Weeks GEOGRAPHY Originally compiled by Russellville In order for students to understand that geography influences the development of a region as well as the interactions

More information

Many Gifts 3 CORRELATION TO THE ONTARIO SOCIAL STUDIES CURRICULUM

Many Gifts 3 CORRELATION TO THE ONTARIO SOCIAL STUDIES CURRICULUM Many Gifts 3 CORRELATION TO THE ONTARIO SOCIAL STUDIES CURRICULUM Many Gifts 3 Correlation to Social Studies Curriculum SB = Student Book TR = Teacher s Resource AC = Activity Card OVERALL EXPECTATIONS

More information

Warren County Schools Primary Social Studies Curriculum

Warren County Schools Primary Social Studies Curriculum P2 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that

More information

Quarterly Pacing Guide 6th grade Social Studies Content Expectations

Quarterly Pacing Guide 6th grade Social Studies Content Expectations 6.G1 The World in Spacial Term Terms: Geographical Habits of Mind 6.G1.1 Spacial Thinking 6 - G1.1.1 Use maps, globes, and web based geography technology to investigate the world at global, interregional,

More information

Geography - Grade 8. Unit A - Global Settlement: Patterns and Sustainability

Geography - Grade 8. Unit A - Global Settlement: Patterns and Sustainability Geography - Grade 8 Geographical Thinking: Spatial Significance Patterns and Trends Interrelationships Geographic Perspective Geographic Inquiry: STEP 1 - Formulate Questions STEP 2 - Gather and Organize

More information

INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES, WORLD GEOGRAPHY. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES, WORLD GEOGRAPHY. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) Prentice Hall: The Cultural Landscape, An Introduction to Human Geography 2002 Indiana Academic Standards for Social Studies, World Geography (Grades 9-12) STANDARD 1: THE WORLD IN SPATIAL TERMS Students

More information

Warren County Schools Primary Social Studies Curriculum

Warren County Schools Primary Social Studies Curriculum P4 Government and Civics SS-P-GC-U-1 Students will understand that local governments are formed to establish order, provide security and accomplish common goals. SS-P-GC-U-2 Students will understand that

More information

Climate Change: How it impacts Canadians and what we can do to slow it down.

Climate Change: How it impacts Canadians and what we can do to slow it down. Climate Change: How it impacts Canadians and what we can do to slow it down. Lesson Overview This lesson takes stock of how climate change has already affected Canadians in geographic, economic, and cultural

More information

Social Studies I. Scope and Sequence. Quarter 1

Social Studies I. Scope and Sequence. Quarter 1 Quarter 1 Unit 1.1, Global Interactions (10 days) HP 2: History is a chronicle of human activities, diverse people, and the societies they form. (9-12) 3 Students show understanding of change over time

More information

Saskatchewan s Early Trade Routes: The Impact of Geography on Trade

Saskatchewan s Early Trade Routes: The Impact of Geography on Trade Saskatchewan s Early Trade Routes: The Impact of Geography on Trade Lesson Overview In this lesson, students will compare and contrast prehistoric First Nations trade routes and trade goods with the routes

More information

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision

Dublin City Schools Social Studies Graded Course of Study Grade 5 K-12 Social Studies Vision K-12 Social Studies Vision The Dublin City Schools K-12 Social Studies Education will provide many learning opportunities that will help students to: develop thinking as educated citizens who seek to understand

More information

Gathering Data on Your Collection: Sample Page. Curriculum relevance (how relevant are the existing titles to the new curriculum) Good Fair Poor

Gathering Data on Your Collection: Sample Page. Curriculum relevance (how relevant are the existing titles to the new curriculum) Good Fair Poor Gathering Data on Your Collection: Sample Page Part of the collection development process involves the critical examination of your existing collection to identify needs. Realistically, you should target

More information

Augusta Canal National Heritage Area 8 Grade Lesson Plans. Stage 1 Desired Results

Augusta Canal National Heritage Area 8 Grade Lesson Plans. Stage 1 Desired Results Title: Falling into Place Stage 1 Desired Results Subject/Course: Grade: 8th Instructional Time: 10 hrs. Big Ideas: Geographic Regions, The Fall Line and Early Settlements, Rivers and Water Power, The

More information

HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY)

HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY) HPISD CURRICULUM (SOCIAL STUDIES, WORLD GEOGRAPHY) EST. NUMBER OF DAYS: 14 UNIT NAME Unit Overview UNIT 7 SOUTH WEST ASIA/NORTH AFRICA SWANA s geography has led to economic and cultural differences. Students

More information

World Geography. WG.1.1 Explain Earth s grid system and be able to locate places using degrees of latitude and longitude.

World Geography. WG.1.1 Explain Earth s grid system and be able to locate places using degrees of latitude and longitude. Standard 1: The World in Spatial Terms Students will use maps, globes, atlases, and grid-referenced technologies, such as remote sensing, Geographic Information Systems (GIS), and Global Positioning Systems

More information

1 st Six Weeks # of Days. Unit # and Title Unit 1 Geography Overview

1 st Six Weeks # of Days. Unit # and Title Unit 1 Geography Overview 1 st Six Weeks # of Days Unit # and Title Unit 1 Geography Overview Orange Grove ISD Instructional Planning Information and Process Standards The Process Standards Must Be Included in Each Unit # of Class

More information

GC1DR Exam Review 2013

GC1DR Exam Review 2013 GC1DR Exam Review 2013 Name: Your exam is just around the corner! By completing this review, you will be EXTREMELY well prepared to write this exam. Part A ON A SEPARATE PIECE OF PAPER, please complete

More information

Geography for Life. Course Overview

Geography for Life. Course Overview Geography for Life Description In Geography for Life students will explore the world around them. Using the six essential elements established by the National Geographic Society students will be able to

More information

Anoka Hennepin K 12 Curriculum Unit Plan

Anoka Hennepin K 12 Curriculum Unit Plan Anoka Hennepin K 12 Curriculum Unit Plan Department: Social Studies Grade Level: 4 Unit Title: Geographic Investigations Trimester: 2 and 3 (16) 55 minute lessons (can be (32) 25 minute lessons) Unit Summary:

More information

The study of Geography and the use of geographic tools help us view the world in new ways.

The study of Geography and the use of geographic tools help us view the world in new ways. S How does Geography help us understand our world? What factors shape the Earth s different environments? 7.1.9 7.2.9 BIG IDEAS COMPETENCIES Text pages or The study of Geography and the use of geographic

More information

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems

Strand 1: Principles of Constitutional Democracy. Strand 2: Principles and Processes of Governance Systems Social Studies GLE S - Grade 4 Strand 1: Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A. Knowledge

More information

Social Studies Framework K-12 ( ) 1

Social Studies Framework K-12 ( ) 1 RIVERVIEW SCHOOL DISTRICT NO. 407 STRAND CIVICS (GOVERNMENT) ECONOMICS HISTORY GEOGRAPHY Grade K Me & My Community Working together Purpose of rules Being a community contributor Compare/contrast needs

More information

Seventh Grade U.S. History Grade Standards, Supporting Skills, and Examples

Seventh Grade U.S. History Grade Standards, Supporting Skills, and Examples Seventh Grade U.S. History The committee, with input from educators throughout the state, revised the former seventh grade social studies standards to facilitate effective instruction and student mastery

More information

Geography. Geography A. Curriculum Planner and Skills Mapping Grid GCSE Version 1 October 2012

Geography. Geography A. Curriculum Planner and Skills Mapping Grid GCSE Version 1 October 2012 Geography GCSE 2012 Geography A Curriculum Planner and Skills Mapping Grid Version 1 October 2012 www.ocr.org.uk/gcse2012 Year 10 Exam work Controlled Assessment Autumn 1 Autumn 2 Spring 1 Spring 2 Summer

More information

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment

The Kenton County School District A System of Excellence Social Studies 4.1 Core Content for Assessment Big Idea: Government and Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental

More information

Post Test Trimester 1 US & Canada 6th Grade-Study Guide

Post Test Trimester 1 US & Canada 6th Grade-Study Guide Post Test Trimester 1 US & Canada 6th Grade-Study Guide Matching Fill in the blank by writing the letter of the correct term below. a. dominion f. indigenous b. Industrial Revolution g. interdependent

More information

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5

A Correlation of. Ohio s Learning Standards in Social Studies. Grade 5 A Correlation of 2019 To in Social Studies Grade 5 Introduction The all new myworld Interactive Social Studies encourages students to explore their world, expand their thinking, and engage their college,

More information

Programs Aligned With: Kindergarten Social Studies

Programs Aligned With: Kindergarten Social Studies Programs Aligned With: Kindergarten Social Studies Progressive Waste Solutions K.2.1 Compare and contrast children and families today with those in the past using various sources K.3.2 Identify maps and

More information

Climate Change: Why Worry?

Climate Change: Why Worry? Climate Change: Why Worry? Lesson Overview Students will explore the meaning of Climate Change, with an emphasis on the impact expected on future human life, the adaptations which will be required, and

More information

BIG IDEAS. Area of Learning: SOCIAL STUDIES Urban Studies Grade 12. Learning Standards. Curricular Competencies

BIG IDEAS. Area of Learning: SOCIAL STUDIES Urban Studies Grade 12. Learning Standards. Curricular Competencies Area of Learning: SOCIAL STUDIES Urban Studies Grade 12 BIG IDEAS Urbanization is a critical force that shapes both human life and the planet. The historical development of cities has been shaped by geographic,

More information

Montana Content Standards Science Grade: 6 - Adopted: 2016

Montana Content Standards Science Grade: 6 - Adopted: 2016 Main Criteria: Montana Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated MT.6-8.PS. BENCHMARK / STANDARD 6-8.PS.3. MT.6-8.LS. BENCHMARK

More information

Prentice Hall World Studies, Asia and the Pacific 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7)

Prentice Hall World Studies, Asia and the Pacific 2005 Correlated to: Missouri Social Studies Grade Level Expectations (Grade 7) Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Concepts A. (1) Principles expressed in documents shaping

More information

GRADE LEVEL: SIXTH SUBJECT: SOCIAL STUDIES DATE: CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY ISTEP

GRADE LEVEL: SIXTH SUBJECT: SOCIAL STUDIES DATE: CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY ISTEP CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION GRADE LEVEL: SIXTH SUBJECT: SOCIAL STUDIES DATE: 2016 2017 GRADING PERIOD: QUARTER 3 MASTER COPY 11 28 16 CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY

More information

Content Area: Social Studies Standard: 1. History Prepared Graduates: Develop an understanding of how people view, construct, and interpret history

Content Area: Social Studies Standard: 1. History Prepared Graduates: Develop an understanding of how people view, construct, and interpret history Standard: 1. History Develop an understanding of how people view, construct, and interpret history 1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history

More information

Sixth Grade Social Studies. QPA Schedule

Sixth Grade Social Studies. QPA Schedule 2017 2018 Sixth Grade Social Studies Unit 1: Concepts Used in Global Studies 5 Weeks Unit 2: History & Geography of Europe 5 Weeks Unit 3: Europe Today 6 Weeks Unit 4: History & Geography of Latin America

More information

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific

Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific GRADE 7 Peoples, Places and Cultures in Africa, Asia and the Southwest Pacific Course 0470-07 Students in seventh grade explore the history, geography, government, economic systems, current issues, and

More information

Chapter 2 - Lessons 1 & 2 Studying Geography, Economics

Chapter 2 - Lessons 1 & 2 Studying Geography, Economics Chapter 2 - Lessons 1 & 2 Studying Geography, Economics How does geography influence the way people live? Why do people trade? Why do people form governments? Lesson 1 - How Does Geography Influence the

More information

Third Grade Social Studies Indicators Class Summary

Third Grade Social Studies Indicators Class Summary History Standard Construct time lines to demonstrate an understanding of units of time and chronological order. 1. Define and measure time by years, decades and centuries. 2. Place local historical events

More information

Unit 1 Welcome to the World

Unit 1 Welcome to the World Unit Welcome to the World There are five fields of learning in social studies. We learn about the world and its people by studying geography, history, economics, government, and culture. A Mongolian yurt,

More information

Grade Four Content Overview

Grade Four Content Overview Grade Four Content Overview Physical features Regions Contributions of the states Our Country: Geography and Regions Coastal and inland communities Famous landmarks Physical and human characteristics Local,

More information

Why Do We Live Here? : A Historical Geographical Study of La Tabatiere, Quebec North Shore

Why Do We Live Here? : A Historical Geographical Study of La Tabatiere, Quebec North Shore Why Do We Live Here? : A Historical Geographical Study of La Tabatiere, Quebec North Shore Lesson Overview Many communities and their occupants have historical connections to exploration routes and traditional

More information

4th Grade Social Studies GLEs

4th Grade Social Studies GLEs 4th Grade Social Studies GLEs Geography The World in Spatial Terms 1. Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale (G-1A-E1)

More information

Canadian Geo Course Introduction

Canadian Geo Course Introduction Canadian Geo 1202 Course Introduction Course Overview Unit 1 Natural and Human Systems (SCO 1.0 and SCO 2.0) - What happens when systems interact? In this unit students are challenged to reflect on the

More information

Class 4J Autumn Term St. Lucia Adapted from QCA Geography Unit 10 incorporating some elements of Unit 25

Class 4J Autumn Term St. Lucia Adapted from QCA Geography Unit 10 incorporating some elements of Unit 25 Class 4J Autumn Term 2002 Geography St. Lucia Geography Unit 10 incorporating some elements of Unit 25 ABOUT THE UNIT In this unit children develop ideas about a less economically developed country. When

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide Norton City Schools Standards-Based Social Studies Course of Study 2005 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2005-06 The sixth grade year focuses on the study of world

More information

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014

Nevada Academic Content Standards Science Grade: 6 - Adopted: 2014 Main Criteria: Nevada Academic Content Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 6 Correlation Options: Show Correlated Nevada Academic Content Standards Science Grade: 6 -

More information

Nature s Art Village

Nature s Art Village Nature s Art Village Educational Field Trip Programs Guide To: College, Career & Civic Life C3 Framework For Social Studies State Standards Grades 3 through 5 All That Glitters Children journey back in

More information

Welcome Survey getting to know you Collect & log Supplies received Classroom Rules Curriculum overview. 1 : Aug 810. (3 days) 2nd: Aug (5 days)

Welcome Survey getting to know you Collect & log Supplies received Classroom Rules Curriculum overview. 1 : Aug 810. (3 days) 2nd: Aug (5 days) 1st Quarter (41Days) st 1 : Aug 810 (3 days) 2nd: Aug 13-17 Reporting Categories (TEKS SEs) Skill Create and write a postcard about your favorite community activity Review 2nd Grade Vocabulary Chapter

More information

SOCIAL SCIENCES. WORLD GEOGRAPHY LH Grade(s): 9 Pre-Req: N/A

SOCIAL SCIENCES. WORLD GEOGRAPHY LH Grade(s): 9 Pre-Req: N/A SOCIAL SCIENCES WORLD GEOGRAPHY 21033000 Grade(s): 9 The World Cultural Geography course consists of the following content area strands: American History, World History, Geography, Humanities, Civics and

More information

This table connects the content provided by Education Perfect to the NSW Syllabus.

This table connects the content provided by Education Perfect to the NSW Syllabus. Education Perfect Geography provides teachers with a wide range of quality, engaging and innovative content to drive positive student learning outcomes. Designed by teachers and written by our in-house

More information

Pacemaker World Geography and Cultures. correlated to. Louisiana Social Studies Grade Level Expectations: World Geography Geography Grades 9-12

Pacemaker World Geography and Cultures. correlated to. Louisiana Social Studies Grade Level Expectations: World Geography Geography Grades 9-12 Pacemaker World and Cultures correlated to Louisiana Social Studies Grade Level Expectations: World Grades 9-12 Pacemaker World and Cultures Pearson Learning Group correlated to Louisiana Social Studies

More information

correlated to the West Virginia Specific Criteria for Content and Skills Grade Seven: World Geography CC2

correlated to the West Virginia Specific Criteria for Content and Skills Grade Seven: World Geography CC2 correlated to the West Virginia Specific Criteria for Content and Skills Grade Seven: World Geography CC2 6/2003 2003 Introduction to McDougal Littell World Cultures and Geography: Western Hemisphere and

More information

Grade 3 Social Studies LAB Curriculum Map

Grade 3 Social Studies LAB Curriculum Map Grade 3 Social Studies LAB Curriculum Map 3 RD GRADE UNIT 2/WEEKS: 2-6 Topic: GEOGRAPHY/MAPPING How do geographic tools help me locate and describe places? Geography SS-EP-4.1.1 Students will use geographic

More information

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide

6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 6 th Grade: Regions and People of the World ESC Suggested Pacing Guide 2008-09 The sixth grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students

More information

Grade 3 Social Studies

Grade 3 Social Studies Grade 3 Social Studies Social Studies Grade(s) 3rd Course Overview Students will learn about a variety of communities. Students will learn about the geography and resources of communities. Students will

More information

WORLD GEOGRAPHY INSTRUCTIONAL PACING GUIDE

WORLD GEOGRAPHY INSTRUCTIONAL PACING GUIDE FIRST NINE WEEKS Standard USHC-1 Standard WG-1: The student will demonstrate an understanding of the physical and human characteristics of places, including the creation of regions and the ways that culture

More information

Advanced Placement Human Geography

Advanced Placement Human Geography Advanced Placement Human Geography Introduction to AP Human Geography The Advanced Placement course in Human Geography is designed to introduce students to the systematic study of the processes that have

More information

Correlation of Neighborhood Map Machine to Grade 1 Ontario Social Studies Curriculum

Correlation of Neighborhood Map Machine to Grade 1 Ontario Social Studies Curriculum Correlation of to Grade 1 Ontario Curriculum Related Concepts of Strand A. Heritage and Identity: Our Changing Roles and Responsibilities A1. describe some of the ways in which Continuity and people s

More information

August 19 students first day of class (M1-M17) Place. Movement. Human- Environment Interaction. Cartography. Elevation

August 19 students first day of class (M1-M17) Place. Movement. Human- Environment Interaction. Cartography. Elevation Month August 2010 6 th Grade Western Hemisphere 2010-2011 Curriculum Map Pacing Vocabulary Assessment Resources Content Skills Mapmaster 7. Location August 19 Skills students first Handbook 7.6.1 Region

More information

World Geography and Cultures Michigan Social Studies Grade Six Content Expectations - Geography

World Geography and Cultures Michigan Social Studies Grade Six Content Expectations - Geography World Geography and Cultures 2008 Correlated to Michigan Social Studies Grade Six Content Expectations - Geography 5910 Rice Creek Pkwy, Suite 1000 Shoreview, MN 55126 Copyright 2007 Pearson Education,

More information