Linden Schools Curriculum

Unit Plans

Social Studies

Seventh Grade

Eastern Hemisphere

Overview

The 7^th grade curriculum begins with a brief review of the 5 themes of geography as they relate to the Eastern Hemisphere, which includes Africa, the Middle East, Asia, and Oceania. In each unit, we begin by studying the unique physical geography of each region. This includes identifying major landforms, climate zones, and natural resources. Special focus is given to the ways in which people adapt to these characteristics to live throughout each region. Historical investigation of each region ranges from achievements of ancient civilizations to debates on current political, governmental, or economic issues. Special focus is given to cultural characteristics of each region including language, dress, religion, belief systems, technology etc. Assignments vary in size and depth from daily homework to bigger group projects and presentations. Throughout the outlined curriculum special emphasis will be given to addressing core democratic values in related issues for each region. This will be done through extensive comparison and contrast between each region of the world to the American perspective of social, political, and economic elements. In addition, students will practice the proper method of extended response incorporated into the annual MEAP testing.

Unit 1: 5 Themes of Geography

In this unit, students explore the 5 themes of geography including Location, Movement, Human Environment Interaction, Regions, and Place. Students will review key concepts in all 5 themes and complete assessment activities to ensure skills required for successful study in the Eastern Hemisphere unit. Focus areas include examination of environmental and social issues owing to rapid population growth and investigating topics of global diversity and movement of cultural ideas in this region.

Focus Questions:

Ø How can geographers use the 5 themes of geography to organize information regarding the Eastern Hemisphere region?

Ø What characteristics define the Eastern Hemisphere as a region?

Ø What is the difference between race, ethnicity, and culture and how does it define the Eastern Hemisphere as well as the global mosaic in which we live?

Ø How is rapid population growth impacting social and environmental issues in the Eastern Hemisphere and worldwide?

Curriculum Outline

Perspective	Key Concepts	Topics	Benchmarks	Suggested Activities	Suggested Assessments	Instructional Resources
Location	Absolute Location Relative Location	Latitude Longitude Map Types Degree Equator Prime Meridian Parallel Globe Flat Map Distortion Compass Rose	Regions, Patterns and Processes II.4.MS.1	History Alive -Activity 1	Create a detailed, freehand world map.	History Alive Text Book Global Footsteps Resources Appropriate video clips, overheads, articles, posters, websites etc.
Place	Physical Features Human Features	Major Landforms Culture Race Diversity Language Religion Government -Types Economy -Types	People, Places and Cultures II.1.MS.1-3 Purposes of Government III.1.MS.2 Business Choices IV.2.MS.2-4 Role of Government IV.3.MS.1-4 Economic Systems IV.4.MS.1-4 Trade IV.5.MS.1 IV.5.MS.3	History Alive -Activity 2	Identify and label landforms on a physical map. Identify defining factors in your own culture and explain how it makes you an individual, an American, a global citizen. Create a collage comparing and contrasting our culture to regions in the Eastern Hemisphere.	What is Race? video
Human Environment Interaction	Birthrate Death rate Population Distribution/density	Urbanization Agriculture Global Warming Recycling Pollution	Human Environment Interaction II.2.MS.1-5 Information Processing V.1.MS.1-3 Conducting Investigations V.2.MS.1-4 Identifying and Analyzing Issues VI.1.MS.1-3 Group Discussion VI.2.MS.1	Global Footsteps Activities	Internet Project: Identify resources used in everyday activities. Discuss, create, and implement ways to reduce ecological personal footprints.
Movement	Migration Immigration Assimilation Push/Pull Theory Technology Globalization	Cultural Diffusion Acculturation	Location, Movement and Connections II.3.MS.1-4	Textbook Global Footsteps Activities	Essay: Explain the push/pull theory and provide examples in Eastern Hemisphere.
Region	Climate Zones Vegetation Natural Resources	Tropical Mid-Latitude High-Latitude Dry	Regions, Patterns and Processes II.4.MS.2-4	Textbook Overhead Maps	Analyze regional graphic data from the Eastern Hemisphere.

Linden Schools Curriculum

Unit Plans

Social Studies

Seventh Grade

Eastern Hemisphere

Unit 2: Africa

In this unit, students describe and categorize the major geographical features and natural resources that contribute to the uniqueness of the world’s second largest continent, Africa. Starting with human origins, students will explore African history from ancient civilizations, the transatlantic slave trade, apartheid, to current ethnic conflicts and national rebuilding. Diverse in every aspect, Africa also provides a unique perspective for students to understand the delicate balance between indigenous tradition and cultural assimilation. Finally, students will research current environmental and economic struggles in this region as well as one of its most pressing social issues, AIDS.

Focus Questions:

Ø How have Africans adapted to the physical geography of Africa?

Ø How is Africa culturally diverse?

Ø Why is Africa important in the study of human origins?

Ø How did the transatlantic slave trade impact Africa socially, politically, and economically?

Ø How have ethnic conflicts, since colonial rule, caused hardship in Africa, even today?

Ø How are some African nations working to improve their economic situations?

Ø Why is the AIDS pandemic a bigger problem in Africa than anywhere else in the world?

Curriculum Outline

Perspective	Key Concepts	Topics	Benchmarks	Suggested Activities	Suggested Assessments	Instructional Resources
Geography	Physical Features Climate Natural Resources Human/Environment Interaction	Sahara Desert Great Rift Valley Nile River Savanna Plateau Desert Semi-Arid Savanna Rainforest Water Rainforest Minerals Subsistence Farming Diversify Desertification Population- Density	Regions, Patterns and Processes II.4.MS.2-4 Human Environment Interaction II.2.MS.1-5 Information Processing V.1.MS.1-3	InspirEd Pages 6-49 History Alive -Activity 2 -Activity 3	Map the physiographic features of Africa on a blank map. Groups perform act-it-outs to show adaptations to climate and landforms in Africa. Write an essay to propose solutions to the ecological problems faced by inhabitants in Africa. Create a visual and oral presentation advertising African “Sights to See”	History Alive: Africa InspirEd: Africa Textbook Appropriate video clips, overheads, articles, posters, websites etc. Extension Ideas: -Mummies Message Simulation -The Kingdom of Benin Simulation -Sanga Simulation
Cultural	Religion Language Art Diversity	Traditional religions Shaman Animilism Islam Mosque Dialects Swahili Griot Tribal Traditions Masks Ethnic Group Indigenous Tribes	People, Places and Cultures II.1.MS.1-3 Information Processing V.1.MS.1-3	InspirEd Pages 121-164 History Alive -Activity 2 -Activity 1	Research and do a visual/oral presentation on an African Tribe (Including elements of language, government, economic, and belief systems, art, etc.) Write a poem/song about Africa’s diversity. Make an African Mask or create a Kente cloth design and write a story describing its significance in African culture.
Historical	Human Origins Early Civilizations Trans-Atlantic Slave Trade Colonial Rule Apartheid	Stone Age Iron Age Anthropology Fossils Archaeology Evolution Ancient Egypt Ghana, Mali, Songhai Swahili Great Zimbabwe Trans-Saharan Trade Route Spread of Islam Middle Passage Triangle of Trade Colonization Missionary Imperialism Guerrillas Apartheid Nelson Mandela	Time and Chronology I.1.MS.3 Comprehending the Past I.2.MS.2-4 Analyzing and Interpreting the Past I.3.MS.2-3 Judging Decisions from the Past I.4.MS.2-4 Information Processing V.1.MS.1-3	InspirEd Pages 56-116 History Alive -Activity 5	Analyze a news article which connects an archeological finding to the origins of humans in Africa. Graphically organize characteristics of Ancient African Civilizations. Create an original folktale using elements of African oral tradition. Write a slave diary describing the slave experience. Participate in a debate which depicts social, political, and economic perspectives of the trans-Atlantic Slave trade. Participate in a hands-on Apartheid experience and explain comparison to historical reality. Create a timeline outlining the Colonization in Africa.
Government & Economics	Post Colonial Rule Cold War Ethnic violence Dictatorships Child Labor Women’s Role Mining Foreign Debt	Dictator Democracy Refugees Communism Corruption Developing Nation Rebels Civilians Famine Barter Sustainable Development Coup	Purpose of Government III.1.MS.2-4 American Government and World Affairs III.5.MS.1-2 Business Choices IV.2.MS.2-4 Role of Government IV.3.MS.1-4 Trade IV.5.MS.1, 3 Location, Movement and Connections II.3.MS.1-4 Conducting Investigations V.2.MS.1-4 Identifying and Analyzing Issues VI.1.MS.1-3 Group Discussion VI.2.MS.1	InspirEd Pages 169-275	Explain why various ethnic groups were involved in violence after being freed from colonial rule. Identify the pros and cons of foreign involvement in the reconstruction of Africa. Write a personal response to the accounts of tragedies stemming from various African wars. Identify the role of women and children in the Sub-Saharan Africa economy and evaluate what changes have been made to improve these conditions. Graph use of natural resources in African economy and identify issues regarding certain enterprises, such as gold mining.
Current Events	AIDS	Epidemic AIDS HIV Pandemic Center for Disease Control	Global Issues and Events II.5.MS.1-3 Conducting Investigations V.2.MS.1-4 Identifying and Analyzing Issues VI.1.MS.1-3 Group Discussion VI.2.MS.1	InspirEd Pages 284-308	Summit discussion identifying factors contributing to AIDS pandemic and suggestions for change.

Linden Schools Curriculum

Unit Plan

Social Studies

Seventh Grade

Eastern Hemisphere

Unit 3: The Middle East

The Middle East is located where Europe, Asia, and Africa meet and is sometimes referred to as “The Crossroads of Civilization.” In this unit, students explore the region of the Middle East, also referred to as Southwest Asia. They describe and categorize the major geographical features and natural resources that contribute to the uniqueness of this area. Students examine how the locations of the countries in this part of the world, at the crossroads of three continents, have affected the development of the culture and government of the people who live there. They investigate connections between the past and present for these countries that have linked a tumultuous history to current controversial issues in today’s society. Through interactive lessons, students will develop an understanding of the political and economic ties among countries of The Middle East and the importance of these ties for the United States of America.

Focus Questions:

Ø Why is the Middle East called the “Crossroads of Civilization”?

Ø How have people in The Middle East adapted to the geography and climate of this region?

Ø What role has religion played in the Middle Eastern region, both past and present?

Ø How have government impacted the social, political, and economic environment in the Middle East?

Ø What issues are at the root of current conflicts in this region?

Curriculum Outline

Perspective	Key Concepts	Topics	Benchmarks	Suggested Activities	Suggested Assessments	Instructional Resources
Geography	Physical Features Climate Natural Resources Human/ Environment Interaction	Negev Desert Rub-A-Khali Tigris, Jordon Euphrates Rivers Oasis Bedouins Gulf Strait Drought Oil/Petroleum Terracing irrigation Desalination Population Distribution	Regions, Patterns and Processes II.4.MS.2-4 Human Environment Interaction II.2.MS.1-5 Information Processing V.1.MS.1-3 Identifying and Analyzing Issues VI.1.MS.1-3 Group Discussion VI.2.MS.1	InspirEd Pages 4-50 History Alive -Activity 2	Label an outline map, identify major landforms, and create a climagraph of a Middle Eastern city. Write a journal account identifying the adaptations needed to make a trip from a desert oasis to a city on the Arabian coastal plain. Graph oil exportation in the Middle East and assess its tie to current political, economic, and social issues worldwide. Participate in group summit offering suggestions for the crisis. Explain why the Middle East is called the Crossroads of civilization (Based on geographic and cultural features)	History Alive-Middle East InspirEd: Middle East Textbook Appropriate video clips, overheads, articles, posters, websites etc. Photopak Islam Activities Extension Idea: Empires Simulation Dead Sea Mini-Unit
Culture	Religion Role of Women Language	Islam Christianity Judaism Monotheistic Mosque Fasting Pilgrimmage Sharia Caravan Dowry Exile Muslim women Israeli women Hebrew Arabic	People, Places and Cultures II.1.MS.1-3 Information Processing V.1.MS.1-3 Identifying and Analyzing Issues VI.1.MS.1-3 Group Discussion VI.2.MS.1	InspirEd Pages 122-175 History Alive -Activity 1 -Activity 3 -Activity 4 -Activity 5 -Activity 6	Draw a spoke diagram comparing and contrasting Judaism, Islam, and Christianity. Describe how each belief system has impacted this region. Categorize and analyze data on the Middle east & write a Regional Handbook entry. Compare roles of Muslim/Israeli Women Study pictures of various Middle Eastern Scenes and respond to cultural overview.
History	Ancient Civilizations Muslim Empire Ottoman Empire Jewish Immigration to Palestine Arab/Israeli Conflict Iraq/Iran War Persian Gulf War 1 Persian Gulf War 2