| MI: English Language Arts 6-12 Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1d. Acknowledge new information expressed by others and, when warranted, modify their own views. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 Reading: History/Social Studies Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6. Assess how point of view or purpose shapes the content and style of a text. RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. WHST.6-8.1. Write arguments focused on discipline-specific content. WHST.6-8.1a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d. Establish and maintain a formal style. WHST.6-8.1e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. WHST.6-8.2b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e. Establish and maintain a formal style and objective tone. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. MI: Social Studies (2007) 6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past. 6 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). 6 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 6 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 6 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof. H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 6 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 6 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 6 – H1.4.3 Use historical perspective to analyze global issues faced by humans long ago and today. W1 WHG Era 1 – The Beginings of Human Society: Beginings to 4000 B.C.E./B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.
W1.1 Peopling of the Earth
Describe the spread of people in the Western Hemisphere in Era 1. 6 – W1.1.2 Examine the lives of hunting and gathering people during the earliest eras of human society (tools and weapons, language, fire). W1.2 Agricultural Revolution
Describe the Agricultural Revolution and explain why it is a turning point in history. 6 – W1.2.2 Describe the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growing season). 6 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.
W2.1 Early Civilizations and Early Pastoral Societies
Describe the characteristics of early Western Hemisphere civilizations and pastoral societies. 6 – W2.1.1 Explain how the environment favored hunter gatherer, pastoral, and small scale agricultural ways of life in different parts of the Western Hemisphere. 6 – W2.1.2 Describe how the invention of agriculture led to the emergence of agrarian civilizations (seasonal harvests, specialized crops, cultivation, and development of villages and towns). 6 – W2.1.3 Use multiple sources of evidence to describe how the culture of early peoples of North America reflected the geography and natural resources available (e.g., Inuit of the Arctic, Kwakiutl of the Northwest Coast; Anasazi and Apache of the Southwest). 6 – W2.1.4 Use evidence to identify defining characteristics of early civilizations and early pastoral nomads (government, language, religion, social structure, technology, and division of labor). W3 WHG Era 3 – Clasical Traditions and Major Empires, 1000 B.C.E./B.C. to 300 C.E./A.D.
Analyze the civilizations and empires that emerged during this era, noting their political, economic, and social systems, and their changing interactions with the environment. Analyze the innovations and social, political, and economic changes that occurred through the emergence of agrarian societies of Mesoamerica and Andean South America and the subsequent urbanization and trading economies that occurred in the region. (Grade 6)
W3.1 Classical Traditions and Major Empires in the Western Hemisphere
Describe empires and agrarian civilizations in Mesoamerica and South America. 6 – W3.1.1 Analyze the role of environment in the development of early empires, referencing both useful environmental features and those that presented obstacles. 6 – W3.1.2 Explain the role of economics in shaping the development of early civilizations (trade routes and their significance – Inca Road, supply and demand for products). G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 6 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Western Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 6 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 6 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G2 Places and Regions
Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.
G2.1 Physical Characteristics of Place Describe the physical characteristics of places. 6 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. G2.2 Human Characteristics of Place
Describe the human characteristics of places. 6 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). 6 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., Canada with regard to mining, forestry, hydroelectric power generation, agriculture, snowmobiles, cell phones, air travel). G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface. 6 – G3.2.2 Identify ecosystems and explain why some are more attractive for humans to use than are others (e.g., mid-latitude forest in North America, high latitude of Peru, tropical forests in Honduras, fish or marine vegetation in coastal zones). G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic. 6 – G4.1.1 Identify and explain examples of cultural diffusion within the Americas (e.g., baseball, soccer, music, architecture, television, languages, health care, Internet, consumer brands, currency, restaurants, international migration). G4.3 Patterns of Human Settlement
Describe patterns, processes, and functions of human settlement. 6 – G4.3.1 Identify places in the Western Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Vancouver in Canada; irrigated agriculture; or clearing of forests for farmland). 6 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., coastal and river cities and towns in the past and present, locations of megacities – modern cities over 5 million, such as Mexico City, and patterns of agricultural settlements in South and North America). G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 6 – G4.4.1 Identify factors that contribute to conflict and cooperation between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity). G5 Environment and Society
Explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes. Explain how human action modifies the physical environment and how physical systems affect human systems.
G5.1 Humans and the Environment
Describe how human actions modify the environment. 6 – G5.1.3 Identify the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., cutting forests in one region may result in river basin flooding elsewhere; building a dam floods land upstream and may permit irrigation in another region). 7 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time. H1.2 Historical Inquiry and Analysis
Use historical inquiry and analysis to study the past. 7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary and secondary sources including narratives, technology, historical maps, visual/mathematical quantitative data, radiocarbon dating, DNA analysis). 7 – H1.2.2 Read and comprehend a historical passage to identify basic factual knowledge and the literal meaning by indicating who was involved, what happened, where it happened, what events led to the development, and what consequences or outcomes followed. 7 – H1.2.3 Identify the point of view (perspective of the author) and context when reading and discussing primary and secondary sources. 7 – H1.2.4 Compare and evaluate competing historical perspectives about the past based on proof. 7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history noting that many have multiple causes. H1.4 Historical Understanding
Use historical concepts, patterns, and themes to study the past. 7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/ belief, science/technology, written language, education, family). 7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity. 7 – H1.4.3 Use historical perspectives to analyze global issues faced by humans long ago and today. W1 WHG Era 1 – The Beginings of Human Society: Beginings to 4000 B.C.E./B.C.
Explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.
W1.1 Peopling of the Earth
Describe the spread of people in the Western Hemisphere in Era 1. 7 – W1.1.1 Explain how and when human communities populated major regions of the Eastern Hemisphere (Africa, Australia, Europe, Asia) and adapted to a variety of environments. 7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic patterns of living in Africa, Western Europe, and Asia. W1.2 Agricultural Revolution
Describe the Agricultural Revolution and explain why it is a turning point in history. 7 – W1.2.1 Explain the importance of the natural environment in the development of agricultural settlements in different locations (e.g., available water for irrigation, adequate precipitation, and suitable growth season). 7 – W1.2.2 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). 7 – W1.2.3 Compare and contrast the environmental, economic, and social institutions of two early civilizations from different world regions (e.g., Yangtse, Indus River Valley, Tigris/Euphrates, and Nile). W2 WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples, 4000 to 1000 B.C.E./B.C.
Describe and differentiate defining characteristics of early civilization and pastoral societies, where they emerged, and how they spread.
W2.1 Early Civilizations and Early Pastoral Societies
Describe the characteristics of early Western Hemisphere civilizations and pastoral societies. 7 – W2.1.1 Describe the importance of the development of human language, oral and written, and its relationship to the development of culture
• verbal vocalizations
• standardization of physical (rock, bird) and abstract (love, fear) words
• pictographs to abstract writing (governmental administration, laws, codes, history and artistic expressions) 7 – W2.1.2 Use historical and modern maps and other sources to locate, describe, and analyze major river systems and discuss the ways these physical settings supported permanent settlements, and development of early civilizations (Tigris and Euphrates Rivers, Yangtze River, Nile River, Indus River). 7 – W2.1.3 Examine early civilizations to describe their common features (ways of governing, stable food supply, economic and social structures, use of resources and technology, division of labor and forms of communication). 7 – W2.1.4 Define the concept of cultural diffusion and how it resulted in the spread of ideas and technology from one region to another (e.g., plants, crops, plow, wheel, bronze metallurgy). 7 – W2.1.5 Describe pastoralism and explain how the climate and geography of Central Asia were linked to the rise of pastoral societies on the steppes. 7 – G1.1.1 Explain and use a variety of maps, globes, and web based geography technology to study the world, including global, interregional, regional, and local scales. G1.2 Geographical Inquiry and Analysis
Use geographic inquiry and analysis to answer important questions about relationships between people, cultures, their environment, and relations within the larger world context. 7 – G1.2.1 Locate the major landforms, rivers and climate regions of the Eastern Hemisphere. 7 – G1.2.3 Use observations from air photos, photographs (print and CD), films (VCR and DVD) as the basis for answering geographic questions about the human and physical characteristics of places and regions. 7 – G1.2.6 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a problem or issue of importance to a region of the Eastern Hemisphere. G1.3 Geographical Understanding
Use geographic themes, knowledge about processes and concepts to study the Earth. 7 – G1.3.2 Explain the locations and distributions of physical and human characteristics of Earth by using knowledge of spatial patterns. 7 – G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility. G2 Places and Regions Describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. Analyze the physical and human characteristics of places and regions.
G2.1 Physical Characteristics of Place
Describe the physical characteristics of places. 7 – G2.1.1 Describe the landform features and the climate of the region (within the Western or Eastern Hemispheres) under study. G2.2 Human Characteristics of Place
Describe the human characteristics of places. 7 – G2.2.1 Describe the human characteristics of the region under study (including languages, religion, economic system, governmental system, cultural traditions). 7 – G2.2.2 Explain that communities are affected positively or negatively by changes in technology (e.g., increased manufacturing resulting in rural to urban migration in China, increased farming of fish, hydroelectric power generation at Three Gorges, pollution resulting from increased manufacturing and automobiles). G3.2 Ecosystems
Describe the characteristics and spatial distribution of ecosystems on the Earth’s surface. 7 – G3.2.2 Identify ecosystems of a continent and explain why some provide greater opportunities (fertile soil, precipitation) for humans to use than do other ecosystems and how that changes with technology (e.g., China’s humid east and arid west and the effects of irrigation technology). G4 Human Systems
Explain that human activities may be seen on Earth’s surface.
G4.1 Cultural Mosaic
Describe the characteristics, distribution and complexity of Earth’s cultural mosaic. 7 – G4.1.1 Identify and explain examples of cultural diffusion within the Eastern Hemisphere (e.g., the spread of sports, music, architecture, television, Internet, Bantu languages in Africa, Islam in Western Europe). G4.3 Patterns of Human Settlement
Describe patterns, processes, and functions of human settlement. 7 – G4.3.1 Identify places in the Eastern Hemisphere that have been modified to be suitable for settlement by describing the modifications that were necessary (e.g., Nile River irrigation, reclamation of land along the North Sea, planting trees in areas that have become desertified in Africa). 7 – G4.3.2 Describe patterns of settlement by using historical and modern maps (e.g., the location of the world’s mega cities, other cities located near coasts and navigable rivers, regions under environmental stress such as the Sahel). G4.4 Forces of Cooperation and Conflict
Explain how forces of conflict and cooperation among people influence the division of the Earth’s surface and its resources. 7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
