Wayne RESA

Unit PlannerSocial Studies 7

Wayne RESA – SS / Grade 7 / Social Studies / Social Studies 7 / Week 25 - Week 29
RESA, MAISA MC3 Units
Unit Abstract

Although Era 4 is not identified in the content expectations for this grade, several expectations address content occurring during this era. As a result, this unit is intended to focus on significant civilizations and patterns of human activity from 500 CE to 1000 CE. While not all civilizations are explored in this unit, several are examined in depth because they provide rich examples of a broader pattern.

 

The unit begins with an exploration of the Byzantine Empire as an example of the global pattern of “adaptation” and “reorganizing and restoring order.” Students compare and contrast the Roman and Byzantine Empires through a mini-lecture, maps, and a timeline activity. They assess the pressures placed on the Byzantine Empire and use primary documents to learn about the silk industry. Next, an introduction to the Islamic Empire provides students with a rich example of cultural diffusion. Students consider how geographic features influenced human activity through a guided reading exercise and interactive PowerPoint. In exploring Islam as a world religion, students consider the characteristics that enabled univeralist belief systems to spread.

 

The Tang Dynasty provides yet another example of how geographic factors influence human activity. As students explore the Tang Dynasty, they revisit the idea of a Golden Age developed in the previous unit. Students use art work to make inferences about Tang society and engage in a stations activity to analyze the Tang Golden Age across different areas of society (culture, technology, government, interactions, expansion and decline). They then compare the fall of the Tang Dynasty to the fall of the empires in Era 3, and end the lesson with an introduction to a key battle in which Tang movement west was stopped by the Abassid Dynasty.

 

Additionally, students explore the larger patterns of interaction, including both conflict and cooperation (trade and alliances) during Era 4. Through an examination of the Abassid Dynasty, students make generalizations about these broad patterns. Argumentation figures prominently as students explore two competing claims about interactions in Era 4. They use facts about trade and interaction to evaluate which claim is best supported by the available evidence and use reasoning to connect the evidence and claims. Using the battle of the Talas River as a point of disagreement, students create their own claims about the significance of the battle based on different accounts and then use their claims as the basis for a short Socratic Seminar, as well as a discussion of account versus event, sourcing, and historiography.

 

Students then explore the kingdoms of Europe through the Carolingian Empire of western and central Europe and the charismatic ruler Charlemagne. They examine changes in political boundaries over time in western and central Europe, and then make some generalizations about broad patterns.

 

The Vikings provide yet another opportunity for students to consider the influence of geography on human activity. After surfacing students’ preconceptions about the Vikings, they explore artifacts, watch a video, and analyze a primary source document. In doing so, students consider the role of perspective in shaping our understanding of the past.

 

The unit then moves to other world zones – Sub-Saharan Africa and the Americas. Students explore the development of complex societies in Sub-Saharan Africa, such as the Kingdom of Ghana, and their connection to the rest of Afroeurasia through trade, despite important natural barriers like the Sahara Desert. Through analyzing the geographic features of Sub-Saharan Africa, students assess their impact on travel and trade in this region, as well as the roots of Ghana’s power. The unit concludes with an examination of the similarities and differences in the growth of large societies throughout the world. Students compare the city-states of Teotihuacan and Cahokia, two large population centers of Era 4 in the Americas. After comparing important characteristics of both places, students compare the American civilizations to other important societies of Era 4 that they studied in this unit.

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Stage One - Desired Results

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Standards
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Compelling Question

How did both geography and the history of past societies contribute to the rise of new powers and conflicts in this era?

Supporting Questions
  1. How did the legacies of the large empires like Rome and the Han Dynasty influence the subsequent societies in the areas they formerly controlled?

  2. How did both geography and the history of past societies contribute to the rise of new powers in this era?

  3. Why did new patterns of conflict emerge in this time period and how did they shape societal interactions?

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Content (Key Concepts)

adaptation

alliance
conflict
cultural diffusion

dynasty

empire
ethnocentrism

expansion versus spread

external pressures

Golden Age

historiography
internal pressures

kinship
perspective/point of view

political-religious states

religious conflict

renaissance
settlement
sustainability

urbanization
world zones

Skills (Intellectual Processes)

Classifying/Grouping

Compare and Contrast

Cause and Effect

Description

Evidentiary Argument

Generalizing

Identifying Perspectives

 

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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources
  • Computer with PowerPoint capability
  • Highlighters
  • Internet connection (optional)
  • LCD/Overhead Projector
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Expectations/Standards
MI: Literacy in History/Social Studies, Science, & Technical Subjects 6-12
MI: Grades 6-8
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.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
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.
Writing
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.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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)
6th Grade
History
H1 The World in Temporal Terms: Historical Habits of Mind (Ways of Thinking)
Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Hide details
Grade 6 & 7
6 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.
6 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Olmec and Mayan calendar systems, Aztec Calendar Stone, Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E. Note: in 7th grade Eastern Hemisphere the Chinese, Hebrew, and Islamic/Hijri calendars are included).
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.
6 – H1.2.5 Identify the role of the individual in history and the significance of one person’s ideas.
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.
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).
Geography
G1 The World in Spatial Terms: Geographical Habits of Mind
Describe and study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.
G1.1 Spatial Thinking
Use maps and other geographic tools to acquire and process information from a spatial perspective.
Hide details
Grades 6 & 7
6 – G1.1.1 Describe how geographers use mapping to represent places and natural and human phenomena in the world.
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 – G1.2.1 Locate the major landforms, rivers (Amazon, Mississippi, Missouri, Colorado), and climate regions of the Western Hemisphere.
6 – G1.2.3 Use data to create thematic maps and graphs showing patterns of population, physical terrain, rainfall, and vegetation, analyze the patterns and then propose two generalizations about the location and density of the population.
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 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on 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).
G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products, and ideas.
6 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., call centers in the Eastern Hemisphere that service the Western Hemisphere; the United States and Canada as hubs for the Internet; transport of people and perishable products; and the spread of individuals’ ideas as voice and image messages on electronic networks such as the Internet).
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 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., changes in the tropical forest environments in Brazil, Peru, and Costa Rica).
Civics & Government
C4 Relationship of United States to Other Nations And World Affairs
Explain that nations interact with one another through trade, diplomacy, treaties and agreements, humanitarian aid, economic sanctions and incentives, and military force, and threat of force.
C4.3 Conflict and Cooperation Between and Among Nations Explain the various ways that nations interact both positively and negatively.
6 – C4.3.1 Explain the geopolitical relationships between countries (e.g., petroleum and arms purchases in Venezuela and Ecuador; foreign aid for health care in Nicaragua).
Economics
E2 The National Economy
Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy
6 – E2.3.1 Describe the impact of governmental policy (sanctions, tariffs, treaties) on that country and on other countries that use its resources.
7th Grade
History
H1 The World in Temporal Terms: Historical Habits of Mind (Ways of Thinking)
Evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.
H1.1 Temporal Thinking
Use historical conceptual devices to organize and study the past.
Hide details
Grade 6 & 7
7 – H1.1.1 Explain why and how historians use eras and periods as constructs to organize and explain human activities over time.
7 – H1.1.2 Compare and contrast several different calendar systems used in the past and present and their cultural significance (e.g., Sun Dial, Gregorian calendar – B.C./A.D.; contemporary secular – B.C.E./C.E.; Chinese, Hebrew, and Islamic/Hijri calendars).
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.
7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas.
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.
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.
7 – W3.1.1 Describe the characteristics that classical civilizations share (institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).
7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires.
7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations in the areas of art, architecture and culture; science, technology and mathematics; political life and ideas; philosophy and ethical beliefs; and military strategy.
7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era.
7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks).
7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire).
7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
W3.2 Growth and Development of World Religions
Explain how world religions or belief systems of Hinduism, Judaism, Buddhism, Christianity, Confucianism and Islam grew and their significance. (Islam is included here even though it came after 300 C.E./A.D.)
7 – W3.2.1 Identify and describe the beliefs of the five major world religions.
7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D.
7 – W3.2.3 Identify and describe the ways that religions unified people’s perceptions of the world and contributed to cultural integration of large regions of Afro-Eurasia.
Geography
G1 The World in Spatial Terms: Geographical Habits of Mind
Describe and study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. Engage in mapping and analyzing the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. Identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.
G1.1 Spatial Thinking
Use maps and other geographic tools to acquire and process information from a spatial perspective.
Hide details
Grades 6 & 7
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 – G1.2.4 Draw the general population distribution of the Eastern Hemisphere on a map, analyze the patterns, and propose two generalizations about the location and density of the population.
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 – G1.3.1 Use the fundamental themes of geography (location, place, human environment interaction, movement, region) to describe regions or places on 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).
G4.2 Technology Patterns and Networks
Describe how technology creates patterns and networks that connect people, products, and ideas.
7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).
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).
7 – G4.4.2 Describe examples of cooperation and conflict within the European Union (e.g., European Parliament, Euro as currency in some countries but not others, open migration within the European Union, free trade, and cultural impacts such as a multi-lingual population).
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.
7 – G5.1.1 Describe the environmental effects of human action on the atmosphere (air), biosphere (people, animals, and plants), lithosphere (soil), and hydrosphere (water) (e.g., desertification in the Sahel Region of North Africa, deforestation in the Congo Basin, air pollution in urban center, and chemical spills in European Rivers).
Economics
E2 The National Economy
Use economic concepts, terminology, and data to identify and describe how a national economy functions and to study the role of government as a provider of goods and services within a national economy.
E2.3 Role of Government
Describe how national governments make decisions that affect the national economy
7 – E2.3.1 Explain how national governments make decisions that impact both that country and other countries that use its resources (e.g., sanctions and tariffs enacted by a national government to prevent imports, most favored trade agreements, the impact China is having on the global economy and the U.S. economy in particular).
E3 International Economy
Analyze reasons for individuals and businesses to specialize and trade, why individuals and businesses trade across international borders, and the comparisons of the benefits and costs of specialization and the resulting trade for consumers, producers, and governments.
E3.1 Economic Interdependence
Describe patterns and networks of economic interdependence, including trade.
7 – E3.1.1 Explain the importance of trade (imports and exports) on national economies in the Eastern Hemisphere (e.g., natural gas in North Africa, petroleum Africa, mineral resources in Asia).
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