midland park public schools world cultures grade 7

Midland Park Public Schools

World Cultures

Grade 7

Prepared by:

Jacqueline Goodell

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

January 7, 2020

Born on Date October 7, 2017

Revised NJSLS Date January 3, 2020


World Cultures 7

Course Description: Seventh Grade World Cultures is designed to help 7th graders develop

a geographic understanding of their world with a focus on location, physical features, culture, economics, and politics. The course will introduce the students to the field of geography through the 5 Themes of Geography. After gaining a basic understanding of maps, terms, definitions and the themes, students will engage in case studies on specific topics. Students will act in the role of geographer in order to gain a globalized, world-view. Students will study regions of the world while focusing on one aspect of the study of geography using the case-study format.

Course Sequence: Unit 1: Introduction to Geography (North America) 6 weeks Unit 2: Human-Environmental Interaction (South, Central America, and the Caribbean) 8 weeks Unit 3: The Global Economy (Europe) 6 weeks Unit 4: International Foreign Policy and its Impact on a Globalized World (The Middle East/ Asia) 8 weeks Unit 5: Conflict, Justice, and Reform in an Interconnected World (Africa) 8 weeks Pre-requisite: 6th grade social studies


Unit Overview

Content Area: World Cultures

Unit Title: Unit 1- Introduction to Geography (North America) (6 weeks)

Target Course/Grade

Level:

7th Grade

Unit Summary: Students will examine the relationship between people and their environment through the

eyes of a geographer. The students will understand and apply the role of the geographer and all necessary

key terms, geography skills, and map skills to have a geographic perspective. Students will use the US as its

main location in this unit.

UDL:

Principle 2: Action and Expression - Use web applications

Principle 3: Means of Engagement- Design activities so that learning outcomes are authentic, communicate to

real audiences, and reflect a purpose that is clear to the participants; Provide learners with as much discretion

and autonomy as possible by providing choices in such things as: the level of perceived challenge, the tools

used for information gathering or production, the sequence or timing for completion of subcomponents of task

Learning Targets

Standards:

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and

systematically about how past interactions of people, cultures, and the environment affect issues across time and

cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible

world citizens in the 21st century.

CPI# Cumulative Progress Indicator (CPI)

NJSLS

Standards

NJSLS 6.3.8.C.1

unit 2

Examine the perspectives of multiple stakeholders involved in the local budget process (e.g.,

obtaining information, discussing priorities).

NJSLS 6.3.8.D.1

unit 2

Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections)

to understand how conflicting points of view are addressed in a democratic society.

Social Studies

Skills Standards

Social Studies

Skills Table:

Spatial Thinking

5-8

Select and use various geographic representations to compare information about people, places,

regions, and environments. Use maps and other documents to explain the historical migration of

people, expansion and disintegration of empires, and growth of economic and political systems.

Social Studies

Skills Table:

Critical Thinking

Assess the credibility of sources by identifying bias and prejudice in documents, media, and

computer generated information.

Midland Park Public Schools NJSLSA

Standards

Interdisciplinary Connections

WHST 6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

WHST 6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

RH 6-8.7 Integrate visual information with other information in print and digital texts.

21st Century Life

and Careers

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school,

home, work, and extracurricular activities for use in a career.

Technology

Standards

8.1.8.D.4 Assess the credibility and accuracy of digital content

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information

to solve a real world problem.

Career Ready

Practice

CRP2 Apply appropriate academic and technical skills

CRP4 Communicate clearly and effectively with reason

CRP5 Consider the environmental, social and economic impacts of decisions

CRP6 Demonstrate creativity and innovation

CRP7 Employ valid and reliable strategies

CRP8 Utilize critical thinking to make sense of problems and persevere in solving them

Unit Essential Questions

● How do groups and individuals interact with their

environment?

● How is knowledge about the earth, landforms and

resources collected and shared?

● How do leaders in an academic field (geography) create

unique terminology to convey unique and specific

meanings?

Unit Enduring Understandings

● Humans interact with their unique

environments.

● Understandings of specific and unique

terms are critical in the field of geography.

● Maps are necessary for perspective and to

share valuable information.

● Information can clearly be demonstrated

and shared in graphs and charts.

Unit Learning Targets


Students will…

● Define and apply geographical terms correctly

● Read text and explain the geographic implications of the given information

● Analyze and explain various types of maps

● Construct appropriate graphs and charts for give information

● Explain which type of map or representation is best for a specific set of criteria

Evidence of Learning

Summative Assessment- End of unit assessment of map skills, charts, graphs and vocabulary, map of the

US

Alternative Assessment: portfolio, notebook check, presentation

Formative Assessments: Quizzes, Exit tickets, Journals, Self- reflections

Equipment Needed: Internet, Elmo

Teacher Resources: Text, maps

Materials: My World Geography (Pearson); various related readings, videos, and websites

Lesson Plans

Lesson

#

Lesson Name Time frame (hours/days)

1

Introduction to Geography: What

is Geography? (Tools of

Geography)

2 days

2 Herodotus as a role model 2 days

3

5 Themes of Geography 6 days

4

Key Vocabulary 2 days

5

Types and Purposes of Maps,

Charts, and Graphs

4 days


6

Canada, USA, and Mexico: The

History culture, economy, and

government

9 days

7

Independent Case Study 5 days

Accommodations and Modification

Special Education/ 504

❖ Repeat/ emphasize directions as needed

❖ allow errors

❖ allow for extended time to answer questions

❖ follow IEP accommodations/ modifications

English Language Learners


❖ allow errors



At-Risk Students

❖ Provide extended time to complete tasks

❖ assign a peer to help students stay on task

Gifted and Talented Students

❖ Provide extension activities

❖ Provide open-ended questions/ assignments


Unit Overview


Unit Title: Unit 2: Human-Environmental Interactions (8 weeks) (South, Central America, and the Caribbean)

Target Course/Grade Level:

7th Grade

Unit Summary: Students will focus on the interconnections between humans and their environment (Human Environmental Interaction). Students will engage in case studies, which demonstrate man’s ability to control and impact nature and the consequences of these actions. Students will also engage in simulations through which they can become problem solvers for some of the man-made and nature created current problems facing the world. Students will use Middle and South America and the Caribbean as its main locations in this unit.

UDL: Principle 1: Representation- Define domain-specific vocabulary using both domain-specific and common terms

Principle 2: Action and Expression - Use web applications; Ask questions to guide self-monitoring and reflection

Principle 3: Means of Engagement- ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21st CENTURY GLOBAL SKILLS

n activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants; Provide learners with as much discretion and autonomy as possible by providing choices in such things as: the level of perceived challenge, the tools used for information gathering or production, the sequence or timing for completion of subcomponents of task

Learning Targets

Standards: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past


NJSLS Standards

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.

6.2.8.D.4. a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.

6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges

6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.

6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.

6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.

Social Studies Skills Standards

Social Studies Skills Table: Chronological Thinking, 5-8

Construct timelines of the events occurring during major eras including comparative events in world history for different civilizations Explain how major events are related to one another in time.

Midland Park Public Schools Social Studies Skills Table: Presentation Skills, 5-8

Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Social Studies Skills Table: Critical Thinking, 5-8

Compare and contrast differing interpretations of current and historical events.

Social Studies Skills Table: Spatial Thinking, 5-8

Select and use various geographic representations to compare information about people, places, regions, and environments.

Social Studies Skills Table: Spatial Thinking, 5-8

Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.

NJSLSA Standards Interdisciplinary Connections RH. 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. 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. RH. 6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts. RH. 6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. 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. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. WHST.6-8.9. Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently. 21st Century Life and Careers

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

Technology Standards

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and working with specific criteria and constraints.



8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

Personal Financial Literacy

9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

9.1.8.A.4 Relate earning power to quality of life across cultures.

9.1.8.B.6 Evaluate the relationship of cultural traditions and historical influences on financial practice.

9.1.8.D.5 Explain the economic principle of supply and demand

Career Ready Practice

Midland Park Public Schools CRP2 Apply appropriate academic and technical skills





CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.


• How do humans impact their environment?

• How do limited resources lead to disagreements and conflicts?

• How have humans altered the earth for their own use?


• There are usually environmental trade-offs when growing an economy.

• Choices need to be made regarding economy; those choices impact the environment negatively.


Students will…

• Define and apply geography terms correctly. • Analyze and explain various types of maps. • Explain how economic growth impacts the environment. • Determine how different cultures place different values on the same item.

Summative Assessment: Case study of a specific HEI incident; map test Formative Assessments: Exit Tickets, Journals, Self- reflections, Quizzes Alternative Assessments: Portfolio, Notebook Check, Presentations, Oral Assessment Equipment Needed: Internet, maps (specifically of Central and South America) Teacher Resources: Text and map Materials: My World Geography (Pearson), various related readings, videos, and websites

Lesson Plans

Lesson # Lesson Name

1 Map of South America, Central America, and the Caribbean 3 days

2 The Land and People of South America 10 days Including the Slave Trade and Slavery (AMISTAD Curriculum)

3 Introduction to Environment Vs. Economy 3 days


4 Class Case studies of HEI (group activities such as the Panama Canal, drilling for oil in 15 days Ecuador, ecotourism, deforestation in the Amazon, baseball, etc )

5 Solving Negative Effects of HEI 3 days

6 Independent Case Study of HEI including solutions to any problems 6 days

Teacher Notes: Curriculum Development Resources Click links below to access additional resources used to design this unit:

www.pearsoned.com www.nationalgeographic.com



• Repeat/ emphasize directions as needed • allow errors • allow for extended time to answer questions • follow IEP accommodations/ modifications


• Repeat/ emphasize directions as needed • allow errors • allow for extended time to answer questions • follow IEP accommodations/ modifications

At-Risk Students

• Provide extended time to complete tasks • assign a peer to help students stay on task


• Provide extension activities • Provide open-ended questions/ assignments

Unit Overview


Unit Title: Unit 3 The Global Economy (6 weeks) (Europe)

Target Course/Grade Level: 7th Grade

http://www.pearsoned.com/


Unit Summary: Students will examine the interconnections between people and their environment as it relates

to the economy. Students will understand the importance of a strong economy and the major changes that

have taken place that have created a global, interconnected world economy. Students will focus on the

European Union, its original purpose, history, and modern strengths, weaknesses, and challenges. They will

also look at the conflict in the Balkans during the 1990’s to understand how economy, land control, and

ethnicity can lead to conflict. (Holocaust Curriculum)

UDL:

Principle 1:Representation- Define domain-specific vocabulary using both domain-specific and common terms

Principle 2: Action and Expression - Use web applications; Ask questions to guide self-monitoring and

reflection

Principle 3: Means of Engagement- Design activities so that learning outcomes are authentic, communicate to

real audiences, and reflect a purpose that is clear to the participants; Provide learners with as much discretion

and autonomy as possible by providing choices in such things as: the level of perceived challenge, the tools

used for information gathering or production, the sequence or timing for completion of subcomponents of task

Learning Targets

Standards: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and





6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced

their economic development and interaction or isolation with other societies.

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections)

to understand how conflicting points of view are addressed in a democratic society

Social Studies Skills

Standards


Table: Chronological

Thinking, 5-8

Construct timelines of the events occurring during major eras including comparative events in

world history for different civilizations

Explain how major events are related to one another in time.


Table: Presentation

Skills, 5-8

Select and analyze information from a variety of sources to present a reasoned argument or

position in a written and/or oral format.


Table: Critical

Thinking, 5-8



Table: Spatial

Thinking, 5-8


regions, and environments.


Table: Spatial

Thinking, 5-8

Use maps and other documents to explain the historical migration of people, expansion and

disintegration of empires, and growth of economic and political systems.

Midland Park Public Schools NJSLSA Standards Interdisciplinary Connections

RH. 6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

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.

RH. 6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other

information in print and digital texts.

RH. 6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

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.

HST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

WHST.6-8.9. Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.6.

Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently.

21st Century Life

and Careers

9.2.8.B.3

Evaluate communication, collaboration, and leadership skills that can be developed through

school, home, work, and extracurricular activities for use in a career.

Technology

Standards

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and

working with specific criteria and constraints.



8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find

information to solve a real world problem.

Personal Financial

Literacy

9.1.8.E.8 Recognize the techniques and effects of deceptive advertising

9.1.8.F.1

Explain how the economic system of production and consumption may be a means to achieve

significant societal goals

Career Ready

Practice





Midland Park Public Schools CRP7 Employ valid and reliable strategies



● What are the benefits and drawbacks of

European countries joining together (EU)?

● How do disagreements over land ownership

lead to conflict?

● How can countries work together to avoid

conflict?


● There are benefits and drawbacks of

countries joining together in

international organizations.

● Groups of people will engage in

conflict over limited resources.

● International organizations work to

maintain peace and solve conflicts

among warring nations.


Students will…

● Explain the meaning of economy

● Explain the interconnectedness of countries’ economies

● Explain organizations and their impact on the global economies

● Identify countries and major physical features of Europe

● Become an expert on a specific European country including its economy

● Explain the history, purpose, and current issues of the European Union

● Determine the role of conflict in Eastern Europe and the results of land claim issues (HOLOCAUST

STANDARD)


Summative Assessment: map test on Asia; case study on a specific country’s economy

Formative Assessments: Exit tickets, Journals, Self- reflections, Quizzes

Alternative Assessments: Portfolio, Notebook Checks, Presentation, Oral Testing

Equipment Needed: Text, maps, case studies

Teacher Resources:

Materials:

Text and online resources

My World Geography (Pearson), various related readings, videos, and websites

Lesson Plans

Lesson # Lesson Name Time frame

(hours/days)

1 Map of Europe 2 days

2 Introduction to Europe and its History 5 days

3 The Land and People of Europe- a Case Study on one

European Country

7 days

4 The European Union- History, Purpose, and Current

Situation

10 days


5 Case Study- Case Bosnia and the former Yugoslavia -

economic, political, and ethnic differences (HOLOCAUST

Curriculum)

6 days

Teacher Notes:

Curriculum Development Resources

Click links below to access additional resources used to design this unit:

https://europa.eu/european-union/index_en




❖ allow errors





❖ allow errors



At-Risk Students






Unit Overview


Unit Title: Unit 4: International Foreign Policy and its Impact on a Globalized World (The Middle East/

Asia) (8 Weeks)


Unit Summary: The students will examine foreign policy and diplomatic interconnections among nations.

Students will examine specific issues in the Middle East/ Asia with a focus on resources, religion, and land

https://europa.eu/european-union/index_en


conflict. Students will use as its main locations in this unit with a major focus on an interdisciplinary project on

the Middle East/ Asia.

UDL:

Principle 1: Use advanced organizers; “Chunk” information into smaller elements; provide checklists,

organizers, sticky notes, electronic reminders

Principle 2: Provide checklists and guides for note-taking

Principle 3: Design activities so that learning outcomes are authentic, communicate to real audiences, and

reflect a purpose that is clear to the participants

Learning Targets






6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased

trade, enhanced technology innovation, and impacted 39 scientific thought and the arts.

6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange

in the Mediterranean World and Asia.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-

Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their

economic development and interaction or isolation with other societies.

6.2.8.D.4.g Evaluate the importance and enduring legacy of the major achievements of the people living Asia,

Africa (Islam), Europe and the Americas over time.

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental

agency regarding the best course of action

Social Studies

Skills Standards

Social Studies

Skills Table:

Chronological

Thinking, 5-8

Construct timelines of the events occurring during major eras including comparative events in world

history for different civilizations


Social Studies

Skills Table:

Presentation

Skills, 5-8

Select and analyze information from a variety of sources to present a reasoned argument or position

in a written and/or oral format.

Social Studies

Skills Table:

Critical Thinking,

5-8


Social Studies

Skills Table:

Spatial Thinking,

5-8


regions, and environments.

Midland Park Public Schools Social Studies

Skills Table:

Spatial Thinking,

5-8

Use maps and other documents to explain the historical migration of people, expansion and

disintegration of empires, and growth of economic and political systems.

NJSLSA

Standards

Interdisciplinary Standards






RH. 6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.



WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.

WHST.6-8.9. Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.6.

Use technology, including the Internet, to produce and publish writing and present the relationships

between information and ideas clearly and efficiently.

21st Century Life

and Careers

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school,

home, work, and extracurricular activities for use in a career.

Technology

Standards

8.2.8.B.1 Design and create a product that addresses a real-world problem using the design process and

working with specific criteria and constraints.



8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information

to solve a real world problem.

Career Ready

Practice







Unit Essential Questions Unit Enduring Understandings


● What causes conflict among different groups?

● Why do countries interfere in the business of

other countries? What are the results?

● How can solutions be reached where all sides

are content?

● How can countries work together to avoid

conflict?

● Conflict results when groups disagree

on land ownership, use of resources,

and fundamental beliefs. (LGBT

MANDATE)

● Outsiders often interfere in conflict;

sometimes they help, sometimes they

make it worse.

● Solutions to problems can be reached

through compromise.


Students will…

● Explain the sources of conflict

● Take varied points-of-view for the same situation; be able to explain the event from different

perspectives

● Explain the role of other countries in helping or hurting a situation


Summative Assessment: Create a revised version of Epcot Country Showcase with countries in the Middle

East, end-of-chapter TEST

Formative Assessment: Exit Slips, Quizzes, Journals, Self-Reflection

Alternative Assessment: Portfolio, Presentation, Oral Testing, Notebook Check

Materials: My World Geography (Pearson), various related readings, videos, and websites

Teacher Resources: Text, Maps, Various Websites

Equipment Needed: Internet, Elmo

Lesson # Lesson Name Time frame (hours/days)

1

Introduction to the Middle East

and Asia- Map

2 days

2

The Culture of the Middle East

and Asia (LGBT Mandate)

4 days

3

Epcot Project 10 days

4

Israeli/ Palestinian Conflict 5 days

5

Topics in the Middle East 4 days

9

Case Study Independent

Research Project- An Issue in

Asia

15 days

Teacher Notes:

Curriculum Development Resources

Click links below to access additional resources used to design this unit:

https://www.scholastic.com/teachers/articles/teaching-content/background-middle-east/

https://www.scholastic.com/teachers/articles/teaching-content/background-middle-east/





❖ allow errors





❖ allow errors



At-Risk Students







Unit Overview


Unit Title: Unit 5- Conflict, Justice, and Reform in an Interconnected World (Africa) (8

Weeks)


Unit Summary: Students will examine the causes of major international conflict; they will focus on religion,

land control, economy, and ethnicity as major contributors to these conflicts. Students will examine the

struggles faced by oppressed groups, especially those who were subjected to colonization by outsiders.

Students will examine international organizations involved in conflict and justice including the United Nations

and NGO’s. Students will use the Middle East and Africa as its main locations in this unit.

UDL:

Principle 1:Representation- Define domain-specific vocabulary using both domain-specific and common terms

Principle 2: Action and Expression - Use web applications; Ask questions to guide self-monitoring and

reflection

Principle 3: Create an accepting and supportive classroom climate

Learning Targets






NJSLS Standards

6.2.8.B.4.c Determine how Africa’s physical geography and natural resources presented challenges and

opportunities for trade, development, and the spread of religion.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-

Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced

their economic development and interaction or isolation with other societies.

6.2.8.D.4.g Evaluate the importance and enduring legacy of the major achievements of the people living Asia,

Africa (Islam), Europe and the Americas over time.

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental

agency regarding the best course of action.


Standards


Table: Spatial

Thinking 5-8


regions, and environments. Use maps and other documents to explain the historical migration of

people, expansion and disintegration of empires, and growth of economic and political systems.


Table: Critical

Thinking, 5-8

Assess the credibility of sources by identifying bias and prejudice in documents, media, and

computer generated information.


Table: Chronological

Thinking, 5-8

Construct timelines of the events occurring during major eras including comparative events in

world history for different civilizations


Midland Park Public Schools Social Studies Skills

Table: Critical

Thinking, 5-8


NJSLSA Standards Interdisciplinary Connections






WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently.



21st Century Life

and Careers

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through

school, home, work, and extracurricular activities for use in a career.

Technology

Standards



8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find

information to solve a real world problem.

Career Ready

Practice






CRP8 Utilize critical thinking to make sense of problems and persevere in solving them


● What causes conflict between different groups of

people?

● What is the role of outsiders to step in during conflict?


● Countries are dependent on one another for

economic stability; this leads to alliances and

conflict.

● Differences in race, religion, and culture have

caused conflict between countries; this often


● How have outsiders created problems for other

countries? How have they helped?

leads to fighting.

● Organizations like the UN work to maintain

world peace.

● Humans need to feel safe and secure in order

to progress. Once these basic needs are met

they will often advance.

● During conflict, people are divided into

perpetrators, rescuers, and by-standers.

(Holocaust)


Students will…

● Explain what is meant by globalization

● Understand religious and ethnic differences

● Evaluate various international organizations as to their roles and success

● Explain and analyze several examples of international conflict as to cause and results

● Suggest ways for the international community to deal with conflict


Summative Assessment – Map test of Africa; Case study on modern conflict

Formative Assessments: Exit tickets, Journals, Self- reflections, Quizzes

Alternative Assessment- Portfolio, Notebook Check, Oral Testing, Presentation

Equipment Needed: Internet, laptops, Elmo

Teacher Resources: Text, primary source readings, current events websites

Materials: My World Geography (Pearson); various related readings, videos, and websites,

film The Boy Who Harnessed the Wind

Lesson Plans

Lesson # Lesson Name Time frame (hours/days)

1

Introduction to Africa- map 2 days

2 The Danger of a Single Story- TED

Talk

1 day

3

Causes of Conflict 4 days

4 The Geography and Resources of

Africa

3 days

5 Cultures of Africa 5 days

6 International Organizations 5 days

7

Modern Conflict in Africa and its

Connection to the History

10 days

8 Independent Case Study 10 days

Teacher Notes:

https://library.bu.edu/the-boy-who-harnessed-the-wind





❖ allow errors





❖ allow errors



At-Risk Students






midland park public schools world cultures grade 7

Documents