Last updated: 6/8/2016

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Social Studies-7th Grade-April

Social Studies: Reform Movements/ A Nation Divided


7.7 Reform Movements: 7a-7d An Age of Reform

  • By the mid-1800s, people were seeking reform in many areas of American life, including education.
  • Abolitionists sought an end to slavery in the United States.
  • Some reformers sought to win political and economic equality for women.
  • In the early 1800s, American artists, writers, and musicians began to develop a distinct style.

7.8 A Nation Divided: 7.8a Westward Expansion

  • By the mid-1800s, many Americans wanted the nation to extend westward to the Pacific Ocean.
  • The journey westward, traders, and settlers had to travel along difficult and dangerous trails.
  • The Texas War for Independences let to conflict and war between the United States and Mexico.
  • While the Mormons migrated to Utah, other settlers flocked to California in search of gold.

7.7 Reform Movements: 7a-7d An Age of Reform

How did reformers and writer inspire change and spark controversy?

  • How did key people bring about reform in education?
  • How did abolitionists try to end slavery?
  • How did women's suffrage movement begin?
  • How did American literature and art have an impact on American life?

7.8a A Nation Divided: Westward Expansion

  • What cultures and ideas influenced the development of the West?
  • Why did people go west and what challenges did they face?
  • What were the causes and effects of the Texas War for Independence and the Mexican-American War?
  • How did Mormon settlement and the gold rush lead to changes in the West?
(1) SS.7.7 REFORM MOVEMENTS: Social, political, and economic inequalities sparked various reform movements and resistance efforts. Influenced by the Second Great Awakening, New York played a key role in major reform efforts.
(1) SS.7.8.a Early United States industrialization affected different parts of the country in different ways. Regional economic differences and values, as well as different conceptions of the Constitution, laid the basis for tensions between States rights advocates and supporters of a strong federal government.
(1) SS.I.5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

The College, Career, and Civic Life (C3)

Dimension 1: Developing Questions and Planning Inquiries

  • D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.

Dimension 2: Applying Disciplinary Concepts and Tools

  • D2.Civ.4.6-8. Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States and in other countries.
  • D2.Civ.8.6-8.Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social political system.
  • D2.Eco.3.6-8. Explain the roles of buyers and sellers in product, labor,and financial markets.
  • D2.Geo.1.6-8. Construct maps to represent and explain the spatial patterns of cultural and environmental characteristics.
  • D2.His.4.6-8. Analyze how people's perspectives influenced what information is available in the historical sources they created.
  • D2.His.9.6-8. Classify the kinds of historical sources used in a secondary interpretation.

Dimension 3: Evaluating Sources and Using Evidence

  • D3.2.6-8. Evaluate the credibility of a source by determining its relevance and intended used.

Dimension 4: Communicating Conclusions and Taking Informed Action

  • D4.4.6-8. Critique arguments for credibility.

NCSS Essential Skills for Social Studies

  • Read to get literal meaning
  • Differentiate main and subordinate ideas
  • Use appropriate sources to gain meaning of essential terms and vocabulary
  • Use various parts of a book
  • Listen for information
  • Express relative location
  • Interpret social and political messages of cartoons
  • Sense relationship between items of factual information
  • Place in proper sequence: order of occurrence/order of importance
  • Predict likely outcomes based on factual information
  • Separate a topic into major components according to appropriate criteria
  • Combine critical concepts into a statement of conclusions based on information


7.7 Reform Movements: 7a-7d An Age of Reform

  • social reform
  • predestination
  • revival
  • temperance movement
  • prohibition
  • public school
  • convert
  • abolitionists
  • radical
  • women's suffrage
  • women's rights movement
  • ally
  • transcendentalism
  • individualism
  • civil disobedience

7.8a A Nation Divided: Westward Expansion

  • frontier
  • land grant
  • ranchero
  • expansion
  • policy
  • mountain men
  • rendezvous
  • hostile
  • dictatorship
  • seige
  • annex
  • cede
  • polygamy
  • forty-niner
  • water rights
  • vigilante


Do Now Questions

Socrative Entrance/Exit Tickets


Interactive Readings

Graphic Organizers

Thinking Maps

Common Core Protocols

Comprehension Assessments

Writing Assessments

Map Quiz


J. Dodge Differentiated Activities

Marzano Strategies

Primary Source Documents

Document Based Questions

Political Cartoons

Constructed Response Questions

Chapter Test

25 Quick Formative Assessments - Judy Dodge

America: History of our Nation - Prentice Hall


Interactive Reading

Toolkit Inquiry: Women's Rights



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