Last updated: 5/26/2015

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Social Studies Pacing Guide February -June 7th Grade

Subject Area/Focus	February	March	April	May	June
Social Studies	Key Idea: The Constitution in Practice (Standards:1,5;Themes:TCC,GOV,CIV) Text: America: History of our Nation- Chapter 8: "Launching a New Nation" and Chapter 9: "The Era of Thomas Jefferson" 7.5 THECONSTITUTION IN PRACTICE:The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living document that can respond to political and social changes. The New York Constitution also has been changed over time. 7.5d Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference. Ø Students will examine events of the early nation including Hamilton’s economic plan, the Louisiana Purchase, the Supreme Court decision in Marbury v. Madison, and the War of 1812 in terms of testing the strength of the Constitution. Ø Students will examine the Monroe Doctrine and its impact on foreign policy.	Key Idea: Westward Expansion (Standards: 1, 3; Themes: ID, MOV, TCC, GEO) Text: America: History of our Nation- Chapter 10: "A Changing Nation" and Chapter 11: "North and South Take Different Paths" 7.6 WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. (Standards: 1, 3; Themes: ID, MOV, TCC, GEO) 7.6a Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs such as Manifest Destiny and the need for resources increased westward expansion and settlement. Ø Students will compare and evaluate the ways by which Florida, Texas, and territories from the Mexican Cession were acquired by the United States. 7.6b Westward expansion provided opportunities for some groups while harming others. Ø Students will examine the Erie Canal as a gateway to westward expansion that resulted in economic growth for New York State, economic opportunities for Irish immigrants working on its construction, and its use by religious groups such as the Mormons to move westward. Ø Students will examine the growth of suffrage for white men under Andrew Jackson. Ø Students will examine the conditions faced on the Trail of Tears by the Cherokee and the impact the removal had on their people and culture. Ø Students will examine examples of Native American resistance to the western encroachment including the Seminole Wars and Cherokee judicial efforts. Ø Students will examine the ways in which westward movement had an impact on the lives of women and African Americans. Ø Students will examine the policies of New York State toward Native Americans at this time.	Key Idea: Reform Movements (Standards: 1, 5; Themes: SOC, CIV, GOV) Text: America: History of Our Nation- Chapter 12: "An Age of Reform" 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. (Standards: 1, 5; Themes: SOC, CIV, GOV) 7.7a The Second Great Awakening, which had a strong showing in New York, inspired reform movements. Ø Students will investigate examples of early 19th-century reform movements such as education, prisons, temperance, and mental health care, examining the circumstances that led to the need for reform. 7.7b Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness and generate resistance to the institution of slavery. Ø Students will examine ways in which enslaved Africans organized and resisted their conditions. Ø Students will explore efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery. Ø Students will examine the impact of Uncle Tom’s Cabin on the public perception of slavery. Ø Students will investigate New York State and its role in the abolition movement, including the locations of Underground Railroad stations. 7.7c Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality. Ø Students will examine efforts of women to acquire more rights, including Sojourner Truth, Elizabeth Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony. Ø Students will explain the significance of the Seneca Falls Convention and the Declaration of Sentiments. 7.7d The Anti-Rent movement in New York State was an attempt by tenant farmers to the protest the landownership system. Ø Students will trace the Anti-Rent movement in New York State.	Key Idea: A Nation Divided (Standards: 1,3,4; Themes: TCC, GEO, GOV, ECO) Text: America: History of Our Nation- Chapter 13: "Westward Expansion" and Chapter 14: "The Nation Divided" 7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8a 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. Ø Students will examine regional econcomic differences as they relate to industrialization. 7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure. Ø Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act. Ø Students will examine growing sectional tensions including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party. 7.8c Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states. Ø Students will examine both long- and short-term causes of the Civil War. Ø Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the Union. Ø Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.	Key Idea: A Nation Divided (Standards:1,3,4;Themes:TCC,GEO,GOV,ECO) Text: America: History of our Nation,Chapter 15: "The Civil War" 7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War. 7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography. Ø Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War. Ø Students will examine the goals and content of Lincoln’s Emancipation Proclamation. Ø Students will examine how the use of various technologies affected the conduct and outcome of the Civil War. Ø Students will examine the enlistment of freed slaves and how it helped to change the course of the Civil War. Ø Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam. 7.8e The Civil War impacted human lives, physical infrastructure, economic capacity, and governance of the United States. Ø Students will examine the roles of women, civilians, and free African Americans during the Civil War. Ø Students will examine the aftermath of the war in terms of destruction, impact on population, and economic capacity by comparing impacts of the war on New York State and Georgia. Ø Students will explain how events of the Civil War led to the establishment of federal supremacy.

Social Studies

Key Idea: The Constitution in Practice

(Standards:1,5;Themes:TCC,GOV,CIV)

Text: America: History of our Nation- Chapter 8: "Launching a New Nation" and Chapter 9: "The Era of Thomas Jefferson"

7.5 THECONSTITUTION IN PRACTICE:The United States Constitution serves as the foundation of the United States government and outlines the rights of citizens. The Constitution is considered a living
document that can respond to political and social changes. The New York Constitution also has been changed over time.

7.5d Foreign and domestic disputes tested the strength of the Constitution, particularly the separation of powers, the system of checks and balances, and the issue of States rights. The United States sought to implement isolationism while protecting the Western Hemisphere from European interference.

Ø Students will examine events of the early nation including Hamilton’s economic plan, the Louisiana Purchase, the Supreme Court decision in Marbury v. Madison, and the War of 1812 in terms of testing the strength of the Constitution.

Ø Students will examine the Monroe Doctrine and its impact on foreign policy.

Key Idea: Westward Expansion

(Standards: 1, 3; Themes: ID, MOV, TCC, GEO)

Text: America: History of our Nation- Chapter 10: "A Changing Nation" and Chapter 11: "North and South Take Different Paths"

7.6 WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward.

(Standards: 1, 3; Themes: ID, MOV, TCC, GEO)

7.6a Conflict and compromise with foreign nations occurred regarding the physical expansion of the United States during the 19th century. American values and beliefs such as Manifest Destiny and the need for resources increased westward expansion and settlement.

Ø Students will compare and evaluate the ways by which Florida, Texas, and territories from the Mexican Cession were acquired by the United States.

7.6b Westward expansion provided opportunities for some groups while harming others.

Ø Students will examine the Erie Canal as a gateway to westward expansion that resulted in economic growth for New York State, economic opportunities for Irish immigrants working on its construction, and its use by religious groups such as the Mormons to move westward.

Ø Students will examine the growth of suffrage for white men under Andrew Jackson.

Ø Students will examine the conditions faced on the Trail of Tears by the Cherokee and the impact the removal had on their people and culture.

Ø Students will examine examples of Native American resistance to the western encroachment including the Seminole Wars and Cherokee judicial efforts.

Ø Students will examine the ways in which westward movement had an impact on the lives of women and

African Americans.

Ø Students will examine the policies of New York State toward Native Americans at this time.

Key Idea: Reform Movements

(Standards: 1, 5; Themes: SOC, CIV, GOV)

Text: America: History of Our Nation- Chapter 12: "An Age of Reform"

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.

(Standards: 1, 5; Themes: SOC, CIV, GOV)

7.7a The Second Great Awakening, which had a strong showing in New York, inspired reform movements.

Ø Students will investigate examples of early 19th-century reform movements such as education, prisons, temperance, and mental health care, examining the circumstances that led to the need for reform.

7.7b Enslaved African Americans resisted slavery in various ways in the 19th century. The abolitionist movement also worked to raise awareness and generate resistance to the institution of slavery.

Ø Students will examine ways in which enslaved Africans organized and resisted their conditions.

Ø Students will explore efforts of William Lloyd Garrison, Frederick Douglass, and Harriet Tubman to abolish slavery.

Ø Students will examine the impact of Uncle Tom’s Cabin on the public perception of slavery.

Ø Students will investigate New York State and its role in the abolition movement, including the locations of Underground Railroad stations.

7.7c Women joined the movements for abolition and temperance and organized to advocate for women’s property rights, fair wages, education, and political equality.

Ø Students will examine efforts of women to acquire more rights, including Sojourner Truth, Elizabeth Cady Stanton, Matilda Joslyn Gage, and Susan B. Anthony.

Ø Students will explain the significance of the Seneca Falls Convention and the Declaration of Sentiments.

7.7d The Anti-Rent movement in New York State was an attempt by tenant farmers to the protest the landownership system.

Ø Students will trace the Anti-Rent movement in New York State.

Key Idea: A Nation Divided

(Standards: 1,3,4; Themes: TCC, GEO, GOV, ECO)

Text: America: History of Our Nation- Chapter 13: "Westward Expansion" and Chapter 14: "The Nation Divided"

7.8 A NATION DIVIDED: Westward expansion, the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism. Constitutional conflicts between advocates of States rights and supporters of federal power increased tensions in the nation; attempts to compromise ultimately failed to keep the nation together, leading to the Civil War.

7.8a 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.

Ø Students will examine regional econcomic differences as they relate to industrialization.

7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.

Ø Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.

Ø Students will examine growing sectional tensions including the decision in Dred Scott v. Sanford

(1857) and the founding of the Republican Party.

7.8c Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.

Ø Students will examine both long- and short-term causes of the Civil War.

Ø Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the Union.

Ø Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.

Key Idea: A Nation Divided

(Standards:1,3,4;Themes:TCC,GEO,GOV,ECO)

Text: America: History of our Nation,Chapter 15: "The Civil War"

7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.

Ø Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.

Ø Students will examine the goals and content of Lincoln’s Emancipation Proclamation.

Ø Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.

Ø Students will examine the enlistment of freed slaves and how it helped to change the course of the Civil War.

Ø Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam.

7.8e The Civil War impacted human lives, physical infrastructure, economic capacity, and governance of the United States.

Ø Students will examine the roles of women, civilians, and free African Americans during the Civil War.

Ø Students will examine the aftermath of the war in terms of destruction, impact on population, and economic capacity by comparing impacts of the war on New York State and Georgia.

Ø Students will explain how events of the Civil War led to the establishment of federal supremacy.