Welcome to Fremont Junior High & Seventh Grade Social Studies!! OPEN HOUSE

Your Teachers are.. Mr. Anderson Mrs. Blum Ms. Geair Mr. Whitehead

Teacher s Aaron Anderson: Joanna Blum: check her webpage! Ann Marie Geair: Chris Whitehead:

IMPORTANT SKILLS Organization & Goal Setting Compare & Contrast Cause & Effect Summarizing & Analyzing Historical Inquiry

DISTRICT SOCIAL STUDIES CURRICULUM STANDARDS: _ss_dec_07/ss07_world_geo.pdf

COURSE OVERVIEW: 1 st Semester: 1) Arizona and the World 2) Westward Expansion and Pre-Civil War 3) Civil War and Reconstruction 4) Industrial Era

EXAMPLE:

UNIT: Westward Expansion & Pre-Civil War

PRIORITY PERFORMANCE OBJECTIVE: S1C6-PO1: Analyze the factors leading to the Civil War:

S1C6-PO1 continued: a) role of abolitionists and Underground Railroad b) Sectionalism and States’ Rights c) Westward expansion (Manifest Destiny, Texas War for Independence, Mexican War) d) Missouri and 1850 Compromises

S1C6-PO1 continued: e) Dred Scott Decision f) Kansas-Nebraska Act g) Lincoln/Douglas Debates h) Birth of the Republican Party i) Lincoln’s Election

VOCABULARY & CONCEPTS: Terms: Civil War, abolitionist, underground railroad, sectionalism, states’ rights, expansion, Manifest Destiny, Texas War for Independence, Mexican War, Missouri Compromise,

TERMS continued: 1850 Compromise, Dred Scott Decision, Kansas-Nebraska Act, Lincoln Douglas Debates, birth of Republican Party, property rights, enslavement, population density, agrarian South, industrial North

COURSE OVERVIEW: 2 nd Semester: 1) Progressive Era 2) Imperialism 3) World War I 4) The 1920s & 1930s 5) Pre-World War II

PROBLEM- BASED LEARNING:

EXAMPLE: Technology integration using PowerPoint and other computer based programs Hands-on projects individually and in groups using graphic organizers, cooperative learning and critical thinking

Possible PBL Students creating a storyboard based on their research on how Arizona became a state -Requires the student to become a historian They will have to read and summarize their research as well as illustrate the main ideas on their storyboard. Another possibility is to have the student become a muckraker (a reporter that digs up the dirt on corrupt companies or government)

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