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

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

3. Teacher E-Mails Aaron Anderson: aajander@mpsaz.org Joanna Blum: check her webpage! Ann Marie Geair: ageair@mpsaz.org Chris Whitehead: crwhiteh@mpsaz.org

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

5. DISTRICT SOCIAL STUDIES CURRICULUM STANDARDS: http://www.mpsaz.org/scsoc/pdf/sec _ss_dec_07/ss07_world_geo.pdf

6. 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

7. EXAMPLE:

8. UNIT: Westward Expansion & Pre-Civil War

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

10. 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

11. 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

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

13. 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

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

15. PROBLEM- BASED LEARNING:

16. 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

17. 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)

18. QUESTIONS ????????????? ????????????? ?????????????