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Jefferson County Schools Social Studies In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts. Grade 7 Core concepts covered in this course are a unique combination of United States and world history, civics, geography and economics. Students should attempt to synthesize the wide array of historical information presented thus far in their Social Studies education before moving on to concentrated study in each area. Seventh graders expand on what was learned in the fifth grade course for U.S. history, as well as building on the content covered in sixth grade for world history. Discussions in civics include the electoral process, political party system, and the Supreme Court. Geography studies focus on human-environment interaction, resource patterns, and populations. Issues presented in economics range from U.S. fiscal policy to an understanding of international trade. |
| Culture |
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Community: Draw Conclusions
The learner will be able to (ESSENTIAL) use a picture or story to draw conclusions about types of communities.
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Culture: Definitions
The learner will be able to (ESSENTIAL) recognize cultural definitions (i.e. language, religion, customs, political system, economic system).
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Culture: Diffusion
The learner will be able to (IMPORTANT) analyze the role of cultural diffusion and identify the location of major cultural attributes such as language, religion, p[political systems, economic systems and population centers locally, regionally, and globally.
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Culture: Understand Nature
The learner will be able to (IMPORTANT) understand the complex nature of culture by recognizing the basic components of culture, identify how people living in the same region maintain different ways of life, and identify how communities reflect the cultural background of their inhabitants.
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Culture/Physical Environments: Relations
The learner will be able to (IMPORTANT) identify physical environment characteristics that contribute to the growth and development of a culture, compare how cultures differ in their use of similar environments and resources, and evaluate the effect of technology on various cultures.
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Cultural Perceptions: Impact
The learner will be able to (IMPORTANT) identify how information and experiences may have different interpretations from different cultures and identify how language, art, music, belief systems, and other cultural elements facilitate global understanding or misunderstanding.
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Diverse Cultural Experiences: Contributi
The learner will be able to (COMPACTED) identify the roles of language, literature, the arts, architecture, traditions, and identify how they contributed to the development and transmission of culture.
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Early Civilizations: Writing Skills
The learner will be able to (ESSENTIAL) identify the writing skills of ancient people (Chinese characters, identify hieroglyphics, Harrapan script, Mayan hieroglyphics, Sumerian Pictographs).
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Media: Newspaper Advertisement
The learner will be able to (ESSENTIAL) draw conclusions based on information presented in a newspaper advertisement including reasons why stores advertise.
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Media: Political/Editorial Cartoons
The learner will be able to (ESSENTIAL) draw conclusions from political and editorial cartoons and other illustrations.
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Industry: Development/Influence
The learner will be able to (ESSENTIAL) examine how industrial development influenced the lives and culture of people (Roman road network, aqueducts).
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Major Religions: Compare/Contrast
The learner will be able to (ESSENTIAL) compare and contrast the tenets of the five major world religions (i.e.Christianity, Buddhism, Islam, Hinduism, Judaism).
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Map: Locate Cultural Information
The learner will be able to (ESSENTIAL) locate cultural information on a thematic map (i.e. languages, political systems, economic systems, religions).
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Religions: Role
The learner will be able to (ESSENTIAL) recognize the role of major religions by recognizing a definition of religion, defining the beliefs of the world's major religions, and evaluating the role of religious beliefs on local, regional, nation-wide, and global levels.
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| Economics |
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Demographics: Define
The learner will be able to (ESSENTIAL) define demographic concepts (i.e.population, population distribution, population density, growth rate).
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Economic Concepts: Understand
The learner will be able to (IMPORTANT) list the major resources, industrial, and agricultural products locally, regionally and globally, apply basic economic concepts in studying the various regions of the world, and explain the interactions between domestic and global economic systems.
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Economic Issues: Maps, Tables, Charts,
The learner will be able to (ESSENTIAL) interpret economic issues as expressed with maps, tables, diagrams, and charts.
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Economic Systems: Early
The learner will be able to (COMPACTED) understand early economic systems.
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Economic Systems: Identify
The learner will be able to (IMPORTANT) identify various types of economies and their methods of production and consumption (e.g.,market economy, free enterprise, capitalism, communism, and socialism).
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Economics: Change/Cause and Effect
The learner will be able to (IMPORTANT) analyze the relationship among scarcity of resources, economic development, and international conflict and use economics concepts to evaluate contemporary developments.
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Economics: Terms
The learner will be able to (ESSENTIAL) recognize basic economic concepts (i.e. imports, exports, barter system, tariffs, closed and emerging markets, supply and demand, inflation, recession, depression).
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Employment: Social Effects
The learner will be able to (COMPACTED) determine the social effects caused by economic conditions, such as unemployment.
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Fiscal Policy: Budget Deficit/Borrow
The learner will be able to (COMPACTED) analyze how the government borrows money from individuals, corporations, financial institutions, and/or foreign governments to run a budget deficit.
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Fiscal Policy Concepts: Understand
The learner will be able to (COMPACTED) understand fiscal concepts including the concept of balanced budget, deficit, surplus, and national debt.
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Global Economic Connections: Understand
The learner will be able to (IMPORTANT) recognize that resources and good are exchanged worldwide, understand global economic connections, conflicts, and interdependence including the interactions between domestic and global economic systems and the economic impact of improved communication and transportation.
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Goods/Services: Identify Effect
The learner will be able to (ESSENTIAL) identify a business that supplies services and the effect it has on the community (employment, population growth).
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Resources: Changes
The learner will be able to (IMPORTANT) analyze issues related to the location, availability, use distribution and trade of natural resources including the relationship between the use, availability and accessibility of resources in a country's standard of living.
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Resources: Define
The learner will be able to (ESSENTIAL) define renewable and nonrenewable resources.
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Resources: Use, Dist, Importance
The learner will be able to (IMPORTANT) recognize patterns of resource distribution and utilization and ways resources are recycled.
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Tennessee: Major Resources
The learner will be able to (ESSENTIAL) select the major resources, industrial, and agricultural products for the three grand divisions from a map of Tennessee.
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US Economy: Taxes/Services
The learner will be able to (COMPACTED) understand the connection between taxes and government services.
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World Economy: Compare/Contrast
The learner will be able to (COMPACTED) compare and contrast national economies in terms of government direction and private markets.
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| Geographic Perspectives |
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Climate: Types
The learner will be able to (ESSENTIAL) identify identify types of climate (polar, desert, sub-artic, tropics).
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Climate: Types/Importance
The learner will be able to (ESSENTIAL) identify the importance of different climates.
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Communities: Identify
The learner will be able to (ESSENTIAL) distinguish the differences among rural, suburban, and urban communities.
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Concepts: Location/Effect
The learner will be able to (ESSENTIAL) make inferences about the effect of a geographic location and distinguish attributes on the Earth's surface such as plains, plateaus, mountains, and valleys.
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Demographic Concepts: Define
The learner will be able to (ESSENTIAL) define demographic concepts (i.e. population, population distribution, population density, growth rate, family size, and infant mortality).
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Earth: Oceans/Continents
The learner will be able to (ESSENTIAL) locate the Earth's major physical characteristics (i.e.7 continents, 4 oceans, major countries).
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Earth Attributes: Latitude/Order
The learner will be able to (ESSENTIAL) locate on a map specific lines of longitude and latitude (i.e.Prime Meridian, International Date Line, Equator, North and South Poles, Tropics of Cancer and Capricorn, Artic, Antartic Circles).
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Earth's Landscapes: Physical Processes
The learner will be able to (ESSENTIAL) understand how physical processes shape the Earth's natural landscapes and affect recognize specific physical processes that operate on the Earth's surface (i.e.erosion, volcanoes, earthquakes, wind and water currents, plate tectonics, and weathering).
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Earth's Spatial Org: Characteristics
The learner will be able to (IMPORTANT) understand the characteristics and uses of spatial organization of Earth's surface including graphic tools used to understand spatial organization, distance, direction, scale, movement, region, describe factors that affect spatial organization (transportation, migration, communication) and explain why some areas are more understand populated than others.
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Geographic Features: Know
The learner will be able to (IMPORTANT) identify the major physical characteristics of the Earth (continents, landforms, vegetation, natural resources), identify location of major human features (cities, political units), explain why physical, biological, and human processes leave patterns on the Earth's surface, and identify the spatial distribution of major ecosystems (tropical rain forest, desert, grassland).
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Human Migration: Patterns
The learner will be able to (ESSENTIAL) examine reasons and patterns of human migration through the use of maps, charts, diagrams (i.e. famine, natural disasters, political and religious oppression, wars).
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Human Populations: Distribution/Underst
The learner will be able to (IMPORTANT) identify characteristics of populations including ethnicity, age distribution, males/females, and life expectancy, define demographic concepts including population, population distribution, density, growth rate, family size, and infant mortality, describe the effects of human migration ("push/pull" factors), and predict the consequences of population changes on the Earth's physical and cultural environments.
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Maps: Characteristics and Uses
The learner will be able to (ESSENTIAL) understand the characteristics and uses of maps, globes, and other geographic tools (locate information, draw conclusions) including distinguishing between types of maps (i.e.political, physical, climatic, land use resource, contour, elevation, topographic).
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Maps: Read and Interpret
The learner will be able to (ESSENTIAL) identify and use the basic elements of mapping including using scale, distance and direction.
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Maps: Specialized
The learner will be able to (ESSENTIAL) read and interpret a time zone map and a population pyramid.
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Phy Environment: Consequences of Change
The learner will be able to (ESSENTIAL) analyze the environmental consequences of humans changing their physical environment (i.e.air and water pollution, mining, deforestation, global warming).
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Physical Environment: Impact of Human A
The learner will be able to (ESSENTIAL) recognize the definitions of modifications on the physical environment (i.e. global warming, deforestation, desert, urbanization) (Learning Accomplishment includes "ways in which human induced changes in one place causes changes in another, and analyze the environmental consequences of humans changing the physical environment").
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Physical Processes: Understand
The learner will be able to (IMPORTANT) identify types of Earth's physical processes (tectonic activity, changing landforms, understand the effects of erosion, weathering, the hydrologic cycle, and climate change, and examine the consequences of a specific physical process operating on the Earth's surface.
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Place: Characteristics
The learner will be able to (IMPORTANT) understand the physical and human characteristics of place including physical, physical, and human characteristics, human movement and migration, and symbiotic relationships between human and physical environments.
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Places/Geographic Features: Location
The learner will be able to (ESSENTIAL) identify the location of Earth's major landforms and bodies of water (i.e.Rockies, Andes, Himalayas, Alps, Urals, Sahara Desert, Nile River Valley, Great Plains, Mississippi River, Amazon River, Thames River, Seine River, Rhine River, Danube River, Tigris River, Euphrates River, Ganges River, Volga River, Yellow River) and describe how geography affects the development of communities, towns, and cities.
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Populations: Changes
The learner will be able to (ESSENTIAL) predict the consequences of population changes on the Earth's physical and cultural environments.
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Regions: Characteristics
The learner will be able to (ESSENTIAL) understand that common physical and cultural characteristics create regions by identifying criteria used to define a region, types of regions, how cultures influence the characteristics of regions, and factors that contribute to changing influence characteristics and boundaries.
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Systems: Interdependence
The learner will be able to (IMPORTANT) understand how physical systems and the physical environment affect human systems by describing the characteristics of different understand environments and how understand activities are affected, describing the effects of hazards and natural disasters on human settlements and systems, and evaluating the limits and responsibilities of physical environments for human activities.
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Tennessee: Major Characteristics
The learner will be able to (ESSENTIAL) identify the major river systems of Tennessee.
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Tennessee: Natural Resources
The learner will be able to (ESSENTIAL) elect the natural resources found in the 3 grand divisions of Tennessee (coal, copper, timber, plants, animals).
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Tennessee: Physical Regions
The learner will be able to (ESSENTIAL) identify the six physical regions of Tennessee (i.e. Unaka Mountains, Valley and Ridge, Cumberland Plateau, Highland Rim, Central Basin, Gulf Coastal Plain).
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Tennessee Cities: Compare
The learner will be able to (ESSENTIAL) compare the five largest cities of Tennessee using a bar graph.
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View Show: Global Culture
The learner will be able to (ESSENTIAL) view and discuss a show which shows a diverse global culture.
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| Governance and Civics |
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Bill of Rights: Guarantees
The learner will be able to (COMPACTED) recognize and analyze the specific guarantees of the Bill of Rights.
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Branches: Executive/Responsibilities/Pow
The learner will be able to (COMPACTED) identify the powers and responsibilities of the executive, judicial, and legislative branches of the United States government.
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Congressional Districts: Boundaries
The learner will be able to (ESSENTIAL) recognize how the boundaries of Congressional districts change in the state of Tennessee (i.e. statutory requirements, population shifts, political party shifts).
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Constitution: Various Amendments
The learner will be able to (COMPACTED) recall various individual amendments to the Constitution (including the 1st and the 19th).
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Cooperation/Conflict: Influences
The learner will be able to (IMPORTANT) identify how cooperation and conflict among people influence the division and control of resources, rights, and privileges by identifying organizations of cooperation, describing current struggles over energy resources, conditions and motivations that contribute to influence, cooperation, and interdependence, and explore governmental responses to environmental issues, and describe ideas and mechanisms governments develop to need needs and wants of citizens, regulate territory, manage conflict, and establish order and security.
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Declaration of Independence: Major Ideas
The learner will be able to (COMPACTED) identify the major ideas expressed in the Declaration of Independence and their effects on other nations.
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Governance: Different Systems
The learner will be able to (ESSENTIAL) understand different systems of governance (i.e. democracy, autocracy, oligarchy, monarchy, dictatorship).
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Government: Compare
The learner will be able to (IMPORTANT) recognize political regions locally, nationally, and globally, explain purposes of government, compare different political systems with that of the United States, explain the relationship between a place's physical, political, and cultural characteristics and the type of government, and describe methods governments use to meet the needs/wants of its citizens, regulate territory, manage conflict, and establish order and security.
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Governments: Different/Define
The learner will be able to (ESSENTIAL) define the different types of governments (i.e.democracy, autocracy, oligarchy, monarchy, dictatorship).
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Map: Locate Governance Systems
The learner will be able to (ESSENTIAL) using a map, locate various governance systems.
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Political Leaders: Identify
The learner will be able to (ESSENTIAL) identify political leaders from selected contemporary settings (i.e. United States, India, Canada, Mexico, Great Britain, Russia, China).
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Principles: Patriotic Writings
The learner will be able to (COMPACTED) recognize how the key ideas and values of American democracy are reflected in patriotic writings.
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United Nations: Purposes/Goals
The learner will be able to (ESSENTIAL) describe the purpose , goals, and organization of the United Nations.
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| History |
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Archaeological Evidence: Studies
The learner will be able to (ESSENTIAL) demonstrate knowledge of how early humans are studied and recognize the importance of agriculture , evolution of writing, education, law, and trade and how these areas are revealed in archaeological evidence.
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Analysis: Actions
The learner will be able to (ESSENTIAL) analyze the various reasons for an action (city council meetings/citizen comments and concerns).
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Analysis: Multiple Sources
The learner will be able to (ESSENTIAL) analyze historical events using multiple sources.
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Change: Historical Photographs
The learner will be able to (ESSENTIAL) observe change over time through studying historical photographs.
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Data Interpretation:Chart/ Graph/Analyze
The learner will be able to (ESSENTIAL) analyze data presented in a chart, table, poster, or graph and be able to construct each.
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Data Interpretation: Timeline/Diagram
The learner will be able to (ESSENTIAL) use, organize, and make generalizations regarding information presented in a diagram or timeline including B.C. and A.D.
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Documents: Effects
The learner will be able to (ESSENTIAL) analyze the effects of US historical documents and newspaper articles and describe their significance for the development of American government.
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Explorers
The learner will be able to (ESSENTIAL) demonstrate knowledge of various explorers (Ericson, Cartier, Columbus, deLeon).
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Feudalism: Development
The learner will be able to (ESSENTIAL) analyze the development of the feudal system.
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Historical Events: Understand
The learner will be able to (ESSENTIAL) identify the physical and human factors that influences a place and analyze the causes and effects of changes in a place over time.
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Human Settlement: Patterns/Understand
The learner will be able to (IMPORTANT) identify reasons people chose to identify in different places, explain how/why settlement locations changed, explain factors leading to dense human settlement, describe factors involved in the growth and development of cities, and evaluate the causes and consequences of urbanization.
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Inventions: U. S. Development
The learner will be able to (ESSENTIAL) analyze how inventions affected the United States development.
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Map: Influence of Water
The learner will be able to (ESSENTIAL) map large civilizations to discover the impact of water as a main reason behind a society's founding.
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Settlers: Effects
The learner will be able to (ESSENTIAL) identify reasons people choose to settle in a particular region (i.e.occupation, family, climate, natural resources) recognize how and why location of settlements change over time, and determine the recognize of new settlers (Native Americans on North America).
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Urbanization: Causes/Consequences
The learner will be able to (ESSENTIAL) identify the causes and consequences of urbanization (i.e.industrial development, education, health care, cultural opportunities, poverty, overcrowding, disease, pollution, crime).
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| Individuals, Groups, and Interactions |
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Change: How Groups Influence
The learner will be able to (ESSENTIAL) understand how groups can effect change by identifying ways family, groups, and community influence daily life, demonstrate an understanding of concepts such as role, status, and social class, explore the causes and consequences applied by governing bodies to global issues (health, security, resource allocation, economic development, environmental quality).
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Decisions: Impact
The learner will be able to (ESSENTIAL) recognize that individuals can belong to a group but still retain their own identity, recognize, how to share and give opinions in a group, describe personal connections to a place, identify and describe how culture influences daily lives, and examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions.
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Geographic View: Significance
The learner will be able to (ESSENTIAL) identify the effect of human and identify factors on identify policies and issues (land use, urban identify, conservation) describe the impact of consumption, production, and population growth on the future spatial organization of the Earth, and use multiple points of view to analyze and evaluate contemporary geographic issues.
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Governing Bodies: Global Issues
The learner will be able to (ESSENTIAL) recognize the causes, consequences and possible solutions applied by governing bodies to persistent global issues using a narrative (i.e. health, security, resource allocation, economic development, environmental quality).
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