7th Grade Social Studies (Archived)


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SST-07 "I can ... statements"

Prioritized Benchmarks

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PRIORITIZED BENCHMARKS

SST-07.3.03

7th Grade SST Targeted Benchmarks
Standard 3: Economics

SST-07.3.03 Identify major historical events and issues (e.g., conflicts and resolutions, natural resources) within regions of the world and their impact world today.

Student Learning Targets:

Knowledge Targets

  • I can explain how trade goods travel around the world.
  • I can define trade partners of the United States.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


SST-07.4

BPSS-SST logoStandard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

Narrative for the Government and Citizenship

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-07.4.01

7th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-07.4.01 Compare the rights and responsibilities of citizens from a variety of countries (e.g. United States, Indonesia, Iran, Australia, India, China, Germany, Poland, Brazil, Ghana).

Student Learning Targets:

Knowledge Targets

  • I can explain the rights of Cuban citizens.

 Reasoning Targets

  • I can compare and contrast the rights and responsibilities of being a citizen of the US, Cuba, and Puerto Rico.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


SST-07.4.02

7th Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-07.4.02 Explain how people create and change structures of power (e.g., force, elections, wars, reactions to economic conditions and natural disasters).

Student Learning Targets:

Reasoning Targets

  • I can explain the relationship and conflicts among the North American countries.
  • I can explain the rights and responsibilities of being a citizen in different North American countries (e.g. Cuba, America, Canada, etc.).

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Hypothesize how an economic crisis in one North American country would affect the other countries.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • compares and contrasts commonwealth, state, and independent country.
  • analyzes the pros and cons of commonwealths, states, independent countries.
  • Creates a chart describing the government types.

  • Determines which government would be most beneficial as a citizen? As a ruler?

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content) as the student:

  • recognizes or recalls specific terminology, such as:

    • NAFTA, communism, dictator, exile, interdependent, province, territory, imports, exports, etc.
  • performs basic processes, such as:

    • identifies leaders of other countries in the Western Hemisphere.

    • identifies the role of the citizen in each of the government types.

  • When given a term, identify the correct definition.

  • Identify leaders when given their country.

  • When given a government type, identify the roles of the citizens.

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


SST-07.5

BPSS-SST logoStandard 5:

Concepts of Geography

Students understand and apply concepts of geography.

Narrative for the Concepts of Geography

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-07.5.01

7th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-07.5.01 Identify current countries and principal physical features (e.g., ecosystems, mountain ranges, bodies of water) of the world.

Student Learning Targets:

Knowledge Targets

  • I can identify individual political divisions (countries, states, or provinces) of the regions we study in class.
  • I can identify physical features of the regions we study in class.
  • I can identify continents and oceans of the world.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

The student is able to identify all required locations not using a word bank.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • identifies all required locations using a word bank.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content) as the student:

  • identifies most of the required locations.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites - Provided by individual teacher

Vocabulary - Provided by individual teacher


SST-07.5.02

7th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-07.5.02 Use geographic tools {e.g., Geographic Information Systems (GIS), maps, graphs, charts} to interpret the past (e.g., cooperation/conflict, migrations of people, goods, and ideas), understand the present (e.g., demographic changes, resource distribution, weather cycles), and plan for the future (e.g., geopolitical changes).

Student Learning Targets:

Knowledge Targets

  • I can describe a location based on its human and physical features.

Reasoning Targets

  • I can explain the difference between relative and absolute location
  • I can describe how people have changed the environment.
  • I can describe how the environment has changed people.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • looks at situations and explain what theme fits with that situation and why. (e.g. the mall, newspaper stories, etc.).

-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content) as the student:

  • lists and defines the 5 Themes of Geography.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites - Provided by individual teacher

Vocabulary - Provided by individual teacher


SST-07.5.03

7th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-07.5.03 Explain how physical processes (e.g., wind and water erosion, climatic changes, plate tectonics) create, maintain, and modify Earth’s physical features and environments.

Student Learning Targets:

Knowledge Targets

  • I can explain what Pangea is.
  • I can explain how land is destroyed.
  • I can explain how land is created.

Reasoning Targets

  • I can explain how humans change their environment.
  • I can explain how the environment affects and changes the way people live.
  • I can describe a positive environmental change.
  • I can describe a negative environmental change.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Hypothesize what type of changes you would need to make to your environment if you were dropped in an uncharted area (e.g. Tundra, rain forest, desert).

-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:
  • explains how humans change their environment.
  • explains how the environment affects and changes the way people live.
  • describes a positive environmental change.
  • describes a negative environmental change.
  • Find examples of human environment interaction in given images.

  • When given an environmental change, decide whether it is a positive or negative change and support your answer.  

  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content) as the student:

  • recognizes or recalls specific terminology, such as:

    • population, conservation, human environment interaction, deforestation, canal

  • When given a term, pick the correct definition. 

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


SST-07.5.06

7th Grade SST Targeted Benchmarks
Standard 5: Geography

SST-07.5.06 Explain how physical systems affect human systems (e.g., Where do people live and why?).

Student Learning Targets:

Knowledge Targets

  • I can explain why people move to a new area.
  • I can list three types of movement (immigration, migration, push-pull).

Reasoning Targets

  • I can describe a location based on its human and physical features.
  • I can explain and compare regions based on characteristics.

Proficiency Scale

Score   Description Sample Activity
4.0

In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Describe what makes the United States a desirable place for Latin Americans to emigrate to.

-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student:

  • describes regions by giving their characteristics.
  • determines the reasons for movement.
  • describes an area using its human or physical features.
  • When given a reason for moving, decide if it is push, pull or both.
  • Identify human and physical features of an area. 
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content) as the student:

  • recognizes or recalls specific terminology, such as:
    • place, movement, immigration, migration, urbanization, push-pull, immigrants
  • performs basic processes, such as:
    • list and define the three types of movement.
  • When given a term, match to its definition.

  • List and describe the three types of movement.

  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


SST-07.6

BPSS-SST logoStandard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

Narrative for the Human Development and Behavior

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.



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