SCHOOL DISTRICT OF THE CHATHAMS

CURRICULUM PROFILE

Social Studies
Grade 7
Full Year

Course Overview

World Cultures and Geography is an exploratory course that promotes information gathering and critical
thinking skills to provide students with effective habits of mind to succeed in the 21st Century. Using a
geographic perspective, students will gain a greater sense of the world around them by investigating the
people, places and environments of the world. By developing a broad understanding of the world and its
people, students will become active and informed global citizens.

World Cultures and Geography requires active student learning by combining a traditional program of
study with student-centered, exploratory, project-based instruction. Within each unit of study, students
will first use geographic perspective and reasoning to explore the people, places and environments of a
specific region. Then students complete an inquiry-based exploratory project developing contemporary
essential skills.

New Jersey Student Learning Standards

The New Jersey Student Learning Standards (NJSLS) can be located at www.nj.gov/education/cccs/2020/.

The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE–600 CE)
6.2.8.HistoryUP.3.c: Compare and contrast the tenets of various world religions that developed in or
around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism,
and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

Expanding Exchanges and Encounters (500 CE–1450 CE)

6.2.8.CivicsPI.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding
territories with diverse populations.
6.2.8.GeoPP.4.a: Explain why the Arabian Peninsula’s physical features and location made it the epicenter
of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
6.2.8.GeoPP.4.b: Assess how maritime and overland trade routes impacted urbanization, transportation,
communication, and the development of international trade centers (i.e., the African caravan and Silk
Road).
6.2.8.GeoPP.4.c: Use maps to show how the interaction between the Islamic world and medieval Europe
increased trade, enhanced technology innovation and impacted science, thought, and the arts.
6.2.8.GeoHE.4.c: Explain how the geographies and climates of Asia, Africa, Europe, and the Americas
influenced their economic development and interaction or isolation with other societies.
6.2.8.GeoGI.4.a: Determine how Africa’s physical geography and natural resources presented challenges
and opportunities for trade, development, and the spread of religion.
6.2.8.HistoryCC.4.b: Explain how and why the interrelationships among improved agricultural production,
population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e.,
Europe, Asia, Americas).

The Emergence of the First Global Age: Global Interactions and Colonialism
6.2.12.GeoSV.1.a: Use geographic representations to assess changes in political boundaries and the
impact of European political and military control in Africa, Asia, and the Americas by the mid-18th
century.
6.2.12.GeoHE.1.a: Determine the role of natural resources, climate, and topography in European
exploration, colonization, and settlement patterns.
6.2.12.EconGE.1.a: Compare and contrast the economic policies of China and Japan, and determine the
impact these policies had on growth, the desire for colonies, and the relative positions of China and Japan
within the emerging global economy.

Age of Revolutions: Political and Industrial Revolutions, Imperialism, Reform and Global Impact
(1750–1914)
6.2.12.HistoryCC.3.c: Analyze the impact of the policies of different European colonizers on indigenous
societies and explain the responses of these societies to imperialistic rule.

Civics, Government, and Human Rights

6.3.8.CivicsPR.4: Use evidence and quantitative data to propose or defend a public policy related to
climate change.
6.3.8.CivicsHR.1: Construct an argument as to the source of human rights and how they are best
protected.

Economics, Innovation, and Technology

6.3.8.EconET.1: Using quantitative data, evaluate the opportunity cost of a proposed economic action, and
take a position and support it (e.g., healthcare, education, transportation).
6.3.8.EconET.2: Assess the impact of government incentives and disincentives on the economy (e.g.,
patents, protection of private property, taxes).

Technology Standards
9.4.8.IML.1: Critically curate multiple resources to assess the credibility of sources when
searching for information.
9.4.8.IML.2: Identify specific examples of distortion, exaggeration, or misrepresentation of
information.
9.4.8.IML.3: Create a digital visualization that effectively communicates a data set using
formatting techniques such as form, position, size, color, movement, and spatial grouping
9.4.8.IML.7: Use information from a variety of sources, contexts, disciplines, and cultures for a
specific purpose
9.4.8.IML.12: Use relevant tools to produce, publish, and deliver information supported with evidence
for an authentic audience.
9.4.8.IML.13: Identify the impact of the creator on the content, production, and delivery of information.
9.4.8.IML.14: Analyze the role of media in delivering cultural, political, and other societal messages.
9.4.8.IML.15: Explain ways that individuals may experience the same media message differently

21st Century Integration | NJSLS 9

9.1.8.CR.4: Examine the implications of legal and ethical behaviors when making financial decisions.
9.1.8.EG.5: Interpret how changing economic and societal needs influence employment trends and
future education.
9.1.8.EG.6: Explain the economic principle of the circular flow of money in different situations
regarding buying products or services from a local or national business and buying imported or
domestic goods.
9.1.8.EG.8: Analyze the impact of currency rates over a period of time and the impact on trade,
employment, and income.

Revision Date: August 2023

9.4.8.GCA.1: Model how to navigate cultural differences with sensitivity and respect (e.g., 1.5.8.C1a).
9.4.8.GCA.2: Demonstrate openness to diverse ideas and perspectives through active discussions
to achieve a group goal.
9.4.8.CI.3: Examine challenges that may exist in the adoption of new ideas
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the
factors that led to a positive or negative outcome.

Career Ready Practice

CRP5. Consider the environmental, social and economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11. Use technology to enhance productivity increase collaboration and communicate effectively.
CRP12. Work productively in teams while using cultural/global competence.

Interdisciplinary Connections
English Language Arts
● RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis
of what the text says explicitly as well as inferences drawn from the text.
● RI.7.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
● RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
● RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions.
● RH.6-8.3. Identify key steps in a text's description of a process related to history/social studies
(e.g., how a bill becomes law, how interest rates are raised or lowered).
● RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
● RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
● RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
● RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
● RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
● RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
● RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades
6-8 text complexity band independently and proficiently.
● W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
○ A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
○ B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
○ C. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence.
○ D. Establish and maintain a formal style/academic style, approach, and form.
○ E. Provide a concluding statement or section that follows from and supports the argument
presented.
● W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
○ A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

Revision Date: August 2023

 information, using text structures (e.g., definition, classification, comparison/contrast,
cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).
○ B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
○ C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
○ D. Use precise language and domain-specific vocabulary to inform about or explain the topic.
○ E. Establish and maintain a formal style academic style, approach, and form.
○ F. Provide a concluding statement or section that follows from and supports the information or
explanation presented.
● SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
○ A. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
○ B. Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
○ C. Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
○ D. Acknowledge new information expressed by others and, when warranted, modify their own
views.
● SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and
clear pronunciation.
● SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

Computer Science and Design Thinking

● 8.1.5.DA.1: Collect, organize, and display data in order to highlight relationships or support a
claim.
● 8.1.5.DA.3: Organize and present collected data visually to communicate insights gained from
different views of the data
● 8.1.5.DA.5: Propose cause and effect relationships, predict outcomes, or communicate ideas using
data.

Units of Study

Course Essential Questions:

● Why does geography matter?
● How does geographic perspective and reasoning help us analyze and understand current events
and solve problems?
● Are the effects of humans on the environment greater than the effects of the environment on
humans?
● How is the movement of goods, people and ideas changing the world?
● What are effective tools and strategies for accessing information, determining its validity, and
using it to understand the world or solve a problem?
● How do you know what you know?

Revision Date: August 2023

Unit 1: World Cultures and the 5 Themes of Geography (~25 classes)
● How do the five themes of geography help us understand the world?
● How does the theme of location help you understand where you are on Earth?
● What are the human and physical characteristics of a place?
● What is the relationship between humans and their environments?
● What are the positive and negative interactions of people and their environment?
● Why and how do people, goods and ideas move?

Unit 2: Latin America (~20 classes)

● How do language, culture and history unite and/or divide people?
● Is the unique diversity of Latin America most influenced by language, culture, physical
environment or history?
● How did the Columbian Exchange and European colonization impact Latin America?
● How should governments and businesses balance the need for economic growth and
environmental protection?
● What is the importance of natural resources? How are they being protected and/or exploited?
● How do resources affect the economy of a country and the way of life of its people?

Unit 3: Europe and Northern Eurasia (~20 classes)

● How might ethnic diversity have a positive influence on a society?
● Are borders necessary in protecting individual countries?
● Why and how did countries create borders?
● How does the European Union impact different countries in Europe?
● Are the similarities between European countries greater than the differences?

Unit 4: North Africa and the Middle East (~20 classes)

● How does access to resources impact the region?
● Is it more important to preserve natural resources for future generations or serve the needs of the
current population?
● What are the positive and negative effects of an area rich in natural resources?
● Why is it necessary to be aware of generalizations?
● How do religious beliefs and practices influence people's lives?
● Is conflict necessary to enact change?

Unit 5: Sub-Saharan Africa (~20 classes)

● How do physical features influence a region’s climate?
● What factors lead to a “developed” versus “not developing” or “developing” nation?
● What is the impact of colonization on the region?
● How might governments use their country's resources to help people?

Unit 6: South and East Asia (~20 classes)

● How does climate and physical geography affect the people of South and East Asia?
● How do religious beliefs and practices influence people’s lives?
● How do a country’s resources affect its role in world affairs?
● What factors influence where people live?
● How can trade influence the ideas and lifestyle of a culture?
● What impact does rapid economic change have on the lives of people?

Unit 7: Australia and Oceania (~20 classes)

● What are the important physical and human characteristics of Australia and Oceania?

Revision Date: August 2023

 ● How can we measure the impact of European exploration and colonization on Australia and
Oceania?
● How do the arts and culture of Australia and Oceania reflect its people?

Unit 8: The United States and Canada (~15 classes)

● How has the climate and physical features of North America affected the cultures of the United
States and Canada?
● How can geographic perspective and reasoning expand our understandings of the United States
and Canada?

Learning Objectives/Discipline Standards of Practice

Learning Objectives:
● Students will understand what history is
○ History is a discipline of inquiry and analysis of the evidence of the past to create useful
understandings of the human experience.
● Students will understand how history is practiced
○ The historical practice creates historical understandings through an active process of
posing insightful questions of the past, finding, analyzing and synthesizing historical
evidence and sources, and drawing defensible conclusions based on evidence
(interpretation).
● Students will understand what critical thinking is
○ Critical thinking is the process of analyzing and evaluating our thinking in order to improve
it.
○ Thinking consists of separate steps and processes. Paying attention to the separate steps
and processes of thinking and understanding how they work improves our thinking.
● Students, alone and in groups, will be able to:
● Engage in Chronological Thinking
○ Construct timelines of the events occurring during major eras.
○ Explain how major events are related to one another in time.
● Engage in Spatial Thinking
○ Select and use various geographic representations to compare information about
people, places, regions, and environments.
○ Use maps and other documents to explain the historical migration of people,
expansion and disintegration of empires, and growth of economic and political
systems.
● Engage in Critical Thinking
○ Compare and contrast differing interpretations of current and historical events
○ Assess the credibility of sources by identifying bias and prejudice in documents,
media, and computer-generated information.
● Engage in Presentation Skills
○ Select and analyze information from a variety of sources to present a reasoned
argument or position in a written and/or oral format.
● Students will develop habits & dispositions
○ Be curious and attentive to people, thoughts, ideas and events and appreciate their power
to change individuals and groups.
○ Be suspicious and thorough in research and the interpretation and corroboration of
evidence.
○ Be mindful of the provisional nature of knowledge, and the limitations of egocentric and

Revision Date: August 2023

 sociocentric thinking.
○ Be aware of the elements of their thinking and the intellectual standards by which those
elements can be assessed.
○ Be confident of their reasoning and comprehensive in their conclusions.
○ Be responsible in their thoughts and actions, demonstrate honesty, mutual respect,
cooperation, and attention to multiple perspectives.
● Students will develop skills to
○ Ask Questions about people, thoughts, ideas and events
○ Research, vet and corroborate evidence.
○ Interprete, analyze and synthesize evidence and ideas in primary and secondary sources.
○ Apply conceptual tools of social studies such as continuity and change over time, context
and perspective, causality, contingency and complexity.
○ Prove a thesis of defensible conclusions based on the application of evidence in writing,
discussion and presentation.

Discipline Standards of Practice:

● Developing Questions and Planning Inquiry
○ Developing insightful questions and planning effective inquiry involves identifying the
purposes of different questions to understand the human experience, which requires
addressing real world issues. Inquiries incorporating questions from various social science
disciplines build understanding of the past, present and future; these inquiries investigate
the complexity and diversity of individuals, groups, and societies.
● Gathering and Evaluating Sources
○ Finding, evaluating and organizing information and evidence from multiple sources and
perspectives are the core of inquiry. Effective practice requires evaluating the credibility of
primary and secondary sources, assessing the reliability of information, analyzing the
context of information, and corroborating evidence across sources. Discerning opinion from
fact and interpreting the significance of information requires thinking critically about
ourselves and the world.
● Seeking Diverse Perspectives
○ Making sense of research findings requires thinking about what information is included,
whether the information answers the question, and what may be missing, often resulting in
the need to complete additional research. Developing an understanding of our own and
others’ perspectives builds understanding about the complexity of each person and the
diversity in the world. Exploring diverse perspectives assists students in empathizing with
other individuals and groups of people; quantitative and qualitative information provides
insights into specific people, places, and events, as well as national, regional, and global
trends.
● Developing Claims and Using Evidence
○ Developing claims requires careful consideration of evidence, logical organization of
information, self-awareness about biases, application of analysis skills, and a willingness to
revise conclusions based on the strength of evidence. Using evidence responsibly means
developing claims based on factual evidence, valid reasoning, and a respect for human
rights.
● Presenting Arguments and Explanations
○ Using a variety of formats designed for a purpose and an authentic audience forms the
basis for clear communication. Strong arguments contain claims with organized evidence
and valid reasoning that respects the diversity of the world and the dignity of each person.
Writing findings and engaging in civil discussion with an audience provides a key step in
the process of thinking critically about conclusions and continued inquiry.

Revision Date: August 2023

 ● Engaging in Civil Discourse and Critiquing Conclusions
○ Assessing and refining conclusions through metacognition, further research, and
deliberative discussions with diverse perspectives sharpens the conclusions and improves
thinking as a vital part of the process of sensemaking. Responsible citizenship requires
respectfully listening to and critiquing claims by analyzing the evidence and reasoning
supporting them. Listening to and understanding contrary views can deepen learning and
lay the groundwork for seeking consensus.
● Taking Informed Action
○ After thoroughly investigating questions, taking informed action means building consensus
about possible actions and planning strategically to implement change. Democracy requires
citizens to practice discussion, negotiation, coalition seeking, and peaceful conflict
resolution. When appropriate, taking informed action involves creating and/or
implementing action plans designed to solve problems and create positive change.

Instructional Resources and Materials

Whole class resources have been identified with an asterisk.

Teachers may assign, recommend, and make available supplemental instructional resources and materials in
the form of book excerpts, articles, essays, data-sets, video clips, maps, charts photographs, art, music and
web-based materials book excerpts, articles, essays, video clips, maps, charts, photographs, art, music, and
web-based digital materials in connection with lessons throughout the year. Instructional and reference
materials to support student learning are recommended by the Social Studies Department and are included
in Units of Study outlines.

Instructional materials are recommended by and included in Units of Study resources and vary in order to
explore essential questions and meet the learning needs of students.

Resources - Textbook
Armstrong, Hunkins Boehm Exploring Our World: People, Places, and Cultures; Glencoe, McGraw Hill.
2010

Supplemental Materials
● Possible Supplemental Texts:
○ Walking Home by Eric Walters

● Possible Supplemental Online Instructional Materials:

● Civic Online Reasoning - Stanford University
● Discovery Education
● Dollar Street - Gapminder Project
● The Economist
● Ifitweremyhome.org
● Intergovernmental Panel on Climate Change
● National Geographic
● The Field Museum
● GlobalXplorer
● PBS Learning Media
● Scholastic
● Worldmapper
● World Shipping Council

Revision Date: August 2023

 Assessment Strategies
Assessment is designed to measure a student’s mastery of a course standard and learning objective.
Assessment can be used for both instructional purposes (formative assessment) and for evaluative
purposes (summative assessment).

Teachers may choose to have students practice and demonstrate their understanding of concepts and
performance of disciplinary practices through a variety of means including, but not limited to those
listed below:
● Discussion and dialogue in whole-class discussions.
● Discussion, dialogue and collaboration in small-group and paired conferences.
● Performative, project-based, activities such as live or recorded presentations, mock trials, historic
role plays and debates.
● Guided question responses in structured analysis of primary and secondary sources.
● Annotation, notation and analytical mark-ups of primary and secondary source, text, images, and
maps.
● Drawings, digital infographics, image collages and sketched representations of historical concepts,
developments, and events.
● Written responses to Document-Based Questions.
● Quizzes and tests with traditional assessment tools such as short answers, identification questions
and persuasive paragraphs.

Revision Date: August 2023