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Chester Township Public Schools
Social Studies
Social Studies - Seventh Grade

Concepts: Urban Growth
The learner will be able to associate geographical factors with urban growth noting that Western Europe is small in size and has over 370 million people in a compact region. (6.7) Activities/Evaluation Draw a map of Europe that depicts population density and relate population density to to geographical factors. Discuss the problems and benefits associated with population density.
Strand Bloom's Scope Source Activities
Geographical Concepts Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Regions: Resources
The learner will be able to associate a region with its natural resources. (6.7) Activities/Evaluation When discussing the people of Africa, Asia South America, Europe and the Pacific identify and list the natural resources of the region. Make a poster that depicts natural resources. Develop a portfolio of a given region with a section on natural resources.
Strand Bloom's Scope Source Activities
Regions Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Regions: Infer
The learner will be able to make inferences about geographic regions based on location, region, place, movement and human-environment interactions. (6.7) Activities/Evaluation Discuss and predict how people might live in a given region based on geographic information. List the factors that influence the way people live and work relevant of geography.
Strand Bloom's Scope Source Activities
Regions Evaluation Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Physical Resources: World Patterns
The learner will be able to demonstrate knowledge of world patterns of resource distribution with particular emphasis on water, use land and food production and oil. (6.7) Activities/Evaluation Discuss the Middle East and North Africa in terms of natural resources and land use. Examine a map of the Middle East and North Africa and explain why many parts of this region have little of no economic activity.
Strand Bloom's Scope Source Activities
Physical Resources Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Physical Resources: World Patterns/Uses
The learner will be able to demonstrate knowledge of world patterns of resource utilization focusing on the consumption patterns of the industrialized world. (6.7) Activities/Evaluation Design a poster that depicts energy consumption in the industrialize nations as it depicts world patterns of resource utilization.
Strand Bloom's Scope Source Activities
Physical Resources Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Map: Latitude/Locations
The learner will be able to identify a location using the latitude lines on a map and be able to demonstrate understanding of key vocabulary including latitude, longitude, parallel, prime meridian, meridians and global grid. (6.7) Activities/Evaluation Design a poster that illustrate why it is important to understand how to use latitude and longitude. Find a location using the global grid.
Strand Bloom's Scope Source Activities
Map/Globe Skills Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Populations: Water Source
The learner will be able to associate heavily populated areas with abundant water supply. (6.7) Activities/Evaluation Develop a list of reasons that population density is closely associated with abundant water supply.
Strand Bloom's Scope Source Activities
Populations Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Populations: Settlement/Various Patterns
The learner will be able to identify settlement patterns of various racial, ethnic, and religious groups focusing primarily on the people of South America, Africa, Europe and Asia. (6.2, 6.7) Activities/Evaluation Develop a collage that illustrates various settlement patterns. Develop a portfolio that depicts various settlement patterns.
Strand Bloom's Scope Source Activities
Populations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Human-Environment: 20th Century Efforts
The learner will be able to evaluate the efforts of governments and citizens' groups at protecting the world's natural environment. (6.7) Activities/Evaluation Discuss the need to protect the world's environment. Debate the issue of protecting the world's natural environment utilizing current events. Create a portfolio on the world environment and natural resources.
Strand Bloom's Scope Source Activities
Human-Environment Interaction Evaluation Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Human-Environment: 20th Century Changes
The learner will be able to examine how population growth, urbanization, industrialization, warfare, and/or the global market economy have influenced environmental changes in the 20th century. (6.7) Activities/Evaluation Debate the impact of urbanization. List and describe the problems associated with urbanization and industrialization.
Strand Bloom's Scope Source Activities
Human-Environment Interaction Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Cultural Perspective
.Diversity: Influences/Nationalism
The learner will be able to explain how different cultures have been influenced by nationalism. (6.2) Activities/Evaluation Discuss and define nationalism. List the ways that nationalism is and has been influenced by different cultures.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Diversity: Influences/Racism
The learner will be able to explain how different cultures have been influenced by racism. (6.2) Activities/Evaluation Develop a list of examples of racism and explain its cultural roots. Write a short essay on the nature of racism emphasizing its effect on a particular society.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Culture: History/Associate
The learner will be able to associate history with culture and identify how values and traditions have influenced history. (6.2) Activities/Evaluation Discuss the historic and cultural link that binds change over time with values. Create a poster that illustrates the influence of culture on history.
Strand Bloom's Scope Source Activities
Culture Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Culture: Passage/Inferences
The learner will be able to make inferences about the characteristics of a culture from a reading passage. (6.7) Activities/Evaluation Create a brochure that illustrates a reading passage so as to present the cultural influences within the passage. Identify and list the cultural influences within a given reading.
Strand Bloom's Scope Source Activities
Culture Evaluation Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Culture: Environment/Associate
The learner will be able to associate culture with environment and demonstrate and illustrate the differences that exist in Africa, South America, Asia, Europe and the Pacific. (6.2) Activities/Evaluation Create a poster that compares and contrasts the various ways that different peoples associate culture with environment.
Strand Bloom's Scope Source Activities
Culture Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Goods/Services: Price
The learner will be able to analyze the function of price in economics.
Strand Bloom's Scope Source Activities
Goods/Services Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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US Economy: Taxes/Services
The learner will be able to understand the connection between taxes and government services.
Strand Bloom's Scope Source Activities
US Economy Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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World Economy: Exports/Define
The learner will be able to define exports and apply this definition to the economies of Latin America, Western Europe, Eastern Europe, Africa, Asia and the Pacific. (6.6) Activities/Evaluation Discuss and define exports and how they help an economy. Make a poster that depicts exports from different parts of the world.
Strand Bloom's Scope Source Activities
World Economy Knowledge Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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World Economy: Imports/Define
The learner will be able to define imports and apply this definition to the various economies of the world noting that there is a balance of trade consideration that is part of a healthy economy. (6.6) Activities/Evaluation Discuss and define imports and identify the effect on a given economy. Design a poster that depicts the need for imports in a given economy.
Strand Bloom's Scope Source Activities
World Economy Knowledge Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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World Economy: Trade/International
The learner will be able to define international trade and relate this definition to the countries of Latin America, Europe, Middle East, Asia, Africa and the Pacific. (6.6) Activities/Evaluation Discuss and define international trade and its impact on a given economy. Create a poster that depicts the function of international trade. List the problems associated with international trade.
Strand Bloom's Scope Source Activities
World Economy Knowledge Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Supply/Demand: Concept/Apply
The learner will be able to apply the concept of supply and demand as it function in the world economy. (6.6) Activities/Evaluation Define supply and demand as being basic to economics. Apply the concept of supply and demand to life in Chester. Extend the concept to the various economies of the world creating a poster that illustrates the concept of supply and demand at an international level.
Strand Bloom's Scope Source Activities
Supply/Demand Application Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Supply/Demand: Market Prices
The learner will be able to explain how market prices are set by forces of supply and demand and apply this concept to the economies of Latin & South America, Europe, Asia, Africa. (6.6) Activities/Evaluation Discuss how market prices are set by forces of supply and demand. Create a poster that depicts the forces of supply and demand as operative in the various economies of the world.
Strand Bloom's Scope Source Activities
Supply/Demand Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Supply/Demand: Competition/Sellers
The learner will be able to examine how competition among sellers results in lower prices and profit margins and how this concept applies to the economies of the world. (6.6) Activities/Evaluation Discuss the issue of competition. List the advantages of competition. List the disadvantages of competition. competition a graphic representation of the function of competition on the economies of the world.
Strand Bloom's Scope Source Activities
Supply/Demand Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Fiscal Policy: Budget Deficit
The learner will be able to explain the concept of budget deficit.
Strand Bloom's Scope Source Activities
US Economy: Fiscal Policy Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Economics: Terms
The learner will be able to define economic terms, such as deficit, mixed economy, nationalize etc. (6.6) Activities/Evaluation Discuss and define economic terms that are applicable to the study of a given economy.
Strand Bloom's Scope Source Activities
Economics Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Economics: Scarcity
The learner will be able to understand the problem of scarcity as it applies to the world's economy. (6.6) Activities/Evaluation Discuss the problems associated with scarcity. Create a poster that depicts the problem of scarcity in a given economy.
Strand Bloom's Scope Source Activities
Economics Knowledge Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Era of Revolutions (1750 - 1914)
Industrial Revolution: Prior Economics
The learner will be able to understand the economic systems that existed prior to the Industrial Revolution and note how the Industrial Revolution changed the world economy. (6.6) Activities/Evaluation Create a poster the compares and contrasts the world before and after the Industrial Revolution.
Strand Bloom's Scope Source Activities
Industrial Revolution Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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First Global Era (1450 - 1750)
Europe: Explorers
The learner will be able to associate European explorers with the regions they discovered with particular focus on Central and South America. (6.2) Activities/Evaluation Write a brief biography of a major explorer and emphasize his particular contribution. List the major explorers associated with the Spanish influence in Central and South America.
Strand Bloom's Scope Source Activities
European Expansion Synthesis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Europe: Voyages/European
The learner will be able to describe attributes of the interregional trading system that connected Africa, Asia, and Europe prior to the European overseas voyages. (6.5) Activities/Evaluation Discuss the various trade routes the connect Africa, Asia and Europe prior to European overseas voyages.
Strand Bloom's Scope Source Activities
European Expansion Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Slave Trade: Conditions/Sell
The learner will be able to examine the conditions under which African governments, elites, and/or merchants would sell slaves to Europeans. (6.3) Activities/Evaluation List the conditions under which African governments , elites or merchants would sell slaves to Europe or America.
Strand Bloom's Scope Source Activities
African Slave Trade Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Slave Trade: Impact/Population
The learner will be able to examine the impact of the trans-Atlantic slave trade on population in West and Central Africa. (6.3) Activities/Evaluation Create a chart that depicts the impact of the trans-Atlantic slave trade on population in West and Central Africa. Write a journal entry for a young boy or girl capture and sold into slavery.
Strand Bloom's Scope Source Activities
African Slave Trade Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Slave Trade: Impact/Economy
The learner will be able to examine the impact of the trans-Atlantic slave trade on the economy in West and Central Africa. (6.3, 6.6) Activities/Evaluation List the economic changes that were brought about by the slave trade. Discuss the impact of the slave trade on the economy of in West and Central Africa.
Strand Bloom's Scope Source Activities
African Slave Trade Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Slave Trade: Compare Differences
The learner will be able to compare differences in treatment of slaves in the Islamic lands, Christian Europe, and West Africa.
Strand Bloom's Scope Source Activities
African Slave Trade Analysis Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Japan: Tokugawa/Dynamic Culture
The learner will be able to describe how the Tokugawa shogunate helped Japan achieve a dynamic culture with particular emphasis on the samurai, literature, kabuki, philosophy and the tea ceremony. (6.2) Activities/Evaluation Discuss the culture of Japan and its unique characteristics. Define the terms samurai and kabuki and illustrate the definition in a visual fashion. Discuss the Japanese tea ceremony.
Strand Bloom's Scope Source Activities
Asian Civilizations Comprehension Master Tudor Foundation Core Curriculum, September 1998, Seventh Grade Classroom
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Japan: Europe/Relationship
The learner will be able to examine the relationship between Japan and Europe throughout the 16th and 18th centuries. (6.3, 6.5) Activities/Evaluation Discuss Japan as a "separate people" and place this discussion in context of the relationship between Japan and Europe.
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