Standards - Social Studies

2010 - Social Studies Course of Study Document
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.1

Compare influences of ancient Greece, the Roman Republic, the Judeo-Christian tradition, the Magna Carta, federalism, the Mayflower Compact, the English Bill of Rights, the House of Burgesses, and the Petition of Rights on the government of the United States

Unpacked Content

Knowledge

Students know:
  • Many important principles of American government originated with the Greeks, Romans and early English governments.

Skills

Students are able to:
  • Distinguish relevant material about the historical influence.
  • Cite evidence to show similarities between influences. Analyze primary source documents.

Understanding

Students understand that:
  • The Founding Fathers were impacted by several historical influences that helped them create our system of government.

Vocabulary

  • direct democracy
  • representative democracy
  • Feudal system
  • royalty
  • nobility
  • common people
  • Parliament
  • rights
  • due process
  • rule of law
  • quartering
  • punishment

Aligned Learning Resources

Represent Me
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.2

Explain essential characteristics of the political system of the United States, including the organization and function of political parties and the process of selecting political leaders.

Unpacked Content

Knowledge

Students know:
  • The important ideas and contributions of historical thinkers such as John Locke, Thomas Hobbes, Jean-Jaques Rousseau, Thomas Paine, Niccolo Machiavelli, Charles de Montesquieu, Voltaire.

Skills

Students are able to:
  • Relate the ideas put forth by important philosophers to founding ideas and documents of American government. Interpret primary source documents to identify original ideas.

Understanding

Students understand that:
  • Many of the founding documents of the United States are based upon the ideas of various Enlightenment Philosophers.

Vocabulary

  • philosophers

Aligned Learning Resources

Represent Me
Why Government
Rule of Law
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.2.1

Describing the influence of John Locke, Thomas Hobbes, Jean-Jacques Rousseau, Thomas Paine, Niccolò Machiavelli, Charles de Montesquieu, and François-Marie Arouet (Voltaire) on the political system of the United States

Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.3

Compare the government of the United States with other governmental systems, including monarchy, limited monarchy, oligarchy, dictatorship, theocracy, and pure democracy.

Unpacked Content

Knowledge

Students know:
  • The characteristics of the various forms of government found around the world including Federal Republic (representative democracy), Monarchy (absolute monarchy), Limited monarchy (constitutional monarchy), Oligarchy, Dictatorship, Theocracy, and Pure democracy (direct democracy).

Skills

Students are able to:
  • Interpret primary source documents.

Understanding

Students understand that:
  • The system of government of the United States can be compared to other forms of government in the world.

Vocabulary

  • power
  • federalism
  • republic

Aligned Learning Resources

Represent Me
Why Government
Who Rules
Limiting Government
How One Violent Extremist Decided to Change Course/PBS NewsHour
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.4

Describe structures of state and local governments in the United States, including major Alabama offices and officeholders. (Alabama)

Unpacked Content

Knowledge

Students know:
  • The basic organizational structure of Alabama's government including the legislative, judicial and executive branches.
  • The basic funding sources of state and local governments.

Skills

Students are able to:
  • Identify the major office holders of the three branches of Alabama's government.
  • Identify types of local government.
  • Classify the different types of state and local government funding.

Understanding

Students understand that:
  • Alabama's state and local office holders are elected and that funding comes from a variety of sources.

Vocabulary

  • funding
  • revenue
  • taxes
  • county
  • city
  • branches of government: legislative, executive, judicial

Aligned Learning Resources

Counties Work
Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

SS10.7C.5

Compare duties and functions of members of the legislative, executive, and judicial branches of Alabama’s local and state governments and of the national government. (Alabama)

Unpacked Content

Knowledge

Students know:
  • The functions of each of the three branches of the Federal Government and the three branches of Alabama's government.
  • The functions of the local government.
  • The organizational structure of local, state and Federal Courts.

Skills

Students are able to:
  • Locate state and federal political districts and geographic districts in Alabama on a map.
  • Cite evidence in primary source documents to support important concepts of American Government.

Understanding

Students understand that:
  • The structure of government at the federal and state level and the unique duties and functions of each are set forth by the U.S. and Alabama Constitutions.

    Vocabulary

    • branches: executive, legislative, judicial
    • duties
    • functions
    • organization
    • jurisdiction
    • federal
    • districts
    • separation of powers
    • checks and balances

    Aligned Learning Resources

    Power Play
    Court Quest
    Separation of Powers/Civics 101
    What Is the Census/Civics 101
    Rule of Law
    The Pomp and Circumstance of Presidential Inaugurations/Politics on Point
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.6

    Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.

    Unpacked Content

    Knowledge

    Students know:
    • The similarities and differences between civil and criminal law.
    • The structure of the juvenile court system.
    • The rights and freedoms guaranteed in the Bill of Rights.

    Skills

    Students are able to:
    • Use primary source documents to justify the actions of courts.

    Understanding

    Students understand that:
    • Laws are different for adults and juveniles and that there are separate civil and criminal laws and courts.

    Vocabulary

    • juvenile
    • civil law
    • criminal law
    • rights
    • Bill of Rights
    • rule of law
    • state
    • federal
    • local
    • court
    • offense
    • felony
    • misdemeanor
    • jail
    • prison
    • juvenile detention center

    Aligned Learning Resources

    You Have the Right to Remain Silent!
    Race to Ratify
    Sortify: U.S. Citizenship
    Supreme Decision
    The Fourth Amendment Civil Liberties and Civil Rights
    First Amendment/Civics 101
    Second Amendment/Civics 101
    Why Government
    Limiting Government
    Rule of Law
    Bill of Rights by Schmoop
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.7

    Determine how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.

    Unpacked Content

    Knowledge

    Students know:
    • The economic system under which you operate will help determine which goods and services are produced, how they will be distributed and who will consume them.

    Skills

    Students are able to:
    • Analyze and interpret charts, graphs, and tables to support assumptions.

    Understanding

    Students understand that:
    • Within the various economic systems, several factors contribute to determining what is produced, where it is produced, and how items are distributed.

    Vocabulary

    • economic system
    • consumer
    • land
    • labor
    • capital
    • good
    • service
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.7.1

    Using economic concepts to explain historical and current developments and issues in global, national, state, or local contexts (Alabama)

    Example: increase in oil prices resulting from supply and demand

    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.8

    Appraise the relationship between the consumer and the marketplace in the economy of the United States regarding scarcity, opportunity cost, trade-off decision making, and the stock market.

    Unpacked Content

    Knowledge

    Students know:
    • The following economies answers the three basic questions:
      • Traditional Economy
        • Goods are produced for the community based on traditional needs.
        • Individuals produce goods based on custom.
        • They produce for themselves and the community.
      • Market Economy
        • Goods are produced based on consumer demand.
        • Individuals and businesses are free to choose how items are produced.
        • Goods are produced for the customer in hopes of gaining a profit.
      • Command Economy
        • The government decides what goods will be produced.
        • The government decides how goods will be produced.
        • Goods are produced for the purposes of the government.
    • The U.S. economy is based on principles of free market. Due to the effect of government policies and regulations, the U.S. economy resembles a Mixed Economy. U.S. laws that protect employees include minimum wage, safe work conditions, and child labor laws. Some U.S. laws that protect the consumers are food labeling requirements and safety features on cars. Consumers who have problems with products can register complaints with the government or seek recourse under the judicial system.
    • The U.S. stock market is a gauge of U.S. economic health. When the stock market is strong, it influences businesses to invest and expand (increase in profit leads to employment, rise in consumer confidence ) When the stock market is weak, businesses are less likely to take risks which can affect the overall economic health of our country (loss of revenue, rise in unemployment rate, fewer new businesses created). Consumer behavior influences the fluctuation in the stock market.
    • The consumer is influenced by the following:
      • Scarcity- is a shortage or limited amount of resources like time, money, land, labor, capital et al.
      • Trade-off decisions- the alternative you face if you decide to do one thing rather than another. (Example: A farmer can grow corn or cotton. A student can attend University of South Alabama or University of North Alabama)
      • Opportunity cost — the cost of the next best use of resources when choosing to do one thing or another. (Example: Because the farmer grows corn, he cannot grow cotton. Because the student choose to go University of South Alabama, he does not cannot go to University of North Alabama).

    Skills

    Students are able to:
    • Define Traditional Economy, Market Economy, Command Economy, and Mixed Economy.
    • Understand how each Economy answers the three basic economic questions.
    • Identify the U.S. economic system.
    • Explain how the stock market impacts the Marketplace.
    • Relate the ideas of scarcity, opportunity cost and trade-off decisions to the consumer's role in the Marketplace.

    Understanding

    Students understand that:
    • Scarcity, opportunity costs, and trade-off decisions influence the consumer's behavior causing changes in the marketplace and the U.S. stock market.

    Vocabulary

    • supply and demand
    • free enterprise
    • market economy
    • command economy
    • traditional economy
    • mixed economy
    • good
    • service
    • scarcity
    • opportunity cost
    • trade-off decision making
    • stock market
    • policy
    • regulations
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.9

    Apply principles of money management to the preparation of a personal budget that addresses housing, transportation, food, clothing, medical expenses, insurance, checking and savings accounts, loans, investments, credit, and comparison shopping.

    Unpacked Content

    Knowledge

    Students know:
    • Effective money management means that a citizen has to take into account that the money they make should be enough to cover expenses like housing, transportation, food, clothing, medical expenses, and insurance and this can be accomplished by making and following a budget.

    Skills

    Students are able to:
    • Estimate and calculate income and expenses in order to create a budget.

    Understanding

    Students understand that:
    • Effective money management includes making a budget based on income and expenses.

    Vocabulary

    • calculate
    • estimate
    • principles of money management
    • budget
    • savings
    • checking account
    • income
    • expenses
    • insurance
    • taxes
    • comparison
    • shopping
    • credit
    • debt
    • investments

    Aligned Learning Resources

    Making Cents: Financial Literacy Videos for Young Learners
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.10

    Describe individual and civic responsibilities of citizens of the United States.

    Examples: individual–respect for rights of others, self-discipline, negotiation, compromise, fiscal responsibility

    civic–respect for law, patriotism, participation in political process, fiscal responsibility

    Unpacked Content

    Knowledge

    Students know:
    • The distinction between right, duties and responsibilities. There is a way for immigrants to become a citizen.

    Skills

    Students are able to:
    • Cite primary source documents to provide evidence that an idea is a right guaranteed to citizens.

    Understanding

    Students understand that:
    • There are rights, duties, responsibilities, and privileges of U.S. citizenship.

    Vocabulary

    • responsibilities
    • duties
    • rights
    • privileges
    • citizen
    • alien
    • immigrants
    • naturalization
    • character

    Aligned Learning Resources

    Immigration Nation
    Sortify: U.S. Citizenship
    Do I Have a Right?
    We the Jury
    Responsibility Launcher
    Limiting Government
    Rule of Law
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.11

    Compare changes in social and economic conditions in the United States during the twentieth and twenty-first centuries.

    Examples: social–family values, peer pressure, education opportunities, women in the workplace

    economic–career opportunities, disposable income, consumption of goods and services

    Unpacked Content

    Knowledge

    Students know:
    • Many political, social, and economic changes have occurred in the United States over the past 100 years.
    • Alabama played a major role in the Civil Rights Movement.
    • Alabama's role in contemporary world trade includes being a major exporter of poultry, steel, and machinery, in addition to attracting many international companies to the state.

    Skills

    Students are able to:
    • Investigate social changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.
    • Investigate economic changes and their impact in the U.S. and Alabama during the 20th and 21st centuries.

    Understanding

    Students understand that:
    • There have been many social and economic changes in the past 100 years and Alabama has been at the forefront of many of these changes.

    Vocabulary

    • social conditions
    • economic conditions
    • world trade
    • Civil Rights Movement
    • voting rights
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.12

    Describe how the United States can be improved by individual and group participation in civic and community activities.

    Unpacked Content

    Knowledge

    Students know:
    • Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.

    Skills

    Students are able to:
    • List ways to actively participate in the political process and in their community.

    Understanding

    Students understand that:
    • Individual and community participation has the potential to improve the U.S. society.

    Vocabulary

    • civic
    • community
    • political process
    • political participation
    • political parties
    • campaigns

    Aligned Learning Resources

    Sortify: U.S. Citizenship
    Activate
    Responsibility Launcher
    Limiting Government
    Lesson: A Simulated Election
    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.12.1

    Identifying options for civic and community action

    Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.12.2

    Determining ways to participate in the political process

    Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

    Social Studies (2010) Grade(s): 7 - 7th Grade: Civics

    SS10.7C.13

    Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.

    Unpacked Content

    Knowledge

    Students know:
    • The events that led to the creation of the U.S. Department of Homeland Security and the passage of Patriot Act.
    • The main duties of the Department of Homeland Security.
    • The major provisions of the Patriot Act that allow those suspected of terrorism to have their property, public and private records, or phone searched or seized without warrant.
    • There is bias in American media.

    Skills

    Students are able to:
    • Detect bias statements by examining multiple sources of information.

    Understanding

    Students understand that:
    • Events of 2001 led to major changes in American government designed to further protect the country.

    Vocabulary

    • Homeland Security
    • Patriot Act
    • media bias
    • privacy
    • terrorism
    Social Studies (2010) Grade(s): 7 - 7th Grade: Geography

    SS10.7G.1

    Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.

    Unpacked Content

    Knowledge

    Students know:
    • Types of maps or geographic resources—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images.
    • The difference between aerial photography and satellite images and their properties for interpreting spatial patterns.
    • The uses of GIS in portraying geographic or spatial patterns and in answering geographic questions.
    • The uses of mapping technology to trace diseases through a population geographic trade patterns, governmental alliances, and immigration patterns, mental maps, cultures, urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread (diffusion) of culture traits, spread (diffusion) of contagious.

    Skills

    Students are able to:
    • Read, analyze and interpret maps, aerial photography, satellite images, and other types of mapping technology.
    • Use mental maps.
    • Use GPS for locations.

    Understanding

    Students understand that:
    • Maps portray human and physical geographic patterns, understand the use of GPS and GIS in explaining geographic patterns, that mental maps are important in understanding cultural perceptions and the organization of cultural landscapes.

    Vocabulary

    • spatial thinking
    • spatial relationships
    • spatial perspective
    • spatial patterns
    • spatial models
    • geospatial technologies

    Aligned Learning Resources

    What is a Map? Crash Course Geography #2
    What Is Space and How Do We Study It? Crash Course Geography #3
    Document Analysis Worksheet
    Human Latitude And Longitude

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