7th Grade Social Studies Objective Statements

Competency Goal 1
The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.

Objectives
1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe.
1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.

Objective 1.01
  • Mapping our way through South America: major mountain ranges, rivers, and lakes.
  • The countries of Europe and the people who inhabit them.
  • Getting graphic: let’s compare and contrast the cultures and traditions of South America and Europe.
  • KWL Chart: what I KNOW, what I WANT to know, what I LEARNED about tribes in South America.
  • Holy line graph! Plotting frequency of major religions in Europe.

Objective 1.02
  • Charting the world: scale, direction, and keys.
  • How databases and models spur communication and the transfer of knowledge.
  • Creating our own maps; of our neighborhood, state, country, and world.
  • Sailing the ocean blue: using a globe to establish routes between Europe and South America.

Objective 1.03
  • Interpreting a database of climate records to draw connections between the countries of South America.
  • Graphing population growth in countries of Europe and discussing found population trends.
  • Comparing and contrasting the economies of Europe and South America by interpreting data found in databases.
  • How Magellan and Columbus made their mighty treks.
  • Europe < South America, so why is Europe wealthier per capita?


Competency Goal 2
The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.

Objectives
2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.
2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment.
2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

Objective 2.01
  • From the canopy to the ground: rainforests in South America.
  • The mountains of South America and how they affect culture, travel, and economy.
  • Major water forms of Europe and the hardships and triumphs they’ve provided through history.
  • How the cultures of Europe and South America have been shaped by their physical characteristics.

Objective 2.02
  • Natural resources in South America: who gets what?
  • Why Europe has the climate it does.
  • Hot spots of South America: where do people live?
  • Desertification in South America and how it will change the world.

Objective 2.03
  • From natives to migrants: who has lived or currently lives in South America.
  • Rain or shine: why move to Europe?
  • Wanted: coal miners. How natural resources affect the culture of South America.

Competency Goal 3
The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.

Objectives
3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.
3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

Objective 3.01
  • Moving mountains: how South America utilizes the Andes mountain range.
  • Crossing the Seine-Nord canal to discover its many purposes.
  • Rome wasn’t built in a day: origins and development of major European cities.
  • Survival 101: how to live in a South American village.

Objective 3.02
  • Timber! Deforestation in South America and how it affects the future.
  • Overcrowded, unsanitary, and polluted: the other side of urbanization in Europe.
  • From the Model T Ford to Smart Cars: the stream of industrialization and its affect on the world.
  • Comparing the affects of desertification in South America to regions of Africa.


Objective 3.03
  • What created a need for technology? From fire to the furnace.
  • Social networks, the internet, web cams. How we communicate.
  • The aborigines of South America: no technology and no outside contact.
  • Europe: the autobahn of innovation.

Objective 3.04
  • Pangaea: myth or fact?
  • How volcanoes formed the islands of South America.
  • Eroding the facts of continent formation.
  • Natural disasters common in Europe and how they affect its population.

Competency Goal 4
The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.

Objectives
4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.
4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions.
4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

Objective 4.01
  • Getting from point A to point B: where’s everyone going?
  • Is the grass always greener on the other side? Migration to and from Europe.
  • How migration affects South America.
  • How the economy of Europe is dependent on immigration.

Objective 4.02
  • Valuable resources of South America and who wants them.
  • Europe’s past and current exploitation of other countries for their resources.
  • Political ties in the trading world.
  • How trading practices enter the social world.


Objective 4.03
  • Right, wrong, or questionable. Ethics in Europe.
  • Indigenous art of South America.
  • The struggle over the separation of church and state in Europe.
  • Curtsey to the King! The monarch in Europe.

Competency Goal 5
The learner will evaluate the ways people of South America and Europe make decisions about the allocation and use of economic resources.

Objectives
5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe.
5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.
5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.
5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

Objective 5.01
  • How coal mining affects South America’s economy.
  • The price of furniture manufacturing, paper processing, and other tree removal projects in South America’s rainforests.
  • Europe’s limited natural resources and their effect on the country’s culture.

Objective 5.02
  • The economy of central South America and how it affects the rest of the continent.
  • Tried and true: Europe’s method for managing its economy.
  • Trials and tribulations associated with a market economy.
  • Comparing and contrasting a traditional and a command economic system.
  • The Latin American debt crisis: what South America was lacking.

Objective 5.03
  • Who gets what- the distribution of scarce resources in Europe.
  • Examining the difference in standards of living in South America.
  • From the assembly line to the CEO of trade companies; everyone contributes.

Objective 5.04
  • The pros and cons of specialization.
  • How parts make a whole: interdependence.
  • What makes the world go ‘round? The development of regional and global trade patterns.




Competency Goal 6
The learner will recognize the relationship between economic activity and the quality of life in South America and Europe.

Objectives
6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe.
6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

Objective 6.01
  • Cha-Ching! Different levels of economic development.
  • Comparing standards of living across the US to those in South America.
  • Wealth:literacy :: wealth:life expectancy
  • What money can do for you!

Objective 6.02
  • The basics: what is technology and how does it affect us?
  • Learning to be rich: how education practices in Europe affect economic development.
  • Assembly lines, mass production, global communication. South America’s ascent in the economic world.
  • The race to be ahead: South America versus Europe.

Objective 6.03
  • How special is over-specialization? What is it and how does it work?
  • The pros and cons of over-specialization. What is an alternative strategy?
  • How does over-specialization affect life in Europe?
  • Does the standard of living risk declining due to over-specialization in South America?

Competency Goal 7
The learner will assess connections between historical events and contemporary issues.

Objectives
7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

Objective 7.01
  • Why do we even have to take Social Studies??
  • Imperialism then and now.
  • Manifest destiny: the sun never sets on the British Empire.
  • Battles of South America and how these incidences still affect the continent.
  • Current political issues in Europe.

Objective 7.02
  • One of the worst cases of genocide in world history: how did the Holocaust happen?
  • How do the effects of the Holocaust still resonate today?
  • Political angst: South America’s struggle to unite.
  • Let freedom ring! South America becomes independent. Or does it?
  • Brrr! The Cold War that wasn’t very cold.
  • Tearing down the Berlin Wall to face social repercussions.


Competency Goal 8
The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.

Objectives
8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.
8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.

Objective 8.01
  • Hugo Chavez’ Victory on the Venezuelan Homefront
  • Dear Diary, Today I Learned about Anne Frank
  • The Greatest Brazilian Writer Machada de Assis and His Literature Regarding the History of Brazilian
  • Dynamite Napoleon
  • 20th Century European Dictators – Taking on a Prestigious Role

Objective 8.02
  • The Crucial Role of Religious Figures in the Lives of Europeans Two Millenias Ago and Today
  • The Vikings (NOT Brett Favre’s Team!)
  • Libertadores’ Victory on Liberty in Spanish American Wars of Independence
  • The Incredible Inca Empire’s Impact on Historical and Contemporary Society

Objective 8.03
  • In 1492, Columbus Sailed the Ocean Blue
  • Television in Color, Technology and Mexico
  • Socioeconomic and Cultural Effects of the European Industrial Revolution
  • Like Creativity? Join the Renaissance Fair Today!

Competency Goal 9
The learner will analyze the different forms of government developed in South America and Europe.

Objectives
9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.
9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.
9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.
9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

Objective 9.01
  • Do You Know Where the World’s First Democracy Was? Athens!
  • Rah Rah Roman Republic System
  • Step into the World of the Mayan Civilization and Run for an Office as Political Authority
  • Let’s Set Sail into the Caribbean to Hear about its Independence and Government Development

Objective 9.02
  • Who’s in Charge of Peru? What kind of Government is There?
  • Which Kind of Government Would You Like to be the Head of? Democracy? Dictatorship? Monarchy? Oligarchy?
  • European Election Day – Which Branch Will You Serve?
  • Political Roman Roads – How Effective?

Objective 9.03
  • Explore Justice in Europe and Compare to Your Personal Experiences?
  • Fighting Feudalism in the Middle Ages?
  • The Superpowers of Europe and the Triumph of Democracy
  • Help the Aztecs Build a Just Empire and Attain Cultural Achievements

Objective 9.04
  • You’re the President of the United States. How is Your Government Different from Governments in Europe and South America?
  • Political Roles During the Enlightenment Compared to the Present World.
  • The Spanish and Portuguese Leaders and Laws – Compare and Contrast the Pros and Cons
  • Goodness Gracious Great Greek Law





Competency Goal 10
The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe.

Objectives
10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.
10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures.
10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States.
10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

Objective 10.01
  • Compare Napoleon Bonaparte to Alexander the Great
  • Who is Mikhail Gorbachev? How was his Governmental Role Crucial to the End of the Cold War?
  • Giuseppe Garibaldi and his Importance in Unifying Italy

Objective 10.02
  • We the People of Italy
  • The Righteous Bolivian Bill of Rights
  • Step Inside the Roman Catholic World
  • How do South American Traditions Incorporate into the Government?
  • Check Czech Republic’s Constitution and Civil Rights
  • A Day in the Life of a Spanish Conquistador: Their Rights and Responsibilities
  • French Fried – Your Rights as a French Citizen

Objective 10.03
  • Your Rights as an American vs. Your Rights as a German
  • Romanian Rights and Responsibilities compared to the American Law
  • The Argentinean Government Compared to North Carolina’s
  • Political Roles as a Caribbean South American

Objective 10.04
  • How Much of a Benefit are You to the South American General Welfare as a Venezuelan Citizen?
  • Why is Being an Active Member of Society in England an Important Role?
  • Who is Benefitted by European Rights, Roles, and Status? Citizens or Political Authority?
  • Russian Roulette: Assess the Important of Rights, Roles and Status of Individuals in Relation to the General Welfare





Competency Goal 11
The learner will recognize the common characteristics of different cultures in South America and Europe.

Objectives
11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.
11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.
11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.
11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

Objective 11.01
  • Yeehaw! Life of the Venezuelan Cowboy
  • Visit with a Swedish Family
  • Brrr! Scandinavian Skiing and Outdoor Recreation
  • Explore Religion in the UK
  • The Beautiful St. Brazil’s Cathedral
  • Major Religious Customs in Europe

Objective 11.02
  • See the Sights of Venice, Italy
  • How Would You Conserve Water and its Energy Where it’s Scarce in South America?
  • Europe’s Valuable Natural Resources
  • Discover Culture in the Baltic Republics
  • Balkan Climate and Vegetations – What Plans Will You Find There?

Objective 11.03
  • Evaluate Clothing Language, and Music That Make Up Culture in Europe.
  • In What Ways is Uruguay Similar to Argentina?
  • Similarities and Differences Between Uruguay and Paraguay.
  • Joining the Expedition and Learn about Canada
  • What Makes Southern Mexico so Vital to the Country’s Economy?

Objective 11.04
  • How Would You Feel About Moving to a South America With an Agrarian Economy?
  • Your Role as a Woman in Italy
  • Social Benefits of Membership into the European Union
  • What are Economic Changes in the Alpine Countries?





Competency Goal 12
The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe.

Objectives
12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.
12.02 Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.
12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

Objective 12.01
  • How did the Spanish Bring Christianity to Mexico?
  • How Will Christianity Change Your Life as a European Citizen?
  • Investigate the Orthodox Church
  • Indian Religious Practices
  • Soviet Ethnic culture

Objective 12.02
  • How Has Russian Culture Changes Since the Collapse of the Soviet Union in 1991?
  • What is the Dominant Religion in Europe? How do They Differ?
  • What are Some Culture Elements that Spain and Portugal Share?
  • Visit the Portuguese Music and Art Museum

Objective 12.03
  • Spanish and Portuguese Technology – How Digital is it?
  • Cha Cha Cha! Learn the Flamenco Dance Today!
  • Gothic Architecture In France
  • Let’s Listen to Beethoven, Bach and Other Famous Musicians


Competency Goal 13
The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.

Objectives
13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.
13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.
13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.

Objective 13.01
  • Why is the Balkan Culture So Diverse?
  • Mexican Immigration in the Us – How Strong is our National Security?
  • How did Spain Influence the Region’s History?
  • What Traditional Customs to People in the Region Still Practice Today?

Objective 13.02
  • Similarities Between the Spanish and English Languages
  • Greek Art and Music During the Renaissance
  • Roman Achievements vs. Yours as a Raleigh Citizen
  • Your Duties as a Knight in the Feudal System. Compare These to your Duties as a Sixth Grade Student!

Objective 13.03
  • Economic Choices You Would Face as a French Business Owner
  • Outstanding Outsourcing Techniques To Use in South America