7 th Grade New Mexico History Quarter 3 Curriculum Map. Instructional Activities/Strategies Common Core Standards

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1 UNIT 7 Topic New Mexico Under Mexican Control NM Standards Academic Vocabulary Instructional Activities/Strategies Common Core Standards Learning Outcomes/Assessment Notes Grade 7 NM History, Quarter 3: 1

2 New Mexico Under Mexican Control Mexican Cession, Republic, Instability, Santa Fe Trail 15 Instructional days 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico 3. explain the significance of trails and trade routes within the region 4.describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present 5-8 Benchmark 1-C. World: compare and contrast major historical eras, events and figures from ancient civilizations to the age of exploration: 1.compare and contrast the influence of Spain on the western hemisphere from colonization to the present. 5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives: 3. use the problem-solving process to identify and solve a problem; 5-8 Benchmark 2-B: explain the physical and human characteristics of places and use this knowledge to define regions 4.describe geographically-based pathways of inter-regional interaction 5-8 Benchmark 2-D: explain how physical processes shape the earth s surface patterns and biosystems: 3. explain how ecosystems influence settlements and societies. 5-8 Benchmark 3-B: explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity: 2. describe ways in which different groups maintain their cultural heritage; 5-8 Benchmark 4-C: describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today s world 4. describe the relationship between New Mexico, tribal and United States economic systems 5-8 Benchmark 2-E: explain how economic, political, cultural and social processes interact to shape patterns 1. analyze New Mexico settlement patterns and their impact on current issues; 3. explain the accessibility to the New Mexico territory via the Santa Fe trail and the railroad, conflicts with indigenous peoples and the resulting development of New Mexico. Republic Castas Social class Mestizos Mullatos Criollos Peninsulares Unstable Santa Fe Trail Fur Trade Frontier Buffer Zone Agrarian Retablo Santo Example Lesson: Create a board game based on the Santa Fe Trail incorporating vocabulary, accurate facts, and probable conflict as experienced by travelers. Game will be assessed based on rubric and required elements. WHST.2A Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, information, using strategies such as definition, classification, comparison and contrast, and cause effect; include formatting, graphics, multi-media when useful. Santa Fe Trail Student book Textbooks y.com/topics/mexi can-independence g/kpbs/theborder/ history/timeline/3. html v/safe/index.htm etrail.org/ etrailresearch.com / Assess the power struggle between social classes that led to Mexican cession. Locate trails significant to NM s economic development. Evaluate how New Mexico changed under Mexican control. Debate the ideology of Manifest Destiny and its notion of progress as applicable to New Mexico. Assessment: Board game Rubric/checklist Graphic organizer completion/foldable ACE question Formative assessment Grade 7 NM History, Quarter 3: 2

3 UNIT 8 Topic/Pac ing Mexican American War NM Standards Academic Vocabulary Instructional Activities/Strategies Common Core Standards Learning Outcomes/Assessment Notes Grade 7 NM History, Quarter 3: 3

4 Mexican American War The war, Treaty of Guadalupe Hidalgo, Gadsden Purchase 10 Instructional days 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico 4.describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present 5-8 Benchmark 1-B. United States: analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history: 1.analyze United States political policies on expansion of the United States into the southwest. 5-8 Benchmark 3-B: explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity: 2. describe ways in which different groups maintain their cultural heritage; 5-8 Benchmark 2-E: explain how economic, political, cultural and social processes interact to shape patterns 1. analyze New Mexico settlement patterns and their impact on current issues; Annex Manifest Destiny Border Treason Treaty Example Lesson: Evaluate the primary source General Kearny s Address to the People of New Mexico Annotate the text and answer the following questions: 1. Lest three promises General Kearny made to New Mexicans. 2. How do you think General Kearny expected New Mexicans to react to his address? Use words from Kearny s address and support your answer. 3. How would you have reacted to Kearny s address had you been there? RH.6 Identify aspects of a text that reveal an author s point of view or purpose. Kearny s Speech Treaty of Guadalupe Hidalgo Gadsden Purchase Textbook Brainpop Maps exicohistory.org/fi ledetails.php?filei D=550 aharrington.com/ wpcontent/uploads/2 011/01/Kearny_Pr oclamation.pdf g/kera/usmexican war/war/wars_end _guadalupe.html /GadsdenPur chase Analyze a primary and secondary source Explain causes and the effects the Mexican American War. Break down the major points of the Treaty of Guadalupe Hidalgo Defend the decision to send James Gadsden to negotiate the Gadsden Purchase. Assessment: Analyze and evaluate one of the primary source documents Analyze different versions of the same event using secondary sources Grade 7 NM History, Quarter 3: 4

5 UNIT 9 Topic/Pac ing Civil/Indian Wars in NM NM Standards Academic Vocabulary Instructional Activities/Strategies Common Core Standards Learning Outcomes/Assessment Notes Grade 7 NM History, Quarter 3: 5

6 Civil War/Indian Wars NM s Role in Civil War, Buffalo Soldiers, Indian Wars, Reservations 20 Instructional days 5-8 Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: 4.describe how important individuals, groups and events impacted the development of New Mexico from 16th century to the present 6. explain the impact of New Mexico on the development of the American west up to the present 5-8 Benchmark 1-B. United States: analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the civil war and reconstruction in United States history: analyze United States political policies on expansion of the United States into the southwest 5-8 Benchmark 3-B: explain the significance of symbols, icons, songs, traditions and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity 2. describe ways in which different groups maintain their cultural heritage; 5-8 Benchmark 1-D. Skills: research historical events and people from a variety of perspectives: 1.analyze and evaluate information by developing and applying criteria for selecting appropriate information and use it to answer critical questions; 2.demonstrate the ability to examine history from the perspectives of the participants 3. use the problem-solving process to identify and solve a problem; 5-8 Benchmark 2-C: understand how human behavior impacts man-made and natural environments, recognize past and present results and predict potential changes: 1. explain how differing perceptions of places, people and resources have affected events and conditions in the past Assimilate Reservation Sectionalism Slave Codes Confederacy Union Civil War Territory Buffalo Soldier Resistance Rebellion Free State Slave State Gettysburg Long Walk Glorieta Pass Bosque Redondo Example Lesson: Create a Venn Diagram comparing and contrasting Battle of Glorieta Pass with Gettysburg and then write and informative essay answering the following prompt. Why is the Battle of Glorieta s Pass compared to the Battle of Gettysburg? WHST. 1 B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and understanding of the topic or text, using credible sources. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s). Textbooks BrainPop Gettysburg Address Ken Burn s the Civil War v/hps/abpp/battles /nm002.htm ar.org/battlefields/ glorieta-pass.html o.com/legends/civ il-war.php artraveler.com/tr ANS/NM/ cuments.gov/doc. php?flash=true&d oc=36 Synthesize information from a graph to compose a informative essay. Question motivations that impacted decisions made during the Civil and Indian Wars. Summarize the major events of the Civil War in NM. Identify the reasons that led to the reservation system. Explain the impact of the reservation system on Native American communities. Assessment: Write an argument or informative essay Decipher point of view in text Summative assessment Boarding Schools v/rr/program/bib/o urdocs/gettysburg.html CFA should be Completed (March 10-14) Grade 7 NM History, Quarter 3: 6

7 Grade 7 NM History, Quarter 3: 7

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