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Ms. Lutick 7th Grade Social Studies

Welcome!

lutickae@pwcs.edu @Ms.Lutick_USHistory: Instagram @MsLutick: Twitter This page is created to provide important information for Ms. Lutick’s 7th grade Social Studies classes. The page will be updated weekly to inform students and parents about what is happening in the classroom each week. I am really looking forward to getting to know and work with our 7th grade students. Go Panthers!

 

 

*Distance Learning Updates- Please See Above Tab* Week 27 (03/09-03/13): The students will analyze the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal this week. The students will engage in a variety of activities focusing on the causes and effects of the Great Depression as well as the New Deal Programs. They will also analyze photos and sources of the Great Depression and the Dust Bowl. The USII- 6D Test will be on Wednesday, March 18th.

Week 26 (03/02-03/06): The students will examine art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance this week. The students will engage in a variety of student-centered activities. They will complete an Artists of the 1920s and 30s Impact Chart, participate in a Document Analysis- Clue Game, and create 1920s & 30s TriPods: Making Connections. The USII- 6C Test will be on Friday, March 6th. 

Week 25 (02/24-02/28): The students will describe the changes that took place in the United States due to the Great Migration this week. Students will also describe the causes and effects of prohibition in the United States. The students will engage in a variety of student-centered activities. They will create a Great Migration Storyboard, participate in a Close Read: Great Migration, and engage in a Prohibition Dinner Party. The USII- 6B Test will be on Friday, February 28th. Week 24 (02/18-02/21):

The students will explain how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life this week. The students will evaluate and explain, in writing and visually, how developments in technology changed American life and standard of living in the early 20th century. Examples of technology include electrification, radio, automobile, telephone, phonograph, telegraph, etc. The USII- 6A Test will be on Friday, February 21st.

Week 23 (02/10-02/14):

The students will continue to evaluate and explain the reasons for the United States’ involvement in World War I and its international leadership role at the conclusion of the war by engaging in a variety of student-centered activities this week. The students will analyze maps, statistics, and propaganda posters relating to World War I. Students will decode the Zimmerman Telegram, design their own World War I Propaganda Poster, and compare and contrast Wilson’s Fourteen Points and the Treaty of Versailles. 

The World War I Unit Test will be on Friday, February 14th. Students will be given a Study Guide this week and complete “The Great War” Stations as a review. Week 22 (02/03-02/07): The students will evaluate and explain the reasons for the United States’ involvement in World War I and its international leadership role by engaging in a variety of student-centered activities. The students will play Battleship as a class on Monday. The class will be split into the Allied and Central Powers. The rest of the week, the students will analyze photos displaying the contributing factors of WWI, demonstrate their understanding of the alliances, and the realities of trench warfare. Students will participate in a Trench Warfare RAFT Writing on Friday. Week 21 (01/28-01/31): The students will continue to explain the reasons for and the results of the Spanish-American War this week. Students will engage in a USS Maine Explosion Source Analysis on Tuesday. One of the sources is from the New York Times and the other is from the New York Journal. Students will analyze the dates, headlines, and evidence in the articles relating to the explosion. We will also continue discussing Theodore Roosevelt’s impact on the foreign policy of the United States as well as American Territorial Gains. The Spanish-American War Unit Test will be on Thursday, January 30th. The students are encouraged to bring home their materials to study and will be given study aids.

Week 20 (01/21-01/24): Students will explain the reasons for and the results of the Spanish-American War this week. They will describe Theodore Roosevelt’s impact on the foreign policy of the United States and will engage in a variety of student-centered activities. Students will analyze how yellow journalism contributed to the start of the Spanish-American War and will create exaggerated headlines relatable to their lives. Students will also participate in an American Imperialism Source Analysis.  Week 19 (01/13-01/17): Students will continue evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement this week. They will engage in a variety of student-centered activities ranging from a Child Labor Photograph Analysis and a Progressive Movement Poster. The purpose of the poster is for students to develop a better understanding of the Progressive Movement and the influence that it had on significant reform events of the era. 

The Progressive Movement Unit Test will be on Friday, January 17th. I have provided a link below to the Progressive Movement Quizizz to help prepare for their test.

Here is the link: http://tinyurl.com/USII4EStudy

Week 18 (01/06-01/10): The students will be evaluating and explaining the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement this week. They will engage in a variety of student-centered activities ranging from a Child Labor Photograph Analysis and a Working in a Sweatshop Source Analysis. Week 17 (12/16-12/20): The students will engage in an Impact of Big Business Project this week. The students will explain the impact of the rise of big business and the growth of industry. They will develop a better understanding of the Industrial Age and the influence that it had on society. This project will also show how some people today are having the same impact on society as those during the Gilded Age. Students will be assigned a partner and will research a Person of Interest from the 19th century. Students will use their Research Organizer to answer questions regarding their Person of Interest and will create a Microsoft PowerPoint Presentation on their Person of Interest. On Thursday 12/19, students will share their projects with other classes, and receive feedback provided by their peers and teachers.

Week 16 (12/09-12/13):

Students will continue to understand the issues facing minorities and immigrants, particularly in the South after Reconstruction. They will engage in a gallery walk and stations all relating to the reasons for the increase in immigration, reasons for growth of cities, and challenges arising from expansion. The students will analyze a variety of primary and secondary sources. Students will also be writing two diary entries describing their journey from their homeland to America in the late 19th century.

Week 15 (12/02-12/06): Students will understand the issues facing minorities and immigrants, particularly in the South after Reconstruction. Students will be participating and engaging in activities that focus on describing the reasons for the increase in immigration and the growth of cities after the Civil War. Students will also evaluate the challenges arising from this expansion through primary and secondary sources. Week 14 (11/25-11/26): The Reconstruction Unit Test will be on Monday, November 25th. Students created an Amendments Foldable and I have provided a link below for a Reconstruction Quizizz to help prepare for their test.

Here is the link: https://quizizz.com/join/quiz/5dd164164c385f001b93003a/start

Week 13 (11/18-11/22): Students will be engaging in a variety of activities this week. Examples of activities include an Amendment Foldable, Ping-Pong Activity, and "Four Corners" Stations. The activities will analyze the impact of the 13th, 14th, and 15th Amendments to the Constitution and how Reconstruction Amendments changed the meaning of citizenship in the U.S. The students will also describe and evaluate the impact of Reconstruction Policies on the North and the South through primary and secondary sources. Week 12 (11/12-11/15): Students will be continuing to compare contributions Lincoln, Lee, and Douglass made to U.S. History this week. They will also be analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution. Students will have to analyze how Reconstruction Amendments changed the meaning of citizenship in the U.S. Week 11 (11/06-11/08): Students will be identifying major accomplishments of Abraham Lincoln, Robert E. Lee, Frederick Douglass, and Andrew Johnson. They will be describing the legacies of each key figure. The students will complete readings independently about these key figures. The readings will be helpful when the students are comparing contributions Lincoln, Lee, and Douglass made to U.S. History. Students will also have to describe their legacies in a one sentence summary.
Week 10 (10/28-11/01): Students will be examining the effects of Westward Expansion on American Indians. They will be finishing their Storyboard Activity and completing Extension Activities as we end our unit on Westward Expansion and begin Reconstruction. Students will be reviewing the Civil War by collaborating with a partner on a specific topic. Topics will include key figures, causes, battles, and results of the Civil War. They will use technology to research their topic and create a poster. Their posters will be used in a gallery walk to engage their classmates in a Civil War Review.

Week 9 (10/21-10/25): Students will be continuing to examine the impact Westward Expansion had on American Indians this week. They will be participating in a Jigsaw Activity and will be collaborating with their peers to understand the effects Westward Expansion had on American Indians. Students will also be practicing their sourcing skills. They will be taking a Document Based Assessment (DBA) on the Wounded Knee Massacre on Friday. Week 8 (10/15-10/18):  Students will be examining the impact Westward Expansion had on American Indians this week. They will be identifying and analyzing key vocabulary terms, leaders, and events. Link to Study for Westward Expansion Test: quizizz.com/join/quiz/5da3b2cf8c70ec001b068096/start?referrer=5c352f395003c3001a39da41

Week 7 (10/07-10/11):  Students will be evaluating the reasons for Westward Expansion this week. Each student will be investigating a reason for Westward Expansion in their predetermined groups. They will be creating a poster. The poster will include a slogan, their reasons, examples, visuals, and the supplies needed on their journey. The students will be engaging in a Gallery Walk later in the week and will be able to examine all the reasons for Westward Expansion and provide feedback on posters. They will complete a graphic organizer using the examples from the posters in the Gallery Walk. 

Week 6 (09/30-10/04): Students will be explaining how physical features and climate influenced the movement of people moving westward. They will be playing the retro game, Oregon Trail, and documenting their experience. Students will be reading entries from the Oregon Trail Journal and comparing and contrasting their experiences from the Journal Analysis. They will also be learning about the Technology Advances of the West and will be engaging in a RAFT writing. The RAFT will have the students assume the role of a settler in the late 1800's. Week 5 (09/23-09/27): Students will be continuing to understand that major cities played an important role in the development of the United States through their research project. Each student has been assigned a city and a partner. Presentations will begin this week. Templates and models have been provided to students. Week 4 (09/16-09/20): Students will be locating states in the last 3 geographic regions. Testing on the Rocky Mountain Region will be on Monday and the Pacific and Non-Contiguous Regions on Tuesday. The students will then begin to understand cities that played an important role in the development of the United States through a research project. Each student will be assigned a city and a partner.
Week 3 (09/09-09/13): Students will be learning about the 7 geographic regions of the United States and will be locating all 50 states in the US. They will be engaging in a packet that describes all 7 regions, the states, and the major cities located there.

Click on the Link to Practice- https://online.seterra.com/en/vgp/3003

Week 2 (09/03-09/06):

Students will be reviewing the Code of Behavior and creating Public Service Announcements. Students will also be receiving a Code of Behavior Study Guide. The Code of Behavior test is on Thursday, September 5th.  https://quizizz.com/admin/quiz/5d6f0c4a348438001fb02d0d

Week 1 (08/26-08/29):

Students will be completing an Interest Survey, which allows the teacher to get to know the students better.  Students will also be engaging in the conversation, “History: What’s the Big Deal?” and will be given options when choosing a document to source.