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Welcome to the Sixth Grade Social Studies Web Page. This web page is brought to you by Angela McGreal and is meant to give you the latest and greatest news and information.
Students will complete the Constitution Scale with a two part summative Constitution exam in early November. Next, seventh graders will “travel west” as we evaluate the risks and rewards of westward expansion. Students will learn about the reasons why people migrated to the West and describe the cultural conflicts that resulted from the policy of “Manifest Destiny.” We will identify the technological advancements made in the U.S. between 1820 and 1860 in areas of transportation, communication, and industrialization.
Mrs. Angela Mc Greal, Instructor for 6th and 7th Grade Social Studies
Phone: 708 246 7330
Focus Statement: Students will evaluate the United States during the years 1789-1900 in terms of political structure, economic progress, geographic changes, and cultural growth.
Goals
SS.7.1. Students will analyze the United States Constitution to explain its structure and function.
- SS.7.1.1 Explain why the goals of the Constitution were necessary.
- SS.7.1.2 Describe how the procedures outlined in the U.S. Constitution protect against corruption.
- SS.7.1.3 Describe how the first amendment protects all of the other amendments and ensures the accountability and transparency of the U.S. government.
SS.7.2. Students will evaluate the risks and rewards of westward expansion in the mid 1800’s.
· SS.7.2.1 Explain the reasons why people migrate to America today, and the challenges that it poses for immigrants and for America.
· SS.7.2.2 Explain how the concept of Manifest Destiny impacted world history throughout the 20th Century.
· SS.7.2.3 Analyze the ways that technology influenced the development of the United States between 1990 and today.
SS 7.3 Traces the progress of America from 1820 -1860.
- S.S.7.3.1 Evaluate the struggle for human rights in terms of advancements and challenges for women and children during this time period.
- S.S.7.3.2 Describe how African-Americans were affected by a lack of civil rights during this time period.
- SS.7.3.3 Describe how the growth of American cities influenced the American lifestyle.
- SS.7.3.4 Describe the hardships that people faced in American cities during this time period.
- SS.7.3.5 Describe the importance of education within a democracy.
SS 7.4 Analyzes internal differences that led to the Civil War.
- SS.7.4.1 Evaluate the differing viewpoints of Northerners and Southerners regarding states’ rights and slavery in terms of their emotional and political consequences.
- SS.7.4.2 Explain the significance of the Border States.
SS 7.5 Explains major events, people and issues of the Civil War.
- SS.7.5.1 Describe important events of the Civil War, including the Emancipation Proclamation, Gettysburg Address, and the Surrender at Appomattox.
- SS.7.5.2 Describe the important battles in the North and South, including Fort Sumter, Bull Run, Antietam, Gettysburg, Vicksburg, and Sherman’s March to the Sea.
- SS.7.5.3 Evaluate the political and military leaders of the North and South in terms of their importance, including Abraham Lincoln, Ulysses S. Grant, William T. Sherman, Jefferson Davis, Robert E. Lee, and Stonewall Jackson.
- SS.7.5.4 Explain the reasons for the Northern victory.
SS 7.6 Analyzes the effectiveness of the Reconstruction.
- SS.7.6.1 Describe the major goals of Reconstruction: physical rebuilding, reunification of the states, and ensuring rights for newly freed slaves.
- SS.7.6.2 Analyze the 13th, 14th, and 15th Amendments to determine their effects on Americans’ rights.
- SS.7.6.3 Evaluate the effectiveness of Presidential Reconstruction, Congressional Reconstruction, the Freedman’s Bureau, and carpetbaggers.
- SS.7.6.4 Explain the failures of Reconstruction, including the Compromise of 1877, Redeemer legislatures, sharecropping, hate groups, black codes, and poll taxes.
SS 7.7 Describes the opportunities and challenges of westward movement.
- SS.7.7.1 Describe the land disputes and cultural differences between the United States and Native Americans to determine its effects on western movement.
- SS.7.7.2 Describe two of the obstacles that people encountered as they moved westward. SS.7.7.4.
- SS.7.7.3 Explain how the expansion of the railroads in the U.S. affected the nation’s economy.
SS 7.8 Determines how changes in the late 1800’s led to the modern era.
- SS.7.8.1 Describe how Boss Tweed, Alfred Ely Beach, and Thomas Nast created political changes during this time period.
- SS.7.8.2 Describe how Mark Twain and P.T. Barnum created cultural changes during this time period.
- SS.7.8.3 Analyze the legal decision of Yick Wo v. Hopkins to determine how it affected the rights of Americans.
- SS.7.8.4 Analyze the legal decision of Plessey v. Ferguson to determine how it affected the rights of Americans.
- SS.7.8.5 Analyze the legal decision of Susan B. Anthony to determine how it affected the rights of Americans.
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· Social studies textbook
· Pen or pencil
· Spiral notebook
· Separate pocket in Pendaflex
Grades: points will be asigned to performance.
Students are expected to be on time for class, be prepared for class with textbook, assignments, materials, and follow all class room protocols. Students not following the class room expectations will receive consequences in the form of warnings, detentions, and parental contact.
I have been teaching social studies for ten years at Pleasantdale Middle School. Previously, I taught at Burr Ridge Middle School and also substituted at schools in the Western suburbs. Social studies is my passion! I enjoy history, political science, sociology, psychology, geography, and economics.
After attending the University of Illinois at Chicago, I worked as a stock broker in the financial community. While I stayed home to raise three children, I assumed the presidency of various organizations such as: The Darien Woman’s Club, The Carriage Way West Homeowners’ Association, and The Hinsdale South Booster Club. I have also served on a number of local governmental and educational committees. Later, I attended St. Xavier University to attain my teaching certification. Over the years, I have attended a number of universities and accumulated additional graduate accreditations.
Count me in with the growing number of avid readers in the Chicago area. I joined a neighborhood book group and now have made time to do reading beyond daily newspapers and news magazines. It feels great to add over thirty book selections to my repertoire. Historical fiction has joined mysteries as some of my favorite genres.
7th Grade Social Studies
Teacher: Mrs. Angela Mc Greal
email: amcgreal@d107.org
Focus Statement: Students will evaluate the United States during the years 1789-1900 in terms of political structure, economic progress, geographic changes, and cultural growth.
Goals
SS.7.1 Students will analyze the United States Constitution to explain its structure and function.
SS.7.2 Students will evaluate the risks and rewards of westward expansion in the mid 1800’s.
SS 7.3 Traces the progress of America from 1820 - 1860.
SS 7.4 Analyzes internal differences that led to the Civil War.
SS 7.5 Explains major events, people and issues of the Civil War.
SS 7.6 Analyzes the effectiveness of the Reconstruction.
SS 7.7 Describes the opportunities and challenges of westward movement.
SS 7.8 Determines how changes in the late 1800’s led to the modern era.
Instruction Strategies
Social Studies in taught through a variety of mediums including:
Journal entries: vocabulary, review questions, Student brainstorming, Jigsaw: specific subject, Think-pair-share, RAFT activities, Note-taking, Graphic organizers: T-Charts, webs, Venn diagrams, Student Worksheets, Oral presentations, Review games, Test study guides, Writing interpretative questions, Alpha List: Assign words/phases to letters to explain chapter
Instruction Strategies continued…….
ideas and concepts, Mini-books: Read chapters, identify important people, important ideas and important questions, Tic-tac-Toe: Differentiated activities choice board, Summarizing, Current event connections, Role-playing activities/writing Time-line activities, Geography activities, Examination and evaluation of primary source documents
Assessments Resources
Homework History of Us series by Joy Hakim
Class work: daily Liberty for All?, War, Terrible War,
Quizzes: every 3/4 weeks Reconstructing America, and The Living Constitution
Tests/ Projects: every 3 /4 weeks
Grades
Grades: Academic grades based on total points (A, B, C, D, F)
Life Skills
Scores given based on: Behavior, Participation, Work Completion and Working in Groups
No late homework accepted. Projects and graded homework will receive reduced credit.
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