Grade 7 Humanities

Grade 7 Humanities

Course Title: Grade 7 Humanities (Click here for printable version)

Course Description

The Grade 7 Humanities course uses reading,writing, listening, speaking, and inquiry/research skills to explore Eastern hemisphere geography. Students will be able to think like global citizens who are well informed and critical thinkers about the world in which they live.

Power Standards

  1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  2. Write routinely over extended time frames and shorter time frames for a range of discipline- specific tasks, purposes and audiences.
  3. Apply standard English grammar and conventions when formally writing or speaking so that the message is easily understood.
  4. Use grade-appropriate general academic and domain-specific words and phrases through reading, study, and application.
  5. Conduct inquiry based research projects to answer a question.

Course Outline

Quarter 1:  Narratives and Perseverance

Guiding Questions Learning Objectives 
  • How do structures and routines of our classroom support my thinking and learning?
  • How does engaging with narrative texts/novels, and narrative writing help me understand myself and others on a deeper level?
  • How do I read like a writer?
  • How does an author’s choice of words and story elements impact me as a reader?
  • How does a discussion look, sound, and feel?
  • How can I use evaluation and reflection to improve my reading, writing and thinking?
  • Close read text of short narratives (e.g., short stories, poetry, plays, novel excerpts, literary magazines).
  • Close read text of novels
  • Close read text of literary nonfiction pieces (e.g., speeches, journalistic essays, short biographies)
  • Write short narratives of real or imagined experiences
  • Edit, revise, and publish a short narrative
Summative Projects: Personal Narrative, Book Club, Living Museum, Socratic Discussion

Quarter 2:  Research and Social Issues

Guiding Questions Learning Objectives 
  • How does engaging with literary nonfiction/informational texts impact my understanding?
  • How do authors present evidence and interpretations to advance their ideas?
  • How do I decide which evidence best supports my thinking, and what are the consequences of being misinformed?
  • How does having discussions with my peers about reading help me modify my views?
  • How does researching my own questions help me grow as a person?
  • What are the implications of conducting research without citing sources?
  • How can an author keep readers engaged throughout informational writing using text features?
  • Develop an initial research question based on personal interest, and modify the question as needed.
  • Use close reading/research techniques to gather data, answer the question, and develop additional questions.
  • Write an informative text (e.g., journalistic article, public service announcement, TV broadcast, brochure, slide show, web site).
  • Publication of an informative writing piece with citations for an authentic audience.
Summative Projects: Informative Research Essay, Public Service Announcement for Africa Night

Quarter 3:   Argumentative and Social Issues

Guiding Questions Learning Objectives 
  • How does an author deliberately shape an argument?
  • How does analyzing text structure help me as a reader and writer?
  • How does inquiry change my thinking?
  • How can evaluating arguments and perspectives presented by others help me strengthen my argument?
  • What are implications of conducting research without citing my sources?
  • Why is it important to know how to construct and critically analyze arguments?
  • How do I construct a credible argument?
  • How do different forms of media influence the way an argument is presented?
  • Why is it important to use standard English conventions, grammar, and usage in my writing?
  • Close read text sets of literary and informational texts in a variety of formats related to particular topics within small collaborative groups. Develop an inquiry question
  • Research inquiry question. Form a well-developed argument about it
  • Write an argumentative essay, acknowledging alternate or opposing claims
  • Create an argumentative essay, multimedia presentation, or a class social action project
Summative Projects: Argumentative Research Essay and Debate

Quarter 4:  Comparing/Contrasting: Authentic Literacy

Guiding Questions Learning Objectives 
  • How do authors use format and genre to influence audiences and achieve purposes?
  • What needs to be considered when adapting a book to a movie or live production?
  • What enhances my understanding and appreciation of a book that has been made into a movie or live production?
  • How is my experience of reading a book different from watching a filmed or live production of it?
  • Read literary and/or literary nonfiction text
  • View a filmed or live production of the same text
  • Write a compare/contrast essay
    Compare/contrast essay.
  • Work collaboratively to produce an artistic representation of learning
Summative Projects: Book and Movie Analytical Comparison Essay, Artistic Representation of Learning

Career and Life Skills
Social and Cross Cultural

The student respects and contributes to the diverse learning community by:

  • Honoring the ideas and opinions of others and
  • Interacting effectively and appropriately with others
Productivity and Accountability

The student takes ownership of work and actions by:

  • Completing assignments on time
  • Arriving prepared and on time
  • Managing time
Initiative and Self Direction

The student demonstrates independence by:

  • Self-advocating for assistance or resources
  • Persevering through rigorous/challenging tasks
  • Utilizing feedback