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SHCA 7 Grade Learning Objectives Language Arts 1. Literature The student will: LA7.1a. Demonstrate comprehension and show evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student will identify the characteristics of various genres. LA7.1b. Distinguish between the concepts of theme in a literary work and the author’s purpose in an expository text. LA7.1c. Interpret a character’s traits, emotions, or motivations and give supporting evidence from a text. LA7.1d. Relate a literary work to information about its setting or historical moment. LA7.1e. Analyze recurring and similar themes across a variety of selections, distinguishing theme from topic. LA7.1f. Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). LA7.1g. Analyze characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. LA7.1h. Explain and analyze the effects of sound (e.g., alliteration, onomatopoeia, internal rhyme, and rhyme scheme), form, figurative language (e.g., simile, metaphor, personification, and hyperbole), and graphics (e.g., capital letters, line length, word position) in order to uncover meaning in literature. LAR.1i. Identify and analyze how an author’s use of words creates tone and mood, giving supporting evidence from text. LA7.1j. Identify and analyze similarities and differences in traditional literature from different cultures. LA7.1k. Analyze common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes). LA7.1l. Identify and use knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations). LA7.1m. Apply knowledge of common organizational structures and patterns (i.e., logical order, cause and effect relationships, comparison and contrast, transitions). LA7.1m. Recognize and trace the development of the author’s argument for and against an issue. LA7.1n. Identify evidence used to support an argument. LA7.1o. Understand and explain the use of a simple device by following technical directions. LA7.1p. Analyze characteristics of genre. LA7.1q. Draw conclusions from details. LA7.1r. Determine unknown words from context and draw conclusion from details of the text. 2. Vocabulary The student will: LA7.2a. Understand and acquire new vocabulary and use it correctly in reading and writing. LA7.2b. Determine the meaning of unfamiliar words using context clues (e.g., contrast, cause and effect, etc.) LA7.2c. Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words. LA7.2d. Identify and explain idioms and analogies in prose and poetry. LA7.2e.Determine word meanings through the use of definition, example, restatement, or contrast. 3. Reading The student will: LA7.3a Read aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

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LA7.3b. Use letter-sound knowledge to decode written English and use a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. LA7.3c. Use self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). LA7.3d. Read with a rhythm, flow, and meter that sounds like everyday speech (prosody). LA7.3e. Read a minimum of 20 grade-level appropriate books per year from a variety of subject disciplines. The student will read both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas. LA7.3f. Participate in discussions related to curricular learning in all subject areas. LA7.3g. Identify messages and themes from books in all subject areas. LA7.3h. Respond to a variety of texts in multiple modes of discourse. LA7.3i. Relate messages and themes from one subject area to those in another area. LA7.3j. Evaluate the merits of texts in every subject discipline. LA7.3k. Examine the author’s purpose in writing. LA7.3l. Recognize and use the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary). LA7.3m. Acquire new vocabulary in each content area and use it correctly. LA7.3n. Demonstrate an understanding of contextual vocabulary in various subjects. LA7.3o. Use content vocabulary in writing and speaking. LA7.3p. Explore understanding of new words found in subject area texts. LA7.3q. Establish a context for information acquired by reading across subject areas. LA7.3r. Explore life experiences related to subject area content. LA7.3s. Discuss in both writing and speaking how certain words and concepts relate to multiple subjects. LA7.3t. Determine strategies for finding content and contextual meaning for unfamiliar words or concepts Writing The student will: LA7.4a. Produce writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. LA7.4b. Select a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. LA7.4c. Write texts of a length appropriate to address the topic or tell the story. LA7.4d. Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). LA7.4e. Uses appropriate structures to ensure coherence (e.g., transition elements). LA7.4f. Support statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. LA7.4g. Demonstrates competence in a variety of genres. LA7.4h. Produce a narrative (fictional, personal, and experiential) that: • Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line, cohesive devices, and a sharpened focus), • Creates an organizing structure appropriate to purpose, audience, and context, • Develops characters using standard methods of characterization, • Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures), • Excludes extraneous details and inconsistencies, • Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood), • Provides a sense of closure to the writing.

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LA7.4i. Produce writing (multi-paragraph expository composition such as description, explanation, comparison and contrast, or problem and solution) that: • Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. • Develops a controlling idea that conveys a perspective on the subject. • Creates an organizing structure appropriate to purpose, audience, and context. • Develops the topic with supporting details. • Excludes extraneous and inappropriate information. • Follows an organizational pattern appropriate to the type of composition. • Concludes with a detailed summary linked to the purpose of the composition. LA7.4j Produce technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations). • Creates or follows an organizing structure appropriate to purpose, audience, and context. • Excludes extraneous and inappropriate information. • Follows an organizational pattern appropriate to the type of composition. • Applies rules of Standard English. LA7.4k. Produce a response to literature that: • Engages the reader by establishing a context, creating a speaker’s voice, or otherwise developing reader interest. • Demonstrates an understanding of the literary work. • Organizes an interpretation around several clear ideas, premises, or images from the original work. • Supports a judgment through references to the text and personal knowledge. • Justifies interpretations through sustained use of examples and textual evidence from the literary work. • Provides a sense of closure to the writing. LA7.4l. Produce a response to literature that: • Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. • States a clear position or perspective in support of a proposition or proposal. • Describes the points in support of the proposition, employing well articulated, relevant evidence. • Excludes information and arguments that is irrelevant. • Creates an organizing structure appropriate to a specific purpose, audience, and context. • Anticipates and addresses readers’ concerns and counter-arguments. • Provides a sense of closure to the writing. LA7.4m. Use research and technology to support writing. The student: • Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. • Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. • Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.) • Documents sources. • Uses electronic media to locate relevant information LA7.4n. Consistently use the writing process to develop, revise, and evaluate writing. LA7.4o. Plan and draft independently and resourcefully. LA7.4p.Use strategies of note taking, outlining, and summarizing to impose structure on composition drafts

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LA7.4q. Revise manuscripts to improve the organization and consistency of ideas within and between paragraphs. LA7.4r. Edit writing to improve word choice after checking the precision of the vocabulary. Grammar Usage The student will: LA7.5a. Demonstrate understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. LA7.5b. Identify and write simple, compound, complex, and compound-complex sentences correctly, punctuating properly, avoiding fragments and run-ons, adding or deleting modifiers, combining or revising sentences. LA7.5c. Identify and write correctly punctuated adjective and adverb clauses. LA7.5d. Use standard subject-verb and pronoun-antecedent agreement. LA7.5e. Identify and use verb tenses consistently (simple and perfect). LA7.5f. Demonstrate correct usage of comparative and superlative forms of adjectives and adverbs. LA7.5g. Demonstrate appropriate comma and semicolon usage (compound, complex, and compound-complex sentences, and split dialogue). LA7.5h. Distinguish differences in meaning and spelling of commonly confused homonyms. LA7.5i. Produce final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation and capitalization. Listening/Speaking/Viewing The student will: LA7.6a. Participate in student-to-teacher, student-to-student, and group verbal interactions. LA7.6b. Initiate new topics in addition to responding to adult-initiated topics. LA7.6c. Ask relevant questions. LA7.6d. Respond to questions with appropriate information. LA7.6e. Confirm understanding by paraphrasing the adult’s directions or suggestions. LA7.6f. Display appropriate turn-taking behaviors. LA7.6g. Actively solicit another person’s comments or opinions. LA7.6h. Offer own opinion forcefully without domineering. LA7.6i. Respond appropriately to comments and questions. LA7.6j. Volunteer contributions and respond when directly solicited by teacher or discussion leader. LA7.6k. Give reasons in support of opinions expressed. LA7.6l. Clarify, illustrate, or expand on a response when asked to do so. LA7.6m. Employ a group decision-making technique such as brainstorming or a problem- solving sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). LA7.6n. Develop an outline that highlights the important issues discussed. LA7.6o. Listen to and view various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. LA7.6p. Analyze the effect on the viewer of image, text, and sound in electronic journalism. LA7.6q. Identify the techniques used to achieve the effects studied in each instance. LA7.6r. Give oral presentations or dramatic interpretations for various purposes. LA7.6s. Organize information to achieve particular purposes and to appeal to the background and interests of the audience. LA7.6t. Show appropriate changes in delivery (e.g., gestures, vocabulary, pace, visuals). LA7.6u. Use language for dramatic effect. LA7.6v. Use rubrics as assessment tools. LA7.6w. Respond to oral communications with questions, challenges, or affirmations. LA7.6x. Use multimedia in presentation.

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Science Learning Objectives S7CS1. Students will understand: S7S.1.a. The Bible and the findings of science do not conflict S7CS.1.b. God preserves His creation so that it continues to function as He planned S7CS.1.c. God uses His creation, what we observe in nature, to teach eternal truth S7CS.1.d. All of creation is meant to praise God and bring glory to Him. S7CS.1.e. All of creation has been affected by sin. S7CS.1.f. Man can never know all there is to know about the universe and about life. S7CS.1.g Our knowledge of the origin of all life comes from God alone. S7.2 The student will investigate the characteristics of scientific knowledge and how that knowledge is achieved. The student will apply the following to scientific content: S7.2a. When similar investigations yield similar results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. S7.2b. When new experimental results are inconsistent with an existing, well-established theory, scientists may pursue further experimentation to determine whether the results are flawed or the theory requires modification. S7.2c. As prevailing theories are challenged by new information, scientific knowledge may change. S73. Investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: S7.3a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing competing theories. S7.3b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence. S7.3c. Scientific experiments investigate the effect of one variable on another. All other variables are kept constant. S7.3d. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. S7.3e. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator’s credibility with other scientists and society. S7.3f. Scientists use technology and mathematics to enhance the process of scientific inquiry. S7.3g. Scientists must adhere to the appropriate rules and guidelines when conducting research. S7.3h. The student will evaluate graphic presentation of data. S74. Students will explore of the importance of curiosity in science and will exhibit these traits in their own efforts to understand how the world works. S7.4a. Understand the importance of—and keep—honest, clear, and accurate records in science. 27.4b. Understand that hypotheses can be valuable, even if they turn out not to be completely accurate. S75. Students will use standard safety practices for all classroom laboratory and field investigations. S76. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. S7.6a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents. S7.6b. Use the mean, median, and mode to analyze a set of scientific data.

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S7.6c. Apply the metric system to a scientific investigation that includes metric to metric conversion. (i.e., centimeters to meters.) S7.6d. Draw conclusions based on analyzed data. S7.6e. Decide what degree of precision is adequate, and round off appropriately. S7.6f. Address the relationship between accuracy and precision and the importance of each. S7.6g Use observation to predict characteristics of objects. S7,7. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. S7.8. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. S7.9.

Students will communicate scientific ideas and activities clearly.

S7.10. Students will question scientific claims and arguments effectively. S7.10a. Question claims based on vague attributions (such as “Leading doctors say...”) or on statements made by people outside the area of their particular expertise. S7.10b. Identify the flaws of reasoning that are based on poorly designed research (i.e., facts intermingled with opinion, conclusions based on insufficient evidence). S7.10c. Question the value of arguments based on small samples of data, biased samples, or samples for which there was no control. S7.10d. Recognize that there may be more than one way to interpret a given set of findings. S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically. S7L.1a. Understand organisms when first created were mature, complete, and perfect. S7L.1b. Demonstrate the process for the development of a dichotomous key. S7L.1c.Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system (archaebacteria, eubacteria, protists, fungi, plants, and animals). S7L.1d. Analyze a model to determine parts of cycle in the environment. S7L.1e. Identify causes of growth in organisms. S7L.1f. Evaluate given adaptations for their functions in organisms. S7L2. Students will describe the structure and function of cells, tissues, organs, and organ systems. S7L.2a. Explain that cells take in nutrients in order to grow and divide and to make needed materials. S7L.2b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. S7L.2c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. S7l.2d. Explain that tissues, organs, and organ systems serve the needs cells have for oxygen, food, and waste removal. S7l.2e. Explain the purpose of the major organ systems in the human body (i.e., digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease). S7L.2f Living things are characterized by common traits, all of which are recognized in the Bible. S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits.

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d. Compare and contrast the unity among organisms and the similarity of their chemical processes. f. Recognize the extinction of species occurs when the environment changes of a species are insufficient to allow survival. S7L4. Students will examine the dependence of organisms on one another and their environments. S7L.4a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their environments. S7L.4b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism. S7L.4c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. S7L.4d. Categorize relationships between organisms that are competitive or mutually beneficial. S7L.4e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). S7L.4f. Analyze a model to predict the effects of a change in an ecosystem. S7L.4g. Identify a relationship between abiotic and biotic parts of ecosystem S7L.4h. Understand God controls the ecological system; He can make things grow, or not grow, be sturdy or diseased. Mathematics Learning Objectives Number Sense and Operations M7N1. Students will understand the meaning of positive and negative rational numbers and use them in computation. M7N.1a. Find the absolute value of a number and understand it as the distance from zero on a number line. M7N.1b. Compare and order rational numbers, including repeating decimals. M7N.1c. Add, subtract, multiply, and divide positive and negative rational numbers. M7N.1d. Solve problems using rational numbers. M7N.1e. Work flexibly with fractions, decimals, and percents to solve problems. M7N.1f. Compare and order fractions, decimals, and percents efficiently and find their approximate locations on a number line. M7N.1g. Develop meaning for percents greater than 100 and less than 1. M7N.1h. Understand and use ratios and proportions to represent quantitative relationships. M7N.1i. Develop understandings of large numbers and recognize and appropriately use exponential, scientific, and calculator notation. M7N.1j. Use factors, multiples, prime factorization, and relatively prime numbers to solve problems. M7N.1k. Develop meaning for integers and represent and compare quantities with them. Geometry M7G1. Students will construct plane figures that meet given conditions. M7G.1a. Perform basic constructions using both compass and straight edge, and appropriate technology. Constructions should include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. M7G.1b. Recognize that many constructions are based on the creation of congruent triangles. M7G.1c. Identify appropriate units of measurement and convert between units of measurement. M7G.1d. Identify appropriate units of measurements.

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M7G2. Students will demonstrate understanding of transformations. M7G.2a. Demonstrate understanding of translations, dilations, rotations, reflections, and relate symmetry to appropriate transformations. M7G.2b. Given a figure in the coordinate plane, determine the coordinates resulting from a translation, dilation, rotation, or reflection. M7G3. Students will use the properties of similarity and apply these concepts to geometric figures. M7G.3a. Understand the meaning of similarity, visually compare geometric figures for similarity, and describe similarities by listing corresponding parts. M7G.3b. Understand the relationships among scale factors, length ratios, and area ratios between similar figures. Use scale factors, length ratios, and area ratios to determine side lengths and areas of similar geometric figures. M7G.3c. Understand congruence of geometric figures as a special case of similarity: The figures have the same size and shape. M7G.3e. Understand the classification angles. M7G4. Students will further develop their understanding of three-dimensional figures. M7G.4a. Describe three-dimensional figures formed by translations and rotations of plane figures through space. M7G.4b. Sketch, model, and describe cross-sections of cones, cylinders, pyramids, and prisms. M7G.4c. Solve problems using properties of geometric figures Algebra M7A.1. Students will represent and evaluate quantities using algebraic expressions. M7A.1a. Translate verbal phrases to algebraic expressions. M7A.1b. Simplify and evaluate algebraic expressions, using commutative, associative, and distributive properties as appropriate. M7A.1c. Add and subtract linear expressions. M7A.1e. Solve algebraic equations. M7A.1f. Identify graphs of inequalities. M7A2. Students will understand and apply linear equations in one variable. M7A.2a. Given a problem, define a variable, write an equation, solve the equation, and interpret the solution. M7A.2b. Use the addition and multiplication properties of equality to solve one- and two-step linear equations. M7A3. Students will understand relationships between two variables. M7A.3a. Plot points on a coordinate plane. M7A.3b. Represent, describe, and analyze relations from tables, graphs, and formulas. M7A.3c. Describe how change in one variable affects the other variable. M7A.3d. Describe patterns in the graphs of proportional relationships, both direct (y = kx) and inverse (y = k/x). M7A.3e. Identify equations of linear functions given tables of values, points, or graphs. Data Analysis and Probability M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. M7D.1a. Formulate questions and collect data from a census of at least 30 objects and from samples of varying sizes. M7D.1b. Construct frequency distributions. M7D.1c. Analyze data using measures of central tendency (mean, median, and mode), including recognition of outliers. M7D.1d. Analyze data with respect to measures of variation (range, quartiles, interquartile range).

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M7D.1e. Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as sample size increases. M7D.1f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box and- whisker plots and scatter plots. M7D.1g. Analyze and draw conclusions about data, including describing the relationship between two variables Terms/Symbols: natural number, whole number, sign, integer, opposite, negative, positive, absolute value, term, variable, commutative property, associative property, distributive property, algebraic expression, linear equation, direct and indirect proportions, constant of proportionality (y = kx), variation, polyhedron, translation, rotation, reflection, dilation, symmetry, bisector, parallel lines, perpendicular lines, cross-section, similar, congruent, point, line, plane, line segment, endpoints, intersection, ray, parallel lines, perpendicular lines, similar, similarity, rate, scale drawings, corresponding sides, corresponding angles, congruent, diagonal, algebraic expression, commutative property, associative property, distributive property, direct variation, inverse variation, inversely proportional, mean, median, mode, range, quartile, interquartile range, outlier, histogram, scatter plot, line plot, box-and-whisker plot,

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Reasoning and Problem Solving M7P1. Students will solve problems (using appropriate technology) M7P.1a. Build new mathematical knowledge through problem solving. M7P.1b. Solve problems that arise in mathematics and in other contexts. M7P.1c. Apply and adapt a variety of appropriate strategies to solve problems. M7P.1d. Monitor and reflect on the process of mathematical problem solving. M7P2. Students will reason and evaluate mathematical arguments. M7P.2a. Recognize reasoning and proof as fundamental aspects of mathematics. M7P.2b. Make and investigate mathematical conjectures. M7P.2c. Develop and evaluate mathematical arguments and proofs. M7P.2d. Select and use various types of reasoning and methods of proof. M7P3. Students will communicate mathematically. M7P.3a. Organize and consolidate their mathematical thinking through communication. M7P.3b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. M7P.3c. Analyze and evaluate the mathematical thinking and strategies of others. M7P.3d. Use the language of mathematics to express mathematical ideas precisely. M7P4. Students will make connections among mathematical ideas and to other disciplines. M7P.4a. Recognize and use connections among mathematical ideas M7P.4b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. M7P.4c. Recognize and apply mathematics in contexts outside of mathematics. M7P5. Students will represent mathematics in multiple ways. M7P.5a. Create and use representations to organize, record, and communicate mathematical ideas. M7P.5b. Select, apply, and translate among mathematical representations to solve problems. M7P.5c. Use representations to model and interpret physical, social, and mathematical phenomena

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Social Studies Learning Objectives SS.7G1 The student will be able to describe and locate the important physical and human characteristics of Europe. The student will: SS7.G1a. Describe the important developments in Europe between 1400 CE and 1800 CE. Explain how artists such as Michelangelo and Leonardo daVinci contribute to the Renaissance. Explain the role of Martin Luther in the Reformation. Explain how scientists such as Galileo and Newton changed our knowledge of science and why the Scientific Revolution is important. Explain the importance of exploration in the development of Europe; include the work of Prince Henry the Navigator, Columbus, and Hudson. Trace the empires of Portugal, Spain, the Netherlands, England, and France in Africa, the Americas, and Asia. Describe the Industrial Revolution; include its impact on cities, life styles, and agriculture. Describe the impact Peter the Great and Catherine the Great had on Russia. th

SS7.G1b. Describe major developments in Europe during the 20 century. Describe major developments of World War I; include the reasons for the War, the Russian Revolution, the collapse of empires, and the consequences of making Germany pay for World War I. Describe the impact of the world-wide depression on Europe, especially Germany. Describe World War II; include the ideas of Nazism and Facism, the Allied and Axis powers, the Holocaust, D-Day, Stalingrad, and the roles of Hitler, Stalin, Mussolini, Churchill, Roosevelt, and Truman. Explain the collapse of the Soviet Union; include the failure of communism, the rise of the desire for freedom (Solidarity in Poland), and the fall of the Berlin Wall. Explain the significance of the reunification of Germany after the collapse of the Soviet Union. Explain the origin and function of the European Union. SS7.G1c. Be able to describe and locate the important physical and human characteristics of Europe. Describe and locate major physical features; include the Arctic Ocean, Norwegian Sea, Baltic Sea, Volga River, Danube River, Rhine River, Elbe River, Seine River, Po River, Thames River, the Alps, the Pyrenees, the Balkan Mountains, Ural Mountains, Strait of Gibraltar, English Channel, Iberian Peninsula, and Scandinavian Peninsula. Describe and locate the nations of Great Britain, Norway, Sweden, Finland, Russia, Poland, Germany, France, Spain, Switzerland, Italy, Hungary, Austria, Czech Republic, Romania, Netherlands, Belgium, Estonia, Latvia, Lithuania, and Ukraine. Describe the geographic and cultural boundaries of Europe; include whether Turkey should be considered part of Europe or Asia. SS7.G1d. Discuss the impact of government policies and individual behaviors on the European environment. Explain the major concerns of Europeans regarding the environment; include issues of agricultural reform, air quality in cities, the impact of global warming, and water pollution. Describe the policies of countries such as Germany, England, France, Poland, and Russia concerning agricultural reform, air quality in cities, the impact of global warming, and water pollution. Describe the environmental consequences resulting from the nuclear disaster in Chernobyl, Ukraine. SS7.G1e. Explain the impact of location, climate, physical characteristics, natural resources, and population size on Europe. Describe how Europe’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the river system and the many good harbors. Explain the distribution of natural resources and how that has affected Europe. SS7.G1f. Describe the cultural characteristics of Europe. Explain the diversity of European culture as seen in a comparison of German, Greek, Russian, French, and Italian languages, customs, and traditions. Describe the customs and traditions of the major religions in Europe; include Judaism, Christianity (Catholic, Orthodox, and Protestant), and Islam and locate where each religion is the primary religion. Explain how the literacy rate in Europe has had an impact on its development in the modern world. Describe major contributions to literature (e.g., Nobel Prize

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winning authors), art (e.g., Van Gogh, Picasso), and music (e.g., classical, opera, Andrew Lloyd Webber). SS7.G1g. Describe modern European governments. Explain the parliamentary system of the United Kingdom and compare it with a presidential system, such as the U.S., and the dual system of France. Describe the transition of central European countries, such as Poland, from authoritarian systems to democratic systems. Describe the purpose of the European Union and the relationship between member nations. SS7.G1h. Describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in England, Germany, and Russia. SS7.G1i. Give examples of how voluntary trade benefits buyers and sellers in Europe. Explain how countries such as England, France, and the Netherlands develop extensive colonial empires as an important aspect of their economies. Define types of trade barriers, both physical and economic, and how the influence the development of trade within Europe (e.g., extensive trade by rivers, different currencies in each European country). Illustrate how international trade requires a system for exchanging currency between and among nations and how the European Union and the Euro facilitate trade. Identify examples of currencies from nations such as England, France, Italy, Greece, Russia, and Poland. SS7.G1j. Describe the factors that cause economic growth and examine their presence or absence in countries such as England, Germany, Russia, Poland, and Romania. Describe investment in human capital; include the health, education, and training of people. Describe investment in capital goods; include factories, machinery, and new technology. Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature. Describe the role of entrepreneurs who take the risks of organizing productive resources. SS7G2.The student will be able to describe and locate the important physical and human characteristics of Africa. SS7G.2a. Describe and locate major physical features; include Sahara, Savannah, Sahel, Tropic Rain Forest, Congo River, Nile River, Zambezi River, Niger River, East African Mountains (Ethiopian Highlands), Drakensberg Mountains, Atlas Mountains, Kalahari Desert, Lake Tanganyika, and Lake Victoria. SS7G.2b. Describe and locate the nations of South Africa, Zimbabwe, Tanzania, Rwanda, Mozambique, Democratic Republic of the Congo, Ghana, Mali, Mauritania, Sierra Leone, Sudan, Egypt, Ethiopia, Libya, Kenya, and Chad. SS7G.3 The student will discuss the impact of government policies and individual behaviors on the African environment. SS7G.3a. Explain how pollution has affected both countries, such as Kenya, Egypt, and South Africa, and actions taken by government and individuals. SS7G.3b. Explain the impact of the extraction of natural resources on the environments of Kenya, Chad, and Nigeria. SS7G.3c. Explain the importance of water as a natural resource in countries such as Egypt, Sudan, Mali, and Chad. SS7G.3d. Explain ways in which countries such as Kenya, South Africa, and Mali have worked to improve the African environment. SS7G.3e. Explain the impact of deforestation and desertification on the environment in such countries as Cote d’Ivoire, Kenya, and Botswana. SS7G.4 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on African countries.

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SS7G.4a. Describe the impact location has on countries such as Chad, Egypt, and South Africa, with regard to trade, migration, agriculture, and industry. SS7G.4b. Explain the impact physical features such as deserts, mountains, rivers, and proximity to the ocean have on countries such as Ethiopia, Sudan, and Morocco. SS7G.4c. Explain the distribution of natural resources in Africa and how that has affected the development of countries such as Chad, Sudan, and South Africa. SS7G.4d. Describe the effect the Sahara, Sahel, Savannah, and tropical rain forest have on where people live, the type of work they do, and transportation. SS7G.5 The student will describe the cultural characteristics of different people who live in Africa. SS7G.5a. Describe the religions, customs, and traditions of the Arab, Ashanti, Bedouin, Khoikhoi and the San, Ibo, and Swahili ethnic groups. SS7G.5b. Evaluate how the literacy rate of countries such as Sudan, South Africa, and Egypt has affected their development. SS7G.5c. Trace the spread of the Bantu peoples and explain the impact this had on Africa. SS7G.5d. Explain the major literary (including literature Noble laureates Wole Soyinka, Nigeria; Naguib Mafuz, Egypt; Nadin Gordimer, South Africa), artistic, and music forms of people in the region. SS7CG.6 The student will demonstrate an understanding of the modern governments of Africa. SS7CG.6a. Describe the structure of the national governments in the modern African nations of Morocco, Kenya, Libya, and South Africa; include type of government, form of leadership, type of legislature, and role of the citizen. SS7CG.6b. Explain the problems and impact of civil war and conflict in Africa. SS7G.7 The student will be able to describe and locate important physical and human characteristics in Southwestern Asia (Middle East). SS7G.7a. Describe and locate major physical features of the Middle East; include Jordan River, Tigris River, Euphrates River, Golan Heights, West Bank, Gaza Strip, Suez Canal, Strait of Hormuz, Persian Gulf, Black Sea, Caspian Sea, Red Sea, and Arabian Sea. SS7G.6b. Describe and locate the following nations in the Middle East: Israel, Jordan, Saudi Arabia, Iran, Iraq, Syria, Lebanon, Kuwait, and Afghanistan. SS7G.8 The student will evaluate the impact of government policies and individual behaviors on Southwest Asia’s environment. SS7G.8a. Describe the environmental issues facing the countries of the Middle East; include industrial pollution, water rights, and extraction of natural resources. SS7G.8b. Explain the problems associated with developing governmental policies in the Middle East concerning environmental issues such as water rights and extraction of natural resources such as oil. SS7G.9 The student will explain the impact of location, climate, physical characteristic, natural resources, and population size on various Southwestern Asian countries. SS7G.9a. Describe the impact of location on trade, agriculture, and industry of Middle Eastern countries such as Israel, Jordan, Iran, and Saudi Arabia. SS7G.9b. Describe the impact climatic conditions have on the Middle East and how that has affected the development of agriculture and increased the importance of water in the Middle East. SS7G.9c. Explain the distribution of natural resources and how that has affected the development of countries such as Saudi Arabia, Israel, Jordan, Iraq, Iran, and Kuwait. SS7G.9d. Describe how the geography of the Middle East has affected the population in terms of where people live, the type of work they do, and transportation. SS7G.10 The student will describe the diverse cultural characteristics of the people who live in Southwestern Asia.

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SS7G.10a. Describe the major Middle Eastern ethnic groups such as Arab, Jewish, Berber, Druze, Bedouin, Kurd, Turk, Persian, and Armenian; include where they live, their religions, customs, and traditions. SS7G.10b. Evaluate the effect of the literacy rate on the development of Middle Eastern countries such as Syria, Iran, Israel, and Saudi Arabia. SS7g.10c. Explain the major literary, artistic, and music forms of Israel and Saudi Arabia. SS7G.11 The student will describe the different political structures of the Middle East. SS7G.11a. Explain the basic structure of the national governments in Turkey, Jordan, Iran, Saudi Arabia, and Israel; include type of government, form of leadership, type of legislature, and role of the citizen. SS7G.11b. Explain the role of religion in governance in the Middle East. SS7G.12 The student will be able to describe and locate important physical and human characteristics in Southern and Eastern Asia. SS7G.12a. Describe and locate major physical features in Southern and Eastern Asia; include Himalayan Mountains, Mekong River, Ganges River, Indus River, Brahmaputra River, Huang He (Yellow River), Yangtze (Chang Jiang) River, Gobi Desert, Indian Ocean, Bay of Bengal, Korean Peninsula, Bering Strait, Yellow Sea, Sea of Japan, South China Sea, and Honshu. SS7G.12b. Describe and locate the following nations in Southern and Eastern Asia: India, Bangladesh, Pakistan, Vietnam, Myanmar, Sri Lanka, Thailand, Indonesia, Maylasia, Philippines, Japan, China, North and South Korea, Russia, and Georgia. SS7G.13 The student will evaluate the impact of government policies and individual behaviors on Southern and Eastern Asia’s environment. SS7G.13a. Describe environmental problems nations such as India, Indonesia, and Pakistan in Southern Asia are facing (e.g., pollution of the Ganges River, air pollution, such as the Asia Brown Cloud, and overpopulation). SS7G.13b. Explain the problems nations in Southern Asia such as India, Pakistan, and Indonesia have in developing policies concerning environmental issues such as pollution of rivers, industrial pollution, and the extraction of natural resources, including the destruction of the rain forest. SS7G.13c. Describe the environmental problems, such as overpopulation, industrial pollution, and flooding, facing countries in Eastern Asia; include China, Japan, and South Korea. SS7G.13d. Explain efforts by governments and industries in China, Japan, and South Korea to meet environmental problems such as overpopulation, industrial pollution, and flooding. SS7G.14 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Southern and Eastern Asian countries. SS7G.14a. Describe the impact of location on trade, agriculture, and industry on India, Pakistan, Indonesia, China, and Japan. SS7G.14b. Describe the impact climatic conditions have on population distribution, agriculture, and industrial development in Southern and Eastern Asia. SS7G.14c. Explain the distribution of natural resources and how that has affected the development of countries such as Bangladesh, India, China, and Japan. SS7G.14d. Describe how the geography of Southern and Eastern Asia has affected the population in terms of where people live, the type of work they do, and transportation. SS7G.15 The student will describe the diverse cultural characteristics of the people who live in Southern and Eastern Asia. SS7G.15a. Describe the predominant religious practices, customs, and traditions of the people of India, Indonesia, China, and Japan. SS7G.15b. Evaluate the effect of the literacy rate on the development of countries such as India, Indonesia, China, and Japan. SS7G.15c. Explain the major literary, artistic, and music forms of India, China, and Japan.

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SS7G.16 The student will demonstrate an understanding of modern governments of Eastern Asia and be able to describe the structure of the national governments of India, Indonesia, China, and Japan, including the type of government, form of leadership, type of legislature, and role of the citizen. History SS7H.1 The student will identify important African empires. SS7H.1a. Describe the development of African empires including Ghana, Mali, Songhai, and Ethiopia. SS7H.1b. Explain the importance of cities such as Timbuktu as a center of learning, Djenne as one of the oldest cities in Africa, and Zanzibar as a center of commerce. SS7H.1c. Describe the significance of Sundiata, Mansa Musa, and Zara Yakob. SS7H.2 The student will explain the reasons for the African independence movement. SS7H.2a. Explain the origins of the slave trade in Africa and describe the trading routes to North Africa, Europe, and the Americas. SS7H.2b. Describe the development of European empires in Africa; include the reasons for colonization and partitioning of Africa and the approach to empire by Great Britain, France, and Belgium. SS7H2c. Describe the nationalist movements in colonial Africa; include Kenya, Nigeria, Ghana, and the Belgium Congo. SSH2d. Analyze the impact of the colonial period on the development of Africa. SS7H.3 The student will describe major developments in Africa since independence. SS7H.3a. Explain the problems faced after independence by countries such as Kenya and Nigeria. SS7H.3b. Explain the experience of South Africa; include the origins of and ending of apartheid and the roles of Nelson Mandela and F. W. de Klerk. SS7H.3c. Describe problems created by health issues; include AIDS and starvation. SS7H.3d. Explain the problems created by repeated civil war in Africa; include the Democratic Republic of the Congo (Zaire) and Rwanda. SS7H.3e. Explain the problems created by governmental corruption and one-party rule as seen in Zimbabwe. SS7H.3f. Explain the origins of the pan-Africa movement and its importance to the development of the African Union. SS7H.4 The student will describe the development of the three major religions that originated in the Middle East. SS7H.4a. Explain the origins of Judaism as seen in the Hebrew peoples. SS7H.4b. Explain the origins and spread of Christianity to 312 CE. SS7H.4c. Explain the origins and spread of Islam to 1258 CE; include the religious, cultural, and military factors. SS7h.4d. Explain the origins of the division between Sunni and Shia Muslims. SS7H.5 The student will describe the importance of the Ottoman Empire to Southwestern Asia. SS7H.5a. Describe the origins of the Ottoman empire. SS7H.5b. Describe the geographic expansion of the Ottoman empire. SS7H.5c. Explain the impact of the Ottoman Empire with regard to trade and religion on the region. SS7H.6d. Discuss the importance of the break up of the Ottoman Empire after World War I. SS7H.6 The student will describe major developments in the Middle East during the 20th century.

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SS7H.6a. Explain the historical reasons for the establishment of the modern state of Israel in 1948; include anti-Semitism in Europe, Zionism, and the Holocaust. SS7H.6b. Describe the continuing conflicts between Israel and the Arab world. SS7H.6c. Explain the economic impact of oil on the region. SS7H.6d. Explain U.S. involvement and interest in North Africa/Southwest Asia; include the Persian Gulf War, invasion of Afghanistan, and Operation Iraqi Freedom. SS7H.7 The student will explain the growth and development of Southern and Eastern Asia. SS7H.7a. Trace the origins and spread of Hinduism and Buddhism. SS7H.7b. Explain the importance of the Silk Road in the movement of goods and ideas to other parts of the world. SS7H.7c. Describe contributions of China; include the development of paper, tea, and gunpowder; and describe the contributions of India; include the use of cotton clothing, Arabic numeral system, and the game of chess. SS7H.8 The student will describe the policies of China that led to isolation and the reaction to western desire to trade with China. SS7H.8a. Explain why in the 15th century China ceased to trade with other parts of the world. SS7H.8b. Describe the reaction of China to efforts by European nations to force relations with China; include limited areas of trade and the leasing of Hong Kong to Great Britain. SS7H.9 The student will describe the major developments in eastern Asia during the 20th century. SS7H.9a. Describe the condition of Japan, China, and Korea after World War II. SS7H.9b. Explain the rise of Mao Zedong to power; include the long march, the establishment of communism, the Great Leap Forward, and the Cultural Revolution. SS7H.9c. Describe the collapse of colonialism in Asia; include India and Indo-China. SS7H.9d. Describe the Korean War; include the reasons for the existence of a North and South Korea. SS7H.9e. Describe the Vietnam War; include the causes, results, and the reunification of Vietnam. SS7H.9f. Explain the rebuilding of Japan after World War II. Economic SS7E.1 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in South Africa, Egypt, Nigeria, and Morocco. SS7E.2 The student will give examples of how voluntary trade benefits buyers and sellers in Africa over time. SS7E.2a. Analyze the development of voluntary trade; include trans-Saharan trade and Middle East and Asian trade routes. SS7E.2b. Explain how trade barriers (include the Sahara and the tropical rain forest) have affected development of trade within Africa. SS7E.2c. Describe how international trade requires a system for exchanging currency between and among nations and identify examples of currencies from nations such as Egypt, South Africa, Nigeria, and Chad. SS7E.2d. Explain the function and purpose of the South African Development Community (SADC) and the Economic Community of West African States (ECOWAS). SS7E.3 The student will describe the factors that influence economic growth and examine their presence or absence in such African countries as Chad, South Africa, Nigeria, and Kenya.

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SS7E.3a. Describe the importance of investment in human capital; include the health, education, and training of people. SS7E.3b. Describe how factors such as political stability, education, and health issues inhibit or enhance investment in capital goods, including factories, machinery, and new technology. SS7E.3c. Describe how natural resources, including land, air, water, minerals, time, and other gifts of nature have affected economic development. SS7E.3d. Analyze the role of entrepreneurs who take the risks of organizing productive resources. SS7E.4 The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. SS7E.5 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Israel, Saudi Arabia, and Turkey. SS7E.6 The student will give examples of how voluntary trade benefits buyers and sellers across time. SS7E.6a. Analyze the importance of trade to Middle Eastern nations with regard to the exporting of oil and other natural resources and the importing of industrial and agricultural commodities. SS7E.6b. Define types of trade barriers that exist in the Middle East; include physical barriers, such as limited rivers and deserts, and political issues that produce trade barriers. SS7E.6c. Illustrate how international trade requires a system for exchanging currency between and among nations and identify examples of currencies from Israel, Saudi Arabia, and Jordan. SS7E.6d. Explain the significance of the Organization of Petroleum Exporting Countries (OPEC). SS7E.7 The student will describe the factors that influence economic growth and examine their presence or absence in Middle Eastern countries such as Israel, Lebanon, Turkey, Israel, Saudi Arabia, and Iran. SS7E.7a. Describe investment in human capital; include the health, education, and training of people. SS7E.7b. Describe investment in capital goods; include factories, machinery, and new technology. SSE.7c. Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature. SS7E.7d. Analyze the role of entrepreneurs who take the risks of organizing productive resources. SS7E.8 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in India, China, and Japan. SS7E.9 The student will give examples of how voluntary trade benefits buyers and sellers across time. SS7E.9a. Analyze how India has benefited from increased trade with other countries since 1991. SS7E.9b. Analyze the impact of trade on modern Japan. SS7E.9c. Explain the importance of the Pacific Rim in trade and economic development. SS7E.9d. Describe why Southern and Eastern Asia are becoming a significant factor in international trade. SS7E.9e. Define types of trade barriers that exist in Southern and Eastern Asia, especially for countries such as India and Indonesia, and how those barriers are being overcome. SS7E.9f. Illustrate how international trade requires a system for exchanging currency between and among nations and identify examples of currencies from India, China, and Japan.

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SS7E.10 The student will describe the factors that cause economic growth and examine their presence or absence in Southern and Eastern Asian countries such as Pakistan, India, China, and Indonesia. SS7E.10a. Describe investment in human capital; include the health, education, and training of people, and the impact of poverty on economic development. SS7E.10b. Describe investment in capital goods; include factories, machinery, and new technology. SS7E.10c. Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature. SS7E.10d. Analyze the role of entrepreneurs who take the risks of organizing productive resources Political Science SS7PS.1 The student will apply knowledge and comprehension to the following. SS7PS.1a. Analyze the purpose of a political environment SS7SP.1b. Identify a responsibility of government official SS7SP.1c. Recognize a means of settling conflicts SS7PS.2 The student will organize, summarize, and interpret the following information. SS7PS.2a. Analyze a political carton SS7PS.2b. Evaluate principles of American Society SS7PS.2c. Identify the purpose of political document SS7PS.2d. Understand basics principles of American democracy SS7PS.3 The student will evaluate the cause and effect of the following information. SS7PS.3a. Analyze the role of political parties SS7PS.3b.Defferentiate between different systems of government SS7PS.3c. Summarize the significance of a U.S. political document th

SHCA 7 Grade Bible Learning Objectives BI7.1 An introduction to the book of Acts using outlines and mapping skills from memory. The student will: BI7.1a Tell the author and dates of Acts. BI7.1b Understand the theme of Acts. BI7.1c Draw from memory a map of New Testament Palestine, labeling the geographic features which includes the main regions and nine cities BI7.1d Identify the major cities and regions of the Roman Empire during the New Testament BI7.2 A powerful beginning of the church after the resurrection of Christ, the coming of the Holy Spirit, and Peter healing a beggar. The student will: BI7.2a Understand the importance of the resurrection. BI7.2b Know how to refute those who would explain the resurrection away. BI7.2c Explain the post resurrection ministry of Christ. BI7.2d Describe the spread of the gospel as predicted in Acts 1:8. BI7.2e Name Judas’ replacement as an apostle. BI7.2f List the important characteristics of the early Christians. BI7.2g Seek to follow Jesus as the apostle did, helping to spread the gospel throughout the world. BI7.2h Explain the work of the Holy Spirit. BI7.2i Tell and know who receives the Holy Spirit. BI7.2j Relate the gospel message explained by the early believers. BI7.2k Describe the relationship between salvation and sovereignty of God. BI7.2l Realize that even though finite, humans cannot reconcile God’s sovereignty with human free choice, the Bible teaches both. BI7.2m Emulate in their own lives the characteristics of the early believers. BI7.2n Describe what a person must do to be right with God.

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BI7.2o Understand that only through the name of Jesus Christ can a person be forgiven. BI.7.3 From Zeal to Martyrdom: Topics taught in this section of the curriculum will be the characteristics of the early church, the punishment and persecution of the church, the choosing of the seven, and the death of Stephen. The student will: BI7.3a Describe the major Jewish groups and offices in the time of Acts. BI7.3b Defend the importance of the name of Jesus Christ. BI7.3c Describe how the apostles testified. BI7.3d Determine to obey God rather than people. BI7.3e Describe good and bad examples of giving. BI7.3f Describe how the apostles reacted to persecution. BI7.3g Examine their goals in life to see whether they are of God. BI7.3h Determine to do all things for God. BI7.3i Describe the problem of the early church and its solution. BI7.3j Recognize the importance of delegating responsibility. BI7.3k Distinguish between disciples and apostles. BI7.3l List the qualifications of the seven. BI7.3m Describe the character of Stephen and aspire to be like Stephen full of wisdom and the Holy Spirit. BI7.3n Describe the events surrounding the first recorded Christian martyr. BI7.3o Be strengthened in their faith by testimonies of believers who were martyred for the cause of Christ. BI.7.4 From Jerusalem to the ends of the earth. Themes covered: The Church persecuted, scatters, and growing, Saul converted, Aeneas healed, Dorcas restored to life, Peters vision and Cornelius conversion, the church accepts gentiles, and Peter’s escape and Herds death. The student will: BI7.4a Explain how persecution helped to spread the gospel and the importance of baptism. BI7.4b Describe the role of the Holy Spirit in Phillip’s witness and learn from Phillip’s examples how to be an effective witness. BI7.4c Develop a desire to be led by the Spirit. BI7.4d Describe Saul’s conversion and the change it made in his life. BI7.4e Give a clear testimony of how God has made a difference in their lives. BI7.4f Describe Peter’s ministry in Lydda and Joppa and explain why Peter’s association with Simon the tanner is important. BI7.4g Apply their faith in the power of the gospel will be strengthened. BI7.4h Tell the story and conversion of Cornelius and list things required by God for His acceptance. BI7.4i List things that required by God for his acceptance. BI7.4j Be more aware of God’s activity in the spiritual realm and make a commitment not to be prejudiced. BI7.4k Describe the character of Barnabas and tell were and when believers were first called Christians. BI7.4l Describe the first recorded Christian relief effort. BI7.4m Desire to emulate Barnabas by being encouragers. BI7.4n Describe how Peter escaped prison and tell the relationship of Barnabas to John Mark. BI7.4o Explain the significance of Peter’s escape for the resurrection story. BI7.4p Describe the circumstances of Harold’s death. SHCA Seventh Grade Health Learning Objectives Total Health ACSI Objectives HE7.1 The Power of Choice “The tree of life was also in the midst of the garden, and the tree of the knowledge of good and evil.” Genesis 2:9

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The student will: HE7.1a. Define temptation, consequences, influences, habits, deception, soul, and total health. HE7.1b. Recall and explain how the Bible story of Eve and the serpent in the Garden of Eden. HE7.1c. Explain how Eve’s decision to eat the forbidden fruit affected all mankind. HE7.1d. Compare the Tree of Life with the Tree of Death as it relates to teens’ relationships with others. HE7.2 Anatomy and Physiology “I praise you because I am fearfully and wonderfully made…” Psalm 139:14 The student will: HE7.2a. Define the appropriate terms in the Chapter review. HE7.2b. Name the systems of the body and give their primary functions. HE7.2c. Explain how the system of the body can be harmed by poor food choices. HE7.2d. Identify problems in each of the body systems and explain how they are treated. HE7.3 Nutrition “I have given you every herb… and every tree whose fruit yields seed… food.” Genesis 1:29 The student will: HE7.3a. Define the appropriate terms in the chapter review. HE7.3b. Explain how a pizza can be a healthy choice. HE7.3c. Describe the role of the six main nutrients an identify a food source for each. HE7.3d. Explain the role of the Food Pyramid and how teenager might incorporate it into their life. HE7.3e. Explain the difference between saturated and unsaturated fat and give one food example for each. HE7.3f. List three eating disorders and explain why these patterns of eating are dangerous to the body. HE7.4 Fitness and Exercise “…your body is the temple of the Holy Spirit who is in you….” I Corinthians 6:19 The student will: HE7.4a. Properly define the appropriate terms in the chapter review. HE7.4b. List ten benefits of exercise as stated in the text. HE7.4c. List and describe the four areas of fitness. HE7.4d. Evaluate their own personal fitness level. HE7.4e. Explain why exercise is important in weight management. HE7.4f. Explain why comparison with peers is a dangerous habit. HE7.5 Diseases : If you diligently give ear to His commandments…I will put none of the diseases on you which I have brought on the Egyptian…” Exodus 15:26 The student will: HE7.5a. Define the appropriate terms in the chapter review. HE7.5b. Explain the infectious disease process. HE7.5c. Explain difference between friendly and unfriendly bacteria. HE7.5d. Explain what a person can do to defend him/herself against disease. HE7.5e. Explain what a young person can do to help prevent heart disease. HE7.5f. Explain why cancer and heart disease are sometimes considered lifestyle disease HE7.5g. Discuss the impact of STD’s and AIDS on society. HE7.5h. Explain the role of convictions in the life of a teenager. HE7.6 Emotional and Mental Health “Who am I, O Lord?” II Samuel 7:18” The student will: HE7.6a. Define the appropriate terms in the chapter review.

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HE7.6b. Explain the physical, mental (emotional), social, and spiritual changes that take place in a teens life. HE7.6c. Explain how to begin to replace worry with feelings of faith and trust in God. HE7.6d. Explain why God warns against comparison and jealousy. HE7.6e. Choose on biblical character from the Bible and explain what principles of living can be learned from their life.

SHCA Seventh Grade Visual Arts Objectives VA7MC.1 Creative process to generate and visualize ideas The student-VA7MC.1a. Utilizes the Elements and Principles of Design as a foundation for using the imagination and developing ideas during the artistic process. VA7MC.1b. Visualizes new ideas using mental and visual imagery. VA7MC.1c. Formulates unique ideas and concepts using divergent thinking by use of diagrams, visual journals, brain-storming lists, art resources, Internet and conversation. VA7MC.2 Thinking, planning, and experimenting The student-VA7MC.2a. Discovers and independently defines problems he or she contemplates, such as personal motivations, interests, personal viewpoint, and themes. VA7MC.2b. Employs multiple problem-solving strategies and generates multiple solutions to a single artistic problem and assesses the merits of each. VA7MC.2c. Engages in open-ended inquiry and solves artistic problems through discussion and interaction with peers. VA7MC.2d. Understands how creativity can be an opportunity for problem-solving. VA7MC.3 Contexts, values, and aesthetics The student-VA7MC.3a. Identifies subjects and symbols in historical context. VA7MC.3b. Discusses common themes found in a variety of art works (styles, periods, cultures, etc.) VA7MC.3c. Compares and contrasts multiple art works during project development. VA7MC.3d. Compares and contrasts influences on bodies of works of a wide range of contemporary and past artists. VA7MC.4 Dialogue about own artwork and the artwork of others using a variety of approaches The student-VA7MC.4a. Writes, reflects upon, and revises throughout the course personal answers to aesthetic questions (e.g., What is art? What is beauty? What affects my personal aesthetic? ) VA7MC.4b. Participates in open-ended inquiry as a member of a group supporting peers though informal, on- going critiques of idea development and work in progress.

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VA7MC.4c. Formulates and supports a position regarding the aesthetic value of a specific artwork and changes or defends that position after considering the views of others. VA7MC.4d. Reflects on how personal experiences in community, culture, and the world inform the work of an artist. VA7CU.5 Creative process relating to art history The student-VA7CU.5a. Identifies and analyzes universal themes, symbols and ideas from diverse past and present cultures and interprets how factors of time and place (climate, resources, ideas, politics, and technology) influence meaning of artworks. VA7CU.5b. Uses a variety of resources (including technology) to investigate artists and artwork from many cultures and time periods as a source of inspiration and development of his or her vision. VA7CU.5c. Recognizes the unique contributions of art history by investigating selected periods of art movements in various cultures and time periods including, but not limited to, Asian and African regions. VA7CU.5d. Recognizes the impact of art throughout history and within different cultures and how history and culture have influenced art. VA7CU.5e. Traces the development of selected art professions from past to present societies with relationship to art making. VA7CU.5f. Synthesizes influences from art history within one’s own creative process. VA7CU.6 Investigate and discover his/her personal relationship to community, culture, and the world through making and studying art The student-VA7CU.6a. Identifies and examines how forms and styles of visual and media arts are found in own community. VA7CU.6b. Articulates ideas and universal themes from diverse cultures of the past and present. VA7CU.6c. Recognizes own unique artistic contributions and his or her relationship to the world at large. VA7CU.6d. Plans for and participates in a variety of activities that promotes personal engagement in the study of art history and culture. VA7PR.7 Understand and apply media, techniques, and processes The student-VA7PR.7a. Produces original two-dimensional artworks for intended purpose, using a variety of media (e.g., pencils, markers, pastels, water-based paints, printmaking materials, photographic/electronic media). VA7PR.7b. Uses technology to produce original works of art (e.g., digital photo montage on a personally or socially compelling theme). VA7PR.7c. Uses observational drawing skills to depict a variety of subject matter and create illusion of depth.

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VA7PR.7d. Uses drawing media to produce a variety of lines, values, and textures to portray subject matter, mood and achieve overall visual unity. VA7PR.7e. Creates sketches/artworks using selected aesthetic approaches (formalist, emotionalist, and/or realist). VA7PR.7f. Reviews color concepts, properties, and relationships (e.g., warm/cool); selects color schemes; explores color mixing and application techniques; and uses a variety of media to create visual effects and communicate ideas. VA7PR.7g. Explores gradation and color value to create harmony and communicate meaning. VA7PR.7h. Applies principles of linear (one- and two-point) perspective and aerial perspective in the production of a personally or socially expressive theme or formal idea. VA7PR.7i. Draws geometric solids (e.g., cubes, spheres, cones), intersecting planes and/or organic forms from observation or imagination to explore compositional principles. VA7PR.7j. Understands and practices safe and appropriate handling of art materials and tools. VA7PR.8 Create artwork reflecting a range of concepts, ideas, and subject matter The student-VA7PR.8a. Uses direct observation, personal experience, self-perception, memory, imagination, fantasy, traditional events, and/or pop culture as sources for artworks. VA7PR.8b. Produces increasingly complex original works of art reflecting personal choices and increased technical skill. VA7PR.8c. Develops and uses original visual metaphors in artwork to convey meaning. VA7PR.8d. Works directly with materials in a variety of ways (e.g. intuitive, spontaneous and free, thoughtfully from sketchbook ideas or carefully considered plans). VA7PR.8e. Selects specific media and processes to express moods, feelings, themes, or ideas. VA7PR.9 Produce an array of two-dimensional and three-dimensional artistic processes and techniques by using a variety of media, technology, and skills to culminate in a finished work of art The student-VA7PR.9a. Creates original art works (e.g., including, but not limited to: drawing, painting, mixed-media, printmaking, sculpture, digital art, fiber arts, ceramics, photography, technology based art works, and graphic design). VA7PR.9b. Intermittently revises projects as needed throughout the creation process.

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VA7PR.10 Keep a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art. The student-VA7PR.10a. Collects inspirational images, words, thoughts, and ideas. VA7PR.10b. Maintains notes and class information. VA7PR.10c. Plans artwork, practices techniques. VA7PR.10d. Uses thumbnail sketches and visual/verbal notes to plan compositions. VA7PR.10e. Evaluates effective use of the Principles of Design within one’s own work.

SHCA Seventh Grade Physical Education Objectives PE7.1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. The student-PE7.1a. Performs specialized manipulative skills in an applied setting to include striking and kicking. Examples: PE7.1b. Creates rhythm sequences that combine complex movement concepts and skills. PE7.1c. Performs a movement sequence in a physical activity or game. PE7.2 Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. The student-PE7.2a. Explores basic physics concepts such as action-reaction, trajectory, levers, and linear velocity that are important in sports activities. Examples: PE7.2b. Identifies and predicts the open person concept in team sports activities. PE7.2c. Describes and demonstrates the difference between person to person and zone defenses in invasion games. PE7.3 Achieves and maintains a health-enhancing level of physical fitness. The student-PE7.3a. Uses results from a criterion-referenced fitness assessment to monitor improvement. PE7.3b. With teacher assistance, student develops a plan for improving cardiorespiratory endurance. PE7.3c. Assesses physiological indicators of exercise during and after physical activity designed to improve or maintain cardiorespiratory endurance. PE7.4 Exhibits responsible personal and social behavior that respects self and others in physical activity settings. The student-PE7.4a. Demonstrates cooperation with peers of different gender, race, ethnicity, and/or ability in a physical activity setting. PE7.4b. Remains on task without close supervision.

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PE 7.5 Values physical activity for health, enjoyment, challenge, self expression, and/or social-interaction. The student-PE7.5a. Participates in health enhancing activities for personal challenge. PE7.5b. Willingly tries new activities. SHCA GRADE 6 - 8 MUSIC OBJECTIVES – BEGINNING CHORUS A. Skills and Techniques/Performance MMSBC.1 - Singing, alone and with others, a varied repertoire of music a. Demonstrate appropriate singing posture and breathing techniques. b. Identify basic vocal anatomy. c. Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants. d. Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend. e. Identify aspects of voice change as reflected in physiological changes, vocal range, tone, and vocal agility. f. Demonstrate aspects of expressive performance through dynamics, tempo and phrasing. g. Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression and vocal technique. MMSBC.2 - Performing on instruments, alone and with others, a varied repertoire of music a. Play percussion and melodic instruments to demonstrate basic knowledge of rhythm, melody, tempo, and dynamics. b. Utilize percussion and melodic instruments to support vocal performance with attention to balance, blend, and style. MMSBC.3 - Reading and notating music a. Utilize a rhythmic and melodic language to read and sing music appropriate to ability. b. Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements. c. Notate simple rhythms and melodies utilizing a dictation method. B. Creation MMSBC.4 - Improvising melodies, variations, and accompaniments a. Improvise simple rhythmic and melodic patterns. b. Improvise variations of short melodic fragments taken from a varied repertoire of music including folk songs and chants. c. Create basic rhythmic and melodic accompaniments to support other elements of musical performance MMSBC.5 - Composing and arranging music within specified guidelines

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a. Arrange and perform existing songs by making creative decisions regarding tempo and dynamics and justify those decisions. b. Set short poetic phrases and texts to music. c. Compose short rhythms and original melodies and rhythms. C. Critical Analysis/Investigate MMSBC.6 - Listening to, analyzing, and describing music a. Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form. b. Listen to and analyze a musical recording or video in terms of form, voicing, and dynamic contrast. c. Utilize writing skills to describe the elements of music and the emotions and thoughts that music communicates. MMSBC.7 - Evaluating music and music performances a. Listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics through discussion and writing. b. Reflect on the nature of performance in music through discussion and writing. c. Discuss and apply audience etiquette and active listening in selected musical settings. D. Cultural and Historical Context MMSBC.8 - Understanding relationships between music, the other arts, and disciplines outside the arts a. Identify common characteristics between music, dance arts, theatre arts, and visual arts. b. Demonstrate literacy skills through reading and discussing musical settings of varied literature. MMSBC.9 - Understanding music in relation to history and culture a. Identify historical and cultural characteristics of a varied repertoire including world music. b. Demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance. c. Identify historical period, composer, culture and style of music presented in class. d. Discuss how music relates to personal development and enjoyment of life. e. Discuss the relationships between music, world events, history and culture. GRADE 6 - 8 MUSIC OBJECTIVES – INTERMEDIATE CHORUS A. Skills and Techniques/Performance MMSIC.1 - Singing, alone and with others, a varied repertoire of music a. Demonstrate and discuss appropriate singing posture and breathing techniques. b. Identify changes to vocal anatomy which occur through middle school years.

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c. Identify and discuss aspects of voice change as reflected in vocal range, tone, and vocal agility. d. Identify and begin to develop pure vowel sounds and clear consonants. e. Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend. f. Demonstrate and discuss aspects of expressive performance through dynamics, tempo, and phrasing. g. Demonstrate and respond to conducting patterns and gestures representing tempo, expression, and vocal technique. MMSIC.2 - Performing on instruments, alone and with others, a varied repertoire of music a. Play percussion and melodic instruments to demonstrate knowledge of rhythm, melody, tempo, and dynamics. b. Utilize percussion and melodic instruments to support vocal performance with attention to balance, blend, and style. MMSIC.3 - Reading and notating music a. Utilize a rhythmic and melodic language to read and sing music appropriate to ability. b. Identify and describe basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements. c. Notate simple rhythms and melodies utilizing a dictation method B. Creation MMSIC.4 - Improvising melodies, variations, and accompaniments a. Improvise simple rhythmic and melodic patterns. b. Improvise variations of melodic phrases found in a varied repertoire of music. c. Create rhythmic and melodic accompaniments to support other elements of musical performance MMSIC.5 - Composing and arranging music within specified guidelines a. Arrange and perform existing songs by making creative decisions regarding tempo, dynamics, word stress and style, and justify those creative decisions. b. Set short poetic phrases and texts to music. c. Compose short rhythms and original melodies based on pentatonic, major, and minor scales. C. Critical Analysis/Investigate MMSIC.6 - Listening to, analyzing, and describing music a. Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, musical form, and phrasing. b. Listen to and analyze a musical recording or video in terms of form, voicing, and dynamic contrasts.

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c. Utilize writing skills to describe the elements of music and the emotions and thoughts that music communicates. MMSIC.7 - Evaluating music and music performances a. Listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, dynamics, and phrasing through discussion and writing. b. Reflect on the nature of performance in music and in related arts through discussion and writing. c. Discuss and apply audience etiquette and active listening in selected musical settings. D. Cultural and Historical Context MMSIC.8 - Understanding relationships between music, the other arts, and disciplines outside the arts a. Identify and describe relationships between music, dance arts, theatre arts, and visual arts. b. Demonstrate literacy skills through reading and discussing musical settings of varied literature. MMSIC.9 - Understanding music in relation to history and culture a. Identify and describe historical and cultural characteristics of a varied repertoire including world music. b. Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance. c. Identify and describe historical period, composer, culture, and style of music presented in class. d. Discuss how music relates to personal development and enjoyment of life. e. Discuss the relationship between music, world events, history, and culture.

SHCA 6-8th grade Computer Lab Objectives ACCESSING INFORMATION/REFERENCE/COMPUTER SKILLS AC5.1a. Utilize the media center and available technology as sources of information and pleasure to integrate and assess core subject areas AC5.1b. Utilize computer lab by: identifying network resources and use to save, load, and print documents; use keyboarding skills to navigate computer programs related to class assignments AC5.1c. Demonstrate knowledge and use of Microsoft Office products and Internet based products.

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