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Big 6+ SS Projects: 7th Grade RSP

Lesson Overview

Students will determine whether the citizens of a chosen country should stay in their country or leave and seek a home elsewhere.  Students will also be able to explain why they made their decision and other conditions associated with the decision.


This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.

This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact contact Lindsay Behne -  Secondary Social Studies Teaching & Learning Consultant at (531) 299-6704 or

At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to the person designated by Ms. Behne.  This can be electronically or as a hard copy.

Task Definition (1)

Teacher will work with students to make sure vocabulary used for data terms during project are covered in class prior to this assignment and understood by students.  Use the US data on the Country Information Chart as examples when introducing the RSP. 

Teacher will assist students in picking a lesser developed country studied this year—Use p. 65 in textbook for country selection [red or yellow shaded countries only] (optional KWL chart provided).

Teacher will introduce the requirements for the project.  (See Synthesis & Sharing)

Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)

Info Seeking/Location & Access (2/3)

With direct instruction from the school librarian (with support from the classroom teacher) on search strategies within the recommended resources, students will locate required information from the two identified sources.

CIA World Factbook

Natural Resources     Natural Hazards     Environment—Current Issues     Languages   Life Expectancy at Birth     Drinking Water Source—Improved     Sanitation Facility Access—Improved     Obesity     School Life Expectancy     Suffrage    GDP-per capita     Unemployment Rate     Population Below Poverty Line     Internet Users—Percent of Population

Encyclopedia Britannica (Compare Countries feature)

Official Name     Form of government     Executive Branch     Capital(s)     Language     Religion     Monetary Units     Population     Area     Urban-rural population     Life expectancy at birth     Literacy, % of population age 15 and over     GNI per capita

Encyclopedia Britannica (individual country entries for middle level)

Land and Climate     Plants and Animals     People and Culture     Economy     Government     History

Formative Assessment:  Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.

Use of Information (4)

Teacher will guide students through transferring information into a notes organizer and answering the two follow up questions at the end. (Country Information Chart provided)

With direct instruction and support from the school librarian, students will create citations for their sources.  Recommendation to use district subscription to Noodle Tools. 

Formative Assessment:  Visual checks for completion.  And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.

Synthesis and Sharing (5)

Teacher will review the requirements for the final project and assist students as necessary.

  • Students will use the data gathered (Country Information Chart) to determine if a person should stay in or leave the country.  Students will complete the Decision Information Sheet based for their decision (Consider this an extended outline. Does not need to be complete sentences, should be in students own words).
  • Students will create an end product using the information from the Decision Information Sheet. 
  • End product must include the required information and may be in the form of a formal essay (paper), PowerPoint, Sway, Office Mix, Poster, Speech, Brochure, etc.   

Products can follow a standard format with an introduction (Question 1), body (Question 2), and conclusion (Question 3) using information from Decision Information Sheet.  A sample PowerPoint template is provided in another document (students would choose which introductory data slides to include from those provided).

Formative Assessment: Rough draft feedback.

Summative Assessment: Use provided rubric to grade final product.

Self-Evaluation (6)

Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included below.

The self-evaluation can be as brief (one question) or as long as the teacher deems necessary.  This can be a graded or non-graded activity.         

Noodle Tools

Noodletools provides a format for creating research papers.  It provides an area for notetaking, citation creation, and paper formation.

Guides for using Noodle Tools

This 20 minute video gives an overview on how to use NoodleTools.

This video shows how to create a new project.

This video shows how to check the format of your citation.

This video shows how to add a preformatted citation from a database or website.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).