GTPS Curriculum Social Studies Grade 7 Medieval World Grade 7.pdf · GTPS Curriculum – Social Studies – Grade 7 Medieval World 4 Unit 1 (ch. 1-6) 7 Weeks Topic: Eu rope du ing

GTPS Curriculum – Social Studies – Grade 7 Medieval World

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Grade 7 New Jersey Student Learning Standards Integrated for English Language Arts & Literacy in History/Social Studies Reading Informational

Key Ideas and Details RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity RI.7.10. By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Language Vocabulary Acquisition and Use L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening Comprehension and Collaboration SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the

discussion back on topic as needed. D. Acknowledge new information expressed by others and, when warranted, modify their own views.


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SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing Text Types and Purposes W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic

or text. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. D. Establish and maintain a formal style/academic style, approach, and form. E. Provide a concluding statement or section that follows from and supports the argument presented.

W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia).

B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. E. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of Writing W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.


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Research to Build and Present Knowledge W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

A. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

B. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Range of Writing W.7.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


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Unit 1 (ch. 1-6)

7 Weeks

Topic: Europe during the Medieval Times

Expanding Exchanges and Encounters The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.

The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict.

While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.

Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. 6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.

B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development. 6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.


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C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class. 6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.

D. History, Culture, and Perspectives 6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences. 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders. 6.2.8.D.4.e Assess the demographic, economic, and religious impact of the plague on Europe. 6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism. 6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

Essential Questions Learning Activities/ Materials/ Assessment

Ch1 The Legacy of the Roman Empire (as needed to review the end of grade 6) - To what extent have the contributions of ancient Rome influenced modern society?

Ch 2 The Development of Feudalism in Western Europe - How well did feudalism establish order in Europe in the Middle Ages?

Ch 3 The Roman Catholic Church in

1 In a Social Studies Skill Builder, students learn about the fall of the Roman Empire and the rise of the Byzantine Empire. They examine contributions of ancient Rome and assess their influences on modern society.

2 In an Experiential Exercise, students assume the roles of serfs, knights, lords, and a monarch to understand the various inter-connections, responsibilities, and vassal-lord relationships that defined European feudal society

3 In an Experiential Exercise, students "visit" six medieval sites, such as Chartres Cathedral in France and the University of Bologna in Italy, to analyze the influence of the Catholic


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Medieval Europe - How influential was the Roman Catholic Church in medieval Europe?

Ch 4 Life in Medieval Towns - What was life like in medieval European towns?

Ch 5 The Decline of Feudalism - How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?

Ch 6 The Byzantine Empire How did the Byzantine Empire develop and form its own distinctive church?

Church in medieval Europe.

4 In a Problem Solving Group work activity, students create six dramatizations to learn about aspects of life in medieval European towns.

5 In a Visual Discovery activity, students analyze key events in Europe between the 12th and 15th centuries to understand contributing factors to the decline of feudalism and the rise of democratic thought.

6 In a Visual Discovery activity, students act out images that represent Constantinople, Justinian's rule, the development of the Eastern Orthodox Church, and the schism between Roman Catholic and Eastern Orthodox Christians in 1054.

Core Materials: History Alive!- Medieval World


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Supplemental Materials: Social Studies Leveled Reading

NewsELA

ICivics.org

Formative:

Teacher Observations

Student class writing pieces

Discussion questions

Student presentations

Summative:

Weekly Quizzes

Chapter Tests

District Benchmark: Unit 1 RST

Alternative Assessments: Research projects, Portfolio Assessment


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Unit 2 (Ch. 7-10)

4 Weeks

Topic: Islam in Medieval Times

The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development. 6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations. C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class. 6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa.


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6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts. D. History, Culture, and Perspectives 6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences. 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders. 6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

Essential Questions Learning activities/ Materials/ Assessment

Ch 7 - The Origins and Spread of Islam - How did Islam originate and spread?

Ch 8 - Learning about World Religions: Islam How do the beliefs and practices of Islam shape Muslims' lives?

Ch 9 - Muslim Innovations and Adaptations What important innovations and adaptations did medieval Muslims make?

Ch 10 From the Crusades to New Muslim Empires How did the Crusades affect the lives of Christians, Muslims, and Jews?

7 In a Writing for Understanding activity, students explore the origins and spread of Islam by taking on the role of Arab nomads, listening to a recording about the origins of Islam, and creating an illuminated manuscript retelling the story of the origins of Islam.

8 In a Problem Solving Groupwork activity, students read, create illustrations, and make presentations to demonstrate an understanding of eight main beliefs and practices of Islam.

9 Pairs of students visit nine stations in a Social Studies Skill Builder to read and learn about Muslim innovations and adaptations in fields such as science, geography, mathematics, philosophy, medicine, art, and literature.

10 In an Experiential Exercise, students experience the challenges facing various groups as they compete to acquire and control the same territory, and compare their experience to the competition over Jerusalem during the Middle Ages.


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Formative:





Summative:

Weekly Quizzes

Chapter Tests




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Unit 3 Ch 11-14

4 Weeks

Topic: The Culture and Kingdoms of West Africa

The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development. 6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations. C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.


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6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa. 6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts. D. History, Culture, and Perspectives 6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences. 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies

Essential Questions Learning Activities/ Materials/ Assessment Ch 11 Early Societies in West Africa What was the most significant factor in the development of early societies in West Africa?

Ch 12 Ghana: A West African Trading Empire To what extent did trans-Saharan trade lead to Ghana's wealth and success?

Ch 13 The Influence of Islam on West Africa In what ways did Islam influence West African society?

Ch 14 The Cultural Legacy of West Africa In what ways do the cultural achievements of West Africa influence our culture today?

11 In a Response Group activity, students respond to three possible situations faced by early West African societies, and then read to learn what really happened in each situation.

12 In an Experiential Exercise, students role-play trans-Saharan trade in gold and salt, using the silent-barter system to explore how it helped to make Ghana a powerful empire.

13 In a Social Studies Skill Builder, students work in pairs to learn about various Islamic influences during the Middle Ages and use this knowledge to identify Islamic influences on West Africa today.

14 In a Problem Solving Group activity, students listen to a griot tell the story of Sundjata and create a griot performance of scenes from the story.


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Formative:





Summative:

Weekly Quizzes

Chapter Tests




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Unit 4 Ch 15-18

5 Weeks

Topic: Imperial China The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.f Explain how the geographies of China and Japan influenced their development and their relationship with one another. C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class. D. History, Culture, and Perspectives 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism. 6.2.8.D.4.g Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.


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Essential Questions Learning Activities/ Materials/ Assessment

15 The Political Development of Imperial China - Which method of selecting officials led to the best leaders for China?

16 China Develops a New Economy - How did the Chinese improve their economy during the Tang and Song dynasties?

17 Chinese Discoveries and Inventions - How have medieval Chinese discoveries and inventions influenced the modern world?

18 China’s Contacts with the Outside World -How did the foreign-contact policies of three medieval Chinese dynasties affect China?

15 In an Experiential Exercise, students role-play figures from medieval China as they debate the advantages and disadvantages of three methods used by rulers to select government officials.

16 In a Visual Discovery activity, students analyze images of advancements in agriculture and trade and commerce in medieval China, and evaluate their influence on China's economy.

17 Students work in pairs in a Social Studies Skill Builder to investigate Chinese discoveries and inventions to determine their influence on the modern world.

18 In a Response Group activity, students consider the benefits and drawbacks of foreign contact during three Chinese dynasties and evaluate the effects on China of their foreign-contact policies.


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Formative:





Summative:

Weekly Quizzes

Chapter Tests




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Unit 5 Ch 19-21

4 Weeks

Topic: Japan in the Medieval Times The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoti ng social, economic, and political order. B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.f Explain how the geographies of China and Japan influenced their development and their relationship with one another. C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class. D. History, Culture, and Perspectives 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism.


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6.2.8.D.4.g Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty.

6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

Essential Questions

19 The Influence of Neighboring Cultures on Japan - In what ways did neighboring cultures influence Japan?

20 Heian-kyo: The Heart of Japan’s Golden Age - What was life like for aristocrats during the Heian period?

21 The Rise of the Warrior Class in Japan - What was the role of the samurai in the military society of medieval Japan?

Learning Activities and Assessments

19 In a Social Studies Skill Builder, students create playing cards to study the influences of India, China, and Korea on the development of Japanese culture, and play a game to learn about cultural diffusion in medieval Japan.

20 In a Writing for Understanding activity, students learn about aristocratic life and the cultural accomplishments of Japan during the Heian period by "visiting" the home of a Japanese aristocrat. They learn how a Japanese aristocrat might act in certain situations, and then write a diary entry describing a day in the life of a Heian noble.

21 In an Experiential Exercise, students learn about the rise of a warrior class and the pivotal role these samurai played from the end of the 12th century to the 19th century.


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Formative:





Summative:

Weekly Quizzes

Chapter Tests




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Unit 6 Ch 22-26

4Weeks

Topic: Civilizations of the Americas The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



Standards

A. Civics, Government, and Human Rights 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. B. Geography, People, and the Environment 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies. C. Economics, Innovation, and Technology 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas. D. History, Culture, and Perspectives 6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural consequences. 6.2.8.D.4.b Analyze how religion both unified and divided people.


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6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.

Essential Questions Learning activities/ Materials/ Assessment

22The Mayas-What led to the rise, flourishing, and fall of

the Mayan civilization?

23 The Aztecs-In a Visual Discovery activity, students

learn about the origins of the Aztecs and the growth of their

empire by analyzing images representing key stages in the

development of the Aztec Empire and by using information

they have learned through historical reenactments.

24 Daily Life in Tenochtitlán-What was daily life like for

Aztecs in Tenochtitlán?

25 The Incas-How did the Incas manage their large and diverse

empire?

26 Achievements of the Mayas, Aztecs, and Incas- What

were the significant achievements of the Mayas, Aztecs, and

Incas?

22 In a Response Group activity, students use a Sacred Round to

solve problems related to four aspects of Mayan culture.

23 In a Visual Discovery activity, students learn about the origins

of the Aztecs and the growth of their empire by analyzing images

representing key stages in t he development of the Aztec Empire

and by using information they have learned through historical

reenactments.

24 In a Writing for Understanding activity, students"visit" the Great

Market of Tenochtitlán and barter for information about additional

aspects of daily life before creating illustrated journal entries from

the perspective of a fictional Aztec character.

25 In an Experiential Exercise, students work in groups to role-play

Incan chasquis (messengers) to communicate information about

aspects of Incan culture to their classmates.

26 In a Social Studies Skill Builder, students learn about important

achievements of the Mayas, Aztecs, and Incas by identifying and

categorizing a series of artifacts representing achievements of the

three civilizations that they "discover" in a fictitious museum.


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Formative:





Summative:

Weekly Quizzes

Chapter Tests




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Amistad Resources

Indicated below are the most applicable grades for the curriculum units offered:

GRADE 4 LESSON 6: A BOAT TOUR OF THE SOUTHEAST

(6.1.4.D.9) EXPLAIN THE IMPACT OF TRANS-ATLANTIC SLAVERY

GRADES 5, 7, & 8 UNIT 2: INDIGENOUS CIVILIZATIONS OF THE AMERICAS (1000 -1600)

GRADES 6 & 7 UNIT 3: ANCIENT AFRICA (3000 B.C. - 1492)

GRADES 5, 7, & 8 UNIT 4: THE EMERGING ATLANTIC WORLD (NATIVE AMERICANS, AFRICANS, EUROPEANS) (1200 -1700)

GRADES 5 & 8 UNIT 5: ESTABLISHMENT OF A NEW NATION & INDEPENDENCE TO REPUBLIC (1600 -1800)

GRADES 5 & 8 UNIT 6: THE CONSTITUTION AND THE CONTINENTAL CONGRESS (1775 -1800)

GRADES 5 & 8 UNIT 7: THE EVOLUTION OF A NEW NATION STATE (1801 -1860)

GRADE 8 UNIT 8: THE CIVIL WAR AND RECONSTRUCTION (1861 -1877)

"On August 27, 2002, the Governor of New Jersey signed into law the "Amistad Bill" (A1301), sponsored by Assemblymen William D. Payne and Craig A. Stanley. The bill created an "Amistad Commission" in honor of the enslaved Africans who gained their freedom after overthrowing the crew of the slave ship Amistad in 1839. The Commission’s mandate was to promote a wider implementation of educational awareness programs regarding the African slave trade, slavery in America, and the many contributions Africans have made to American society."

~ http://www.njamistadcurriculum.net/about

http://www.njamistadcurriculum.net/about


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GTPS Curriculum Guide: Holocaust and Genocide Education in NJ

Grade Specific Holocaust and Genocide Studies 8th US History 1775 to Industrialism: Native American Genocide, slavery, oppression of immigrants, Black Americans Diary of Anne Frank I have Lived a Thousand Years Grade 8 annual trips to Holocaust Center at Stockton Gail Rosenthal, Holocaust and Genocide Center Coordinator, Presentation to all 8th graders 7 th Medieval Ages: Crusades 6 Ancient Civilizations: Origins of religious factions and conquerors Holocaust survivor speakers 5 US History to 1780: Explorers, Colonialism, Slavery Number the Stars 4 US Regions: Native American Genocide PreK-8 Second Step, PBIS, Anti-Bullying, Cops5


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Social Studies Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions

● Scribe ● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials


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Integration of 21st Century skills through NJSLS 9

CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason CRP5. Consider the environmental, social and economic impacts of decisions. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity.

Integration of Technology through NJSLS 9

8.1.2.E.1 (Internet to explore questions with support)

8.1.5.A.1,2,4 (solve problems, word processing, databases, spreadsheets) 8.1.5.E.1 (digital tools to research) 8.1.8.D.1,2,3,4 (cyber safety, citations, assess credibility of online content) 8.1.8.E.1 (research) 8.1.8.F.1 (digital told to analyze data to make informed decisions)

Documents

GTPS Curriculum Social Studies Grade 7 Medieval World Grade 7.pdf · GTPS Curriculum – Social Studies – Grade 7 Medieval World 4 Unit 1 (ch. 1-6) 7 Weeks Topic: Eu rope du ing