What are DBQs/TDQs? - Shelby County Schools Grade 7 Q3.docx · Web viewEffective Social Studies ... standards for the “specialized disciplines” of history, social studies, science,

Curriculum Framework Quarter 3 Social Studies Grade 7

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready

90% of students will graduate on time

100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.

Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and contentthe major work of the grade (scope)and provides a suggested sequencing and pacing and time frames, aligned resourcesincluding complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely cover the curriculum, but rather to uncover it by developing students deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigorhigh-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating.

Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.

(2) Reading, writing, and speaking grounded in evidence from texts.

(3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. DocumentBased Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. Best Practice requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. There is a Study Guide for the SCS Citizenship Test at the end of this map.

The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the specialized disciplines of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.

Source: TN Core

http://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental textsto ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Key

ATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

What are DBQs/TDQs?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that require students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.

Vocabulary Instruction

Effective vocabulary development occurs both incidentally and through explicit instruction. Mastery requires daily immersion in word-rich environments, while teaching and modeling wordlearning strategiesfrom the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas,terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used across content areas. (Ex: expose, establish and verify.)Tier Two words are general academic words and appear in all sorts of texts: informational, technical, and literary texts. Explicit instruction of the Tier 2 academic words, typically occurs within the context of the text is required in order for students to know and use these words.Tier Two words often represent precise ways to say relatively simple things (Ex: saunter vs. walk).(For more information consult the BUSD Grade LevelAcademic Vocabulary, http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are an integral part of content instruction. (Ex: lynching, abolitionist, slavery)Tier Three words are what the standards refer to as domain-specific words are specific to a particular field of study (Ex: legislature, Angora, slavery) and key to understanding a new concept within a text. These words are often explicitly defined by the text, repeatedly used, and heavilyfront-loaded by the teacher.

TeachingVocabulary for Mastery

Vocabularymastery means thatstudentsknow and use the words accurately without hesitation. This requires explicit instruction:practice, review, and deep processing. Instruction must be cumulative; teachers must integrate the terms into complex tasks and require them to be used when discussing/using text. For an example of integrating explicit teaching of vocabulary strategies, watch thisvideoof an 11thgrade US History teacher using the close reading strategy for explicit use of academic vocabulary.

Hereis anotherresourcetoprovide support for vocabulary instruction, http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

1.Create an interactive vocabulary wall and use the words in discussions with students.

2. Oral Discourse- develop a balance in student talk and teacher talk to promote meaningful language learning opportunities.

3. Vocabulary Journals- Students can revisit and add to theirentriesas their understandings develop

4. Concept Sort- identify the key vocabulary terms of anoverarchingconcept or topic

5.Provide a student-friendly definition of the word and students suggestsynonyms or antonyms for the word.

7.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).

8.Use the new words in context of the lesson.

WIDA

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to I can statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

WIDA

https://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Example: 6-8 Writing

Ancient/Medieval civilizations

Entering:

Identify features of historical periods from illustrations and word/phrase banks and share with a partner

Beginning:

Describe features of historical periods using notes from graphic organizers and share with a partner

Developing:

Compare historical periods using sentences from graphic organizers and share with a partner

Expanding:

Produce contrastive summaries of historical periods using information from graphic organizers and share with a partner

Bridging:

Create historical essays descriptive of past civilizations

Example: 6-8 Listening

Maps

Entering:

Identify locations of land and water masses on maps based on oral statements, and check with a partner

Beginning:

Sort locations on maps by land or water masses based on oral statements, and check with a partner

Developing:

Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner

Expanding:

Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner

Bridging:

Evaluate locations on maps for different purposes from oral descriptions (e.g., Show me the best ancient city.)

7th Grade - Topics, Big Ideas

Suggested Time

1st Quarter

Suggested Time

2nd Quarter

Weeks 1-3

The Fall of the Roman Empire

Big Idea: The Fall of the Roman Empire was caused by confusion.

Weeks 1-4

Medieval China

Big Idea: Geography influences daily life.

Weeks 4-5

The Islamic World

Big Idea: New ideas change the way people live.

Islam spreads.

Weeks 5-7

Medieval Japan

Big Idea: Cultures are unique.

Weeks 8-9

Medieval Africa

Big Idea: Trade is important to countries.

Weeks 8-9

The Middle Ages of Western Europe

Big Idea: Buddhism in new lands.

Suggested Time

3rd Quarter

Suggested Time

4th Quarter

Weeks 1-3

Middle Ages

Big Idea: Invasions can change the course of history.

Weeks 1-5

The Enlightenment and Scientific Revolution (Continued)

Big Idea: New discoveries abound.

Weeks 4-7

The Renaissance and Reformation

Big Idea: Charlemagnes life changed the world.

Martin Luthers beliefs led to protestant movement.

Weeks 6-9

The Age of Exploration

Big Idea: Trade leads to adoption of different traditions.

Weeks 6-9

The Enlightenment and Scientific Revolution

Big Idea: Economic decisions have deep impact.

Week 9

Close Out

*Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

Middle Ages

Weeks: 1-3

Textbook/Anchor:

McGraw-Hill Discovering Our Past: A History of the World

TN State recommended Primary Documents and Readings:

The Life of Charlemagne: The Emperor Himself (1380L) https://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/charlemagne.htm

Summa Theological, Thomas Aquinas (1330L) http://www.newadvent.org/summa/

Frank-land: An Islamic view of the West (1380L) https://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/frankland.htm

TN State Social Studies Standards

Big Ideas, Guiding Questions & Vocabulary

Suggested DBQs/TDQs, Activities & Resources

7.33 Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns). (C, E, G, H, P)

7.34 Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV. (H, P)

7.35 Examine the Norman Invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France. (H, G, P)

7.36 Conduct a short research project explaining the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions including trial by jury, the common law, Magna Carta, parliament, habeas corpus, and an independent judiciary in England. (H, P)

7.37 Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. (C, G, H)

7.38 Analyze the causes, course, and consequences of the European Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. (C, G, H)

7.40 Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population. (C, E, G,

7.39 Explain the importance of the Catholic church as a political, intellectual, and aesthetic institution, including founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, Thomas Aquinass synthesis of classical philosophy with Christian theology and the concept of natural law. (C, H, P)

7.41 Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class. (C, E, H)

7.42 Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms. (C, G, H)

Invasions can change the course of history.

7.33 How did feudalism impact daily life in Europe?

7.33 What were the roles of people and their functions in the feudal system?

7.34 What causes conflict?

7.35 How was English culture shaped by William the Conqueror?

7.36 How did the Magna Carta change history?

7.37 How does geography impact the spread of ideas?

7.38/7.40 How does culture change?

7.39 Why was the Catholic church so important? How was its power used?

7.41 How did modern cities develop?

7.42 What was the significance of Isabella of Castile and Ferdinand of Argon?

Content Vocabulary Tier 3:

Feudalism, manorialism, papacy, monarchy, Battle of Hastings, Magna Carta, parliament, habeas corpus, monastery, Crusades, natural law, merchant class, Reconquista, Inquisition, agrarian, Dark Ages, Code of Chivalry, pagans, peasants, Bubonic Plague, Holy Roman Empire, Concordat of Worms, vassal, serf, fief, knight, guild, nobles, Venice, Flanders, barter system, common law, anti-Semitism, vernacular, Romanesque, Scholasticism, Hundred Years War, fjord, concordat, missionary

Academic Vocabulary Tier 2: sector, derived, interpretative, consistent, concept, context, establish, code, flee, secure

(Vocabulary Strategies on page 5)

Connection to the Language Standards

Greek & Latin Roots and Affixes

ism the act, state or theory of

Examples from the unit: manorialism, Anti-Semitism, Scholasticism, feudalism, humanism, Mercantilism, abolitionism,

Other examples: monotheism, formalism

Language Standards

L. 6.6 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.

L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Connection to Language Standards

Greek & Latin Roots and Affixes

www.cognatarium.com

DBQs/TDQs, Activities & Reference Resources:

Textbook Reference

Chapter 10, pp. 241-282

7.33 Students can participate in a feudal system simulation. Afterwards, write an informational piece about how the feudal system functioned in medieval Europe. pp. 252-257

Literacy RH.6-8.7; SL.6-8.4,5

7.33 Write a description of the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns.)

Literacy WHST.6-8.2.B

7.34 In order to demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV have students research their positions and prepare discussion points. Using the text as a reference hold a classroom debate divide students to defend the positions of Popes and the Kings. pp. 250-251

https://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/charlemagne.htm

Literacy RH.6-8.1; SL.6-8.1.A; SL.6-8.1.B,C

7.35 Examine the Norman Invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France. Have students create bubble maps on each battle and on the reign of William the Conqueror. Using the bubble map, write an opinion piece the greatest impact William the Conqueror had on the development of England.

Text pp. 260 -263

Literacy RH.6-8.1,2; WHST.6-8.2

7.36 Partners should conduct a short research project explaining the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions including trial by jury, the common law, Magna Carta, parliament, habeas corpus, and an independent judiciary in England. Have students analyze what the passage means and/or the importance of this document and how it influenced the US Constitution.

pg. 262


7.37 Write a description of the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.

pp. 266-7

Literacy WHST.6-8.2

7.38/7.40 Create a flow chart for the Crusades and a separate chart for the Bubonic Plague. Critique the impact of the Crusades and Bubonic Plague on life in Europe during the latter half of the Middle Ages. Write an opinion piece explaining which major event had the most impact on life in Europe in the Middle Ages. Answer: Which event will lead Europe to the Renaissance? Text pp. 266-267, 274-276

Literacy WHST.6-8.2

7.38 Write and analysis of the causes, course, and consequences of the European Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. Read the primary source statement by Ahmed Ibn-Fadlan and cite it in your written response.

Text - pg.135

Literacy WHST.6-8.2

7.39 Students should use the text reference to explain the importance of the Catholic church as a political, intellectual, and aesthetic institution, including founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, Thomas Aquinass synthesis of classical philosophy with Christian theology and the concept of natural law.

Text pp. 268 273

http://www.newadvent.org/summa/

Literacy RH.6-8.2; WHST.6-8.2

7.41 Students should use research and write on informational piece explaining the transition from feudalism to a modern economy based on commerce.

Literacy RH.6-8,1; WHST.6-8.2

7.42 Review the occupations of people during the Middle Ages. Have students outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms. They can write a short narration of what life had been like during this time period.

Text pp. 252-259

https://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/frankland.htm

Literacy WHST.6-8.2

7.42 Write an analysis of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms.

pp.279 or use

http://www.ducksters.com/history/middle_ages/reconquista.php

http://www.history.com/this-day-in-history/reconquest-of-spain

Literacy RH.6-8.2

The Renaissance and Reformation

Weeks: 4-7

Textbook/Anchor Text:


TN State recommended Primary Documents and Supporting Readings:

Ninety-Five Theses, Martin Luther (Lexile 1010L) http://www.history.com/topics/martin-luther-and-the-95-theses

The Travels of Marco Polo (Lexile 960L) http://www.silk-road.com/artl/marcopolo.shtml

In Praise of Folly, Erasmus (Lexile 1070L) http://www.gutenberg.org/files/30201/30201-h/30201-h.htm

The Prince, Machiavelli (Lexile 1550L) http://www.constitution.org/mac/prince.pdf




7.43 Trace the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. (C, H)

7.44 Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas.

(C, E, G, H)

7.45 Summarize the effects and

implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polos travels and the location of his routes. (C, E, G, H)

7.46 Describe how humanism led to a

revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith. (C, H)

7.47 Analyze the growth and effects of new ways of disseminating information, ability to manufacture paper, translation of the Bible into vernacular, and printing. (C, H)

7.48 Outline the advances made in

literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare. (C, G, H)

7.49 Gather relevant information from

multiple sources about Henry V, Hundreds Year War, and Joan of Arc. (H, G, P)

7.50 Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armanda, and the rise of English power in Europe. (H, G, P)

7.51 Explain the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods. (C, G, H)

7.53 Explain the heightened influence of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge and the Churchs reaction to these developments. (C, H, P)

7.54 List and explain the significance of the causes for the internal turmoil within and eventual weakening of the Catholic Church including tax policies, selling of indulgences, and Englands break with the Catholic Church. (C, H, P)

7.55 Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith), John Calvin (predestination), Desiderius Erasmus (free will), and William Tyndale (translating the Bible into English), and their attempts to reconcile what they viewed as Gods word with Church action. (C, H, P)

7.56 Engage effectively in collaborative discussions explaining Protestants new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. (C, H, P)

7.57 Analyze how the Catholic Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement, including St. Ignatius of Loyola and the Jesuits, and the Council of Trent. (C, H)

7.58 Identify the voyages of discovery, the locations of the routes (Da Gama, Dias, Magellan), and the influence of cartography in the development of a new worldview. (C, G, H)

7.52 Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World. (C, G, H)

7.43 What ancient cultures influenced the Renaissance?

7.44 How did Italian cities grow wealthy during the Renaissance?

7.45 Would the Renaissance have started if trade routes between Europe and China never reopened?

7.46 What is humanism?

7.47 Why was the translation of the bible significant?

7.48 What were some important cities and people of the Renaissance?

Vocabulary Content Tier 3:

Renaissance, mercenary, diplomacy, humanism,

Machiavelli, doge, humanism, Reformation, indulgence, denomination, theology, predestination, Ninety-five Theses, Christian humanist, Peasant revolts, natural law, social contract, seminary, heresy, Council of Trent, Huguenots, Catherine de Medici, Thirty Years War, The Hundred Years War, Ferdinand & Isabella, Maimonides, Spanish Inquisition

Academic Vocabulary Tier 2: currency, complex, range, perspective, rouse, vigil, feasts, vile, accursed, impose, restore, unify, secular

(Vocabulary Strategies on page 4)

7.49 What were the contributions of about Henry V,

Hundreds Year War, and Joan of Arc?

7.50 What was the significance of the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts,

Spanish Armanda, and the rise of English power in Europe?

7.51 How do ideas spread?

7.53 How does the Catholic Church react to improvements in printing technology?

7.54 Why is change difficult?

7.55 How do we voice dissent?

7.56 How did religious ideas impact democracy?

7.57 How does the Catholic Church respond to the Reformation?

7.58 How does exploration start?

7.52 How did religion impact North America?

DBQs/TDQs, Activities & Reference Resources:

7.43 Write an informational piece that traces the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. Cite examples of both influences from the text in your writing.

Textbook:

Chapter 11, pp. 283-318

Literacy WHST.6-8.2

7.44 Write an informational piece on the development of the Renaissance. Include citations explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of

independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas.

http://www.silk-road.com/artl/marcopolo.shtml

Text pp. 288-291


7.45 It is the anniversary of the re-opening of the Silk Road. Write a newspaper article explaining and analyzing the importance of this momentous event.

http://www.silk-road.com/artl/marcopolo.shtml

http://www.ancient.eu/Silk_Road/


7.46 Research the ideas of humanism. In a short essay, explain humanism and its importance in fostering the Renaissance.

http://www.britannica.com/topic/humanism

Literacy RH.6-8,1; WHST.6-8.2

7.47 Research the developments in printing during the Renaissance, including the manufacture of paper, translations into vernacular, and printing technology. Which development had the greatest impact on life during the Renaissance and Reformation? Write a summary of each of the technologies and answer the question including a justification from the text.

Text pg. 295

http://www.huntington.org/uploadedFiles/Files/PDFs/LHPPPwritingbooks2.pdf

http://www.dodea.edu/Curriculum/socialStudies/upload/2009stn_SS_grd10.pdf


7.48 Create advertisements promoting the new inventions during the Renaissance using phrases, hooks, and images relevant to the time period. Text 295 Literacy WHST.6-8.2

7.48 Have partners outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare. Using their outline, they should justify which advance was the most important for this time period.

Text pp 295-6


7.49 Create a newspaper article of the contributions of about Henry V, Hundreds Year War, and Joan of Arc?

Text - Chapter 11

Henry V - pg. 301

Hundred Years War - pp. 277-278

Joan of Arc - pg. 278

Literacy WHST.6-8.2; Literacy RH.6-8.6,7

7.50 Have student groups conduct research projects drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious

conflicts, Spanish Armanda, and the rise of English power in Europe.

http://www.gutenberg.org/files/30201/30201-h/30201-h.htm

Literacy WHST.6-8.2; Literacy RH.6-8.6,7

7.50 Discuss with students the many changes that took place in Europe as a result of the Reformation and the Counter-Reformation. Have students list the new Protestant churches that arose during this period. T-Chart the causes and effects of the Reformation. Have students use their textbooks and other sources to identify the changes. Have students to compose two paragraphs identifying what they think was the most significant cause and the most significant effect.

Text pp. 304-307

Literacy WHST.6-8.2

7.51 Read textbook p. 250-251. Answer TDQs: Guiding Question on p. 250 and #7 on p. 251.

Literacy RH.6-8.1

7.53 Read textbook Ch. 11 Lesson 3. Analyzing the text, explain the reaction of the Church to Luthers initial calls for reformation. Analyze the primary source quote on p. 305. Paraphrase Luthers response to the Church and explain why the Church wanted him to change his beliefs.

Literacy RH.6-8.2

7.54 Read textbook Ch. 11 Lesson 3. Summarize the major causes for the Reformation. Write an opinion piece arguing which cause of the Reformation you think was most impactful, justifying your answer with citations from the text.

Literacy RH.6-8.1

7.55 Read textbook Ch. 11 Lesson 3. Summarize the major philosophies of notables of the Reformation. Which argument for religious reform might be convincing to a priest, pope, or king? Choose one idea for reform and support it with evidence. Write a persuasive paragraph to one of these people that defends your idea.

Literacy RH.6-8.1

7.56 Read textbook p. 307 and 374-375. Answer TDQ #3 p. 375 and progress check #2 p. 307. Write an informative piece outlining how Calvins ideas of self-government later influenced federalism in the United States.

Literacy RH.6-8.2

7.57 You are a newly ordained Jesuit priest tasked with bringing Protestants back to the Catholic faith. Write a speech that explains the reforms the Catholic Church has enacted in response to the Protestant Reformation. Focus your argument on what you think is the most important reform to come out of the Council of Trent.

Literacy RH.6-8.2

7.58 Analyze the map and timeline on p. 320-321 and read the chart of explorers on p. 334. In a century European explorers have gone from mapping the coasts of Africa to taking over civilizations in the Americas. Write an article for a 1500s newspaper explaining how these rapid developments in exploration have changed your worldview.

Literacy RH.6-8.2

7.52 Using the linked text, study the map on p. 482 and 457. Identify the relationship between the distribution of religions in the Americas and exploration by European nations. Explain the impact the Protestant Reformation had on the religious geography of the Americas and cite examples for how Protestant religion in the Americas influenced the development of democratic practices.

Reference:

http://yourhistoryteacher.com/Textbook/CJ6_478-484.pdf Literacy RH.6-8.2

The Scientific Revolution & The Enlightenment

Weeks: 6 9

Textbook/Anchor Text:


TN State recommended Primary Documents and Supporting Readings:

Two Treaties of Government By John Locke (Lexile 860L) http://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/locke/government.pdf

The Spirit of Law By Montesquieu (Lexile 1370L) http://oll.libertyfund.org/titles/montesquieu-complete-works-vol-1-the-spirit-of-laws

Galileo Discovers the Moons of Jupiter (Lexile 1020L) http://galileo.rice.edu/sci/observations/jupiter_satellites.html

Galileo Galilei By Peter Sis (Lexile 830L) (not available online)

The Principia and the Correspondence of Isaac Newton (Lexile 1600L) https://archive.org/details/correspondenceof00newtrich

Sir Isaac Newton By Jane Weir (Lexile 800) (not available online)




7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences.

7.60 Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, and new inventions, including the telescope, microscope, thermometer and barometer.

7.61 Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans and Christianity.

7.62 Describe the accomplishments of major Enlightenment thinkers, including Locke and Montesquieu.

7.63 Explain the origins of modern capitalism examining the influence of mercantilism and the cottage industry, the elements and importance of a market economy in 17th century Europe, the changing international trading and marketing patterns, including their locations on a world map and the influence of explorers and mapmakers.

7.59 What was the conflict between Christianity and science and has it ever been resolved?

7.60 What important advancements were made during the Scientific Revolution?

7.61 How was the Scientific Revolution influenced by the Renaissance, Christianity and Islam?

7.62 How did the theory of the purpose of government change during the Enlightenment?

7.63 What were advantages and disadvantages to the cottage industry?

Content Vocabulary Tier 3:

Mercantilism, export, import, commerce, colony, cottage, industry, Ptolemy, theory, rationalism, heliocentric, ellipses, scientific method, Age of Enlightenment, abolitionism, constitutional monarchy, social contract, separation of powers

Academic Vocabulary Tier 2: expand, generation, contribute, circumstances, acquisition, perceived, implication, apparent, hypothesis

(Vocabulary Strategies on page 5

7.59 Using the internet, textbook, and other sources research the influences of the Scientific Revolution from Christian and Muslim roots. Identify which religion you think impacted the Scientific Revolution the most. Write an essay explaining which group you think impacted the scientific revolution the most, citing evidence from multiple sources. Literacy RH.6-8.1,2; WHST.6-8.2

7.60 Create a display summarizing information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, and new inventions, including the telescope, microscope, thermometer and barometer.

Text 343-345

The Principia and the Correspondence of Isaac Newton https://archive.org/details/correspondenceof00newtrich

Sir Isaac Newton By Jane Weir

https://www.google.com/search?q=roots+of+the+scientific+revolution%5D&safe=strict&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwi2ooj5hdbPAhUh7YMKHU5IDu8QsAQIUQ&biw=1920&bih=969

Galileo Discovers the Moons of Jupiter http://galileo.rice.edu/sci/observations/jupiter_satellites.html


7.61 Choose three main outcomes of the Enlightenment. Identify the influence for those ideas from previous ages. Write a cause and effect essay that explains the connection between the influence and outcome in the Enlightenment.

Reference on cause and effect essays: http://ngl.cengage.com/assets/downloads/greatwi_pro0000000335/gw5_unit6.pdf

Literacy RH.6-8.2

7.62 Utilize the mini-lessons on Locke and Montesquieu on iCivics. Students should read the texts and answer TDQs. Taking on the mantle of a newspaper writer from their time period, students should choose one of the two thinkers and explain their ideas to their readership, which they assume are not well-versed in Enlightenment ideas. Reference:

https://www.icivics.org/teachers/lesson-plans/montesquieu-mini-lesson

Literacy RH.6-8.2

7.63 Read textbook p. 336-338. Write an informative essay explaining the major aspects of modern capitalism during the Age of Exploration. The essay should address what capitalism is and how its development effectee the Age of Exploration.

Literacy WHST.6-8.2

Additional Resources

Writing script

http://www.huntington.org/uploadedFiles/Files/PDFs/LHPPPwritingbooks2.pdf

http://www.dodea.edu/Curriculum/socialStudies/upload/2009stn_SS_grd10.pdf

Humanism

http://www.britannica.com/topic/humanism

Medieval Advantage

http://medievaleurope.mrdonn.org/crusades.html

Religions

http://www.bbc.co.uk/religion/religions/islam/history/ottomanempire_1.shtml

History Link

http://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/charlemagne.htm

Differentiating with Learning Menus

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

How to teach a Close Read

http://wwwatanabe.blogspot.com/2013/05/close-read-complex-text-and-annotate_30.html

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