grade 7: unit two...fostering an inclusive computing and design culture building an inclusive and...
TRANSCRIPT
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Social Studies Curriculum
Grade 7: Unit Two
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Course Description
This course is designed to build on prior knowledge, skills, and values essential to understand world history, divided into 5 Units – The five
major world religions, China, the Renaissance & Reformation, the Enlightenment, and Revolutions.
This course targets global systems and processes, sources of conflict and cooperation, and major movements influencing the modern world.
Students will focus on comparisons in the geographic forces, economies, political systems, cultural achievements, technological
advancements, and social relations evident in religious movements and civilizations representing diverse geographic locations with a focus
on the major Religions of the world, China and the Far East, the Renaissance and Reformation, Enlightenment, and scientific and Industrial
Revolutions.
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Pacing Chart
Unit Topic Suggested Timing
Unit 1 World Religions: Christianity, Judaism,
Islam, Buddhism and Hinduism 7
Unit 2 China and the Far East 7
Unit 3 Middle Ages, The Renaissance &
Reformation 7
Unit 4 The Enlightenment 7
Unit 5 The Scientific and Industrial Revolutions 8
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Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Computer Science and Design Thinking
Standards
8.1, 8.2
Standard 8.1 Computer Science
Computer Science, previously a strand entitled ‘Computational Thinking: Programming’ in standard 8.2 of the 2014 NJSLSTechnology,
outlines a comprehensive set of concepts and skills, such as data and analysis, algorithms and programming, and computing systems.
Standard 8.2 Design Thinking
8.2 Technology Education of the 2014 NJSLS –
Technology, outlines the technological design concepts and skills essential for technological and engineering literacy. The new framework
design, detailed previously, includes Engineering Design, Ethics and Culture, and the Effects of Technology on the Natural world among
the disciplinary concepts.
Practice Description 1
Fostering an Inclusive Computing and Design Culture
Building an inclusive and diverse computing culture requires strategies for incorporating perspectives from people of different genders,
ethnicities, and abilities. Incorporating these perspectives involves understanding the personal, ethical, social, economic, and cultural
contexts in which people operate. Considering the needs of diverse users during the design process is essential to producing inclusive
computational products. When engaging in this practice, students:
• Include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational
products.
• Address the needs of diverse end users during the design process to produce artifacts with broad accessibility and usability.
• Employ self- and peer-advocacy to address bias in interactions, product design, and development methods.
Practice Description 2
Collaborating Around Computing and Design
Collaborative computing is the process of performing a computational task by working on pairs in teams. Because it involves asking for the
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Computer Science and Design Thinking
contributions and feedback of others, effective collaboration can lead to better outcomes than working independently. Collaboration
requires individuals to navigate and incorporate diverse perspectives, conflicting ideas, disparate skills, and distinct personalities. Students
should use collaborative tools to effectively work together and to create complex artifacts. When engaging in this practice, students:
• Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities.
• Create team norms, expectations, and equitable workloads to increase efficiency and effectiveness.
• Solicit and incorporate feedback from, and provide constructive feedback to, team members and other stakeholders. Evaluate and
select technological tools that can be used to collaborate on a project. New Jersey Department of Education June 2020 13
Practice Description 3
Recognizing and Defining Computational Problems
The ability to recognize appropriate and worthwhile opportunities to apply computation is a skill that develops over time and is central to
computing. Solving a problem with a computational approach requires defining the problem, breaking it down into parts, and evaluating
each part to determine whether a computational solution is appropriate. When engaging in this practice, students:
• Identify complex, interdisciplinary, real-world problems that can be solved computationally.
• Decompose complex real-world problems into manageable sub-problems that could integrate existing solutions or procedures.
• Evaluate whether it is appropriate and feasible to solve a problem computationally.
Practice Description 4
Developing and Using Abstractions
Abstractions are formed by identifying patterns and extracting common features from specific examples in order to create generalizations.
Using generalized solutions and parts of solutions designed for broad reuse simplifies the development process by managing complexity.
When engaging in this practice, students:
• Extract common features from a set of interrelated processes or complex phenomena.
• Evaluate existing technological functionalities and incorporate them into new designs.
• Create modules and develop points of interaction that can apply to multiple situations and reduce complexity.
• Model phenomena and processes and simulate systems to understand and evaluate potential outcomes.
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Computer Science and Design Thinking
Practice Description 5
Creating Computational Artifacts
The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and
solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond.
Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of
computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps. When engaging in this
practice, students:
• Plan the development of a computational artifact using an iterative process that includes reflection on and modification of the plan,
taking into account key features, time and resource constraints, and user expectations.
• Create a computational artifact for practical intent, personal expression, or to address a societal issue.
• Modify an existing artifact to improve or customize it.
Practice Description 6
Testing and Refining Computational Artifacts
Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process includes debugging
(identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also respond to the changing needs and
expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts. When engaging in this practice,
students:
• Systematically test computational artifacts by considering all scenarios and using test cases.
• Identify and fix errors using a systematic process.
• Evaluate and refine a computational artifact, multiple times, to enhance its performance, reliability, usability, and accessibility.
Practice Description 7
Communicating About Computing and Design Communication
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Computer Science and Design Thinking
In computer science, students communicate with diverse audiences about the use and effects of computation and the appropriateness of
computational choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of
media. Clear communication includes using precise language and carefully considering possible audiences. When engaging in this practice,
students:
• Select, organize, and interpret large data sets from multiple sources to support a claim.
• Describe, justify, and document computational and/or design processes and solutions using appropriate terminology consistent with
the intended audience and purpose.
• Articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution.
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Career Readiness, Life Literacies and Key Skills
Standards
Mission Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career
and financial decisions, engage as responsible community members in a digital society, and to successfully meet the challenges and
opportunities in an interconnected global economy.
Vision An education in career readiness, life literacies, and key skills fosters a population that: • Continually self-reflects and seeks to
improve the essential life and career practices that lead to success; • Uses effective communication and collaboration skills and resources
to interact with a global society; • Possesses financial literacy and responsibility at home and in the broader community; • Plans, executes,
and alters career goals in response to changing societal and economic conditions.
Standard 9.1: Personal Financial Literacy:
This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed
decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students
to achieve fulfilling, financially-secure, and successful careers.
❖ 9.1.12.A.1 Differentiate among the types of taxes and employee benefits.
❖ 9.1.12.A.2 Differentiate between taxable and nontaxable income.
❖ 9.1.12.A.3 Analyze the relationship between various careers and personal earning goals.
❖ 9.1.12.A.4 Identify a career goal and develop a plan for and for achieving it, including educational/training requirements, costs, and
possible debt.
❖ 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.
❖ 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice.
❖ 9.1.12.A.7 Analyze and critique various sources of income and available resources and how they may substitute for earned income.
❖ 9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services.
❖ 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions
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Career Readiness, Life Literacies and Key Skills
Standard 9.2: Career Awareness, Exploration, Preparation and Training.
This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about
postsecondary and career options, career planning, and career requirements.
❖ 9.2.12.C.1 Review career goals and determine steps necessary for attainment.
❖ 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.
❖ 9.2.12.C.3 Identify transferable career skills and design alternate career plans.
❖ 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.
❖ 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse
cultures.
❖ 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the skills required for owning and
managing a business.
❖ 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.
❖ 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.
❖ 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.
Standard 9.3: CTE Program of Study
This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.
https://www.state.nj.us/education/cccs/2014/career/93.pdf
Standard 9.4: Life Literacies and Key Skills.
This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy*
that are critical for students to develop to live and work in an interconnected global economy.
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❖ 9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or practice.
❖ 9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.
❖ 9.4.12.CT.3: Collaborate to analyze a variety of potential solutions to climate change effects and determine why solutions may work
better
❖ 9.4.12.CT.4: Enlist input from a variety of stakeholders to design a service learning activity that addresses a local or global issue
❖ 9.4.12.CT.5: Participate in online planning sessions for school-based project and determine the strategies that contribute to
effective outcomes.
❖ 9.4.12.DC.1: Explain the beneficial and harmful effects that intellectual property laws can have on the creation and sharing of
content.
❖ 9.4.12.DC.2: Compare and contrast international differences in copyright laws and ethics.
❖ 9.4.12.DC.3: Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.
❖ 9.4.12.DC.4: Explain the privacy concerns related to the collection of data (e.g. cookies) and generation of data through automated
processes that may not be evident to users
❖ 9.4.12.DC.5: Debate laws and regulations that impact the development and use of software
❖ 9.4.12.DC.6: Select information to post online that positively impacts personal image and future college and career opportunities.
❖ 9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects
of society.
❖ 9.4.12.DC.8: Explain how increased network connectivity and computing capabilities of everyday objects allow for innovative
technological approaches to climate protection.
❖ 9.4.12.TL.1: Assess digital tools based on features such as accessibility options, capacities and utility for accomplishing a specified
task • 9.4.12.TL.2: Generate data using formula-based calculations in a spreadsheet and draw conclusions about the data.
❖ 9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.
❖ 9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to
a real-world problem.
❖ 9.4.12.GCA.1: Collaborate with individuals analyze a variety of potential solutions to climate change effects and determine why
solutions may work better than others (e.g., political. economic, cultural).
❖ 9.4.12.IML.1: Compare search browsers and recognize features that allow for filtering of information.
❖ 9.4.12.IML.2: Evaluate digital sources for timeliness, accuracy, perspective, credibility of the source, and relevance of information,
in media, data, or other resources.
❖ 9.4.12.IML.3: Analyze data using tools and models to make valid and reliable claims, or to determine optimal design solutions.
❖ 9.4.12.IML.4: Assess and critique the appropriateness and impact of existing data visualizations for an intended audience.
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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce
or use:
6- Reaching
● Specialized or technical language reflective of the content areas at grade level
● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified
grade level
● Oral or written communication in English comparable to proficient English peers
5- Bridging
● Specialized or technical language of the content areas
● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or
reports
● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.
4- Expanding
● Specific and some technical language of the content areas
● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain
much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support
3- Developing
● General and some specific language of the content areas
● Expanded sentences in oral interaction or written paragraphs
● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of
its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support
2- Beginning
● General language related to the content area
● Phrases or short sentences
● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when
presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support
1- Entering
● Pictorial or graphic representation of the language of the content areas
● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or
statements with sensory, graphic or interactive support
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Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
✔ Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Awareness:
• Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings
about performance
• Check for emotional wellbeing
• Facilitate understanding of student
strengths and challenges
Teachers provide and review syllabi which
outline and review classroom rules, routines,
and procedures. Consequences for
inappropriate behavior are discussed with
the students. Students are considered
stakeholders in the creation of classroom
rules, routines, and procedures. The teacher
and students design a framework to
maximize student learning time. For
example, teachers provide and review
rubrics for Accountable Talk and dialectical
journals. The students work collaboratively
to develop a classroom environment which
supports self-regulation and a responsibility
for staying on task.
Self-Awareness
✔ Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Management:
• Encourage students to take
pride/ownership in work and behavior
• Encourage students to reflect and adapt to
classroom situations
• Assist students with being ready in the
classroom
The teacher can ask students how they
would handle a situation from the
perspective of a muslim, Buddhist or
someone who believes in Hinduism.
Teachers can encourage students to be
cognizant of their own feelings when faced
with difficult situations and develop
solutions for real life problems from
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Assist students with managing their own
emotional states
multiple perspectives. They will respect the
differences.
Self-Awareness
Self-Management
✔ Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Social-
Awareness:
• Encourage students to reflect on the
perspective of others
• Assign appropriate groups
• Help students to think about social
strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
Teacher can teach students about the
importance of traditions, history, and
culture.
Students can examine their own traditions,
history, and culture.
Self-Awareness
Self-Management
Social-Awareness
✔ Relationship Skills
Responsible Decision-Making
Example practices that address
Relationship Skills:
• Engage families and community members
• Model effective questioning and
responding to students
• Plan for project-based learning
• Assist students with discovering individual
strengths
• Model and promote respecting differences
• Model and promote active listening
• Help students develop communication
skills
Teacher could encourage and set up class
meetings. Students could review the
calendar, day of the week, or schedule for
the day. Students could map out activities
accordingly.
Students could work with different buddies
throughout the lesson. Timed activities
could be used throughout the lesson with
rotating students around. Think Pair Share
is a great strategy to use in this manner
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Demonstrate value for a diversity of
opinions
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address
Responsible Decision-Making:
• Support collaborative decision making for
academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict
resolution process
• Foster student independence
• Model fair and appropriate decision
making
• Teach good citizenship
Educators play a vital role in guiding the
practice and implementation of student
responsible decision making practices.
Responsible decision making is a process
that students learn. It is important for
teachers to consistently reinforce the
practices, give feedback and allow for
growth.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
● Leveled Text
● Chunking text
● Choice Board
● Cubing
● Socratic Seminar
● Tiered Instruction
● Small group instruction
● Sentence starters/frames
● Writing scaffolds
● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
● Tiered learning stations
● Tiered questioning
● Data-driven student partnerships
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Interdisciplinary Connections
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Enrichment
Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self-Selection of Research
● Tiered/Multilevel Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
● Timelines, Maps, Charts, Graphic Organizers
● Unit Assessments, Chapter Assessments, Quizzes
● DBQ, Essays, Short Answer
● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
● Projects, Portfolio, Presentations, Prezi, Gallery Walks
● Homework
● Concept Mapping
● Primary and Secondary Source analysis
● Photo, Video, Political Cartoon, Radio, Song Analysis
● Create an Original Song, Film, or Poem
● Glogster to make Electronic Posters
● Tumblr to create a Blog
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New Jersey Student Learning Standards By the end of Grade 8
6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make
informed decisions as socially and ethically responsible world citizens in the 21st century.
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.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.
C. Economics, Innovation, and Technology
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.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism,
Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of
globalization.
6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
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6.2.8.D.4.b Analyze how religion both unified and divided people
6.2.8.D.4.c Aalyze 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.
English Language Arts & History/Social Studies Grades 6-8 Companion Standards
Key Ideas and Details:
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates
are raised or lowered).
Craft and Structure:
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular
facts).
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Integration of Knowledge and Ideas:
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity:
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and
proficiently.
Text Types and Purposes:
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
Production and Distribution of Writing:
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
Research to Build and Present Knowledge:
WHST.6-8.8 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.
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Grade: Seven Unit: 2
7 Weeks
Topic: China and the Far East
New Jersey Student Learning Standards: 6.2.12.A.1.a, 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e, 6.2.12.D.1.b, 6.2.12.D.2.c
ELA Companion Standards:
NJSLS: NJSLS: 6.2.12.A.1.a; 6.2.12.C.1.a 6.2.12.C.1.b; 6.2.12.C.1.e 6.2.12.D.1.b’ 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,
WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Identify the development of
society and the achievements of
China's first dynasties.
What is the role of the Dynastic
Cycle in Chinese government?
How does the Mandate of Heaven
bring Dynasties to power?
Mandate of Heaven Webquest:
Your job as diplomatic visitors to
China is to evaluate the idea of
the Mandate of Heaven, using the
public policy analysis steps. The
information gathered will then be used to create a Power Point
presentation of at least four
slides.As consultants for your
government you will be charged
with researching China’s public
policy regarding the Mandate of
Heaven to discover what it is,
how it came about and its
effectiveness, in other words: was
it a good idea?
Your presentation will be delivered
in the form of a PowerPoint
presentation.
Visual Arts: Create an original
work of art, painting, sculpture,
film, or poster depicting the
Dynastic Cycle.
1.3.8.D.1
29 | P a g e
NJSLS: NJSLS: 6.2.12.A.1.a; 6.2.12.C.1.a 6.2.12.C.1.b; 6.2.12.C.1.e 6.2.12.D.1.b’ 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,
WHST.6-8.8
http://www2.maxwell.syr.
edu/plegal/tips/t6prod/me
doriwq1.html
PowerPoint Presentation/Prezi:
In groups of 2-3 students will
illustrate the Dynastic Cycle
Resources:
Common Core Social Studies Companion:China
http://www.socialstudiesc ms.com/#!ancient- china/c77o
PBS Mandate of Heaven
http://www.pbslearningm edia.org/resource/1891eb 39-db32-42b9-a455-58331a34357d/_2000-years-of-chinese-history-the-
mandate-of-heaven- and-confucius-crash- course-world-history-7/
Khan Academy 2000 Years of Chinese History:
https://www.khanacademy.org/humanities/history/ CrashCourse-WorldHistory/so-thats-where-that-comes-from- 2/v/crash-
course-world-history-07
30 | P a g e
NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b,6.2.12.C.1.e 6.2.12.D.1.b,6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,
WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Explain how Tang and Song
rulers ensure Chinese unity and
prosperity.
• How did Tang and Song
rulers ensure Chinese unity
and prosperity?
• What were the cultural
achievements of the Tang and
Song dynasties?
• How did economy improve
under the Song rule?
• What factors led to the
decline of the Song Empire?
• What were the literary and
artistic achievements of both
dynasties?
• How does art reflect culture?
• Why are the Tang and Song
Dynasties referred to as the
Golden Age of China?
DBQ: Golden Age of China
Read each document carefully
and completely answer the
question or questions after each
document. Be sure to address all
parts of a question.
(Documents in resources)
Venn Diagram: Compare and
Contrast the Tang and Song
Dynasties
Essay: Compare and contrast
cultural achievements of Tang
and Song dynasties.
ELA Poetry/Art: Poetry and art
thrived during the Tang and Song
dynasties. Three Tang writers are
considered among the greatest
Chinese poets of all time. They are
Li Bai, Du Fu, and Wang Wei.
Tang artists produced beautiful
pottery figurines. During Song
times, landscape painting became
an important art form.
Write a poem, paint a poster, or
create an original work of art that
illustrates the Golden Age of
China.
NJSLSA.W3
1.3.8.D.1
Resources:
Asian Art Museum: http://education.asianart.org/explore-resources/lesson-or-activity/life-china-tang-and-song-dynasties-activities
Asia for Educators Primary Documents: http://afe.easia.columbia.edu/main_pop/ps/ps_china.htm
Timeline of Chinese History and Dynasties: http://afe.easia.columbia.edu/timelines/chinatimeline.htm
Song Dynasty Asia for Educators Columbia University: http://afe.easia.columbia.edu/song/
The Song Economic Revolution: http://afe.easia.columbia.edu/song/econ/money.htm
China’s Golden Age: http://afe.easia.columbia.edu/main_pop/kpct/kp_song.htm
31 | P a g e
NJSLS: 6.2.12.A.1.a, 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6, WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Explain how Chinese society and
government reflected Confucian
traditions.
How did Chinese society and
government reflect Confucian
traditions?
How did Confucianism impact
government?
Why are the teachings of
Confucius still relevant today?
DBQ Confucianism: Read the
documents and answer the
questions after each document.
Then write your answer to the essay
question below, using the
information from those documents
and your general knowledge of
Global History and Geography.
http://www.historyteache
r.net/GlobalStudies/msoh
tml1/DBQs/DBQ-
Chinese%20Philosophies. Pdf
Confucius Says Gallery Walk:
Introduce confucianism via an
interactive PowerPoint.
1) Following the PPT assign each
group and saying and put this
famous saying in their own words
tell what it means.
2) Choose one of these wise
sayings and write a letter with a
modern problem to Confucius that
might be answered with this
particular piece of advice.
Sayings:
❖ “To see and listen to the wicked
is already the beginning of
wickedness” — Confucius
ELA: Writing Prompt
“By three methods we learn
wisdom: First by reflection,
which is noblest: Second,
by imitation, which is
easiest: and third by
experience, which is the
bitterest.” – Confucius
Write an essay about life’s
biggest lesson.
NJSLSA.W1
32 | P a g e
❖ “He who knows all the answers
has not been asked all the
questions.” Confucius
❖ “Our greatest glory is not in
never falling, but in rising every
time we fall.” Confucius
❖ “If what one has to say is not
better than silence, then one
should keep silent.” Confucius
❖ “Worry not that no one knows
you; seek to be worth
knowing.” Confucius
❖ “To be wronged is nothing,
unless you continue to
remember it.” — Confucius
Resources:
Beginner’s Guide to Imperial China: https://www.khanacademy.org/humanities/art-asia/imperial-china/beginners-guide- imperial-
china/a/introduction-to-china
Confucianism: http://afe.easia.columbia.edu/at/conf_teaching/ct01.html
Confucioims Handout: https://www.asian-studies.org/eaa/Confucianism_Handouts.pdf
33 | P a g e
NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6, WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Discuss the effect of the Silk Road
trade on the economies of the
Mongolian and Ming empires, and
surrounding states, as well as
Europe.
• What changes took place in
China, in the areas of
government, economics and
culture under the Mongolian
rule?
• What factors led to the decline
of the Mongol Empire and the
rise of the Ming in China?
• How did Chinese isolation,
beginning in the 1400s,
influence the area’s history
and foreign policy?
• How did trade on the Silk
Road affect the way people
lived in ancient China during
that time and how does this
type of trade continue to affect
us today?
• Silk Road Webquest:
https://silkroadsagepark.
wordpress.com
• Bartering Along the Silk
Road:
http://msh.councilforecon
ed.org/documents/978-1-
56183-758-8-activity- lesson-
07.pdf
• Quick Write: Think of the
longest trip you have taken,
either by time or distance.
Where did you go and why?
How long did it take? What
form of transportation did you
use to get there? How would
have your travel been different
if you went by camel or by
foot?
ELA: Write a story or poem set
along the Silk Road.
NJSLSA.W3
Resources:
Silk Road Lesson Plans: http://www.indiana.edu/~iaunrc/content/journeys-along-silk-road-unit-1-middle-high-school
Art Institute of Chicago Silk Road Lesson Plan: http://www.artic.edu/aic/collections/citi/resources/Rsrc_001878.pdf
Silk Road Educator’s Guide: http://www.amnh.org/education/resources/rfl/web/silkroadguide/resources.php
Mapping the Silk Road: http://education.asianart.org/explore-resources/lesson-or-activity/mapping-silk-road-lesson
34 | P a g e
NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6, WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Explain the major
achievements of the Choson
dynasty.
• How did geography affect
Korea’s development?
• Which Chinese practices
did Korea borrow and how
did they adapt them to their
own culture?
• What were the major
achievements of the
Choson dynasty and how
did they shape Korean
history?
• What were the differences
and similarities between
Chinese and Korean
cultures and government?
Venn Diagram: compare and
contrast the Korean, Italian, and
Chinese Renaissance.
Photo Essay: Create a photo
essay proving that Choson Korea
was undergoing an artistic
renaissance.
ELA: Chosŏn Koreans highly
prized values such as
righteousness, filial piety, and
integrity. Parents and teachers
instilled these values into children
at a young age.
Art was one of the primary means
by which they taught these values.
(孝 ) Hyo for filial piety
(悌 ) Che for respect
(忠 ) Ch’ung for loyalty (
信 ) Shin for trust
(禮 ) Yae for rites
(義 ) Ŭi for righteousness (
廉 ) Yŏm for honesty
(恥 ) Ch’i for meekness
Draw your own paintings in the
language of your choice that
express and teach about a
Confucian virtue. Use common
symbols or animals that will help
others visualize the value you are
trying to teach about.
NJSLSA.W1
Resources:
Asia for Educators Choson Dynasty: http://afe.easia.columbia.edu/main_pop/kpct/kp_choson.htm
35 | P a g e
NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6, WHST.6-8.8
Korea History Time Map: https://www.youtube.com/watch?v=S6XyDAh4EUo
Ancient Korean Civilization: http://ancientkoreacivilization.weebly.com/map.ht ml
Korea Asia for Educators: http://afe.easia.columbia.edu/tps/1000ce_ko.htm
Timeline for Korean History: http://afe.easia.columbia.edu/timelines/korea_timeline.htm
Choson Dynasty: https://www.youtube.com/watch?v=bPAj7ft4jU0
36 | P a g e
NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,
WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Explain how Japan’s
geography set it apart from
the rest of Asia.
• How did Japan’s
geography set it apart
from the rest of Asia?
• What role did
isolationism play in
Japanese culture?
• How was Japanese
culture influenced by
Chinese civilizations?
Journal: How does living on
an island isolate you from the
rest of the world?
Research Project: How does
Japan’s geography impact its
economy in the 21st century?
ELA Picture Prompt:
Time/General
• Extra time for assigned
tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Write a story telling the founding
of Japan based on the above
image. Be as creative as possible.
NJSLSA.W3
Resources:
Japan’s Geography Asia for Educators: http://afe.easia.columbia.edu/japan/japanworkbook/geography/japgeo.html
Map Japan: http://www.mapsofworld.com/japan/geography-japan.html
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NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6, WHST.6-8.88
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Explain how the Tokugawa
shoguns ruled Japan.
• How did Tokugawa
change the feudal system
in Japan?
• How did Zen Buddhism
and its values shape
Japanese culture?
• How was the hierarchy of
the Japanese feudal
system reflective of Asian
culture?
Tokugawa Japan through Art:
http://www.colorado.edu/
cas/tea/curriculum/imaging-
japanese-
history/tokugawa/lesson.html
ELA Journal: “The true
samurai refused to learn
arithmetic because it smelled
of commerce; he was proud
of his ignorance and
stupidity like so many ruling
classes all over the world”
George Mikes, The Land of
the Rising Yen what does
this quote mean to you? Put
it in your own words.
NJSLSA.W1
Resources:
TOKUGAWA PERIOD AND MEIJI RESTORATION: http://www.history.com/t opics/meiji-restoration
Tokugawa Japan Asia for Educators: http://afe.easia.columbia.edu/at/tokugawa/tj01.htm l
38 | P a g e
NJSLS: 6.2.12.A.1.a, 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c
RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4,
WHST.6-8.6,WHST.6-8.8
Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections
Compare and contrast the
influence of Confucianism and
Zen Buddhism on the social
structures of China, Korea and
Japan.
• How does religion
influence society?
• What is the relationship
between Zen Buddhism and
Japanese society?
• How does Confucianism
impact modern Chinese and
Korean society?
Venn Diagram: Compare and
Contrast Confucianism and Zen
Buddhism
• PowerPoint Presentation:
Create a presentation depicting
Confucius and Zen Buddhism
images and their impact on
Asian society.
Art Analysis: How does the
image of the Buddha in Japan
Below reflect the tenets of Zen
Buddhism?
1.4.8.B.1
Resources:
Metropolitan Museum of Art Zen Buddhism: http://www.metmuseum.org/toah/hd/zen/hd_zen.htm
Khan Academy Buddhism: https://www.khanacademy.org/partner-content/asian-art-museum/buddhism/a/introduction-to-
buddhism
Three Teachings of Ancient China: http://people.uncw.edu/kanoy/nctan/IPSamples/NuhnJohnson_three_teachings.pdf
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Amistad Curriculum
The NJ Amistad Curriculum was designed 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. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
A Brief History of North Africa A PowerPoint on the History of
North Africa http://www.njamistadcurriculum.net/history/unit/ancient-
africa/navigations/3449
The Asksumite Empire A reader on the Asksumite Empire http://www.njamistadcurriculum.net/history/unit/ancient-
africa/content/4349/7410
Griot A Dialogue about the Ancient Oral
tradition of Africa.
http://www.njamistadcurriculum.net/history/unit/ancient-
africa/content/4339/7153
Imhotep A reader on Imhotep, an important
ancient Egyptian. He served as the
chief architect to the Egyptian
Pharaoh Djoser.
http://www.njamistadcurriculum.net/history/unit/ancient-
africa/content/4348/7404
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Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the
homepage of the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)
2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era
3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern
America (1901-1920)
4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and
Intellectual, Development, and The New Deal,
Industrialization and Global Conflict (1921-1945)
5. Establishment of a New Nation and Independence to
Republic (1600-1800)
12. America in the Aftermath of Global Conflict, Domestic and
Foreign Challenges, Implications and Consequences in an ERA
of reform. (1946-1970)
6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments &
America Faces in the 21st Century (1970-Present)
7. The Evolution of a New Nation State (1801-1860)
The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
41 | P a g e
Holocaust Curriculum
In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary
education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including
bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in
Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Victims of Nazi Persecution Students will examine the article and videos on victims of
the Nazi regime. Students will create a chart of the various
groups that were persecuted by Nazi Germany. Students will
also catalogue the ways in which these groups could have
been saved from persecution
https://encyclopedia.ushmm.org/
content/en/article/mosaic-of-victims-an-
overview
Interpretations of the
Holocaust in Film
Students will listen to the podcast with actor Sir Ben
Kingsley. Students will analyze Ben Kingsley’s
interpretations of the various characters he has played in
films centered on the Holocaust. Students will create their
own movie depicting the lives of Jewish victims of the
Holocaust
https://www.ushmm.org/confront-
antisemitism/antisemitism-podcast/sir-ben-
kingsley
Jewish Population in Europe
(1933)
Students will analyze the Jewish population graphs for
Europe in 1933. Students will create their own graphs for the
Jewish population by country. Students will present their
findings to the class
https://encyclopedia.ushmm.org/content/en/ar
ticle/jewish-population-of-europe-in-1933-
population-data-by-country
Changes in European Jewish
population
Students will research the Jewish populations in Europe
today. Students will contrast these populations with the pre-
World War II Jewish population in Europe. Students will
synthesize their findings into a presentation on Jewish life in
Europe today
https://encyclopedia.ushmm.org/content/en/
article/jewish-population-of-europe-in-1933-
population-data-by-country
42 | P a g e
Social Contributions of Persons with Disabilities and the LGBTQ Community
In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social
contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of
middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards. We will
explore the ways in which people are made invisible by society through history including LGBT and persons with disabilities. We
will also explore the impact of invisibility on communities and learn how such groups have been marginalized in society.
Topics/People to Study Suggested Activity Resource
A Close examination of the concept of
invisibility. What does it mean to be
invisible in society? What does it mean for a
community to be invisible/marginalized by
society? Have you ever felt invisible?
• Close read of an excerpt from “The
Invisible Man”
• Class Discussion
• Follow up questions
• Journal writing- a time when I felt
invisible.
• Excerpt from “The invisible Man”-
Ralph Ellison
• Follow up questions
• Journal entry writing
Students will research marginalized groups
in history or made invisible in some way.
Students will create a display describing the
person/group by way of a poster, poem,
display
Examples of marginalized groups in society
include but are not limited to women, native
Americans, People with Disabilities,
Laborers, Immigrants, LGBT community,
Minority religious groups.
43 | P a g e
DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
44 | P a g e
Unit 2 Vocabulary
China
Gentry
Tang Taizong Wu Zhao
Tang Dynasty Song
Dynasty Empress Wu
Chan/Zen Buddhism Pure Land
Buddhism Emperor Wuzong
Grand Canal Hangzhou
Foot Binding
Movable Type Printing Neo-
Confucianism Gunpowder
Compass Junks
Korea
yangban
Chung'in
Sang'min
Ch'onmin
Hangul
Japan
daimyō
shogun
Fueldal
Samurai
Ninja
Edo
Ukiyo-e
Zen
Buddhism
Bushido
Haiku
45 | P a g e
Unit Project (Choose 1)
Project 1 (Suggested) Project 2 (Suggested)
Suggested Unit Project
Students will present information about a piece of art from the
Tokugawa Period, and complete a 7-10 page piece of fiction set in
the Tokugawa period that targets a young-adult audience. This
assignment will include an additional preliminary overview (200-
300 words) that situates the fictional scene within a larger plot.
This piece of fictional writing must integrate an art object in an
imagined context, and the 200-300 word overview, in conjunction
with the
creative writing, should demonstrate how the student
understands the answer to one of the essential questions of
this unit:
How was the government of Japan structured in the Tokugawa
Period?
•How did the ruling class attempt to control economic
production, and how was the increasingly empowered
merchant class threatening this control?
•How does art produced in this period embody cultural values of its
time?
Suggested Unit Project 2:
Read the poems by Basho. Copy your favorite poem and explain
what it means. (If working in pairs, each of you should have a
favorite)
Write a short Zen poem of your own. Type your poem on a
separate page. Search for images of the Buddha and paste your
favorite one on the page with your poem. Choose “Landscape”
orientation under the print options. Increase the font size to fill the
page. Students will share thee by posting them in the room. (If
working in pairs, each of you should write one.)