Social Studies Curriculum Map Quarter 2 Grade 7

IntroductionIn 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 content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including 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 rigor—high-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. Document–Based 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.

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“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 Corehttp://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 texts to 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.

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. All task suggested in this document are text dependent. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires 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.

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KeyATOS: 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)

Using the WIDA MPIs

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 can craft "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 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.

WIDAhttps://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: Reading 9-12 Behavior of individuals & groupsEntering:Locate visually supported information on social issues (e.g., from photographs, headlines, and bylines in newspapers, magazines, or on the Internet)

Beginning:Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles)

Developing:Compare and contrast visually supported information on social issues or inequities from various news sources

Expanding:Interpret visually supported information on social issues or inequities from various news sources

Bridging:Evaluate authenticity of information on social issues or inequities from various news sources

Example: Speaking 9-12 Social issues & inequitiesEntering:Name major social issues or inequities depicted in illustrations (e.g., war)

Beginning:Characterize major social issues or inequities depicted in illustrations (e.g., slavery)

Developing:Give examples or descriptions of social issues or inequities depicted in illustrations or political cartoons

Expanding:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Bridging:Explain how major social issues or inequities depicted in illustrations or political cartoons have changed our lives

Common Core State Standards: Focus on Vocabulary

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Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from 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 and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather)

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.)

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 integral to content instruction. (Ex: lynching, abolitionist, slavery)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.References

McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

7th Grade World History & Geography Pacing Guide

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Suggested Time 1st QuarterWeek 1-3 The Fall of the Roman Empire

Big Idea: What can we learn from the past?

Week 4-5 The Islamic World Big Idea: How does geography effect the way people live?

Week 8-9 Medieval Africa Big Ideas: Religion shapes lives; Religions begin

Suggested Time 2nd QuarterWeek 1-4 Medieval China

Big Ideas: Leader characteristics; Geographical influences

Week 5-7 Medieval Japan Big Ideas: What makes a culture unique? Statues representing gods

Week 8-9 The Middle Ages of Western Europe Big Idea: Is religion a part of government?

Suggested Time 3rd QuarterWeeks 1-2 The Renaissance

Week 3 Reformation

Weeks 4-9 The Enlightenment and Scientific Revolution

Suggested Time 4th QuarterWeeks 1-3 The Age of Exploration

Weeks 4-5 TCAP/Standardized Field Test Review

Weeks 6-9 Facing History: Literature Study – Elie Wiesel’s Night

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

Medieval China 400 A.D. – 1500 A.D.(Weeks 1-4)

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Textbook (Anchor Text): Discovering Our Past: A History of the Word, McGraw-HillTN State Recommended Readings:Excerpts from The Analects, Confucius

TN State Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities & Resources

7.19 Create a visual or multimedia display to identify the physical location and major geographical features of China including the Yangtze and Yellow Rivers, the Himalayas, the Plateau of Tibet and the Gobi Desert.

7.20 Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.

7.21 Analyze the role of kinship and Confucianism in maintaining order and

Leader characteristics &Geographical influences

7.19 Why was the Silk Road so significant in China?

7.20 How did China rebuild its empire after years of war?

7.20 Why did Buddhism become popular in Tang dynasty?

Textbook References: Chapter 8, pages 175-211 Suggested TDQs and Activities:

1. Create a visual or multimedia display to identify the physical location and major geographical features of China including the Yangtze and Yellow Rivers, the Himalayas, the Plateau of Tibet and the Gobi Desert.

2. In an essay referencing information in Chapter 8, describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.

3. With your group, summarize the significance of the rapid agricultural, commercial and technological development during the Song Dynasties, p. 178-191.

Literacy RH.6-8.17.19 Use the Common Core for Social Studies Website to incorporate historical literacy projects for students:http://www.socialstudiescms.com/#!china/c1te9Literacy RH.6-8.1

7.19 Chinese Map Projecthttp://www.ellenjmchenry.com/homeschool-freedownloads/history-games/chinamap.phpLiteracy RH.6-8.1,7

7.19 Nystrom Atlas - Unit 4, Section 27 through 30 - Tang and Song Dynasties of China, The Mongol Empire Spans Eurasia and the Ming Dynasty of ChinaLiteracy RH.6-8.1,7

7.20, 7.22, 726 Create a timeline of the events of the five Chinese dynasties from this era. Students may create their own or students may be placed in groups with each focusing on one dynasty and combining all pieces for a very large timeline. Textbook Reference: Chapter 8, p. 176 - 185.

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hierarchy.

7.22 Summarize the significance of the rapid agricultural, commercial and technological development during the Song Dynasties.

7.23 Trace the spread of Chinese technology to other parts of Asia, the Islamic world and Europe including papermaking, wood-block printing, the compass and gunpowder.

7.24 Describe and locate the Mongol conquest of China including Genghis Khan and Kublai Khan.

7.25 Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo-Confucianism).

7.26 Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City, the reconstruction of the Great Wall, the policy of isolationism and the sea voyages of Zheng He.

7.21, 7.25 Why were Confucian ideas so widely accepted within China?

7.21 How did Confucian ideas shape China’s government?

7.20, 7.22, 7.26 What are the Chinese dynasties of this era and what were their accomplishments?

7.23 How did the Chinese technology spread?

7.25 Why were Confucian ideas so widely accepted within China?

7.20 For nearly three centuries China had no centralized government and many Chinese were struggling to survive because farmlands, canals and roads were in ruins. 7.20, 7.21, 7.25 As China unified again under the Sui and Tang, dynasties were re-established. The Sui lasted only 100 years, the Tang 300 years and they were superseded by the Song which spanned the years AD 960 - 1279.

7.22, 7.23 During the Tang and Song Dynasties advancements in agriculture, technology and art were developed.

CONTENT VOCABULARY (Tier 3)Neo-Confucianism, porcelain, calligraphy, steppe, terror, census, barbarian, novel

ACADEMIC VOCABULARY (Tier 2):restore, civil, principle, transfer, method, unify, regime, ongoing, convert

https://prezi.com/wypivjk_1-lw/the-reunification-of-china-and-the-cultural-diffusion-of-bud/

http://images.pcmac.org/SiSFiles/Schools/TN/MarionCounty/WhitwellMid/Uploads/DocumentsCategories/Documents/7.20.pdfLiteracy RH.6-8.1,7

7.20, 7.22, 7.26 Compare and contrast the Tang, Song and Ming dynasties and cite the important accomplishments of each. Also, describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism.Textbook Reference Pp. 186- 192.Literacy RH.6-8.2,47.21 Analyze the role of kinship and Confucianism in maintaining order and hierarchy. http://www.gmsdk12.org/Downloads/143Confucianism.pdfLiteracy RH.6-8.5Textbook Reference: Chapter 8, p. 176 - 185.

7.23 Create a visual display using (Foldables) that details the growth of technology. Text Reference Pp. 37, 187, 189-190.Literacy RH.6-8.77.24 Create a map of the Mongol empire including the Silk Road. Write about how and why the Mongols were able to conquer most of Asia in less than a century. Textbook Reference Pp. 180,187,195,198.Literacy RH.6-8.77.26 Create a map tracing the voyages of the Zheng He during the Ming dynasty. Students may write a description of one port he may have stopped at comparing it to what would have been in China at the same time. Textbook Reference Pp. 202-207.Literacy RH.6-8.7Excerpts from Confucius (Teachers should check the school’s library for this work.)http://afe.easia.columbia.edu/ps/cup/confucius_analects.pdf To write a summary of Confucius’ sayingsLiteracy RH.6-8.1

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(For Vocabulary Strategies- See page 4)7.26 Create a list of pros and cons regarding the trading and exploration voyages of Zheng He. Take a position on the issue and write an argument stating reasons why the voyages should or not be continued. Textbook Reference Pp. 205-206.Literacy RH.6-8.3

Primary Documents and Supporting Texts for Close Reads: excerpts from The Analects of Confucius (This link has DBQs and the document)http://www.historyteacher.net/GlobalStudies/msohtml1/DBQs/DBQ-Chinese%20Philosophies.pdf

Activities to support the reading:http://www.asian-studies.org/EAA/EAA-Archives/12/1/721.pdfhttps://www.asian-studies.org/eaa/Confucianism_Handouts.pdf

Explore these sites for… Primary Sources with DBQs…DBQ’s on China to use in class:http://afe.easia.columbia.edu/main_pop/ps/ps_china.htmDocument Based Essay Question http://www.historyteacher.net/GlobalStudies/msohtml1/DBQs/DBQ-Chinese%20Philosophies.pdfCommon Core State Standards Great Site for DBQs http://swmskil.cmswiki.wikispaces.net/file/view/China_DBQ_CCSS.pdf

DifferentiationLearn to make differentiated learning menus for your students for each chapter of the textbook:https://www.teachingchannel.org/videos/differentiating-instruction-strategy

Japan 400 A.D. – 1500 A.D.

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(5-7 weeks)Textbook (Anchor Text): Discovering Our Past: A History of the Word, McGraw-HillTN State Recommended Readings:Excerpts from: The Tale of Genji (1190L) http://www.enotes.com/topics/tale-genji

TN State Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities & Resources

7.27 Compare the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism.

7.28 Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism and the Chinese writing system were adopted.

7.29 Trace the emergence of the Japanese nation during the Nara and the Heian periods.

What makes a culture unique? Statues representing gods

7.27 How does Shinto influence Japanese culture?

7.28 In which ways did the Chinese influence Japan?

7.28 How are the Japanese and Chinese written languages similar or different?

7.29 How did the nobles keep control of the land in Japan

CONTENT VOCABULARY (Tier 3): Shamanism, archipelago, animism, constitution, samurai, shogun, vassal, sect, guild, feudalism, martial art, meditation, volcano, tsunami, maritime

ACADEMIC VOCABULARY (Tier 2):Achievement, tribute, isolate, ensure, behalf, labor, network, style, institution (For Vocabulary Strategies- See page 4)

Textbook: Chapter 9, pages 211-240Write a comparison the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism.

Suggested TDQs and Activities:7.27 Read excerpts from The Ten Foot Square Hut and cite instances of Japanese Buddhist philosophy and teaching. Are the ideas applicable in our world? Express why or why not, Textbook Pp. 183, 223, 224, 226 and 229-230.Literacy RH.6-8.17.27 Investigate the types of materials used for samurai armor. How did it differ from items used in Europe? Identify strengths and weaknesses of both Japanese and European types of armor. Create an image of an ideal Japanese set of armor they would choose to wear and describe each part and its importance. Textbook Pp. 225, 227.Literacy RH.6-8.1

7.27 Compare and contrast a Shinto shrine and a Buddhist temple in Japan. Describe and compare the structure, decorative elements, shrines, design, size and building materials. Textbook pg. 222.Literacy RH.6-8.2,4

7.27 Compare and contrast temples/shrines from Japan with mosques, churches and synagogues from other parts of the world. Explain how they are similar or different. Literacy RH.6-8.2,4

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7.30 Describe how the Heian aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world’s first novels.

Connection to Language StandardsGreek & Latin Roots and Affixestion- state of being; qualityExamples from the unit: constitution, meditation, institutionOther examples: transition, action, conclusion

ism- the act, state or theory ofExamples from the unit: Neo-Confucianism, Shamanism, animism, feudalism Other examples: criticism, optimism, capitalism

Language StandardsL. 7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

7.30 Why was the Tale of Genji so significant in Japanese culture?

7.30 How did Buddhism and a writing system, Japanese interest the arts?

7.31 How did the Fujiwara clan become powerful throughout Japan?

7.28 Compare and contrast Japanese with Chinese arts of a similar time period. Note and explain similarities and differences. Textbook pages 191-192.Literacy RH.6-8.2,4

7.28 Create a set of pictograms that complete a sentence describing something in your life. The pictograms should be mild representations, not complete sketches of an item. Can others decipher your sentence? How difficult would it be to create an entire language i this form of writing? What would be the benefits and drawbacks of such a form of writing? The Tale of Genji http://www.enotes.com/topics/tale-genji

Literacy RH.6-8.1,7

7.28 “Do You Know Japan?” Read the article and watch the movie on Japanese calligraphy and how it was influenced by the Chinese and Buddhism.https://doyouknowjapan.com/calligraphy/Literacy RH.6-8.1

7.28 Create Chinese and Japanese calligraphy/poetry scrolls:https://www.teachervision.com/tv/printables/CultureSmart_14_16.pdfLiteracy RH.6-8.1,7

7.29 Nystrom Atlas - Unit 4, Section 31 - From Imperial to Feudal Japan

7.29 Create a timeline of Japanese history from this era citing important events and points in the development of Japanese culture. Textbook Reference Pg. 227Literacy RH.6-8.3

Excerpts from: The Tale of Genji (1190L) http://www.enotes.com/topics/tale-genji

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7.31 Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society.

7.30 Create two diagrams outlining the social structure in imperial and feudal Japan. Compare and contrast the diagrams citing similarities and differences. Literacy RH.6-8.3

7.31 Create a training manual for young men who wish to become a samurai. List what they will need to know, how they will need to act, what the benefits and drawbacks may be, what they will need to do to train, what they will need to be successful and how they will be expected to live.http://education.asianart.org/explore-resources/artwork/samurai-armorLiteracy RH.6-8.3

7.31 Read selections from The Tale of the Heike (Lexile - 1190L). What can be gleaned about samurai culture from this story? What about Buddhist culture?http://www.buddhanet.net/nippon/nippon_partI.htmlLiteracy RH.6-8.1

7.31 Create a samurai family crest and flag. Explain the significance of the elements that make up the crest. See Resource #5.http://www.history.com/topics/samurai-and-bushidohttps://www.khanacademy.org/humanities/art-asia/art-japan/heian-period/v/fudo-myoohttp://www.asia.si.edu/collections/edan/japanese.cfmhttp://education.asianart.org/explore-resources/lesson-or-activity/create-your-own-samurai-military-identity-lessonhttp://education.asianart.org/explore-resources/background-information/origins-samurai-growth-and-development-military-governmentLiteracy RH.6-8.3

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Learn to make differentiated learning tasks for your students for each chapter of the textbook in the link belowhttps://www.teachingchannel.org/videos/differentiating-instruction-strategy

ASSESSMENTTextbook pages 222-223.Compose an essay that explains the importance of the Terms below to the Shinto and Buddhist belief systems. Shinto, Buddhism, kami temples, order, statues, ritual, art, prayer, offerings, meditation, shrines, simplicity, tori, non-violence, purity, karma, community

Middle Ages in Western Europe 400 A.D. – 1500 A.D. (Weeks 8-9)

Textbook (Anchor Text): Discovering Our Past: A History of the Word, McGraw-HillTN State Recommended Readings:Excerpts from: The Life of Charlemagne: The Emperor Himself, Einhard http://sourcebooks.fordham.edu/basis/einhard.aspSelected accounts of: The Black Death http://www.history.com/topics/black-deathExcerpts from: Summa Theologica, Aquinas, http://dhspriory.org/thomas/summa/FP.html#TOC02

TN State Standards Big Ideas, Questions & Vocabulary Suggested TDQs, Activities & Resources7.32 Identify the physical location and features of Europe including the Alps, the Ural Mountains, the North European Plain and the Mediterranean Sea and the influence of the North Atlantic Drift.

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 manors and the growth of towns). (C, E, G, H, P)

Is religion a part of government?

7.32 How has geography shaped the development Europe?

7.32 How did the political boundaries of Europe change after the Fall of Rome and what kingdoms arose to become powerful?

Textbook Reference Chapter 10, pages 241-245; pages 274-278

Suggested Activities7.32/7.40 Nystrom Atlas - Unit 6, Section 41 - Trade Routes and the PlagueLiteracy RH.6-8.17.32 Use Shepherd’s Software online to learn the geography of Europe Draw political maps of Europe Use foldables to present the major landforms of EuropeLiteracy RH.6-8.1

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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

7.40 How did the Black Death affect Europe during the Middle Ages?

CONTENT VOCABULARY (Tier 3):fjord, missionary, concordat, Plague, Reconquista, ACADEMIC VOCABULARY (Tier 2): establish, economy, authority(For Vocabulary Strategies- See page 4)

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). Pp. 252-259. Lesson Review pg.259.Literacy RH.6-8.1

7.34 Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV. Pp.260 – 262 Literacy RH.6-8.1

7.35 Examine the Norman Invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France. Literacy RH.6-8.17.36 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. Copy the link below in browser…https://reaganlibrary.archives.gov/education/For%20Educators/Museum%20Based%20Curriculum%20Guides/MagnaCartaCurriculumGuide.pdf

Literacy RH.6-8.1,3,7

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) Literacy RH.6-8.1,3,7

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)

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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)

7.39 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 Aquinas’s synthesis of classical philosophy with Christian theology and the concept of “natural law.” (C, H, P)

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.

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

7.42 Outline Muslim rule in the Iberian Peninsula that culminated in the

Literacy RH.6-8.1,2

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 Aquinas’s synthesis of classical philosophy with Christian theology and the concept of “natural law.” (C, H, P)

Literacy RH.6-8.1,2

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7.40 Create a timeline of the advancement of the plague from China to Europe That describes 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. Use…http://www.history.com/topics/black-death

http://worldhistoryforusall.sdsu.edu/units/five/closeup/05_closeup551.pdf

Great literacy lesson from EdSitement: The Path of the Black Death:http://edsitement.neh.gov/lesson-plan/path-black-death#section-16316

Primary Source Documents:The Decameron by Giovanni Bocaccio (1348) (Lexile - 1500L)Excerpt of the introduction on the plague: http://www.historywiz.com/primarysources/blackdeath.html

Assessment Geography quizzes: http://legacy.fordham.edu/halsall/maps/mapquiz.asp

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Reconquista, Inquisition and the rise of Spanish and Portuguese Kingdoms. (C,G,H)

Additional Resources Industrial Revolution http://teva.contentdm.oclc.org/cdm/landingpage/collection/Centennial http://www.socialstudiesforkids.com/subjects/spanishamericanwar.htm http://tn.pbslearningmedia.org/resource/e750af9d-28e8-4912-9ce3-3cc9b22d10c2/spanish-

american-war/ http://www.owlteacher.com/the-progressive-era.html

George Jordan http://www.blackpast.org/aaw/jordan-george-1849-1904 Circle of Stories http://www.pbs.org/circleofstories/educators/lesson2.html The Gilded Age https://www.gilderlehrman.org/history-by-era/rise-industrial-america-1877-1900/gilded-age/

teaching-resourcesWomen and Children in the Workforce http://tn.pbslearningmedia.org/resource/076b6f88-c368-46f8-b1fb-ce04d087e73e/johnson-

women-children-in-the-workforce-segment-1/ http://www.pbs.org/wgbh/americanexperience/films/triangle/player/ Fruits of Thy Labor http://tn.pbslearningmedia.org/resource/a6b6df48-7063-4ff5-a8d5-b96263817a6e/fruits-of-

thy-labor/ http://www.havefunwithhistory.com/HistorySubjects/index.html

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UNITED STATES CIVICS TEST STUDY GUIDE

1. What is the laws of the United States based on?● The Constitution

2. What are the first ten amendments to the Constitution? ● The Bill of Rights

3. What rights/freedoms are included in the First Amendment?● Speech● Religion● Assembly● Press● Petition the government

4. What unalienable rights are included in the Declaration of Independence?● Life● Liberty● Pursuit of happiness

5. What does freedom of religion mean?● You can practice any religion, or not practice a religion

6. The branches that make up the government are:● Legislative● Executive● Judicial

7. What are the two parts of the US Congress?● The Senate and House of Representatives

8. How many years is a presidential term?● 4

9. In what month do we vote for president?● November

10. If neither the president nor the Vice president cannot longer serve, who becomes president?

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● The Speaker of the House

11. Who is the Commander-In-Chief of the Military?● The President

12. Who hold the power of veto?● The President

13. What is the highest court in the United States?● The Supreme Court

14. What is are responsibilities reserved for United States citizens only?● Serve on a jury● Vote in a federal election

15. What do we show loyalty to when we say the Pledge of Allegiance?● To the flag of the Unites States of America

16. How old do citizens have to be to vote? ● Eighteen (18) and older

17. Traditionally, when is the last day you can send in federal income tax forms?● April 15

18. Who lived in America before the Europeans arrived?

● Native Americans

19. What group of people was taken to North America and sold as slaves?

● People from Africa

20. Who was the first president?● George Washington

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21. Name the US war between the North and the South.● The Civil War

22. What movement tried to end racial discrimination?● The Civil Rights Movement

23. What did Martin Luther King, Jr. do?● Fought for civil rights

24. What major event happened on September 11, 2001, in the United States?● Terrorists attacked the United States.

25. What is the capital of the United States?● Washington, D.C

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