columbia middle school social studies department …

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

COLUMBIA MIDDLE SCHOOL

SOCIAL STUDIES DEPARTMENT

GRADE 7 SOCIAL STUDIES:

World History

Curriculum Guide

Date: September 2018 Updated: December 2019

Dr. Melissa Varley, Superintendent Mr. Scott McKinney, Assistant Superintendent

Mr. Stephen Hopkins, District Supervisor

Developed by: Dawn McGann Steve Buonaspina

This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s

Individualized Educational Plan (IEP)

Approved by the Berkeley Heights Board of Education at the regular meeting held on 12/5/19 .

VISION STATEMENT

The social studies curriculum provides consistent and enriched teaching and learning of content and skill grades 6-12. The curriculum promotes Historical Reasoning Skills and Historical Disciplinary Practices such as source analysis, critical reading, analytical writing, research, argumentation, and critical-thinking. In addition, students should develop a broad understanding of historical issues and appropriate content knowledge including geography and civics. Students will participate in activities that enhance their lives and provide opportunities to apply their knowledge and skills to new situations. The ultimate goal is to educate students to become informed citizens of the global age.

Berkeley Heights Public School 1

MISSION STATEMENT Seventh grade social studies is a survey course that examines world history, from the Roman Republic through the Age of Exploration. The course will emphasize geography, politics, economics, social history and culture and will examine the impact of the past on the world today. Lessons are student-driven and incorporate content and assessments that promote and develop critical- and historical-thinking skills. This course also places an emphasis on how to write a formal essay and how to create and deliver public presentations. These objectives are accomplished by:

● Analyzing primary and secondary sources ● Connecting historical concepts and how they relate to current events ● Incorporating critical thinking skills, such as problem solving, self-evaluation,

interpreting multiple perspectives, and assessing the validity of sources ● Providing instruction in literacy and writing that utilizes historical thinking skills ● Offering cross-curricular learning opportunities


COURSE PROFICIENCIES

COURSE OBJECTIVES

I. Examine the development of Republican through Imperial Rome A. Explore the settlement of the Italian peninsula and its early civilizations and

legendary past. B. Define what a republic is and compare its similarities and differences with

Athenian direct democracy. C. Describe the role the Senate, Assembly, and consuls played within the Roman

Republic. D. Compare and contrast the Roman Republic’s branches of government with

that of the United States. E. Explain the causes, outcomes and historical impacts of the Punic Wars F. Compare and contrast various rulers of Republican Rome with those of

Imperial Rome. G. Analyze the rise, development, and decline of the Roman Republic. H. Organize a timeline of important events of the Roman Empire. I. Identify correlations between Roman sports and entertainment to that of

modern America. J. Analyze the rise, development, and fall of the Western Roman Empire. K. Determine the long-lasting impacts of ancient Rome on the modern world. L. Distinguish the characteristics of Eastern (Byzantine) and Western Rome.

II. Explore the origins of the Early Middle Ages throughout Europe. A. Explain how the fragmentation of Western Europe after the fall of Rome led

to the genesis of modern nations. B. Show how changing borders and lands evolved into modern national

boundaries. C. Examine the unification of the Franks under Clovis. D. Identify the causes and effects of the Battle of Tours. E. Assess the contributions of Charlemagne upon Western European culture. F. Compare and contrast the Holy Roman Empire with that of the Byzantine

Empire. G. Explain the changing role of The Church and spirituality from early to the late

medieval period. H. Investigate Viking expansion and its influence on trade and culture.

III. Investigate the political, societal, and economic changes throughout Europe during the Middle Ages.

A. Define feudalism, the lifestyle of the people, and the social hierarchy. B. Compare and contrast the Holy Roman Empire with that of the Byzantine

Empire. C. Research how the revival of trade, during the Middle Ages, led to the revival

of towns in Western Europe. D. Examine the role of the Roman Catholic Church in medieval life. E. Assess the causes and impact of the Crusades on Europe and the Middle East. F. Examine the persecution of the Jews as a result of the Crusades.


G. Explain cultural diffusion exchanged from the Crusades. H. Determine and evaluate the impact and influences of Eastern cultures on

medieval Europe. I. Connect the development of the Magna Carta (1215) to the modern

representative state and the rule of law. IV. Analyze the development and spread of Renaissance ideas and culture.

A. Investigate the foundation and spread of Renaissance ideas. B. Draw connections and examine similarities between the Classical and

Renaissance eras C. Survey the development of art, architecture, science, technology, and

literature in the Renaissance. D. Make conclusions about the Renaissance, as the beginning of “Modern

History”. E. Connect Renaissance thought to later movements such as the Enlightenment

and Scientific Revolution. V. Analyze the significance of the Reformation, development of new churches, and

religious wars. A. Describe the changes made to the Catholic Church. B. Identify and evaluate the various political, economic and military

implications of the Reformormation. C. Examine the reformers, their ideas, and the new churches that arose. D. Summarize the religious wars that occurred in Europe during this time

period and their impacts on economic, political, and social development. VI. Cite discoveries made during the Age of Exploration.

A. Assess the rationale for European exploration and the role trade played. B. Compare and contrast the societies of Asia with those of Europe, Africa,

North and South America. C. Explain the difference in motives of Asia and Europe’s respective ages of

exploration. D. Examine the positive and negative impacts of the Columbian Exchange. E. Explore and discuss the global short-term and long-lasting implications of

the Age of Exploration.


STUDENT PROFICIENCIES The students will be able to:

1. Explain the relationship between causes and effects of specific developments or processes.

2. Analyze patterns in history and connect them to patterns of continuity and/or change over time.

3. Determine how a relevant context influenced a specific historical development or process.

4. Identify similarities and/or differences between specific historical developments and processes.

5. Utilize a variety of sources to examine multiple perspectives of a historical time period or event.

6. Construct and support an argument using specific and relevant evidence. 7. Appraise the author’s point of view, purpose, audience, format, bias and historical

context to demonstrate an understanding of the significance of a primary source. 8. Create meaningful and persuasive historical and/or cross-disciplinary connections. 9. Enhance problem-solving skills. 10. Identify alternative courses of action and predict consequences. 11. Determine long and short-term causes and/or effects of a historical event. 12. Articulate a defensible claim in the form of a compelling thesis and provide clear

and consistent links between the evidence and the argument. 13. Evaluate a source’s credibility and/or limitations. 14. Interpret how a source provides information about the broader historical setting

within which it was created. 15. Inquire how leaders’ personalities influence decision making. 16. Design graphic representations of key events and concepts. 17. Promote decision-making skills. 18. Continue to develop research skills utilizing a variety of sources and technology. 19. Continue to develop public presentation and speaking skills by presenting

individual and/or group reports. 20. Write routinely over extended time frames (time for research, reflection,

metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

21. Assess the credibility and accuracy of a source and quote or paraphrase the data and conclusions of others while utilizing proper format for citation.

22. Cite specific textual evidence to support analysis of primary and secondary sources.


METHODS OF EVALUATION

1. Teacher observation/questioning/monitoring 2. Teacher developed tests and quizzes 3. Homework and class work 4. Class participation 5. Graded class discussions 6. Activities and projects 7. Essays & short answer responses 8. Notebooks, journals, and portfolios 9. Performance assessment (presentations, discussions) 10. Self-assessment 11. Research assignments


MODIFICATIONS & ACCOMMODATIONS

Modifications and Accommodations for Special Education students, students with 504s, English Language Learners and Gifted and Talented students may include but are not limited to the following:

Special Education ● Individualized Education Plans (IEPs) ● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Use of the special education teacher to re-instruct in flexible small groups for the struggling

learner ● Manipulatives ● Flipped Instruction ● Word banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Independent projects ● Contracts/behavior support plans ● Open-ended responses ● Project-based learning ● Group activities


● Guided Notes ● Functional learning incorporated into each lesson ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Gifted & Talented

● Provide one-to-one teacher support ● Curriculum Compacting ● Advanced problems to extend the critical thinking skills of the advanced learner ● Supplemental reading material for independent study ● Elevated questioning techniques using Webb’s Depth of Knowledge matrix ● Curriculum Compacting ● Flexible grouping ● Tiered assignments ● Topic selection by interest ● Manipulatives ● Tiered Lessons ● Flipped Instruction ● Multimedia Presentations ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Conclusions and analysis of exploratory activities ● Career based learning incorporated into each lesson ● Exploration Activities


● Student choice

ELLs ● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Manipulatives ● Flipped Instruction ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides


● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

504s

● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Manipulatives ● Words banks ● Reduced choice on assessments ● Preferential seating ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Modified homework ● Independent projects ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers


● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Students at Risk of Failure

● Exemplars of varied performance levels ● Multimedia presentations ● Tiered/Scaffolded Lessons ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format ● Modified homework ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies


SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVE

Unit 1: Republican through Imperial Rome Duration: 10-13 weeks Overview: This unit will introduce Roman history and its long-lasting impacts on Western civilization. Standards: 6.2.8.A.3.a-e; 6.2.8.B.3.a,b; 6.2.8.B.4.a,b,d; 6.2.8.C.3.a; 6.3.8.D.1; 6.2.8.D.3.a-e; 6.2.8.D.4.f; Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6 Essential Questions:

● How does the legendary founding of Rome fit into the narrative of ancient storytelling?

● Why might the Romans have settled upon seven hills along the Tiber River? ● What is a republic and how is it different than direct democracy? ● How was the Roman Republic similar to and different from the United States’

modern republic? ● How did Roman victory in the Punic Wars shape the history of Western Europe? ● How did the development of strong leaders lead to crisis in Republican Roman

politics? ● What were the internal issues that led to the fall of Western Rome? ● What were the external issues that led to the fall of Western Rome? ● Explain how external issues caused internal issues and vice versa leading to the fall

of Rome ● Explain the long-lasting legacy of Rome on Western Europe

Student Learning Objectives: Students will know and be able to…

● Explore the settlement of the Italian peninsula and its early civilizations and legendary past.

● Define what a republic is and compare its similarities and differences with Athenian direct democracy.


● Describe the role the Senate, Assembly, and consuls played within the Roman Republic.

● Compare and contrast the Roman Republic’s branches of government with that of the United States.

● Explain the causes, outcomes and historical impacts of the Punic Wars ● Compare and contrast various rulers of Republican Rome with those of Imperial

Rome. ● Analyze the rise, development, and decline of the Roman Republic. ● Organize a timeline of important events of the Roman Empire. ● Identify correlations between Roman sports and entertainment to that of modern

America. ● Analyze the rise, development, and fall of the Western Roman Empire. ● Determine the long-lasting impacts of ancient Rome on the modern world. ● Distinguish the characteristics of Eastern (Byzantine) and Western Rome

Possible Activities

● Julius Caesar investigation simulation and writing piece ● Roman advertisement activity ● Roman Republic role play simulation ● Is America the New Rome? text analysis ● RAFT writing piece on the Roman Empire ● Constantinople map analysis ● Punic Wars movie trailer ● Colosseum/Modern Athletics comparison essay ● Fall of Rome essay

Unit 2: The Early Middle Ages Duration: 3-4 weeks Overview: This unit will introduce students to early medieval societies, the shift from small to large kingdoms and the emergence and origins of modern nations. Standards: 6.2.8.A.4.a; 6.2.8.B.4.d,e, 6.2.8.C.4.b; 6.2.8.D.4.a-d, f; Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6 Essential Questions:

● How did the lord-vassal-serf relationship develop?


● Why was Charlemagne seen as “The Father of Europe”? ● Why was primogeniture favored over partible inheritance by many kingdoms? ● What role did the Roman Catholic Church play in the development of the political

and social life in Western Europe? ● How did geography influence Viking culture and explorations?


● Explain how the fragmentation of Western Europe after the fall of Rome led to the genesis of modern nations.

● Show how changing borders and lands evolved into modern national boundaries. ● Examine the unification of the Franks under Clovis. ● Identify the causes and effects of the Battle of Tours. ● Assess the contributions of Charlemagne upon Western European culture. ● Explain the changing role of The Church and spirituality from early to the late

medieval period. ● Investigate Viking expansion and its influence on trade and culture. ● Explain the social hierarchy of medieval Europe.

Possible Activities

● Graphic organizer: Franks-Symbiotic Relationships ● Franks Pictoword ● Viking stations activity ● Viking artifacts and primary source analysis ● Viking Quest simulation

Unit 3: The Later Middle Ages Duration: 7-8 weeks Overview: In this unit students will investigate the political, societal, and economic changes throughout Europe in the late Middle Ages. Standards: 6.2.8.A.4.a,b,c; 6.2.8.B.4.a,b,e,f; 6.2.8.C.4.a,b 6.2.8.D.3.a,d, 6.2.8.D.4.a-g; Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6


Essential Questions: ● Why were the Crusades both a baine and a boon to development for Europe and the

Middle East? ● Explain the long-lasting impacts of trade, technology and arts exchanged during the

Crusades. ● How did the clash for power between kings, The Church, and nobility impact

Europe? ● How did the interactions with the Middle East during the Crusades inspire change

and modernization in Western Europe? ● How did the growing power of kings and nations change their relationships with

The Church? ● How did the tightly compacted nature of Western European states add to the

proliferation of technological development? ● To what extent did the principles and provisions of the Great Charter (Magna Carta

of 1215) find expression in the U.S. Constitution? Student Learning Objectives: Students will know and be able to…

● Define feudalism, the lifestyle of the people, and the social hierarchy. ● Compare and contrast the Holy Roman Empire with that of the Byzantine Empire. ● Research how the revival of trade, during the Middle Ages, led to the revival of

towns in Western Europe. ● Examine the role of the Roman Catholic Church in medieval life. ● Assess the causes and impact of the Crusades on Europe and the Middle East. ● Explain cultural diffusion exchanged from the Crusades. ● Examine the persecution of the Jews as a result of the Crusades. ● Determine and evaluate the impact and influences of Eastern cultures on medieval

Europe. ● Connect the development of the Magna Carta (1215) to the modern representative

state and the rule of law.

Possible Activities ● SIM CITY 1300 medieval city/society simulation ● Medieval writing piece ● Socratic Seminar: Chivalry ● Medieval primary and secondary source comparison ● Black plague simulation ● World religions project ● Magna Carta analysis

Unit 4: Origins & Legacy of The Renaissance Duration: 5-6 weeks


Overview: In this unit students will explore the origins of the Renaissance and its proliferation. Standards: 6.2.8.D.4.d,g; 6.2.8.A.4.a; 6.2.8.B.4.b; 6.2.12.A.2.b; 6.2.12.C.2.a; 6.2.12.D.2.a; 6.2.12.D.2.c; 6.2.12.D.2.d; 6.2.12.D.2.e; Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6 Essential Questions:

● In what ways was the Renaissance a rebirth of Classical thoughts in arts and thought?

● How did the growth of individuality clash with The Church and traditions in this era?

● How did the power of nations and kings change in relation to each other and to that of The Church?

● What role did Humanism play in this era? ● Explain the key differences in views on the roles of arts, religion, politics and

sciences between the Renaissance and the Medieval. ● How had the Renaissance reawakened greater desire for trade and broader

communications to the East? ● How can the Renaissance be directly connected to the development of the

Reformation, Scientific Revolution, and Enlightenment? Student Learning Objectives: Students will know and be able to…

● Define Renaissance and explain its origins. ● Investigate the foundation and spread of Renaissance ideas. ● Draw connections and examine similarities between the Classical and Renaissance

Eras. ● Survey the development of art, architecture, science, technology, and literature in

the Renaissance. ● Draw conclusions about the Renaissance, as the beginning of “modern history”. ● Connect Renaissance thought to later movements such as the Enlightenment and

Scientific Revolution. Possible Activities

● Machiavelli’s The Prince Primary Source Excerpt Analysis ● Thesis paper ● Hundred Years’ War Comic Strip


● Renaissance stations ● Renaissance portrait analysis ● Investigation: Assassination of Giuliano (& attempted assassination of Lorenzo) de

Medici ● Leonardo’s Workshop invention exploration and creation project

Unit 5: The Reformation Duration: 2-3 weeks Overview: In this unit students will explore the origins of the Reformation and its long-lasting effects on the world. Standards: 6.2.8.A.4.a; 6.2.8.D.4.a, g; 6.2.12.D.1.f; 6.2.12.D.2.b; Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6 Essential Questions:

● How did the Protestant Reformation develop in direct relation to the growth of independent thought from the Renaissance?

● Why were there so many protests against The Church during this movement? ● How did the Protestant Reformation play a direct role in economics, politics, and

warfare during this time period?


● Describe the changes made to the Catholic Church. ● Identify and evaluate the various political, economic and military implications of the

Reformormation. ● Examine the reformers, their ideas, and the new churches that arose. ● Summarize the religious wars that occurred in Europe during this time period and

their impacts on economic, political, and social development. Possible Activities

● Wars of Religion: Europe Map Analysis ● Ninety-Five Theses excerpts analysis ● Thirty Years’ War - Stone Soup (Marcia Brown, 1947) comparison/analysis


Unit 6: The Age of Exploration Duration: 3-4 weeks Overview: In this unit students will investigate the connections and implications of exploration and the long and short-term effects on the past and modern world. Standards: 6.2.12.B.1.a,b; 6.2.8.B.4.a,f; 6.2.12.C.1.a, b, c; 6.2.12.D.1.b, c, e; 6.2.8.D.4.g; 6.2.8.C.4.a; 6.3.8.CS1, 2, 7; 9 Technology: 8.1.8 D2,3,4,5; 8.1.8 E1; 8.1.8 F1 21st Century: CRP 2, CRP 4, CRP 5, CRP 6, CRP 7, CRP 8, CRP 11, CRP 12, 9.1.8 A3; 9.1.8 D5; 9.1.8 F2 Cross Curricular: NJSLSA R 1-10; RH 6-8 1-10; NJSLSA W 1,2,4-10; WHST 6-8 1A-E, 2A-F, 4-10; NJSLSA SL 1-6; SL 7 1A-D, 2-6, NJSLSA L 1-6; L 7 1A-C,2A-B,3,4A-D,5A-C,6 Essential Questions:

● How did the power of the Renaissance’s early adopters differ from the late comers in this era?

● Why did the North Italian city-states yield in power and prestige to those states that were more excluded from initial trade from the East?

● How did the procurement of instant wealth and cash-cropping place North and South America on different historical trajectories?

● What were the global short-term and long-term implications of the Age of Exploration?

Student Learning Objectives: Students will know and be able to

● Assess the rationale for European exploration and the role trade played. ● Compare and contrast the societies of Asia with those of Europe, Africa, North and

South America. ● Explain the difference in motives of Asia and Europe’s respective ages of

exploration. ● Examine the positive and negative impacts of the Columbian Exchange. ● Explore and discuss the global short-term and long-lasting implications of the Age

of Exploration.

Possible Activities ● Big Blue World Age of Exploration diary and discovery travel log ● Comparison - Aztec and Spaniard Primary Sources of the Massacre of the Temple ● Triangular Trade Map Analysis ● Mercantilism process and impact analysis ● Slave Trade Perspective Analysis


SUGGESTED MATERIALS AND RESOURCES Suggested Audio Visual/Computer Aids Apps Google suite of apps Microsoft Word Nearpod Edpuzzle Pear Deck Student Resources Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: a World History. McGraw

Hill/Glencoe, 2006. Study Skills http://www.studygs.net/ Purdue Online Writing Lab

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html

British Museum https://www.britishmuseum.org/ BBC http://www.bbc.co.uk/history/forkids/

https://www.bbc.co.uk/history Smithsonian Tween Tribune https://www.tweentribune.com/category/tween78/ Hip Hughes History https://hiphugheshistory.weebly.com/the-video-arsenal.html Teacher Resources A&E Biography: Hail Caesar Engineering an Empire (2007) History Channel NOT RATED Colosseum: A Gladiator’s Story (2003) BBC NOT RATED Gladiators: Blood Sport of the Coliseum The Dark Ages: The Fall of Civilization, The Rise of a New World Order (2006) History

Channel NOT RATED PBS: Castle The Plague (2005) NOT RATED Secrets of the Great Plague Discovery Channel Da Vinci Tech (2008) History Channel NOT RATED Da Vinci and the Code He Lived By Henry V (1989) PG-13 Horrible Histories BBC In Search of Medieval Britain BBC NOT RATED

E1 Alixe Bovey follows the trail north from York to the hotly contested Scottish border E1: https://www.youtube.com/watch?v=6PQUGN3MDd0 E2 Alixe Bovey heads west from Gloucester to Wales in the footsteps of Edward I’s armies


http://www.studygs.net/



https://www.britishmuseum.org/

http://www.bbc.co.uk/history/forkids/

https://www.bbc.co.uk/history

https://www.tweentribune.com/category/tween78/

https://hiphugheshistory.weebly.com/the-video-arsenal.html

https://www.youtube.com/watch?v=6PQUGN3MDd0

https://www.youtube.com/watch?v=6PQUGN3MDd0

E2: https://www.youtube.com/watch?v=MAhJtyM8kGI E3 Alixe Bovey follows the ancient pilgrim trail from the east coast to London E3: https://www.youtube.com/watch?v=bJqra89rdJ4 E4 Medieval art historian Dr. Alixe Bovey discovers the origins of precedent in common law E4: https://www.youtube.com/watch?v=I6yUE8_PDI8 E5 Alixe Bovey explores Medieval Scotland, a nation so young it still had no capital E5: https://www.youtube.com/watch?v=qsUXt2g6hmQ E6 Alixe Bovey explores the West Country as it appears in medieval times E6: https://www.youtube.com/watch?v=UTjziLWD-Aw

What did Peasants Eat in Medieval Times?: https://www.youtube.com/watch?v=WeVcey0Ng-w&t=221s What did Rich Nobles Eat in Medieval Times?: https://www.youtube.com/watch?v=Ertx8fZiuxA Analyzing Primary Sources https://www.archives.gov/education/lessons/worksheets Stanford History Education Group https://sheg.stanford.edu/history-lessons Primary Sources: EuroDocs https://eudocs.lib.byu.edu/index.php/Main_Page Fordham University History Sourcebooks https://sourcebooks.fordham.edu/ World Digital Library https://www.wdl.org/en/ Eyewitness to History http://www.eyewitnesstohistory.com/ Primary Source Documents: Julius Caesar Crosses the Rubicon, 49 BC Gladiator 50 CE The Lives of the Twelve Caesars Vita Constantine Of the Buildings of Justinian (The Hagia Sophia) Portrait of Charlemagne The Song of Roland The Annals of St. Vaast Havamal The Crusades: Speech Excerpts from Pope Urban II and Saladin The Black Plague: Giovanni Boccaccio 1348 Ordinances for Sanitation in a Time of Morality: Pistoia, Italy (The Black Plague) The Magna Carta Ninety-Five Theses Excerpts An Audience with Queen Elizabeth I, 1597 Excerpt from the Journal of Christopher Columbus Account of the Massacre of the Temple “The Patio of the Gods”


https://www.youtube.com/watch?v=MAhJtyM8kGI

https://www.youtube.com/watch?v=MAhJtyM8kGI

https://www.youtube.com/watch?v=bJqra89rdJ4

https://www.youtube.com/watch?v=bJqra89rdJ4

https://www.youtube.com/watch?v=I6yUE8_PDI8

https://www.youtube.com/watch?v=I6yUE8_PDI8

https://www.youtube.com/watch?v=qsUXt2g6hmQ

https://www.youtube.com/watch?v=qsUXt2g6hmQ

https://www.youtube.com/watch?v=UTjziLWD-Aw

https://www.youtube.com/watch?v=UTjziLWD-Aw

https://www.youtube.com/watch?v=WeVcey0Ng-w&t=221s

https://www.youtube.com/watch?v=Ertx8fZiuxA

https://www.archives.gov/education/lessons/worksheets

https://sheg.stanford.edu/history-lessons

https://eudocs.lib.byu.edu/index.php/Main_Page

https://sourcebooks.fordham.edu/

https://www.wdl.org/en/

http://www.eyewitnesstohistory.com/