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COURSE OF STUDY UNIT PLANNING GUIDE FOR:

SOCIAL STUDIES 7

GRADE LEVEL: 7 PREPARED BY:

LAURIE BAND RICHARD BURD MAURA MURPHY

CAROL MCDONOUGH, SUPERVISOR ENGLISH AND SOCIAL STUDIES

JULY 2017

LOVELL J. HONISS SCHOOL & CHARLES A. SELZER SCHOOL

DUMONT, NEW JERSEY

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

Social Studies 7 Grade Distribution

A. Class Participation/Class Work -15% of the grade Class Participation/Class Work will be evaluated a minimum of twice per marking period according to the departmental rubric. The grade is based on the student's participation/work during class. Thus, consistent attendance is imperative.

B. Homework -15% of the grade

Homework will be evaluated for completeness, neatness, and accuracy.

C. Quizzes -20% of the grade Quizzes (announced and unannounced) based on reading, class lessons, or homework assignments will be given frequently to test understanding of individual concepts. These may include alternative assessments that will count as quizzes.

D. Writing – 20% of the grade

Writing pieces of different lengths will be evaluated for completeness, organization, accuracy, and effectiveness.

E. Tests -30% of the grade Tests will be given periodically. These may include alternative assessments that will count as tests.

Middle School Social Studies Class Participation and Class Work Rubric

1(50) Inadequate

2(60) Limited

3(70) Partial

4(80) Adequate

5(90) Strong

6(100) Superior

Attendance

-Struggles with attendance policies and/or punctuality -Never makes up work in timely fashion

-Struggles with attendance policies and/or punctuality -Rarely makes up work in timely fashion

-Struggles with attendance policies and/or punctuality -Sometimes makes up work in timely fashion

-Generally punctual -Generally makes up work in timely fashion -Not disruptive when tardy

-Usually punctual -Usually makes up work in timely fashion -Not disruptive when tardy

-Always punctual -Always makes up work in a timely fashion

Preparedness

-Almost never has pencil, books, and/or notebooks -Almost never has assignments on time

-Rarely has pencil, books, and/or notebooks -Rarely has assignments on time

-Sometimes has pencil, books, and notebooks -Sometimes has assignments on time

-Generally has pencil, books, and notebooks -Generally has assignments on time

-Usually has pencil, books, and notebooks -Usually has assignments on time

-Always has pencil, books, & notebooks -Always has assignments on time

Oral

Participation

-Almost never asks & answers questions without prompting -Almost never asks clarifying questions

-Rarely asks & answers questions without prompting -Rarely asks clarifying questions

-Sometimes asks & answers questions without prompting -Sometimes asks clarifying questions

-Generally asks & answers questions without prompting -Generally asks clarifying questions

-Usually asks & answers questions without prompting -Usually asks clarifying questions

-Always asks & answers questions without prompting (daily) -Always asks clarifying questions

Written

Participation

-Almost never takes notes -Almost never makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Rarely takes notes -Rarely makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Sometimes takes notes -Sometimes makes corrections on homework/ class work and/or applies teacher recommendations to writing

-Generally takes notes -Generally makes corrections on homework/ class work and applies teacher recommendations to writing

-Usually takes notes -Usually makes corrections on homework/ class work and applies teacher recommendations to writing

-Always takes notes -Always makes corrections on homework/ classwork and applies teacher recommendations to writing

Cooperative

Learning

-Almost never provides meaningful input -Almost never focused on the assignment -Almost never assumes a leadership role or organizes group members and their respective tasks -Never provides feedback on strengths/weaknesses of group

-Rarely provides meaningful input -Rarely focused on the assignment -Rarely assumes a leadership role or organizes group members and their respective tasks -Rarely provides feedback on strengths/weaknesses of group

-Sometimes provides meaningful input -Sometimes focused on the assignment -Sometimes assumes a leadership role or organizes group members and their respective tasks -Sometimes provides feedback on strengths/weaknesses of group

-Generally provides meaningful input -Generally focused on the assignment -Generally assumes a leadership role or organizes group members and their respective tasks -Generally provides feedback on strengths/weaknesses of group

-Usually provides meaningful input -Usually focused on the assignment -Usually assumes a leadership role or organizes group members and their respective tasks -Usually provides feedback on strengths/weaknesses of group

-Always provides meaningful input -Always focused on the assignment -Always assumes a leadership role or organizes group members and their respective tasks -Always provides feedback on strengths/weaknesses of group

General Behavior

-Almost never shows respect for peers and teacher -Almost never remains focused on assignments -Almost never abides by all class & school rules

-Rarely shows respect for peers and teacher -Rarely remains focused on assignments -Rarely abides by all class & school rules

-Sometimes shows respect for peers and teacher -Sometimes remains focused on assignments -Sometimes abides by all class & school rules

-Generally shows respect for peers and teacher -Generally remains focused on assignments -Generally abides by all class & school rules

-Usually shows respect for peers and teacher -Usually remains focused on assignments -Usually abides by all class & school rules

-Always shows respect for peers and teacher -Always remains focused on assignments -Always abides by all class & school rules

*Score of Zero Results from Limited or No Response to Class Participation/Class Work

UNIT 1 UNIT TITLE: ANCIENT ROME CHAPTERS COVERED: 12-13 UNIT LENGTH: 32 DAYS Performance Indicators

(Standards and Objectives)

Essential Questions Activities (Approximate Time Frame) Vocabulary Resources

NJSLS for Social Studies 6.2.8.A.3.a: Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expanding empires. 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 6.2.8.A.3.d: Compare the status (i.e. political, economic, and social) of groups in the Ancient world to those of people

Chapter 12 Why did the Romans overthrow their king and form a new system of government? What are some benefits of dividing the government into three branches with separate or different powers? What was the role of government in Roman religion? How did Rome’s increasing wealth help bring about the collapse of the Roman republic? Chapter 13 If you travelled to Roman cities all across the empire in A.D. 100, what similar buildings would you see wherever you went? What important discovery did Galen make about how things move inside people’s

Chapter 12: 10 Days 6.2.8.A.3.b, 6.2.8.A.3.c, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.c, 6.2.8.B.4.e, 6.2.8.C.4.a RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.10, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.4, WHST.6-8.7, WHST.6-8.9 Chapter 13: 10 Days 6.2.8.A.3.a, 6.2.8.A.3.d, 6.2.8.A.3.e, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c, 6.2.8.D.3.d, 6.2.8.D.3.e, 6.2.8.D.3.f, 6.2.8.A.4.a, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.C.4.a, 6.2.8.D.4.a RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4,

Chapter 12 Forum Republic Legion Maniple Constitution Veto Magistrate Toga Consul Patriarchal society Paterfamilias Villa Established religion Empire Province Civil war Augustus Chapter 13 Deify Pax Romana Concrete Aqueduct Greco-Roman Mosaic Romance languages Oratory Satire Gladiator Resurrection

Textbook: My World History Chapters 12 -13 Chapter My Story Chapter Digital Lessons Section Word Wise Section Journals DBQ: What were the Primary Reasons for the “Fall” of Rome? Recommended Unit Activities: Government Organizational Chart Roman Achievement Graphic Organizer Roman Citizen Role Play Activity

today and evaluate how individuals perceive the principles of liberty and equality then and now. 6.2.8.A.3.e: Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system. 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes as well as a uniformed system of exchange in the Mediterranean world and Asia. 6.2.8.C.3.b: Explain how classical civilizations use technology and innovation to enhance agricultural/ manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.a: Compare and contrast social hierarchies

bodies? How did the actions of the Roman government help allow the spread of Christianity and other ideas? Do more Christians today live in Asia, where Christianity was founded, or on other continents? How did the movement of the Huns affect the Roman empire?

RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.10, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.4, WHST.6-8.9 DBQ: 5 Days 6.2.8.D.3.b, 6.2.8.D.3.c RH.6-8.1, RH.6-8.2, 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.6-8.1, WHST.6-8.1a, WHST.6-8.1b, WHST.6-8.1c, WHST.6-8.1d, WHST.6-8.1e, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2b, WHST.6-8.2c, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.2f, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.9, WHST.6-8.10 Primary Sources: 1 Day WHST.6-8.8 Review: 4 Days Assessment: 2 Day

Baptism Crucifixion Conversion Martyr New Testament Gospel Parable Epistle Trinity Ethics Denomination Inflation Barbarian Mercenary Orthodoxy

in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.b: Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. 6.2.8.D.3.c: Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time. 6.2.8.D.3.d: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8.D.3.e: Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations. 6.2.8.D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify

and centrally govern expanding territories with diverse populations. 6.2.8.B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.8.B.4.e: Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.C.4.a: Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e. Europe, Asia, Americas). 6.2.8.D.4.a: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.

NJSLS for ELA in History 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). 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). 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. 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. WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal/academic style, approach, and form. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2a Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal/academic style, approach and form. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. (See note; not applicable as a separate requirement) WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 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.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient textual and non-textual evidence.

UNIT 2 UNIT TITLE: The Byzantium and Islamic Civilization CHAPTERS COVERED: 14-15 UNIT LENGTH: 19 Days

Performance Indicators (Standards and

Objectives) Essential Questions Activities (Approximate

Time Frame) Vocabulary Resources

NJSLS for Social Studies 6.2.8.A.3.a: Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expanding empires. 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean world and Asia.

Chapter 14 How was the Byzantine empire different from the ancient Roman empire? What is one way in which culture set the Eastern Orthodox and Roman Catholic churches apart? How did the Byzantine empire change the cultures of the Slavic peoples of Eastern Europe? Chapter 15 How did the coming of Islam change what religious activities took place at the Kaaba? How does the hajj help strengthen the community of Muslims around the world? What changed about life in Persia after the Arab Muslim conquest of Persia? How did religion help increase literacy in Islamic civilizations?

Chapter 14: 5 Days 6.2.8.A.3.a, 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.D.3.a, 6.2.8.B.4.a, 6.2.8.B.4.d, 6.2.8.B.4.e, 6.2.8.C.4.a, 6.2.8.D.4.f WHST.6-8.8 Chapter 15: 7 Days 6.2.8.A.3.d, 6.2.8.A.3.e, 6.2.8.A.4.a, Primary Sources: 1 Day WHST.6-8.8 Review: 4 days Assessment: 2 Days

Chapter 14 Byzantine Strait Moat Greek fire Creed Icon Iconoclast Pope Great Schism Justinian’s Code Missionary Cyrillic alphabet Chapter 15 Oasis Bedouin Hijra Kaaba Quran Sunnah Hajj Mosque Sharia Caliph Sunni Shia Sultan Textile Sufism Arabic numerals Calligraphy

Textbook: My World History Chapters 14 -15 Chapter My Story Chapter Digital Lessons Section Word Wise Section Journals Recommended Unit Activities: Great Schism Venn Diagram Constantinople Mapping Activity Five Pillars Storybook Muslim Dynasties & Achievement Sequence Charts

6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.d: 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.e: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.B.4.d: Explain why the Arabian Peninsula’s physical features and location made it the epicenter Afro-Eurasian trade and fostered the spread

of Islam into Africa, Europe, and Asia. 6.2.8.B.4.e: Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.C.3.b: Explain how classical civilizations used technology and innovations to enhance agricultural/ manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.C.4.a: Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e. Europe, Asia, Americas). 6.2.8.C.4.b: 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. 6.2.8.D.4.f: Determine the

extent to which the Byzantine Empire influenced the Islamic world and western Europe. NJSLS for ELA in History 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.

UNIT 3 UNIT TITLE: African and Asian Civilizations CHAPTERS COVERED: 16-18 UNIT LENGTH: 32 Days




NJSLS for Social Studies 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.C.3.a: Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. 6.2.8.C.3.b: Explain how classical civilizations use technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

Chapter 16 The Sisse clan became rulers of the Soninke. Explain whether this is an example of labor specialization. When Songhai became powerful, what do you think happened to the people of Ghana? How might the lack of natural resources affect a region’s ability to trade? Are art and trade related? Chapter 17 How did new technologies lead to prosperity in China? How did military technology help the Mongols? How did technology allow China to expand the tribute system? How did Chinese technology affect the rest of the world?

Chapter 16: 7 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.d, 6.2.8.D.3.e, 6.2.8.A.4.a, 6.2.8.B.4.a, 6.2.8.B.4.b, 6.2.8.B.4.c, 6.2.8.B.4.d, 6.2.8.B.4.e, 6.2.8.B.4.f, 6.2.8.C.4.a, 6.2.8.D.4.a, 6.2.8.D.4.g RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.10, Chapter 17: 7 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.B.4.f, 6.2.8.C.4.a, 6.2.8.D.4.e, 6.2.8.D.4.g RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.10, Chapter 18: 6 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.d,

Chapter 16 Plateau Trans-Saharan Savanna Natural resources Labor specialization Caravan Scholarship Griot Stele Greco-Roman Monk Dynasty Stonetown Caste Proverb Kinship Polyrhythmic drumming Lineage Ethnic group Oral tradition Chapter 17 Bureaucracy Money economy Scholar-official Porcelain Merit system Urbanization Nomad Mongol Steppe Khan Despot Tribute Smuggler

Textbook: My World History Chapters 16 -18 Chapter My Story Chapter Digital Lessons Section Word Wise Section Journals DBQ: Mansa Musa’s Hajj: A Personal Journey Recommended Unit Activities: Trans-Saharan Trade Activity African Storytelling and Proverbs Chinese Invention Project Huang He Exploration Journal Samurai Role Playing Activity Japanese Feudalism Chart

6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.b: Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. 6.2.8.D.3.d: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8.D.3.e: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.A.4.b: Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. 6.2.8.B.4.a: Explain how geography influenced the

Chapter 18 What aspects of Chinese government and culture did the Japanese adopt? How did the role of the Japanese emperor differ from the role of the Chinese emperor? In what ways did Japanese artists and writers develop Japanese culture?

6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.B.4.f, 6.2.8.C.4.a, 6.2.8.D.4.g DBQ: 5 Days RH.6-8.1, RH.6-8.2, 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.6-8.1, WHST.6-8.1a, WHST.6-8.1b, WHST.6-8.1c, WHST.6-8.1d, WHST.6-8.1e, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2b, WHST.6-8.2c, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.2f, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.9, WHST.6-8.10 Primary Sources: 1 Day WHST.6-8.8 Review: 4 Days Assessment: 2 Days

Compass Confucianism Block printing Daoism Buddhism Chapter 18 Archipelago Mainland Clan Kami Regent Figurehead Bushido Shogun Feudalism Daimyo Samurai Noh Kabuki Consensus Shinto Shrine Mantra

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

6.2.8.B.4.f: Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies. 6.2.8.C.4.a: Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e. Europe, Asia, Americas). 6.2.8.D.4.a: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.e: Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty. 6.2.D.4.g: Evaluate the importance and enduring legacy of the major achievements of the people living in Asia, Africa (Islam), Europe, and the Americas over time. NJSLS for ELA in History 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). 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). 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. 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. WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal/academic

style, approach, and form. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2a Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

WHST.6-8.2e Establish and maintain a formal/academic style, approach and form. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. (See note; not applicable as a separate requirement) WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 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. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple

avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

UNIT 4 UNIT TITLE: Civilizations of the Americas CHAPTERS COVERED: 19-20 UNIT LENGTH: 24 Days




NJSLS for Social Studies 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.C.3.b: Explain how classical civilizations used technology and innovation to enhance agricultural/ manufacturing outputs and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.e: Determine the

Chapter 19 How were the Olmec, Zapotec, and Maya cultures similar and different? How was Aztec civilization similar to and different from the Maya civilizations? Chapter 20 In what ways were the Incas shaped by their environment? How did geography affect the housing availability of Native American cultures?

Chapter 19: 6 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.e, 6.2.8.A.4.a, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.C.4.a, 6.2.8.D.4.a, WHST.6-8.8 Chapter 20: 6 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.e, 6.2.8.A.4.a, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.C.4.a, 6.2.8.D.4.a, WHST.6-8.8 DBQ: 5 Days RH.6-8.1, RH.6-8.2, 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.6-8.1, WHST.6-8.1a, WHST.6-8.1b, WHST.6-8.1c, WHST.6-8.1d, WHST.6-8.1e, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2b, WHST.6-8.2c, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.2f, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6,

Chapter 19 Obsidian Hieroglyphics Slash-and-burn agriculture Observatory Quetzal Drought Basin Aqueduct Chinampa Dike Absolute monarchy Chapter 20 Andes Terrace Quipu Hierarchy Ayllu Mita system Artifact Igloo Drought potlatch Wigwam Longhouse Tepee

Textbook: My World History Chapters 19 -20 Chapter My Story Chapter Digital Lessons Section Word Wise Section Journals DBQ: The Aztecs: Should Historians Emphasize Agriculture or Human Sacrifice? Recommended Unit Activities: Mesoamerican Government Structure Activity Mesoamerican Religion Storybook North American Native Americans Chart

extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.8.B.4.e: Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environment challenges. 6.2.8.C.4.a: Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.D.4.a: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various

WHST.6-8.9, WHST.6-8.10 Primary Sources: 1 Day WHST.6-8.8 Review: 4 Days Assessment: 2 Days

groups of people. NJSLS for ELA in History 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.

UNIT 5 UNIT TITLE: Europe and the Middle Ages CHAPTERS COVERED: 21-23 UNIT LENGTH: 35 Days




NJSLS for Social Studies 6.2.8.A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.C.3.b: Explain how classical civilizations used technology and innovation to enhance agricultural/ manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.e: Determine the extent to which religion,

Chapter 21 How did different groups and individuals take power in early medieval Europe? Describe the power of the Catholic Church in medieval Europe? How did feudalism and the manor system affect the lives of people in medieval Europe? Chapter 22 What mistakes did Henry II make in his conflict with the Church? How did the barons resolve their conflicts with King John? Why did the conflicts known as the Crusades fail to achieve their goals? Why did religion intolerance lead to conflict in Spain? Chapter 23 What effects did increasing wealth in towns have on church buildings?

Chapter 21: 6 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.A.4.b, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.D.4.c, 6.2.8.D.4.e RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, WHST.6-8.1a, WHST.6-8.1c Chapter 22: 7 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.A.4.b, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.D.4.c, 6.2.8.D.4.e RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, WHST.6-8.1a, WHST.6-8.1c Chapter 23: 7 Days 6.2.8.A.3.b, 6.2.8.B.3.a, 6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.A.4.a, 6.2.8.A.4.b, 6.2.8.A.4.c, 6.2.8.B.4.a, 6.2.8.B.4.e, 6.2.8.D.4.b, 6.2.8.D.4.c, 6.2.8.D.4.e, 6.2.8.D.4.j RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, WHST.6-

Chapter 21 Middle Ages Medieval Topography Clergy Monastery Sacrament Convent Christendom Pagan Missionary Saint Vassal Fief Knight Chivalry Manor Serf Chapter 22 Secular Excommunicate Pilgrimage Magna Carta Parliament Common law Habeas corpus Writ Crusades Heresy Inquisition Iberian Peninsula Moors Reconquista

Textbook: My World History Chapters 21 -23 Chapter My Story Chapter Digital Lessons Section Word Wise Section Journals DBQ: Samurai and Knight: Were the Similarities Greater than the Differences? Recommended Unit Activities: European Feudalism Chart Knight Role Play Activity Crusades Timeline

economic issues, and conflict shaped the values and decisions of classical civilizations 6.2.8.A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.A.4.b: Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. 6.2.8.A.4.c: Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions. 6.2.8.B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.8.B.4.e: Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of

In what ways did religion affect culture in the Middle Ages? Why might the Black Death have shaken people’s confidence in the Church?

8.1a, WHST.6-8.1c DBQ: 5 Days RH.6-8.1, RH.6-8.2, 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.6-8.1, WHST.6-8.1a, WHST.6-8.1b, WHST.6-8.1c, WHST.6-8.1d, WHST.6-8.1e, WHST.6-8.2, WHST.6-8.2a, WHST.6-8.2b, WHST.6-8.2c, WHST.6-8.2d, WHST.6-8.2e, WHST.6-8.2f, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.9, WHST.6-8.10 Primary Sources: 1 Day WHST.6-8.8 Review: 6 Days Assessment: 3 Days

Chapter 23 Crop rotation Fallow Three-field system Guild Mendicant order University Natural law Hundred Years’ War Peasants’ Revolt Bubonic plague Black Death

environmental changes made during this time period, and relate these changes to current environmental challenges. 6.2.8.C.4.a: Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e. Europe, Asia, Americas). 6.2.8.D.4.b: 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.c: Assess the demographic, economic, and religious impact of the plague on Europe. 6.2.8.D.4.d: Determine which events led to the rise and eventual decline of European feudalism. 6.2.8.D.4.e: Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty. 6.2.8.D.4.j: Evaluate the importance and enduring legacy of the major

achievements of the people living in Asia, Africa (Islam), Europe and the Americas over time. NJSLS for ELA in History 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). 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). 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. 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. WHST.6-8.1 Write arguments focused on discipline-specific content. WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1c Use words, phrases, and clauses to

create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1d Establish and maintain a formal style. WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.2a Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, and multimedia) when useful to aiding comprehension. WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. (See note; not applicable as a separate requirement) WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 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. WHST.6-8.7 Conduct short research projects to answer a question (including a self-

generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Modifications/Strategies for Student Populations: MS/HS ELA & SS *Interdisciplinary

**21st Century Themes and Skills 21st Century Themes &

Skills** Special

Education/Gifted ELL At Risk of School Failure Benchmarking

Career Skills 1. Guest Speakers* 2. Multimedia/Videos 3. Interviews* 4. Resumes* 5. Letters 6. Public Speaking 7. Naviance

Communication 1. Presentations w/Visuals 2. Debates* 3. Speeches* 4. Dramatic Readings 5. Socratic Seminar 6. Rhetoric & Figurative

Language 7. Think-Pair-Share

Collaboration 1. Cooperative Projects 2. Peer Editing 3. Jig Saw 4. Reading Groups 5. Socratic Seminar

Creativity

1. Visual Interpretations 2. Dramatic Readings 3. Creative Writing

a. Modernized Versions of Text

b. Narratives c. Poems d. Drama

Critical Thinking

Special Education 1. Providing

Notes/Modified Notes a. PowerPoints b. Text with

Annotations 2. Providing Anchor

Copies with Rubrics 3. Guided Reading

a. Highlighting b. Underlining c. Providing

Definitions d. Outlining

4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

17. Tutoring/Extra Help Gifted

1. Self-Directed Learning

1. Word to Word Dictionaries

2. Bilingual Dictionaries 3. Total Physical

Response 4. Native/Non-Native

Speaker Groupings 5. Providing

Notes/Modified Notes a. PowerPoints b. Text with





8. Audio Books 9. Enhanced Digital Texts 10. Modeling 11. Chunking 12. Scaffolding 13. Repeat/Rephrase 14. Manipulatives/

Visuals 15. Realia 16. Graphic Organizers 17. Study Guides 18. Portfolios 19. Modified Texts 20. Conferencing

a. Student b. Parent

1. Providing Notes/ Modified Notes

a. PowerPoints b. Text with





4. Audio Books 5. Enhanced Digital Texts 6. Modeling 7. Chunking 8. Scaffolding 9. Repeat/Rephrase 10. Manipulatives/Visuals 11. Realia 12. Graphic Organizers 13. Study Guides 14. Portfolios 15. Modified Texts 16. Priority Seating 17. Checking Assignments

Pads 18. Conferencing

a. Student b. Parent c. Guidance d. Administration e. CST

19. Tutoring/Extra Help

1. Pre and Post SGO Assessments

2. Study Island

1. DBQs* a. SS in ELA* b. ELA in SS*

2. Text Analysis a. SS in ELA* b. ELA in SS*

3. Peer Review 4. Reading & Writing

a. Evaluate b. Compare c. Contrast d. Analyze e. Synthesize f. Create

Technology

1. PARCC Practice 2. SMART Board 3. iPads 4. SMART Response

Technology 5. Text to Speech 6. Podcasts 7. Virtual Field Trips 8. Quizlet 9. Socrative 10. Kahoot 11. Flubaroo 12. Wikis 13. Google Drive 14. Turnitin 15. Study Island 16. Virtual High School (HS

Only)

Independent Research* 2. Individualized Pacing 3. Supplemental Texts

(Higher Lexile Levels)*

4. Virtual High School (HS Only)

c. Guidance d. Administration e. CST

21. Tutoring/Extra Help

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