Garvey School District Curricular Guide 2013-2014
Grade: _7_ Subject Area: _Social Studies
Time Frame
DATES
(TBD)
Unit/CH/Title
Page #
Standards:
HIGH
MEDIUM
LOW
Instructional Strategies & Support
Suggested Activities
● RISE
● Targeted
Subgroups (ELLs/____)
Vocabulary
Key Terms
Academic Vocabulary
Assessment
TBD
Additional Materials
Common Core Performance Task
Assessments
UNIT I
Chapter 1
Section 1
Clues from the Past
Section 2
Putting the Pieces Together
Pages 6-15
CS1, HR1, HR4, HI1, HI4, HI5
RISE (CFU)
Double Bubble map to compare and contrast the clues that Historians and Archaeologists use.
SUGGESTED
Artifact Walk
Students bring an artifact to class and learn how to use inquiry strategies to gain information about other peoples and cultures.
KEY TERMS
Primary Source, Secondary Source, Archaeology, Artifacts
ACADEMIC VOCABULARY
cause, effect, purpose
● Interactive Reader and Study Guide - CH 1
●World History
DVD – Archaeology
●World Map
Review of continents and countries
● Test Generator
●Quizshow
● STUDYGUIDES
Primary Sources
Essential Questions
UNIT ON STUDYING THE ANCIENT WORLD AND ROME
RH.6-8.1 Cite textual
evidence to support analysis of primary and secondary sources
RH.6-8.2 Identify and
compare primary and secondary sources by citing evidence using a t-chart.
Include realia/artifact walk.
Chapter 2
The Fall of Rome
Section 1
The Roman Empire
Section 2
Fall of the Western Roman Empire
Section 3
The Byzantine Empire
Pages 24-40
7.1.1 (H)
7.1.3 (M)
7.1.2 (L)
RISE (CFU)
Double Bubble Map to compare and contrast the roman Empire with the Byzantine empire
Tree Map of the Strengths and Weaknesses of the Roman Empire
SUGGESTED
Comic Strip for CH2.S1
KEY TERMS
Augustus, Diocletian, Constantine, Justinian, citizens, aqueducts, corruption
ACADEMIC VOCABULARY
Innovation, strategy, afficient
● Interactive Reader and Study Guide - CH 2
●World History
DVD – Ancient Rome and the Roman empire
● Test Generator
●Quizshow
● STUDYGUIDES
Primary Sources
Essential Questions
RH.6-8.7 Integrate visuals, cite evidence, and determine central ideas GRAPES (geography, religion, art/architecture, politics/government, economy, and social structure) flipbook.
● Geography: Create map on Roman empire and label boundaries of western and Byzantine empires.
● Religion: Christianity timeline.
● Art/Architecture: bubble map of Roman art and architecture with explanations and visuals.
● Politics/government: flow map of changes in Roman
government from Republic to empire.
● Ecomony: Map the Silk Road to illustrate the importance of trade in the Roman empire.
● Social Structure: Hierarchy pyramid of Roman society.
WH-6-8.4 WH.6-8.10 Students write diary entries about the life a member in Roman society using evidence from primary and secondary sources .
ar
UNIT II
Chapter 3
The Rise of Islam
Section 1
7.2.2 (H)
7.2.3 (H)
7.2.1 (l)
RISE (CFU)
Flow Map of major events in Muhammad’s Life
Triple Bubble/Triple Venn
KEY TERMS
Muhammad, Islam, Musilms, Qur’an, pilgrimage, mosque, Five Pillars of Islam
ACADEMIC VOCABULARY
● Interactive
Reader and Study Guide - CH 3
●World History
DVD – Islam
●Map of the
Islamic World
UNIT ON ISLAM RH.6-8.7 Integrate visual information Build a model of the five pillars of Islam. Label each pillar with a tenet of the five pillars. RH.6-8.2 Determine Central
Geography and Life in Arabia
Section 2
Origins of Islam
Section 3
Beliefs and Practices
Pages 54-69
Judaism, Christianity, Islam
SUGGESTED
Step Book for the five Pillars of Islam
History Alive Curriculum
“Message in Arabic” Activity
Features, influence ● Empires Series
DVD Part I and II
● Test Generator
●Quizshow
● STUDYGUIDES
Primary Sources
Essential Questions
Ideas Compare and
contrast Sunni and Shia Muslims on a top hat graphic organizer using primary and secondary sources.
RH.6-8.7 Integrate visual
information and use technology
Students work in groups to create a powerpoint on a Muslim cultural achievement.s They must research the achievement using primary and secondary sources and visuals. WH.6-8.2 Write informative/explanatory texts Students will write an essay on how Islam impacted the development and spread of Islamic empires.
Chapter 4
THE Spread of Islam
Section 1
Early Expansion
Section 2
Muslim Empires
Section 3
Cultural Achievements
7.2.4 (M)
7.2.6 (M)
7.2.5 (L)
RISE (CFU)
Tree Map showing Muslim contributions to later civilizations
Bubble Map
Cultural Achievements of the Islamic Empire
Triple Bubble/Triple Venn
Ottoman, Safavid, Mughal Empires
KEY TERMS
Abu Bakr, tolerance, Mehmed II, Suleman I, Shia, Sunni, Ibn Battutah
ACADEMIC VOCABULARY
development, establish
● Interactive Reader and Study Guide - CH 4
● Empires Series
DVD Part III
● Test Generator
●Quizshow
● STUDYGUIDES
Primary Sources
Essential Questions
UNIT III
Chapter 5
Early West African Societies
Pgs. 108-125
7.4.1 (H)
7.4.2 (*)
-Physical map of Africa.
-Chart on African climate regions.
KEY TERMS
Sub-Saharan Africa, Sahel,
Savannah, rainforest, extended family, animism,
ACADEMIC VOCABULARY
-Chapter Resources CD (section vocabulary builder)
-Map of Africa
-PASS quizzes
-Test generator
-Quiz Show
- STUDYGUIDES
UNIT ON AFRICA eTacher will provide a packet of primary sources . WH.6-8.6 WH.6-8.7 WH.6-8.8 Informational Text students create a travel brochure chronicling the hajj of Mansa Musa . Students must demonstrate geography skills by
impact, and traditional
Primary Sources
Essential Questions
tracing his route and African empires visited. RH.6-8.1 RH.6-8.2 Cite Evidence Students will write journal entry based on primary sources of eyewitnesses to Mansa Musa’s journey. RH.6-8.7 Integrate Visuals Students will create a travel poster promoting travel to an African empire. WH.6-8.2 Determining Main Ideas Write a summary determining main ideas based on primary and secondary sources.
,
Chapter 6:
West African Empires
Pgs. 126-157
7.4.1 (H)
7.4.2 (*)
7.4.3 (M)
7.4.4 (M)
7.4.5 (*)
-Silent barter simulation.
-Flow map of Ghana’s rise and fall
-Graphic organizer on Sundiata, Mansa Musa, and decline of
KEY TERMS
Tunka Manin, Sundiata, Mansa Musa, Sunni Ali, Askia the Great, oral history, griots,
-African music
- Resources CD
-Research on Mansa Musa’s hajj to Mecca.
-PASS quizzes
Mali.
-Math activity on Mansa Musa’s pilgrimage to Mecca.
-Bubble map of Askia the Great.
-Vocabulary squares on section 4
ACADEMIC VOCABULARY
process, and various.
-Test generator
-Quiz Show
-STUDYGUIDES
Primary Sources
Essential Questions
UNIT IV
Chapter 7: China
Pgs. 162-193
7.3.1 (H)
7.3.2 (*)
7.3.3 (M)
7.3.4 (*)
7.3.5 (H)
7.3.6 (M)
-Tree map of 4 dynasties.
-chart comparing Tang and Song Dynasties in agriculture, cities, and trade.
-Bubble map of Chinese inventions.
-Tree map on Confucianism, Neo-Confucianism, and Scholar-officials.
KEY TERMS
Grand Canal, woodblock printing, gunpowder, compass, scholar-official, Genghis Khan, Zheng He,
ACADEMIC VOCABULARY
function, incentive, and consequences.
-Chapter Resources CD
(bio of Zheng He and map of Mongol empire)
-Map of China
-Test Generator
-PASS Quizzes
-Quiz Show
- STUDYGUIDES
Primary Sources
Essential Questions
UNIT ON CHINA AND JAPAN WH.6-8.7 WH.6-8.9 Conduct short research projects to answer a question Students will conduct a research project online on the question “what are the major cultural achievements of the Tang and Song dynasties and their impact on the Middle East and Europe?” They will use a flow map with headings
“agriculture, trade, and inventions “ to organize the information. RH.6-8.4 RH.6-8.1 WH.6-8.1 Write arguments focused on discipline-specific content Students write an essay on the prompt: Chinese civilization influenced Medieval Japan (religion, culture, government) . They will use the reading for meaning graphic organizer to find evidence to support their thesis from primary and secondary sources. RH.6-8.7 RH.6-8.1 Integrate visual information Students will build a
triorama on Medieval Japanese society. They will need to cite evidence in primary sources about each role in Japanese medieval society. RH.6-8.9 RH.6-8.5 RH.6-8.1 Integrate visuals Students will design and build a 3-D top hat comparing and contrasting medieval Japan and Europe.
Chapter 8: Japan
Pgs. 194-221
7.5.1 (M)
7.5.2 (L)
7.5.3 (H)
7.5.4 (L)
7.5.5 (*)
-Fan-shaped graphic organizer on Japanese art and culture.
-Hierarchy pyramid
-Manga project
KEY TERMS
Shinto, Zen, daimyo, samurai, figurehead, shogun, Bushido,
ACADEMIC VOCABULARY
-Chapter Resources CD
(section quizzes and Tanka and Haiku poetry)
-Test Generator
-Pass Quizzes
7.5.6 (H)
structure, and values.
-Quiz Show
- STUDYGUIDES
UNIT V
Ch. 9
The Early Middle Ages
(pgs. 230-251)
Standard: 7.6
7.6.1--*
7.6.2--*
7.6.3--H
7.6.4--H
---pair share
---chunking
---white boards
----ppts incorporating visuals/video clips
---cornell notes
---Eurasia Map
---social structure chart
-Critical Reading—marking/charting/summarizing text
Suggested Activities:
(7.6.3) Have students create a play depicting feudal society. The students must submit a script detailing the role of
KEY TERMS:
Eurasia/topography/Middle Ages/medieval/Patrick/monks/monasteries/Benedict/Charlemagne/knights/vassal/feudalism/William the Conquerer/manor/serfs/Eleanor of Aquitaine/chivalry/haiku
Academic Vocabulary
Role/elements
Vocabulary builder
Section quiz
Biography
Sentence Stems
Word walls
Additional 5 question self-made quizzes
BINGO for review
Eurasia Topographical Map
STUDYGUIDES
RH.6-8.3 Create a manor program PowerPoint (tour guide) RH.6-8.7 Topographical map of Eurasia tracing paper with physical features RH.6-8.5 RH.6-8.9 Sequential Feudal pyramid graphic organizer RH.6-8.5 RH.6-8.9 Compare and contrast with Top Hat (Feudal Europe & Feudal Japan *)
their character in society.
(7.6.4) Have students do a news report on the conflict between Pope Gregory and Emperor Henry IV.
9.1—Create a chart to list landforms /climates/and vegetation of northern Europe, southern Europe, and Scandinavia
9.3---venn diagram comparing medieval manor system and modern-day life
9.3---flow chart listing responsibilities of lords/knights/serfs
9.4---venn diagram comparing and contrasting Feudal Europe & Japan
SOCRATIC SEMINAR/PHILOSOPHICAL CHAIRS
Learning logs
Essays
Primary Sources
Essential Questions
Ch. 10 Standard: 7.6 ---pair share KEY TERMS Vocabulary builder RH.6-8.7
The Later Middle Ages
(pgs. 260-285)
7.6.4--H
7.6.5--H
7.6.6--H
7.6.7--*
7.6.8--M
7.6.9--*
---white boards
----ppts incorporating visuals/video clips
---cornell notes
---maps
10.1---Venn Diagram comparing popes and kings
10.2---Cause and Effect diagram of the Crusades
10.2---Create a chart and list important details (who/what/when/where/how/why
10.3---Use a chart to list the roles the church played in politics/education/and the arts in the Middle Ages
10.4---Draw a scroll to list 2 ideas in Magna Carta and 2 sentences about its effects on England’s govt.
10.5---Use a 3 column chart to describe Christians’ reactions to different groups in the Middle
Excommunicate/Pope Gregory VII/Emperor Henry IV/Crusades/Holy land/Pope Urban II/King Richard I/Saladin/clergy/religious order/Francis of Assisi/friars/Thomas Aquinas/natural law/Magna Carta/Parliament/Hundred Years’ War/Joan of Arc/Black Death/heresy/Reconquista/King Ferdinand/Queen Isabella/Spanish Inquisition
Academic Vocabulary
Authority/policy
Section quiz
Biography
Sentence Stems
Word walls
Additional 5 question self-made quizzes
BINGO for review
STUDYGUIDES
SOCRATIC SEMINAR/PHILOSOPHICAL CHAIRS
Primary Sources
Essential Questions
Cause and effect chart (popes & kings) WH.6-8.6 Black death internet research project with Webquest RH.6-8.3 Primary source writing activity of the Crusades (Richard II) RH.6-8.6 WH.6-8.5 WH.6-8.2 Spanish Inquisition – write a history book from Muslim point of view on Reconquista and Inquisition
Ages
Unit 6
Renewal in Europe
Ch. 11
Pgs. 298-317
7.8.1--H
7.8.2--*
7.8.3--*
7.8.4--M
7.8.5—H
---pair share
---white boards
----ppts incorporating visuals/video clips
---cornell notes
---chunking
---2 clean models
---maps
11.1----graphic organizer describing the results of increased trade with Asia (pg. 303)
11.2----Create a chart showing “Features of Classical & Renaissance Statues” (pg. 305)
11.2----Create a chart showing Renaissance achievements in mathematics/archite
KEY TERMS
Marco polo/interest/Cosimo de’ Medici/Renaissance/humanism/Dante Alighiere/Niccolo Machiavelli/perspective/Michelangelo/Leonardo da Vinci/Petrarch/Johann Gutenburg/Christian humanism/Desiderius Erasmus/Albrecht Durer/Miguel de Cervantes/William Shakespeare
Academic Vocabulary
Classical
affect
Vocabulary builder
Section quiz
Biography
Sentence Stems
Word walls
Additional 5 question self-made quizzes
BINGO for review
STUDYGUIDES
RH.6-8.1 RH.6-8.9 RH.6-8.5 Analyze Primary Source Document: Marco Polo’s Description of Crossing the Desert in Western China. Apply Critical Reading skills: Marking/Charting/Summarizing Text --GRAPES Picture Board (Geography, Religion, Achievement, Politics, Economy, Social Structures) --Geography: Spread of Universities
cture/astronomy/ cartography (pg. 310)
11.3---Create a chart to describe the works of Northern Renaissance artists. (pg. 317)
SOCRATIC SEMINAR/PHILOSOPHICAL CHAIRS
Primary Sources
Essential Questions
--Internet Activity: Renaissance Writers PowerPoint WH.6-8.7 WH.6-8.8 WH.6-8.9 --Power of Printing Press Activity….Internet Research…..Writing essay --Literature Activity: Don Quixote RH.6-8.4 RH.6-8.9 RH.6-8.5
Chapter 12: The Reformation of Christianity
Pgs. 324-349
7.9.1 (A)
7.9.2 (H)
7.9.3 (M)
7.9.4 (H)
7.9.5 (M)
7.9.6 (L)
7.9.7 (M)
-Flow map of causes for the Protestant Reformation.
-Tree map of Protestant reformers (Tyndale, Calvin, Henry VIII)
-Cause and effect graphic organizer for the Reformation.
KEY TERMS
Reformation, indulgence, Martin Luther, Protestants, John Calvin, Henry VIII, Catholic Reformation, Jesuits, Edict of Nantes, Thirty Years’ War,
ACADEMIC VOCABULARY
-Map of religions in Europe
-Chapter Resources CD
-PASS quizzes
-Test Generator
-Quiz Show
-Chapter test study guide.
-Film on Martin Luther
-. STUDYGUIDES
--Compare and Contrast Luther and Calvin RH.6-8.5 RH.6-8.9 RH.6-8.2 --Analyze primary source: Martin Luther’s address to Christian Nobility of the German Nation
method, and agreement.
Primary Sources
Essential Questions
RH.6-8.9 RH.6-8.5 --Geography: Europe after the Reformation: North vs. South…. Catholic vs. Protestant --30 Years War PPt RH.6-8.9 RH.6-8.5
Cause./Effect : Catholic Reformation
Unit 6
Ch. 13
The Scientific Revolution
Pgs. 354-369
7.10.1--H
7.10.2--H
7.10.3--L
---pair share
---white boards
----ppts incorporating visuals/video clips
---cornell notes
---chunking
---2 clean models
13.1—graphic organizer listing the causes of the Scientific Revolution
KEY TERMS
Scientific Revolution/science/theories/Ptolemy/rationalists/alchemy/Nicolaus Copernicus/Tycho Brahe/Johannes Kepler/Galileo Galilei/Sir Isaac Newton/barometer/Francis bacon/Rene Descartes /scientific method /hypothesis
Academic Vocabulary
Logical
Vocabulary builder
Section quiz
Biography
Sentence Stems
Word walls
Before/After Revolution Top Hat Cause/Effect Scientific Revolution WH-6-8.5 Speaking Activity: Speaking in defense of a client RH-6-8.7 Geography: Sites of Discovery
13.2—venn diagram comparing/contrasting Copernicus & Kepler
13.2---venn diagram comparing/contrasting popes & kings
13.3---create a chart listing the basic steps of the Scientific Revolution
13.3---Identify 3 effects of the Scientific revolution
Procedure principles
Additional 5 question self-made quizzes
BINGO for review
STUDYGUIDES
Primary Sources
Essential Questions
RH.6-8.9 RH.6-8.2 RH.6-8.1 RH.6-8.5 Analyze: Primary Source: Galileo’s Testimony before Catholic Church
Copernicus describes what is seen in the heavens WH.6-8.1 Socratic Seminar/Mock Trial on the trial of Galileo
UNIT 7
Chapter 14: The Early Americas
Pgs. 380-405
7.7.1 (*)
7.7.2 (H)
7.7.3 (H)
7.7.4( M)
7.7.5 (M)
-Causes for Mayan empire decline graphic organizer.
-Pyramid graphic organizer for Maya society, religion, and achievements.
-Reading and writing alphabet activity.
-Mayan calendar.
KEY TERMS
Mesoamerica, Pacal, Popol Vuh,
ACADEMIC VOCABULARY
rebel, and aspects.
-Map of Mesoamerica
-Chapter Resources CD (vocabulary builders, literary activity)
-PASS quizzes
-Test Generator
-Mayan alphabet activity
-Mayan calendar.
-Quiz show
-Chapter test study guide
-History Alive resources
- STUDYGUIDES
Primary Sources
Essential Questions
WH.6-8.7 WH.6-8.8 WH.6-8.9 Postcards for Mesoamerica RH.6-8.1 RH.6-8.8 Primary source about battle between Aztecs & Spaniards (Critical Reading: Marking/Charting/Summarizing) RH.6-8.9 RH.6-8.5 Triple Bubble of Inca economy Graphic organizer for social class pyramids structures
Chapter 15: The Aztec and Inca Empires
Pgs. 406-437
7.7.1 (*)
7.7.2 (H)
7.7.3 (H)
-Venn diagram comparing and contrasting Aztec and Inca empires.
KEY TERMS
Conquistadors, Hernan Cortes,
-Map of Aztec and Inca empires.
-Chapter Resources CD (Vocabulary builder,
WH.6-8.6 WH.6-8.7 WH.6-8.8 Create a
7.7.4 (M)
7.7.5 (M)
-3 column chart on rise of Aztec empire, Spanish conquest, and fall of Aztec empire.
-Group activity comparing the different roles of people in Aztec society.
Moctezuma, codex, Pachacuti, Quechua, Atahualpa, Francisco Pizzaro,
ACADEMIC VOCABULARY
motive, and distribute.
history and geography activity on the Inca Empire)
-PASS quizzes
-Test Generator
-Quiz show
-Chapter test study guide
-History Alive resources
- STUDYGUIDES
travel brochure through Mayan, Aztec, Inca Empire (GRAPES) RH-6-8.7 Geography map - Maya, Aztec, Inca maps
UNIT 8
Chapter 16
The Age of Exploration
Section 1
Great Voyages of Discovery
Section 2
The Columbian Exchange
Section 3
7.11.1 (H)
7.11.3 (H)
7.11.2 (M)
RISE (CFU)
●Map the routes of
significant European Explorations
●Map of the
Columbian Exchange
SUGGESTED
Reciprocal teaching on Section 3 about the Origins of Capitalsim
KEY TERMS
Henry the Navigator,
Vasco da Gama, Christopher Columbus, Ferdinand Magellan, Ferdinand Magellan, circumnavigate, Francis Drake, Spanish Armada, Columbian Exchange, plantations, Bartolome de las Casas, racism, capitalsm
ACADEMIC VOCABULARY
Primary, acquire
● Interactive Reader and Study Guide - CH 16
●World History DVD –
Capitalism/Columbian exchange (Need to check)
● Test Generator
●Quizshow
● Study Guide
Primary Sources
RH.6-8.2 Primary source of a letter from Christopher Columbus about the New World WH.6-8.7 WH.6-8.8 WH.6-8.9 Research and create a Powerpoint on explorers Explorers RH.6-8.5
Origins of Capitalism
Pages 446-459
Students can choose an explorer to do research on.
Essential Questions
RH.6-8.9 Use Top Hat to compare and contrast Old World & New World RH.6-8.5 Sequential chart showing the events of the French Revolution RH.6-8.5 Use a graphic organizer for cause and effect of capitalism RH.6-8.2
Dinner Table Collaborative Activity In groups, write down what Aristotle, Luther, Newton, Galileo might have said about the Enlightenment
Chapter 17 7.11.5 (H) RISE (CFU) KEY TERMS ● Interactive Reader RH.6-8.5
Enlightenment and Revolution
Section1
Ideas of the Enlightenment
Section 2
New Views on Government
Section 3
The Age of Exploration
Pages 474-484
7.11.4 (L)
7.11.6 (L)
Flow Map on the development of enlightenment ideas in (Section 1)
Triple Bubble/Triple Venn on The English Bill of Rights, Declaration of Independence, Declaration of the Rights of man and of the Citizen (Section 3)
SUGGESTED
Have students do a personal profile on the following people (e.g. Locke, Montesquieu, American founders)
Enlightenment, Voltaire, john Locke, natural rights, Charles Louis Montesquieu, jean-Jaques Rousseau, popular sovereignty, English Bill of Rights, Declaration of Independence
ACADEMIC VOCABULARY
Contract, ideals
and Study Guide - CH 17
●World History DVD –
enlightenment (Need to check)
● Test Generator
●Quizshow
● Study Guide
Primary Sources
Essential Questions
Sequential chart showing the events of the French Revolution
CFU=CHECKING FOR UNDERSTANDING
Questions to focus on in the future: Assessments: (common/benchmarks/ch./quizzes) -Are there CST look alike questions on OARS? How to teach?
a) by order of standards b) by order of textbook c) by order of the most relevant standards at specific points in the year, for example, avoiding teaching relevant standards right before winter/spring breaks d) HOW MUCH TIME TO SPEND ON CST REVIEW IN 8TH GRADE SPECIFICALLY