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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


●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


● 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


(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


---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


BINGO for review

STUDYGUIDES


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


---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


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)


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


-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


---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


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


●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

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