7th grade world history - allofe...

The mission of University Academy is to prepare students to succeed in an institution of higher education and to participate as leaders in society.

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7th Grade World History Description: The 7th Grade World History class is designed to facilitate student leadership and understanding in the history of the United States through Reconstruction. As leaders and lifelong learners, students must become proficient and/or advance in their ability to understand how our great country began and some the people and events most important to the history of the United States.

Rationale:

University Academy promotes the study of history that is vital to students becoming well prepared to succeed in an institution of higher learning

and to participate in society as leaders with the ability to understand themselves and others, to understand the societies, events, movements

and developments that have shaped humanity from earliest times. Also, students will appreciate how the world and its people have changed as

well as the significant continuities that exist to the present day.

Course Text/Materials: McDougal Littell World History: World History: Ancient through Early Modern Times

McDougal Littell World History: World History: Ancient through Early Modern Times Resource Pack

Ed helper History.com Teacher Resources Houghton Mifflin Celebrate America US Book Student Discovery Education National Geographic

7th Grade World History: Curriculum Pacing Guide

Semester 1: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to the teacher.

Quarter 1 Quarter 2

1. Journal Writing 2. Daily Current Events 3. Vocabulary Builder: Develop vocabulary though text, using Glossary and

dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: (Choose one writing per semester) *(use rubric for

scoring) 6. Guided Reading: incorporating flexible grouping, meta-cognitive

strategies, and reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Units: Unit 1: Historys Beginning Chapter 1 Earliest Human Societies

1.1 Studying History and Early Humans and 1.2 The First Communities Chapter 2- Mesopotamia and Fertile Crescent

2.1 The Geography and Ancient Mesopotamian, 2.2 The First Civilizations, and 2.3 Empires of the Fertile Crescent Chapter 3- The Hebrew Kingdoms

3.1 The Origins of the Hebrews, 3.2 Kingdoms and Captivity, and 3.3 The Spread of Judaism Unit 2: Ancient African and Asian Civilizations Chapter 4-

4.1 Gift of the Nile, 4.2 Life in Ancient Egypt, 4.3 The pyramid Builders, and 4.4 The New Kingdom and Kush Chapter 5-Ancient Indian

5.1 Geography and Indian Life, 5.2 The Origins of Hinduism, 5.3 Buddhism and Indias Golden Age, and 5.4 The Legacy of India


dictionary (pull vocabulary from novel or reading material). 4. Weekly Constructive Responses (use RASP strategy) 5. The Writing Process: with Language Mini Lessons. * (use rubric for scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies (evaluate, fact and opinion, authors viewpoint, summarize, story structure, predicting outcomes and infer with evidence, monitor and clarify, topic, main idea, and supporting details), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Actively participate in Discussion 8. Units:

Unit 2: Ancient African and Asian Civilizations Chapter 6- Ancient China

6.1 Geography Shapes Ancient China, 6.2 Chinas Ancient Philosophies, 6.3 The Qin and the Han, and 6.4 The Legacy of Ancient China Unit 3: Ancient Classical Greece Chapter 7-Ancient Greece

7.1 The Geography of Greece, 7.2 Life in Ancient Greece, 7.3 The City-State and Democracy, and 7.4 Sparta and Athens Chapter 8- Classical Greece

8.1 Athenian Democracy and War, 8.2 Alexander the Great, and 8.3 The Golden Age of Greece Unit 4: The World of Ancient Rome Chapter 9- The Rise of Rome

9.1 The Roman Republic, 9.2 Rome becomes an Empire, 9.3 The Daily Life of Romans, and 9.4 The Development of Christianity Chapter 10- Romes Decline and Legacy

10.1 Rome and Christianity, 10.2 Decline and Fall of the Empire, 10.3 They Byzantine Empire, and 10.4 The Legacy of Rome

Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Tests

Assessments:

1. Writing Assessment: Constructive Response and Essay 2. Unit Tests

7th Grade World History: Curriculum Pacing Guide

Semester 2: The material in this pacing guide is to be covered each quarter. Methods and strategies used, and the order in which it is covered is up to the teacher.

Quarter 3 Quarter 4



scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Apply effective Research Process 8. Units:

Unit 5: Regional Civilizations and Empires Chapter 11- The Rise of Islam

11.1 Islam and Muhammad, 11.2 The Expansion of Muslim Rule, and 11.3 A Muslim Golden Age Chapter 12-African Civilizations

12.1 Africas Geography and People, 12.2 West African Empires, and 12.3 Africas

Trading Civilizations

Chapter 13- American Civilizations

13.1 The Geography of the Americans, 13.2 Central and South Americans, and

13.3 Peoples of North America

Chapter 14- Dynasties of China

14.1 Reunifying China, 14.2 Advances Under the Tang and Song, 14.3 The Mongol

Empire, and 14.4 A Return to Chinese Rule



scoring) 6. Guided Reading: incorporating flexible grouping, fluency checks, meta-

cognitive strategies, reading strategies: (predict, infer w/evidence, sequence of events, question, text organization, monitor and clarify, and categorize and classify), graphic organizers, discussion, literary: elements, structures, techniques, text features, etc.

7. Actively participate in Discussion 8. Present one 2-3 minute formal presentation that incorporated media and

technology. 9. Identify evidence of understanding of main idea and important details.

(participant) 10. Unit:

Unit 5: Regional Civilizations and Empires Chapter 15-Civilizations of Asia

15.1 Japanese Civilizations, 15.2 Korea and Southeast Asia, 15.3 The Mughal Empire

of India, and 15.4 The Ottoman Empire

Unit 6: Medieval and Renaissance Europe

Chapter 16- Feudal and late Medieval Europe

16.1 Feudal and Late Medieval Europe, 16.2 The Church and the Crusades, 16.3

Plague and the Hundred Years War, and 16.4 Beginnings of Modern Government

Chapter 17- The Renaissance and Reformation

17.1 The Italian Renaissance, 17.2 The Renaissance Spreads, 17.3 The Reformation

Begins, and 17.4 Reform and Reaction

Chapter 18 Scientific Revolution and the Age of Exploration

18.1 The Scientific Revolution, 18.2 The Age of Exploration, and 18.3 Colonialism and

Change

Assessments: 1. Writing Assessment: Constructive Response and Essay 2. Unit Tests

Assessments

1. Writing Assessment: Constructive Response and Essay 2. SAT10 3. Unit Tests

Curriculum Guide: 7th US History Common Core Standards

Objective #1 : Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Standards: By the end of 7th Grade, students will able to:

Objective/Activity

Resources

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. McDougal Littell World History: World History: Ancient through Early Modern Times

Primary Source Handbook

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

McDougal Littell World History: World History: Ancient through Early Modern Times


RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill

becomes law, how interest rates are raised or lowered).


Think Pair Share

Questioning


Objective #2: Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.


Objective/Activity

Resources

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.


Vocabu-lit

Dictionary

Word Wall

RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). McDougal Littell World History: World History: Ancient through Early Modern Times

Graphic Organizers

RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded

language, inclusion or avoidance of particular facts).


Questioning

Think Pair Share

Flexible Reading Group


Objective #3 : Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Objective/Activity

Resources

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos,

or maps) with other information in print and digital texts


Graphic Organizers

Online activity @ classzone.com

Maps

Atlas

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. McDougal Littell World History: World History: Ancient through Early Modern Times

Graphic Organizers

RH.6-8.9 Analyze the relationship between a primary and secondary source on

the same topic. Analyze the relationship between a primary and

secondary source on the same topic.



Objective #4 : Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

Standard: By the end of 7th Grade, students will able to:

Objective/Activity

Resources

RH.6-8.10 By the end of grade 7, read and comprehend history/social studies texts

in the grade 7 text complexity band independently and proficiently


Jigsaw

Think Pair Share

Flexible Reading Groups

Curriculum Guide: Writing Standards for Literacy in History/Social Studies

Objective #1 : Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


Objective/Activity

Resources

1. Write arguments focused on discipline-specific content. a. 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. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows

The Writing Process Traits Writing

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.


Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.



Objective #2: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


Objective/Activity

Resources

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


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.


Peer Editing

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


Objective #3 : Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Objective/Activity

Resources

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


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.


Draw evidence from informational texts to support analysis reflection, and research. The Writing Process Traits Writing


Objective #4 : Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: By the end of 7th Grade, students will able to:

Objective/Activity

Resources

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.


Writing and Reading Strategies

Strategies: For: Concept

Constructive Response RASP R: Restate the question in your answer

A: Answer in complete sentences

S: Support your answer with details

P: Pronouns are not allowed

UNWRAP U: Underline the important words

N: Number the parts to the question (to show where kids found answers in the text)

P: Plan out your answer (also for correct sentence structure/grammar)

A: Answer the question

C: Check your work

K: Keep up the great work!

Reading Comprehension Guided Reading Pre-Reading Apply pre-reading strategies to aid comprehension: a. access prior knowledge

b. preview

c. predict with evidence

d. set a purpose for reading

During Reading During reading, utilize strategies to: a. determine meaning of unknown words

b. self-monitor comprehension

c. question the text

d. infere. visualize

f. paraphrase

g. summarize

Post Reading Apply post-reading skills to demonstrate comprehension of text: a. identify and explain the relationship between the main idea and

supporting details

b. make predictions

c. question to clarify

d. reflect

e. draw conclusions

f. analyze

g. paraphrase

h. summarize

Writing and Reading Strategies

Concept Strategy

Decoding FAST

Writing The Writing Process a. Prewriting (Brainstorm) b. Draft (Outline and Write) c. Revising (Improve writing with word choice, etc.) d. Proofreading (Correct) e. Publishing (Finish Product)

Writing Traits Scoring

Rubric

Evaluating Writing a. Content: Well developed details b. Organization: The order and structure move the reader through the text easily. c. Voice: The writer speaks directly to the reader in a way that is individual, compelling

and engaging. d. Word Choice: It means being able to choose just the right words to make the e. Sentence Fluency f. Conventions g. Presentation

Fluency

Vocabulary Vocabu-Lit a. Meaningful learning occurs when learners relate new words to prior knowledge. b. Instruction should provide both definitional and contextual meaning for new words.

c. Learners need multiple exposures to a new word to truly know it. d. Learners are engaged in active learning.

Comprehension Marking the Text a. Number the paragraphs. b. Circle Key Terms, Names of People, Names of Places, and Dates c. Underline an Authors Claims d. Underline Relevant Information

Comprehension Make Connection Comparisons Compare vs. Contract

Connections connections between:

a. text to text (information and relationships in various fiction

and non-fiction works)

b. text to self (text ideas and own experiences)

c. text to US (text ideas and the US by responding to literature

that reflects a culture and historic time frame)

Marking the Text1

Number the Paragraphs Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and

continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph

indention and circle the number; write it small enough so that you have room to write in the margin. Like page numbers, paragraph

numbers will act as a reference so you can easily refer to specific sections of the text.

Circle Key Terms, Names of People, Names of Places, and Dates In order to identify a key term, consider if the word or phrase is

repeated

defined by the author used to explain or represent an idea used in an original (unique) way a central concept or idea relevant to ones reading purpose

Underline an Authors Claims A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an authors

assertion.

Consider the following statements:

A claim may appear anywhere in the text (beginning, middle, or end)

A claim may not appear explicitly in the argument, so the reader must infer it from the evidence presented in the text

Often, an author will make several claims throughout his/ her argument

An author may signal his/her claim, letting you know that this is his/her position

Underline Relevant Information While reading informational texts (i.e., textbooks, reference books, etc.) read carefully to identify information that is relevant to the

reading task. Relevant information might include:

A process Definitions Descriptions Evidence Explanations Data/ statistics

Text Features What are text features? Text features are parts of your textbook that have been created to help you locate and learn information. Text features are used in designing and organizing the pages of your textbook. The title page and table of contents are text features you can find at the beginning of books. Headings, graphics, main idea boxes, and bolded words are some of the text features you will find in the middle of your book. Reference pages like glossaries, indexes, and atlases are some text features you might find at the end of your book. Below is a list of text features. How many can you find in your book?

Why should you look at the text features? Looking at text features will help you know what is most important in a lesson and help you locate information quickly. Looking at the titles in the table of contents or on a page can quickly tell you what information you will learn about. Reference pages such as the glossary can help you find out more about a certain topic or word.

How do you use text features? Knowing which text features to use and when to use them is important. The chart below can help you decide which text features to look at when you want to understand your book better.

title page main idea boxes review questions

headings glossaries index

bolded or highlighted words graphics (pictures, graphs, charts, etc.) atlas

vocabulary boxes table of contents chapter titles

To understand words and vocabulary use:

glossary vocabulary boxes Bolded or highlighted words

To find main ideas and topics use:

table of contents index review questions

headings main idea boxes

To find data or places use:

maps charts

atlas tables

FLEXIBLE GROUPING Instructional Contexts for Teaching Reading

Context Instructional

Components

Texts Instructional Goals

Whole-Class Instruction Interactive Read-Aloud

Phonics, Spelling, and

Language Instruction

Literature: novels, short

stories, poetry, etc.

Build A community of learners Build a collection of shared text Provide age-appropriate reading materials Teach comprehension Teach language skills Develop the ability to talk about text

Small-group Instruction

(heterogeneous groups)

Books Clubs Literature (selected by

students with teacher

guidance)

Provide age-appropriate material Develop the ability to talk about texts Deepen Comprehension

Small-group Instruction

(homogenous)

Guided Reading High-quality fiction and

nonfiction leveled texts

(selected by the teacher with

specific instruction in mind)

Differentiate instruction Teach all aspects of reading explicitly-

comprehension, fluency, vocabulary, and word-solving strategies

Deepen comprehension through discussion of a text that is more challenging than independent level

Develop the ability to talk about texts

Individual Instruction Independent Reading

Conferring

Wide range of texts for

student choice (selected by

students from a classroom

collection)

Differentiate instruction Teach any aspect of reading individually Read a large quantity of fiction and nonfiction

texts Assess reading fluency, accuracy, and

comprehension

EDITING CHART Symbol Meaning Symbol Meaning

spelling error

capitalize

new paragraph

make lower case letter

not needed

reverse order

insert

run-on sentence

insert a comma

fragment

insert quotation marks

confusing or unclear

insert a period

take out or delete

What Makes a Great Story?

A story is an original narrative made up by the author.

a. Develop a clear plot with a beginning, a middle, and end

b. Introduce the main characters, the setting, and the problem at the beginning.

c. Show how characters deal with problem in the middle of the story.

d. Use color details and meaningful dialogue to make the story real for readers.

e. Tell only the important events. Present them in an order that makes sense.

f. Write a satisfying ending that shows how the storys problem is resolved.

Sequence

Beginning

Main Event:

Details:

Middle:

Main Event (s):

Details:

Middle:

Main Event (s):

Details:

References

http://webserver.wsd.k12.ca.us/websites/hp_images/692/D3039-Marking%20Texts.%20LeMaster.pdf

7th grade world history - allofe...

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