7thgradecurriculummapsocialsciencesemesterdraft12 …...interview of muhammad. students will present...

SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 7 Semester 1

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These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building students’ content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts required by CCSS.

Building knowledge through content-rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

• Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

• The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

• Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

• Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

• All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-world task.

• Performance tasks may include narratives, but emphasize informative and argumentative writing.


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Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the appropriateness of the text given the specific literacy standard or task.

• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

• Curriculum directly address supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

• Curriculum strongly emphasizes teaching students how to figure out words in context. • Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at (and slightly above) their reading level in order to build a strong vocabulary.


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How to Read this Document

• The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses. • First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and

subsequent units. • On the map, note the titles across the year: These show the progression of literacy skills. • Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

• Text: Bold indicates the core text(s) for the unit. Grade: 7 Fall Semester Unit 1 Fall of Rome

Becoming a Close Reader and Writing to Learn

H-SS7.1: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. Key Standards: H-SS7.1.1; H-SS 7.1.2, HI 1; CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, SL 7.1 Builds on Prior Knowledge: In earlier grades, students learned about the geographic, political, economic, religious, and social structures during the development of Rome. Students also learned about different forms of ancient governments and the importance of citizenship. Central Texts: Medieval and Early Modern Times , Prentice Hall, pp. 2-29, 602-603 “Roman Engineering” (primary source) Unit 2 Islam

Considering Perspectives and Supporting Opinions H-SS 7.2: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. Key Standards: H-SS 7.2.1, 7.2.2, 7.2.3, 7.2.4; C&ST 1 CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: In previous grades, students have learned about other monotheistic religions like Judaism and Christianity. Throughout the unit, students should compare the origins and belief systems of Christianity, Judaism, and Islam. Central Texts: Medieval and Early Modern Times, Prentice Hall, pp. 66-82, 92-105, 108-113, 604-605 “Travels of Ibn Batutta


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Unit 3 Sub-Saharan Africa Reading Closely for Textual Details

H-SS 7.4: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa. Key Standards: H-SS 7.4.1, 7.4.2, 7.4.3 CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: In the previous unit, students learned about the influence of Islam on different groups of people and how it spread to areas of Africa. Students also learned about the geography and important natural resources found in Africa that supported social and economic structures. Central Texts: SAUSD Unit of Study Unit 4 China in the Middle Ages

Gathering Evidence and Speaking to Others H-SS 7.3: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. Key Standards: H-SS 7.3.1, 7.3.2, 7.3.3, 7.3.6; HI 2, C & ST 1 CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.5, SL 7.6 Builds on Prior Knowledge: In previous grades, students learned about expansion of the Chinese empire during the Han Dynasty and its division after the fall of the Han Dynasty. Students also learned about reunification of the empire under the Tang Dynasty. Central Texts: Medieval and Early Modern Times, Prentice Hall, pp. 268-279, 280-285, 306-309, 610-611 “Trade in Ming China” (primary source)

Unit 5 Medieval Japan Making Evidence-Based Claims

H-SS 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. Key Standards: H-SS 7.5.1, 7.5.2, 7.5.3, 7.5.6; CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.5, SL 7.6 Builds on Prior Knowledge: Students have learned in other units and previous grades the important role that geographic location plays on the development of societies. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 320-323, 326-328, 329-341, 358-363


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TIMELINE 4 weeks 4 weeks 4 weeks 3 weeks

FIRST SEMESTER

Unit 1 Unit 2 Unit 3 Unit 4

TITLE

Fall of Rome: Becoming a Close Reader and Writ ing to Learn

Islam: Considering Perspectives and Supporting Opinions

Sub-Saharan Africa: Reading Closely for Textual Details

China in the Middle Ages: Gathering Evidence and Speaking to Others

END OF UNIT PERFORMANCE TASK

Students will write an informational or expository essay proving how Rome exemplifies the idea that an empire lives on even after its fall.

Students will work with a partner to create a mock interview of Muhammad. Students will present the interview to the class. (option of using multi media)

Students will create a newspaper page with articles that address each of the essential questions.

Students will select one of the three main dynasties and give a presentation describing what social, political, and technological advances came from it. (Tang, Song, Ming)

BIG IDEAS AND ESSENTIAL QUESTION

BI: The influence of an empire often lives on even after that empire falls or declines. EQs: Does power equal influence? How do empires become powerful and influential? What internal and external factors lead to the downfall of empires?

BI: Belief systems influence people, cultures, and governments. EQs: How important is religion in our lives? How does religion and cultural diffusion shape society? How do belief systems unify and create a new identity for people? What are different ways

BI: A civilization’s way of life is a product of both people and place.

BI: Rulers have a great impact on their society and leave lasting effects. EQs: Do leaders help or hurt? How do belief systems influence people’s way of life? How do rulers shape present and future civilizations?

EQs: Do others affect the way we live and think?

How is Africa a continent of great geographic contrasts? How are people within a community related in different ways? How do communities use


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What remains or lives on

after an empire falls/declines?

that belief systems grow and spread? How does the interaction between people and belief systems solidify and change beliefs?

their skills and resources to build empires? How are the culture and traditions of a civilization preserved and spread?

How are lasting effects of rulers reflected in a society?

COMPLEX TEXTS

Medieval and Early Modern Times, Prentice Hall, pp. 2-3, 6-9, 11-26

Medieval and Early Modern Times, Prentice Hall, pp. 62-82, 88-113

Medieval and Early Modern Times, Prentice Hall, SAUSD unit of study

Medieval and Early Modern Times, Prentice Hall, pp.264-285, 294-309

ADDITIONAL/ COMPANION TEXTS

Primary Source Document: Medieval and Early Modern Times, “Roman Engineering,” pp. 602-603

Primary Source Document: Medieval and Early Modern Times, “Travels of Ibn Battuta,” pp. 604-605

Primary Source Document: Medieval and Early Modern Times, “Trade in Ming China,” pp. 610-611


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TIMELINE 3 weeks

FIRST SEMESTER

Unit 5

TITLE

Medieval Japan:

Making Evidence-Based Claims


Students will analyze how Japan’s geographic location enabled them to both borrow and create new ideas to form its own unique culture. Students will present findings in the form of an essay or short multi-media presentation.


BI: New civilizations are an evolution of previous civilizations. EQs: What makes an idea everlasting? What contributes to the advancement of civilizations? How do internal and external conflicts affect civilizations? How do the values of a civilization develop and change?


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COMPLEX TEXTS



READING STANDARDS ACROSS UNITS

• CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. • CCSS.ELA-Literacy.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 • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.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. • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

other information in print and digital texts. • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. • CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. • CCSS.ELA-Literacy.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.

READING STANDARDS CENTRAL TO THIS UNIT

Primary Source Document: Medieval and Early Modern Times, “The Constitution of Seventeen Articles,” pp. 612-613


• CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary

sources. • CCSS.ELA-Literacy.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 • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.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. • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,

causally). • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or

maps) with other information in print and digital texts. • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. • CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same

topic. • CCSS.ELA-Literacy.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.


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WRITING STANDARDS CENTRAL TO THIS UNIT

CCSS WHST 6-8.2 CCSS WHST 6-8.4. CCSS WHST 6-8.5

CCSS WHST 6-8.2 CCSS WHST 6-8.4 CCSS WHST 6-8.5 CCSS WHST 6-8.6

CCSS WHST 6-8.2 CCSS WHST 6-8.4. CCSS WHST 6-8.5 CCSS WHST 6-8.6

CCSS WHST 6-8.2 CCSS WHST 6-8.4 CCSS WHST 6-8.5 CCSS WHST 6-8.6


CCSS RH 6-8.1 CCSS RH 6-8.2 CCSS RH 6-8.4 CCSS RH 6-8.5




WRITING STANDARDS ACROSS UNITS

• CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content • CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes • CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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

• CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

• CCSS.ELA-Literacy.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.


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SPEAKING AND LISTENING STANDARDS ACROSS UNITS

• CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

• CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

CCSS SL.7.1

CCSS SL.7.1 CCSS SL 7.4 CCSS SL.7.6


CCSS SL.7.1 CCSS SL 7.4 CCSS SL 7.5 CCSS SL.7.6


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ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 5. Listening actively to spoken English in a range of social and academic context 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Justifying own arguments and evaluating others’ arguments in writing Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas


ELD STANDARDS CENTRAL TO THIS UNIT

Collaborative 1, 2, 3, 4 Interpretive 5, 6, 7, 8 Productive 10, 11, 12




CROSS- CONTENT/ REAL WORLD CONNECTIONS


Draft 12/14/13

These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building student’s content knowledge and literacy skills as they develop knowledge about the world.

Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.

Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts required by CCSS.

Building knowledge through content-rich nonfiction

SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential questions in order to provide a clear and explicit purpose for instruction.

• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources, visuals.

• Curriculum is based in part on what resources teachers likely already have, but also includes additional authentic texts needed to craft a coherent learning progression within and among grade levels.

• The curriculum includes literacy standards, but these enhance rather than replace the currently adopted content area standards in Science and Social Science.

Reading, writing, and speaking grounded in evidence from text, both literary and informational

SAUSD’s approach emphasizes working with evidence, including students self-assessing, and learning to ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite textual evidence, and to revise and reflect on their own writing, as well as their peers’ writing. It emphasizes students building expertise about a topic and often sharing that expertise with classmates or a wider audience.

• Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous evidence based questioning, discussions, and varied, engaging tasks.

• Students write routinely, including a balance of on-demand and process writing. Students will draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms.

• All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many are designed to build students’ engagement by asking them to do a more real-world task.

• Performance tasks may include narratives, but emphasize informative and argumentative writing.


Draft 12/14/13

Regular practice with complex text and its academic language

SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression of complex texts and focus on building academic language and syntax in context.

• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, and the appropriateness of the text given the specific literacy standard or task.

• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and speaking.

• Curriculum directly addresses supports for meeting the needs of a wide range of learners in order for every student to become a more proficient and independent reader.

• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other struggling readers might not know

• Curriculum strongly emphasizes teaching students how to figure out word meanings in context. • Students are expected to do regular independent reading to build on concepts and ideas in each unit.

Research shows that students must read a high volume of text at (or slightly above) their reading level in order to build a strong vocabulary.


Draft 12/14/13

How to Read this Document

• The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses. • First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and

subsequent units. • On the map, note the titles across the year: These show the progression of literacy skills. • Note the distinction between standards “across units” vs. “central to this unit.”

o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and reinforced through the year.

o Standards “central to this unit” are the focus for that specific unit. o Standards formally assessed are in bold.

• Text: Bold indicates the core text(s) for the unit.

Grade: 7 Spring Semester Unit 6 Meso-America

Researching to Build Knowledge and Teaching Others H-SS 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations. CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, SL 7.1 Builds on Prior Knowledge: Students have learned about other polytheistic civilizations during previous years. Students should be able to make connections between the Greek advances in Mathematics and the Meso-American advances in the same area. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 180-227.


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Unit 7 Medieval Europe Considering Perspectives and Supporting Opinions

H-SS 7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe. CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: Students learned about the fall of the Roman Empire during Unit 1. In this unit, students will learn about how the division of the empire and the spread of Christianity led to a new governing system. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 380-403, 408-433, 455-459

Unit 8 Renaissance Building Evidence Based Arguments

H-SS 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: Students have previously learned about the printing press in China and how this helped to spread new ideas. In this unit, students will be looking at how this advancement also resulted in the spread of ideas in Europe. As seen in previous units, students will also analyze the importance of trade. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp.470-495

Unit 9 Reformation Researching to Build Knowledge and Teaching Others

H-SS 7.9 Students analyze the historical developments of the Reformation. CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: In the previous unit, students learned about the European humanists who laid the foundation for the Reformation. Students have also learned about the conflicts that arise because of religious beliefs. Students will be analyzing the conflict between Catholics and Protestants. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 500-525


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Unit 10 Age of Exploration Researching to Deepen Understandings

H-SS 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries. CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.6 Builds on Prior Knowledge: In the previous unit, students learned about the political and cultural changes that took place in Europe. In this unit, students will learn how exploration brought about even more changes in Europe. Students will also build on the knowledge they gained about Meso-American civilizations and learn about the effects of exploration on these groups. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 530-557.

Unit 11 Scientific Revolution/Age of Enlightenment Making Evidence-Based Claims

H-SS 7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions CCSS ELA Literacy RH 6-8.1, RH 6-8.2, RH 6-8.4, WHST 6-8.2, WHST 6-8.4, WHST 6-8.5, WHST 6-8.6, SL 7.1, SL 7.4, SL 7.5, SL 7.6 H-SS 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries. Builds on Prior Knowledge: In the previous units, students learned about the new ideas that came about as a result of the Renaissance and the Age of Exploration. In this unit, students will continue to learn how advancements in science and technology continued to change the world. Central Texts: Medieval and Early Modern Times; Prentice Hall, pp. 562-591


Draft 12/14/13

TIMELINE 3 Weeks 5 Weeks 2 Weeks 2 Weeks

SECOND SEMESTER

UNIT 6 UNIT 7 UNIT 8 UNIT 9

TITLE

Meso-America: Researching to Build

Knowledge and Teaching Others

Medieval Europe: Considering Perspectives and Supporting Opinions

Renaissance: Building Evidence-Based

Arguments

Reformation: Researching to Build

Knowledge and Teaching Others


Students will create a Spy Journal detailing the daily life, social structure, recreation, government, religious beliefs, and achievements of a Meso-American civilization.

Students will write a 1st person evaluation from the perspective of a lord/lady, knight or peasant of manorial life, including daily roles and responsibilities, the importance of the church, and the effectiveness of the system in keeping order.

Students will play the role of one of the important figures of the Renaissance. Students will present background information about the person and describe how his ideas had a lasting impact on the world.

Students will search for an example of a person/group who has challenged the status quo or a more powerful group. Students will present their example and tie it back to Martin Luther.


Draft 12/14/13


BI: Civilizations across time and space share similar characteristics. EQs: Are we all more the same or different across continents? How do people adapt to their environment and advance civilization? What are the characteristics of a civilization? How does geography influence the history of civilizations? How do the roles of and responsibilities of nobles and commoner differ in ancient societies?

BI: Conflict brings about changes in societies. EQs: How important is keeping order? How do civilizations adapt and change after conflict? What impact did feudalism have on Medieval Europe? How does religion play an important role in shaping civilizations?

BI: Knowledge and the spread of ideas is the driving force for cultural change. EQs: What makes an idea everlasting? What types of economic and social conditions give rise to changes in society? How do ideas impact history?

How do new ideas spread?

BI: Throughout history, people have challenged the status quo for a variety of reasons. EQs: At what point to people begin to speak out against authority? How do events (religious conflict) divide societies? Why do people/groups of people challenge the status quo? How do people respond to criticism? Should members of a society agree and accept the teachings of its religious leaders?

COMPLEX TEXTS

Medieval and Early Modern Times, Prentice Hall, pp. 182-195, 198-203, 208-229, 234-254

Medieval and Early Modern Times, Prentice Hall, pp. 384-403,412-427, 430-433, 442-459


Medieval and Early Modern Times, Prentice Hall, pp. 504-525


Draft 12/14/13


Medieval and Early Modern Times, Prentice Hall, pp. 620-621, “The Conquest of Mexico” (Primary Source)

Medieval and Early Modern Times, Prentice Hall, pp. 616-617, “The Bubonic Plague” (Primary Source)

Medieval and Early Modern Times, Prentice Hall, pp. 618-619, “The New Education” (Primary Source)

TIMELINE 2 Weeks 4 Weeks

SECOND SEMESTER

UNIT 10 UNIT 11

TITLE

Age of Exploration: Researching to Deepen

Understandings

Revolution in Thought: Scientific Revolution and

Age of Enlightenment: Making Evidence-Based

Claims


Write two memoirs with opposing viewpoints on European contact with the Americas

Create a storyboard to demonstrate how the United States was founded on ideas from the Scientific Revolution and the Enlightenment. (Students will draw information from the textbook and outside resources.)


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BI: There are winners and losers in global exchanges. EQs: What are the positives and negatives of trade? What are the costs and benefits of global exchanges?

BI: Revolutionary ideas have a continued impact on societies and governments. EQs: Do ideas from the past shape the present? How did the Enlightenment have long-lasting effects on people’s ideas about government, economics, and society?

COMPLEX TEXTS




Medieval and Early Modern Times, Prentice Hall, pp. 620-621 “The Conquest of Mexico” (Primary Source)

Medieval and Early Modern Times, Prentice Hall, pp. 614-615 “ Magna Carta” (Primary Source)


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• CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary

sources. • CCSS.ELA-Literacy.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 • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.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. • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively,

causally). • CCSS.ELA-Literacy.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). • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or

maps) with other information in print and digital texts. • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. • CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same

topic. • CCSS.ELA-Literacy.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.



CCSS RH 6-8.1 CCSS RH 6-8.2 CCSS RH 6-8.4 CCSS RH 6-8.6 CCSS RH 6-8.9

CCSS RH 6-8.1 CCSS RH 6-8.2 CCSS RH 6-8.4

CCSS RH 6-8.1 CCSS RH 6-8.2 CCSS RH 6-8.4


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WRITING STANDARDS ACROSS UNITS

• CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical

events, scientific procedures/ experiments, or technical processes • CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience. • CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.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

• CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

• CCSS.ELA-Literacy.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.

WRITING STANDARDS CENTRAL TO THIS UNIT

CCSS WHST 6-8.6

CCSS WHST 6-8.1 CCSS WHST 6-8.4

CCSS WHST 6-8.4

CCSS WHST 6-8.5 CCSS WHST 6-8.6 CCSS WHST 6-8.7


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SPEAKING AND LISTENING STANDARDS ACROSS UNITS

• CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

• CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

SPEAKING AND LISTENING STANDARDS CENTRAL TO THIS UNIT

CCSS SL.7.1



CCSS SL.7.1 CCSS SL 7.4 CCSS SL 7.5 CCSS SL.7.6


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ELD STANDARDS ACROSS UNITS

Part I: Interacting in Meaningful Ways A. Collaborative 5. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 6. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 7. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges 8. Adapting language choices to various contexts (based on task, purpose, audience, and text type) B. Interpretive 9. Listening actively to spoken English in a range of social and academic context 10. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly through language 11. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending on modality, text type, purpose, audience, topic, and content area 12. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area C. Productive 12. Expressing information and ideas in formal oral presentations on academic topics 13. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 14. Justifying own arguments and evaluating others’ arguments in writing 15. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas


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ELD STANDARDS CENTRAL TO THIS UNIT





CROSS- CONTENT/ REAL WORLD CONNECTIONS

7th Grade Science: Biodiversity

7thgradecurriculummapsocialsciencesemesterdraft12 …...interview of muhammad. students will present...

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