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Ganado USD-PACING GUIDE (Social Studies/6th Grade)

Ganado Unified School District #20 (Social Studies/ 6th Grade)

PACING Guide SY 2016-2017 Timeline & Resources

AZ College and Career Readiness Standard

Essential Question (HESS Matrix)

Learning Goal Vocabulary

(Content/Academic) 1st Quarter Paleolithic Age/ Neolithic Revolution 2 Weeks ConnectEd Discovering our Past Textbook: Chapter 3

S2 C2 PO2 Determine how the following factors influenced groups of people to develop into civilizations in Egypt, India, Mesopotamia, and China: a. farming methods b. domestication of animals c. division of labor d. geographic factors Connect with: Strand 4 Concept 2, 4,6 Strand 5 Concept 1

S2 C2 PO1 Describe the lifestyles of humans in the Paleolithic and Neolithic Ages. S4 C5 PO1 Describe ways that human dependence on natural resources influences economic development, settlement, trade, and migration. S1 C1 PO1 Construct charts, graphs, and narratives using historical data. S1 C1 PO2 Interpret historical data displayed in graphs, tables, and charts. S1 C1 PO3 Construct timelines of the historical era being studied (e.g., presidents/ world leaders, key events, people). S1 C1 PO4 Formulate questions that can be answered by historical study and research.

Why domestication of

plants and animals

significant?

What evidence can you

find that justifies that

domestication of plants

and animals occurred as

a result of setting up

permanent settlements?

What is the

domestication of plants

and animals?

What are the parts and

features of your

lifestyles that would

differ if you had grown

up during the Neolithic

Revolution/Paleolithic

Age?

How do people adapt to

their environment?

. Maximum utilization of

resources essential for civilization

survival and growth.

Cultural norms influence

civilization survival and growth.

Explain how humans’ ways of

living change as they interacted

and adapted.

Compare/Contrast

Paleolithic/Neolithic lifestyles.

Explain why domestication of

animals and farming were

important.

Prehistory

Hominid

Ancestor

Tool

Paleolithic Era

Society

Hunter-gatherers

Migrate

Ice ages

Land bridge

Mesolithic Era

Neolithic Era

Domestication

Agriculture

Stone Age

Culture

Civilization

Nomads

Systematic Agriculture

Specialization

Bronze Age

Monarchy

Shrine

Economy


S1 C1 PO5 Describe the difference between primary and secondary sources. S1 C1 PO6 Determine the credibility and bias of primary and secondary sources. S1 C1 PO7 Analyze cause and effect relationships between and among individuals and/or historical events. S1 C1 PO8 Describe how archaeological research adds to our understanding of the past. S4 C4 PO1 Interpret the demographic structure of places and regions using a population pyramid. S4 C4 PO2 Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. S4 C4 PO3 Analyze the causes and effects of settlement patterns. Connect with: Strand 1 Concept 2 Strand 2 Concept 2

S4 C4 PO4 Identify how factors such as river/coastal civilizations and trade influenced the location, distribution, and interrelationships of economic activities over time and in different regions. Connect with: Strand 2 Concept 2, 3, 4

What was life like

during the Paleolithic

Age?

How do people adapt to

survive during the Ice

Ages?

How did farming change

people’s lives?


Mesopotamia 2.5 Weeks ConnectEd Discovering our Past Textbook: Chapter 4

S4 C4 PO2 Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. S2 C2 PO4 Compare the forms of government of the following ancient civilizations: a. Mesopotamia – laws of Hammurabi b. Egypt – theocracy c. China – dynasty Connect with: Strand 3 Concept 3, 5

S2 C2 PO5 Describe the religious traditions that helped shape the culture of the following ancient civilizations: a. Sumeria, India (i.e., polytheism) b. Egypt (i.e., belief in an afterlife) c. China (i.e., ancestor worship) d. Middle East (i.e., monotheism) S2 C2 PO6 Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: a. Mesopotamia (i.e., laws of Hammurabi) b. Egypt (i.e., mummification, hieroglyphs,

papyrus) c. China (i.e., silk, gun powder/fireworks,

compass) Central and South America (i.e., d. astronomy, agriculture) Connect with: Strand 5 Concept 2

S3 C3 PO1 Describe the impact of the Laws of Hammurabi on the lives of ancient people and how it relates to current laws. Connect with: Strand 2 Concept 2

S2 C2 PO2 Determine how the following factors influenced groups of people to

How did geography

influence the

development of

civilizations in

Southwest Asia?

How did religion effect

growth of early

civilizations?

Why did ancient

civilizations tend to

develop along rivers?

Why does conflict

develop?

Why did people settle in

Mesopotamia?

What was life like in

Sumer?

What ideas and

inventions did

Sumerians pass on to

other civilizations?

Why was the

development of writing

so important?

The government, religion and

science of the ancient civilizations

influenced the generations of

civilizations that followed.

Identify why the valleys of the

Tigris and Euphrates rivers were

the sites of the world’s first

civilizations.

Depict how the Sumerians

developed the first civilizations in

Mesopotamia and how they made

many advances that helped their

society develop.

After the Sumerians, many

cultures ruled parts of the Fertile

Crescent.

Describe the impact of the

development of writing on the

spread of ideas and trade.

Fertile Crescent

Silt

Irrigation

Canals

Surplus

Division of labor

Rural

Urban

City-State

Sargon

Empire

Polytheism

Monotheism

Priests

Social hierarchy

Cuneiform

Pictographs

Scribe

Architecture

Ziggurats

Hammurabi’s Code

Sumer

Babylon

Assyrians

Phoenicians

Israelites

Judaism

Tigris River

Euphrates River

Epic

Parallel


Ancient Egypt 2.5 Weeks

develop into civilizations in Egypt, India, Mesopotamia, and China: e. farming methods f. domestication of animals g. division of labor h. geographic factors Connect with: Strand 4 Concept 2, 4,6 Strand 5 Concept 1

S4 C4 PO1 Interpret the demographic structure of places and regions using a population pyramid. S4 C4 PO3 Analyze the causes and effects of settlement patterns. Connect with: Strand 1 Concept 2 Strand 2 Concept 2 S4 C4 PO4 Identify how factors such as river/coastal civilizations and trade influenced the location, distribution, and interrelationships of economic activities over time and in different regions. Connect with: Strand 2 Concept 2, 3, 4

S2 C2 PO3 Describe the importance of the following river valleys in the development of ancient civilizations: a. Tigris and Euphrates - Mesopotamia b. Nile - Egypt c. Huang He - China d. Indus- India Connect with: Strand 4 Concept 1, 2, 4, 5

S2 C2 PO4 Compare the forms of government of the following ancient civilizations: d. Mesopotamia – laws of Hammurabi e. Egypt – theocracy

The water and fertile soils of the

Nile Valley allowed a great

Cataracts

Delta

Pharaoh


ConnectEd Discovering our Past Textbook: Chapter 5

f. China – dynasty Connect with: Strand 3 Concept 3, 5

S2 C2 PO2 Determine how the following factors influenced groups of people to develop into civilizations in Egypt, India, Mesopotamia, and China: i. farming methods j. domestication of animals k. division of labor l. geographic factors Connect with: Strand 4 Concept 2, 4,6 Strand 5 Concept 1

S2 C2 PO5 Describe the religious traditions that helped shape the culture of the following ancient civilizations: e. Sumeria, India (i.e., polytheism) f. Egypt (i.e., belief in an afterlife) g. China (i.e., ancestor worship) h. Middle East (i.e., monotheism) S2 C2 PO6 Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: e. Mesopotamia (i.e., laws of Hammurabi) f. Egypt (i.e., mummification, hieroglyphs,

papyrus) g. China (i.e., silk, gun powder/fireworks,

compass) Central and South America (i.e., h. astronomy, agriculture) Connect with: Strand 5 Concept 2

S4 C4 PO1 Interpret the demographic structure of places and regions using a population pyramid.

How did the growth of

trade help Egypt to

achieve prosperity?

What is the significance

to present day society

because of the

contributions of the

ancient Egyptians?

How did geography

influence the

development of ancient

Egypt?

How did theocracy

impact ancient Egypt’s

culture?

How was the success of

the Egyptian civilization

tied to the Nile River?

How did Egypt become

United?

civilization to arise in Egypt

around 3200 BCE.

Explain how the Egyptian

government and religion were

closely connected during the Old

Kingdom.

Compare and contrast the Middle

and New Kingdoms.

Summarize and discuss how order

and greatness was restored in

Egypt.

Explain how the Egyptians made

lasting achievements in writing,

architecture and art.

Describe the importance of the

Kingdom of Kush, which arose

south of Egypt in a land called

Nubia.

Explain how they developed into

an advanced civilization with a

large trading network.

Dynasty

Old Kingdom

Khufu

Nobles

Afterlife

Mummification

Pyramids

Engineering

Middle Kingdom

Trade routes

Queen Hatshepsut

Ramses the Great

Hieroglyphics

Papyrus

Sphinxes

Obelisk

King Tutankhamen

Nubia

Empire

Labor

Artisans

Social Classes

Amon-re

Osiris

Isis


Review and Reteach Week 7, 8, 9

S4 C4 PO2 Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. S4 C4 PO3 Analyze the causes and effects of settlement patterns. Connect with: Strand 1 Concept 2 Strand 2 Concept 2

S4 C4 PO4 S4 C4 PO4 Identify how factors such as river/coastal civilizations and trade influenced the location, distribution, and interrelationships of economic activities over time and in different regions. Connect with: Strand 2 Concept 2, 3, 4 S2 C2 PO3 Describe the importance of the following river valleys in the development of ancient civilizations: e. Tigris and Euphrates - Mesopotamia f. Nile - Egypt g. Huang He - China h. Indus- India Connect with: Strand 4 Concept 1, 2, 4, 5

2ND Quarter Early China 2 Weeks ConnectEd

S2 C2 PO5 Describe the religious traditions that helped shape the culture of the following ancient civilizations: i. Sumeria, India (i.e., polytheism) j. Egypt (i.e., belief in an afterlife) k. China (i.e., ancestor worship) Middle East (i.e., monotheism)

How does the geography

of Early China impact

the civilizations?

What are the scientific,

cultural and religious

Explain how the geography of

China had many effects on the

development of the civilization.

Analyze why the Chinese

civilization began with the Shang

dynasty along the Huang He.

Oracle

Lords

Peasants

Confucius

Daoism

Laozi

Legalism


Discovering our Past: Chapter 10

S2 C2 PO6 Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: i. Mesopotamia (i.e., laws of Hammurabi) j. Egypt (i.e., mummification, hieroglyphs,

papyrus) k. China (i.e., silk, gun powder/fireworks,

compass) l. Central and South America (i.e.,

astronomy, agriculture) Connect with: Strand 5 Concept 2

S2 C2 PO9 Identify the roles and contributions of individuals in the following ancient civilizations: a. Greece and Greek empires ( i.e., Socrates,

Plato, Aristotle, Sophocles, Euripides, Pericles, Homer, Alexander the Great)

b. Rome (i.e., Julius Caesar, Augustus) c. China (i.e., Qin Shi Huan Di, Confucius) d. Egypt (i.e., Hatshepsut, Ramses,

Cleopatra) Connect with: Strand 3 Concept 5

S2 C2 PO4 S2 C2 PO4 Compare the forms of government of the following ancient civilizations: g. Mesopotamia – laws of Hammurabi h. Egypt – theocracy i. China – dynasty Connect with: Strand 3 Concept 3, 5

S2 C2 PO2 Determine how the following factors influenced groups of people to develop into civilizations in Egypt, India, Mesopotamia, and China: m. farming methods n. domestication of animals

influences of Early

China made?

What cultural and

scientific contributions

impacted Ancient

China?

How did trade promote

economic growth?

How do the people,

events, and ideas that

shaped Early China

continue to influence the

world?

Draw conclusions as to why

Confucius and other philosophers

taught ways to deal with political

and social problems in Early China

the way they did.

Describe why the Qin dynasty

unified China with a strong

government and a system of

standardization.

Explain why the Han dynasty

created a new form of government

that valued family, art, and

learning.

Explain how trade routes led to the

exchange of new products and

ideas among China, Rome and

other peoples.

Shi Huangdi

Great Wall

Sundial

Silk

Silk Road

Shang

Zhao

Han

Qin

Loess

Buddhism

Calligraphy

Philosophy

Mandate of Heaven

Warlord

Currency

Liu Band

Wudi

Extended Family

Ancestor


Ancient India 2 Weeks ConnectEd Discovering our Past: Chapter 9

o. division of labor p. geographic factors Connect with: Strand 4 Concept 2, 4,6 Strand 5 Concept 1

S2 C2 PO3 Describe the importance of the following river valleys in the development of ancient civilizations: i. Tigris and Euphrates - Mesopotamia j. Nile - Egypt k. Huang He - China l. Indus- India Connect with: Strand 4 Concept 1, 2, 4, 5 S2 C1 PO8 Describe how archaeological research adds to our understanding of the past.

S4 C4 PO2 Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. S2 C2 PO4 Compare the forms of government of the following ancient civilizations: j. Mesopotamia – laws of Hammurabi k. Egypt – theocracy l. China – dynasty Connect with: Strand 3 Concept 3, 5

S2 C2 PO5 Describe the religious traditions that helped shape the culture of the following ancient civilizations: l. Sumeria, India (i.e., polytheism) m. Egypt (i.e., belief in an afterlife) n. China (i.e., ancestor worship) o. Middle East (i.e., monotheism)

How did ancient

religions develop in

India?

How did ancient

religions influence

modern societies?

How do India’s rich

history and culture affect

the world today?

How did geography and

climate influence the

development of

civilization in India?

Ancient religions influenced the

culture of modern societies.

Indian civilizations first developed

on the Indus River.

Hinduism, the largest religion in

India today, developed out of

ancient beliefs and practices.

Buddhism began in India and

became a major religion.

The Mauryan’s and Gupta’s built

great empires in India.

The people of ancient India made

great contributions to the arts and

sciences.

Subcontinent

Monsoons

Sanskrit

Caste system

Hinduism

Reincarnation

Karma

Fasting

Meditation

The Buddha

Buddhism

Asoka

Astronomy

Absolute Power

Aryan

Mohenjo-Daro

Brahman

Vishnu

Shiva


Ancient Greece 3 Weeks ConnectEd Discovering our Past: Chapter 7 and Chapter 8

S2 C2 PO6 Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: m. Mesopotamia (i.e., laws of Hammurabi) n. Egypt (i.e., mummification, hieroglyphs,

papyrus) o. China (i.e., silk, gun powder/fireworks,

compass) p. Central and South America (i.e.,


S2 C2 PO2 Determine how the following factors influenced groups of people to develop into civilizations in Egypt, India, Mesopotamia, and China: q. farming methods r. domestication of animals s. division of labor t. geographic factors Connect with: Strand 4 Concept 2, 4,6 Strand 5 Concept 1

S2 C2 PO9 Identify the roles and contributions of individuals in the following ancient civilizations: e. Greece and Greek empires ( i.e., Socrates,


f. Rome (i.e., Julius Caesar, Augustus) g. China (i.e., Qin Shi Huan Di, Confucius) h. Egypt (i.e., Hatshepsut, Ramses,


S3 C3 PO2 Describe the impact of the Greek democracy on ancient Greeks and how it relates to current forms of government.

What were the cultural


Mauryan and Gupta

Empires?

What are the

foundational values and

beliefs of a republic

democracy?

How is the Greek

democracy similar to our

American republic

democracy?

Discuss the


famous Greek

Analyze the foundation of a

democracy.

Describe the major impacts

Ancient Greek formations have

had on current civilizations’

governments.

Discuss the conflict that occurred

between the Greeks and the

Persians.

Identify why they two most

powerful city-states in Greece,

8-Fold Path

Nirvana

Monastery

Tibet

Maurya

Epic

Agora

Oligarchy

Acropolis

Aristocrat

Trojan

Peninsula

Democracy

Tyrant

Helot

Sophocles

Pericles

Minoan

Mycenaean

Artemis



Connect with: Strand 2 Concept 2

S3 C4 PO3 Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision making, analyzing issues, petitioning public officials). Connect with: Strand 2 Concept 5

S2 C2 PO7 Describe the development of the following types of government and citizenship in ancient Greece and Rome: a. democracy b. republics/ empires Connect with: Strand 3 Concept 5

S2 C1 PO8 Describe how archaeological research adds to our understanding of the past.

philosophers; Socrates,

Plato, Homer, Pericles,

Euripides, Aristotle).

What advances did the

Greeks make that still

influence the world

today?

Sparta, and Athens became bitter

enemies in 400s BCE.

Describe the importance of

Alexander the Great, include how

he helped to spread Greek Culture

into Egypt and Asia.

Ancient Greek formations of a

democratic government have had a

major impact on current

civilizations’ governments.

Over time, the Persians came to

rule a great empire which

eventually brought them into

conflict with the Greeks.

The two most powerful city-states

in Greece, Sparta and Athens had

very different cultures and became

bitter enemies in the 400s BCE.

Alexander the Great built a huge

empire and helped to spread Greek

culture into Egypt and Asia.

Ancient Greeks made lasting

contributions in the arts,

philosophy, and science.

Immortal

Athens

Sparta

Troy

Parthenon

Aristole

Peloponnesian

Comedy

Drama

Tragedy

Plato


3rd Quarter Ancient Rome 4 Weeks ConnectEd Discovering Our Past: Chapter 11 and Chapter 12

S2 C2 PO9 Identify the roles and contributions of individuals in the following ancient civilizations: i. Greece and Greek empires ( i.e., Socrates,


j. Rome (i.e., Julius Caesar, Augustus) k. China (i.e., Qin Shi Huan Di, Confucius) l. Egypt (i.e., Hatshepsut, Ramses,


S2 C2 PO10 Describe the transition from the Roman Empire to the Byzantine Empire: a. “decline and fall” of the Roman Empire b. Empire split in eastern and western

regions c. capital moved to Byzantium/

Constantinople d. Germanic invasions Connect with: Strand 4 Concept 2

S4 C4 PO5 Identify cultural norms that influence different social, political, and economic activities of men and women. Connect with: Strand 2 Concept 2

S4 C5 PO2 Describe the intended and unintended consequences of human modification (e.g., irrigation, aqueducts, canals) on the environment. Connect with: Strand 2 Concept 2

S2 C2 PO7 Describe the development of the following types of government and citizenship in ancient Greece and Rome: c. democracy d. republics/ empires

What are the

foundational values and

beliefs of a Roman

republic?

How is the Roman

republic similar to our

American republic

democracy?

How did Julius Caesar

and Augustus Caesar

impact the development

of Roman culture and

modern ideologies?

Why did the Roman

Empire fall and what is

its legacy?

What was life like for

the Romans?

How did the Greeks

influence Roman

religion, science, art,

architecture, and

literature?

What were the reasons

for the decline of the

Roman Empire?

Describe the impact the Roman

republic had an important impact

on modern government.

Analyze the foundation of a

Roman republic.

Rome’s location and government

helped it become a major power in

the ancient world.

Identify how Rome’s tripartite

government and written laws

helped create a stable society.

Identify why the later period of the

Roman Republic was marked by

wars and political crises.

Describe how after changing from

a republic to an empire, Rome

grew politically and economically

and developed a culture that

influenced later civilizations.

People in the Roman Empire

practiced many religions before

Christianity, which eventually

spread to become Rome’s official

religion.

Problems from both the inside and

outside caused the Roman Empire

to split into a western half, which

Romulus and Remus

Republic

Dictators

Cincinnatus

Plebeians

Patricians

Consuls

Roman Senate

Veto

Latin

Forum

Legions

Punic Wars

Hannibal

Spartacus

Julius Caesar

Augustus

Pax Romana

Aqueduct

Christianity

Crucifixion

Constantine

Diocletian

Attila

Justinian

Byzantine Empire

Carthage

Colosseum

Arch

Senator


Mesoamerica 3 Weeks Discovering our Past Textbook ConnectEd

Connect with: Strand 3 Concept 5

S3 C3 PO3 Describe the impact of the Roman republic on ancient Romans and how it relates to current forms of government. Connect with: Strand 2 Concept 2

S2 C2 PO8 Describe scientific and cultural advancements (e.g., networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, philosophy) in ancient civilizations. Connect with: Strand 4 Concept 2, 4, 5 Strand 5 Concept 2

S1 C2 PO3 Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam: a. location, agriculture, housing, arts, and

trade networks how these cultures adapted to and altered their environment S1 C2 PO4 Describe the Adena, Hopewell, and Mississippian mound-building cultures: a. location, agriculture, housing, arts, and

trade networks how these cultures adapted to and altered their environment S1 C2 PO5 Describe the Mayan, Aztec, and Incan/Inkan civilizations: a. location, agriculture, housing, and trade

networks b. achievements (e.g., mathematics,

astronomy, architecture, government, social structure, arts and crafts)

Why did they Byzantine

Empire become

powerful?

What evidence can you

find that will justify that

the geography of

Mesoamerica shaped the

civilization of the

Mayan, Aztec, and Incan

societies?

Prioritize the

achievements of the

Mayan, Aztec and Incan

societies from most

significant to least

significant.

What are the elements

and features of

Mesoamerica landscape

collapsed, and an eastern half that

prospered for hundreds of years.

Geography shapes the civilization.

Mesoamerican achievements

contributed to today’s society.

Adaptations that the

Mesoamerican made to their

environment allowed for the

growth of the civilization.

They Maya developed an

advanced civilization that thrived

from 250 until the 900s.

The strong Aztec Empire founded

in central Mexico in 1325, lasted

until the Spanish conquest in 1521

Maize

Observatories

Causeways

Conquistadors

Hernan Cortes

Monteczuma

Masonry

Atahualpa

Francisco Pizarro

Andes

Quipu

Inca

Maya

Aztec

Tenochtitlan

Slash-and-burns

Aquaduct

Chinampas

Terrace Farming



how these cultures adapted to and altered their environment S2 C2 PO6 Analyze the impact of cultural and scientific contributions of ancient civilizations on later civilizations: q. Mesopotamia (i.e., laws of Hammurabi) r. Egypt (i.e., mummification, hieroglyphs,

papyrus) s. China (i.e., silk, gun powder/fireworks,

compass) t. Central and South America (i.e.,


S1 C2 PO1 Describe the characteristics of hunting and gathering societies in the Americas. S2 C2 PO8 Describe scientific and cultural advancements (e.g., networks of roads, aqueducts, art and architecture, literature and theatre, mathematics, philosophy) in ancient civilizations. Connect with: Strand 4 Concept 2, 4, 5 Strand 5 Concept 2

S2 C2 PO2 Describe how farming methods and domestication of animals led to the development of cultures and civilizations from hunting and gathering societies.

that allowed for the

growth of the Mayan,

Aztec and Incan

societies?

What led to the

development of complex

societies in the

Americas?

The Inca controlled a huge empire

in South America, but it was

conquered by the Spanish.

Identify cultural norms that

influence different social, political,

and economic activities of men

and women.

Identify and evaluate Rome’s

contributions to our society today.

Analyze how the Greeks

influenced the Romans.

Tikal

Olmec

Macchu Picchu

4th Quarter Middle Ages 3 Weeks

S2 C3 PO6 Describe the trade routes that established the exchange of goods (e.g., silk, salt, spices, gold) between eastern and western civilizations during the 15th and 16th centuries. Connect with:

How did life in Europe

change after the fall of

Rome?

Due to the many types of

landforms and climate in Europe,

maybe different ways of life

developed there.

Eurasia

Middle Ages

Medieval

Monasteries

Convent


Discovering our Past Textbook ConnectEd World in Transition 1 Week

Strand 4 Concept 2, 4 Strand 5 Concept 1

S2 C3 PO4 Describe the Catholic Church’s role in the following activities during the Middle Ages: a. Crusades b. Inquisition c. education d. government e. spread of Christianity S2 C3 PO5 Describe the transition from feudalism to nationalism at the end of the Middle Ages. S2 C3 PO7 Describe how trade routes led to the exchange of ideas (e.g., religion, scientific advances, literature) between Europe, Asia, Africa and the Middle East during the 15th and 16th centuries. Connect with: Strand 3 Concept 1 Strand 4 Concept 4,5 Strand 5 Concept 1 S2 C3 PO1 Describe aspects (e.g., geographic origins, founders and their teachings, traditions, customs, beliefs) of Hinduism, Buddhism, Judaism, Christianity, and Islam. Connect with: Strand 4 Concept 2, 4 S2 C3 PO2 Describe the development of the Medieval kingdoms of Ghana, Mali, and Songhai: a. Islamic influences

Describe the role the

Catholic Church played

in social, political and

economic issues during

the Middle Ages.

How did feudalism

define social structure

during the Middle Ages?

How did the Crusades

effect the spread of

religion?

How do India’s rich

history and culture affect

the world today?

How were Muslim

leaders able to spread

Islam and create an

empire?

A complex web of duties and

obligations governed relationships

between people in the Middle

Ages.

Popes and kings dominated

European society in the Middle

Ages.

The Chrisitian and Muslim

cultures fought over holy sites

during a series of religious wars.

The Christian Church was central

to life in the Middle Ages.

Europe’s political and social

systems underwent great changes

in the late Middle Ages.

In the Middle Ages, the Christian

Church dealt harshly with people

who did not respect its authority.

Hinduism, the largest religion in

India today, developed out of

ancient Indian beliefs and

practices.

Buddhism, began in India and

became a major religion.

Charlemagne

Knights

Vassal

Feudalism

William the Conqueror

Manor

Serfs

Chivalry

Excommunicate

Apprentice

Clergy

Gothic

Guild

Crusades

Pope

Constantinople

Hundred Years’ War

Hinduism

Reincarnation

Karma

Nonviolence

Fasting

Mediation

The Buddha

Buddhism

Nirvana

Missionaries


7th Grade Focus Week 7, 8, 9 ConnectEd Internet US Map

b. mining of gold and salt c. centers of commerce Connect with: Strand 5 Concept 1

S2 C3 PO3 Describe the culture and way of life of the Arab Empire: a. Islam (i.e., Mohammad, Mecca) b. extensive trade and banking network c. interest in science (i.e., medicine,

astronomy) d. translation and preservation of Greek

and Roman literature Connect with: Strand 5 Concept 1

S4 C1 PO1 Construct maps, charts, and graphs to display geographic information. S4 C1 PO2 Identify purposes and differences of maps, globes, aerial photographs, charts, and satellite images. S4 C1 PO3 Interpret maps, charts, and geographic databases using geographic information. S4 C1 PO4 Locate physical and cultural features (e.g., continents, cities, countries,

How does geography

influence the way people

live?

What are the purposes of

lines of longitude and

lines of latitude?

How do you locate a

location on a map?

Originally, desert nomads, the

Hebrew’s established a great

kingdom called Israel.

The central ideas and laws of

Judaism are contained in sacred

texts such as the Torah.

Sacred texts such as the Koran,

guides Muslims in religion, daily

life and laws.

People in the Roman Empire

practiced many religions before

Christianity, which eventually

spread and became Rome's official

religion.

Apply understanding of geography

through the use of various maps.

Identify the uses for longitude and

latitude, map projections, and

types of maps.

Describe the Six Essential

Elements of Geography.

Monotheism

Torah

Synagogue

Prophets

Talmud

Dead Sea Scrolls

Muhammad

Islam

Muslim

Koran

Pilgrimage

Mosque

Jihad

5 Pillars of Islam

Christianity

Jesus of Nazareth

Messiah

Crucifixion

Resurrection

Apostles

Paul of Tarsus

Constantine

Map

Longitude

Latitude

Hemisphere

Projection

Physical Map

Political Map

Special-Purpose Map

Scale

Cardinal Directions

Distort


significant waterways, mountain ranges, climate zones, major water bodies, landforms) throughout the world. S4 C1 PO5 Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions.

How do you identify

different geographical

features?

What are the Six

Essential Elements of

Geography?

Symbol

Globe

1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

6-8.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources. 6-8.RH.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. 6-8.RH.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). 6-8.RH.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. 6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, and/or causally). 6-8.RH.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). 6-8.RH.7. Integrate visual information (e.g.,


in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 6-8.RH.8. Distinguish among fact, opinion, and reasoned judgment in a text. 6-8.RH.9. Analyze the relationship between a primary and secondary source on the same topic. 6-8.RH.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. 6-8.WHST.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.

Provide a concluding statement or section that follows from and supports the argument presented.


6-8.WHST.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.

Provide a concluding statement or section that follows from and supports the argument presented. 6-8.WHST.3. (See note; not applicable as a separate requirement)

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. 6-8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent functional writing (e.g., formal letters, envelopes, procedures, labels, timelines, graphs/tables, experiments, maps, captions, charts, diagrams) in which the development, organization, and style are appropriate to task, purpose, and audience. 6-8.WHST.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. 6-8.WHST.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 6-8.WHST.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. 6-8.WHST.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. 6-8.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research. 6-8.WHST.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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