MADISON PUBLIC SCHOOL DISTRICT. GRADE 7 Social Studies

Transcription

1 MADISON PUBLIC SCHOOL DISTRICT GRADE 7 Social Studies Authored by: Richard Newbery and Philip DeLisi Reviewed by: Mr. Lee S. Nittel Director of Curriculum and Instruction Mr. Mark DeBiasse Supervisor of Humanities Approval Date: Fall, 2012 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President Kevin Blair Thomas Haralampoudis Linda Gilbert James Novotny David Arthur Shade Grahling Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ

2 I. OVERVIEW This Madison School District social studies curriculum adheres to the belief that social studies education should foster, for all students, the ability to understand their world and to have an appreciate for the heritage of America with a high degree of literacy in civics, history, economics, and geography. Our curriculum leads students from an understanding of one s self and one s immediate surroundings, to the greater community of Madison and New Jersey, and eventually an understanding of American traditions and democratic values. II. RATIONALE The purpose of social studies education is to provide students with the opportunity to learn the knowledge, the abilities and skills, and the beliefs and values needed for competent participation as citizens. Kindergarten students will study the concept of family and learn about American holidays and symbols. In first grade, students will study map skills, basic needs and wants, and community workers. An initial understanding of history will be learned using the biographies of famous Americans. In second grade, students will move into the larger community. They will study basic geography, civics, government and economics. Students will also begin to understand their place in history through timelines. In third grade, students explore the history, demographics, geography, resources, and early settlers to New Jersey. This leads to our fourth, fifth, and sixth grade study of the United States, with an emphasis on the states and regions of our country, our government, and our early years as a country. It is our hope that students in this sixth grade year of social studies will have a firm foundation upon which to recognize patterns such as cause and effect and social changes throughout various time periods, to understand the rights and privileges of citizenship, and to demonstrate acceptance and respect for all cultures. In seventh, eighth and ninth grade, students will explore World History from early man through the twentieth century. It is our goal through this exploration that students will have a better understanding of the political, cultural and geographic background to the modern world and the rich legacies that the past has bestowed on the present. III. STUDENT OUTCOMES (Link to Common Core State Standards and New Jersey Core Curriculum Standards) Common Core State Standards for Grade 7 (Social Studies) Reading Standards Key Ideas and Details

3 CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH 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 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). Craft and Structure CCSS.ELA-Literacy.RH 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 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH 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). Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6 8 text complexity band independently and proficiently. Writing Standards Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.6-8.1a 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. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style. CCSS.ELA-Literacy.WHST.6-8.1e Provide a concluding statement or section that follows from and supports the argument presented.

4 CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.6-8.2a 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. CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone. CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST 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 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.WHST 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 Draw evidence from informational texts to support analysis reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST 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. Speaking and Listening Standards Comprehension and Collaboration

5 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.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views. 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. Presentation of Knowledge and Ideas 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. New Jersey Core Curriculum Standards Standard World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 1. The Beginnings of Human Society: Paleolithic and Neolithic Ages Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. A. Civics, Government, and Human Rights A.1.a Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. B. Geography, People, and the Environment B.1.a

6 Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. C. Economics, Innovation, and Technology C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies. D. History, Culture, and Perspectives D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time D.1.b Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. A. Civics, Government, and Human Rights A.2.a Explain why different ancient river valley civilizations developed similar forms of government A.2.b Explain how codifying laws met the needs of ancient river valley societies A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. B. Geography, People, and the Environment B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. C. Economics, Innovation, and Technology C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. D. History, Culture, and Perspectives D.2.a

7 Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. 3. The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. A. Civics, Government, and Human Rights A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now A.3.e Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. B. Geography, People, and the Environment B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. C. Economics, Innovation, and Technology C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China C.3.b Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.

8 6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. D. History, Culture, and Perspectives D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 4. Expanding Exchanges and Encounters The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people s daily lives remained unchanged. A. Civics, Government, and Human Rights A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions. IV. ESSENTIAL QUESTIONS AND CONTENT Early Man The Dawn of Man Through The Agricultural Revolution 4,000,000-10,000 B.C.E. What factors contributed to the transition from the Paleolithic to the Neolithic Era? What characteristics of early hominids differentiated them from the primates and eventually from one another? What are the characteristics of civilization and village and city life? How are archeological discoveries used to further our knowledge of the ancient world? Mesopotamia The Agricultural Revolution Through The Egyptian Empire 10, B.C.E. What beneficial geographical features drew early man to settle on the Tigris and Euphrates Rivers?

9 How were the rivers used to enhance the economy of the region? How did Hammurabi s Code give order to society, and how does that system compare to other civilizations? How are archeological discoveries used to further our knowledge of the ancient world? What legacies of ancient Mesopotamia influence our society today? Egypt The Age of Pyramids Through The Rise of Rome B.C.E. What beneficial geographical features drew early man to settle in the Nile River Valley? How was the social structure of ancient Egypt established, and what was the role of the Pharaoh? Why were the pyramids so important to the cultural, societal, economic and religious aspects of the Egyptian world? How are archeological discoveries used to further our knowledge of the ancient world? What legacies of ancient Egypt influence our society today? Greece The Trojan War Through Alexander The Great B.C.E. What role did geography play in the rise of the city-state? What role did mythology play in the lives of the people of ancient Greece? What were the pros and cons of early democratic government in ancient Greece? What are the defining characteristics of the three Greek orders of architecture? Why are the Iliad and the Odyssey still considered masterpieces of western literature? What factors led to, and what were the characteristics of the Golden Age of Greece? What factors led to the spread of Greek culture throughout the Mediterranean World? How are archeological discoveries used to further our knowledge of the ancient world? What legacies of ancient Greece influence our society today? Rome The Roman Republic Through The Fall Of The Empire 500 B.C.E C.E. What role did geography play in the rise of the Roman Empire? How does the organization of the Roman Republic compare to the government of the United States of America? How was the Roman Empire organized? How were Roman cities designed to account for the needs of the citizens? What led to the collapse of the Roman Empire? How are archeological discoveries used to further our knowledge of the ancient world? What legacies of ancient Rome influence our society today? Middle Ages The Fall Of The Roman Empire Through The Renaissance C.E. What was the purpose and design of castle-centered communities? How does castle life and manor life compare? How was the Feudal System organized? How are archeological discoveries used to further our knowledge of the ancient world? What legacies of the Middle Ages influence our society today? V. STRATEGIES 1. Reading primary and secondary sources 2. Individual projects 3. Cooperative learning strategies including partner work, small and large group projects 4. Media-based lessons including virtual tours, streaming video and WebQuests 5. Simulations theatrical productions 6. Research projects 7. Oral presentations and written assignments

10 VI. EVALUATION 1. Tests and quizzes 2. Projects 3. Presentations 4. Essays 5. Homework 6. Notebook checks 7. In class assignments VII. REQUIRED RESOURCES Textbooks: Bower, Bert, and Jim Lobdell. History Alive: The Ancient World. Teachers Curriculum Institute, California: Supplemental Sources: Beyer, Barry K., et. al. Eastern Hemisphere: The World Around Us. Macmillan Publishing Company, New York: Databases: ABC CLIO- World History Facts on File Online Database World Book Online Encyclopedia Videos: Engineering an Empire the series VIII. SCOPE AND SEQUENCE Early Man The Dawn of Man Through The Agricultural Revolution (5 weeks) o 4,000,000-10,000 B.C.E. Social structure Customs and culture Family/clan organization o Roles of men, women and children o Patriarch/Chieftain Religion Totem worship o Cave art o Shaman Geography Out of Africa theory human migration Historical timeline

11 Human evolution Paleolithic o Early hominids Neolithic o Hunter-gatherers o Agricultural Revolution o Permanent settlements/villages o Domestication of animals o Specialization Archeological discoveries Lucy Don Johanson Technological advancements Stone Age artifacts Historical legacies Permanent settlement in Neolithic villages Civilization Technological advances Societal stratification Mesopotamia The Agricultural Revolution Through The Egyptian Empire (5 weeks) o 10, B.C.E. Social structure City state Everyday life Advent of kingship Roles of men, women and children Law/Government Kingship Hammurabi s Code The Ten Commandments Economics Barter system Trade Architecture Mud brick Ziggurats Religion Polytheism vs monotheism Importance of Ziggurats The Birth of Judaism The Ten Commandments Abraham Moses Solomon David Education Children s education Written language Cuneiform

12 Role of the scribe Geography The Fertile Crescent Tigris and Euphrates Rivers Ur Summer Babylon Jerusalem Canaan Historical timeline Sumerians Rise of City States Cuneiform Code of Hammurabi Moses and the Ten Commandments Monotheism and Judaism Babylonia Archeological Discoveries Ur Summer Babylon Hammurabi s Stele Hanging Gardens of Babylon Ziggurats Historical legacies Religion Writing Technological and scientific advances Farming Egypt The Age of Pyramids Through The Rise of Rome (8 weeks) o B.C.E. Social structure Social Pyramid Everyday life The Pharaoh The roles of men, women, children and slaves Law/Government Pharaoh, governors and viziers Economics Agricultural economy o Irrigation Annual inundation The Nile s role Duties during the non-growing season Architecture The Pyramids Temples The Valley of the Kings Obelisks

13 Religion Pharaoh as god Mythology and its purpose Mummification and the afterlife Education Scribe training Written language Hieroglyphics Papyrus Rosetta Stone Jean Francois Champollion Geography Role of the Nile River o The Nile Delta o The Nile River Valley o Annual Inundation Historical timeline Early settlement The Old Kingdom aka The Age of Pyramids The Middle Kingdom The Hyksos Invasion The New Kingdom Alexander the Great Cleopatra and the Roman Empire Archeological Discoveries Rosetta Stone King Tut s Tomb Howard Carter Valley of the Kings The Pyramids Hieroglyphics The Arts Two Dimensional Funerary art Historical Legacies Pyramids Archeological Discoveries Foundation of civilization Science and astronomy Greece The Trojan War Through Alexander The Great (8 weeks) o B.C.E. Social structure King Artisans Middle Class Soldiers Women Slaves Law/Government

14 Monarchy Oligarchy Democracy o Direct democracy vs Representative democracy o Voting rights o Trial by jury Tyranny Aristocracy Economics Trade Importance of the sea o Sharing of ideas Architecture Three orders of Classical Greek Architecture o Doric o Corinthian o Ionic Everyday life Importance of the sea City States o Athens vs Sparta Polis Agora Acropolis Ancient Olympics Religion Polytheism Mythology o Role of myths in understanding the world Education Children in school Philosophy o Socrates o Plato o Aristotle Written language Phoenicia Greek alphabet Geography Aegean World Attica Peloponnesus Crete Rhodes Historical timeline Trojan War First Olympics Persian Wars Golden Age of Greece Peloponnesian War Alexander the Great

15 Archeological Discoveries Greek alphabet Heinrich Schliemann o Knossos o Troy Athens Polis Agora The Acropolis at Athens Literature The Iliad The Odyssey The Arts Theater o Comedy o Tragedy Historical Legacies Literature Theater Olympic Games Philosophy Democracy Mythology Language Rome The Roman Republic Through The Fall Of The Empire (8 weeks) o 500 B.C.E C.E. Social structure Emperor Patrician Plebian Soldiers Women Slaves Law/Government Tyranny Roman Republic o Senate o Assembly o Tribunes o Council Roman Empire o Provinces o Regions Economics Infrastructure Trade Currency Architecture Coliseum Aqueducts

16 City planning Forum Circus Maximus Roman house Everyday life The market Gladiatorial Games Emperor s Triumph Religion Polytheism Mythology o Role of mythology in understanding the world Education Children s education Written language Latin Roman numerals Calendar system Geography The Mediterranean World The Po Valley The Alps Historical timeline Establishment of the Republic The Roman Empire Punic Wars Rise of Julius Caesar Rise of Augustus Caesar Pax Romana Birth of Christianity Fall of Rome Archeological Discoveries The Coliseum The Pantheon Pompeii Herculaneum Literature The Aneid The Arts Sculpture Roman columns Historical Legacies The Republic Architecture Language Religion Romance languages Middle Ages The Fall Of The Roman Empire Through The Renaissance (5 weeks)

17 o C.E. Social structure King Knights Feudalism o Lords o Fiefs o Vassals o Serfs Law/Government Magna Carta Economics Feudalism Growth of towns and guilds Apprentice Journeyman Everyday life Castle life Manor life Role of the Church Monastic life Religion Christianity Monotheism vs polytheism Geography Major river systems Major Mountain ranges Varied climates Historical timeline Charlemagne The Vikings Feudalism The Dark Ages The Age of Faith The Crusades Age of Discovery Architecture Cathedrals Castles City planning Historical legacies Christianity The Crusades Magna Carta