Verona Public School District Curriculum Overview. Social Studies- Grade 8

Transcription

1 Verona Public School District Curriculum Overview Curriculum Committee Members: Phillip Kratzman Supervisor: Dr. Sumit Bangia Curriculum Developed: Winter 2012 Winter 2015 June 2016 Verona Public Schools 121 Fairview Ave., Verona, NJ Board Approval Date: April 10, 2012 March 24, 2015 August 30, 2016

2 Verona Public Schools Mission Statement: The mission of the Verona Public Schools, the center of an engaged and supportive community, is to empower students to achieve their potential as active learners and productive citizens through rigorous curricula and meaningful, enriching experiences. Course Description: The Social Studies Grade Eight course is a survey course in ancient civilizations from prehistoric man through Ancient Mesopotamia, Egypt, India, China, Greece and Rome. The course continues with a look at these regions during medieval times and the dramatic changes that took place during the Renaissance. Learners may complete written, oral and physical projects, which analyze both past and current problems confronting these regions, and apply insights gained from the historical study along with problem solving techniques and critical thinking skills. They strive to attain an appreciation of the rich heritage of these regions studied through art, literature, music and cultural diversity. Continued emphasis on literacy based skills is promoted through the incorporation of increasingly more rigorous primary/secondary resources and the writing of document based questions (DBQs). Prerequisite(s): none

3 8.1: Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. x A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship E. Research and Information Fluency F. Critical thinking, problem solving, and decision making Social and Emotional Learning Core Competencies: These competencies are identified as five interrelated sets of cognitive, affective, and behavioral capabilities Self-awareness: The ability to accurately recognize one s emotions and thoughts and their influence on behavior. This includes accurately assessing one s strengths and limitations and possessing a well-grounded sense of confidence and optimism. Self-management: The ability to regulate one s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. Standard 8: Technology Standards 8.2: Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment. A. The Nature of Technology: Creativity and Innovation B. Technology and Society C. Design D. Abilities for a Technological World E. Computational Thinking: Programming SEL Competencies and Career Ready Practices Career Ready Practices: These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. CRP2. Apply appropriate academic and technical skills. x CRP9. Model integrity, ethical leadership, and effective management. CRP10. Plan education and career paths aligned to personal goals. CRP3. Attend to personal health and financial well-being. CRP6. Demonstrate creativity and innovation. x CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. x CRP1. Act as a responsible and contributing citizen and employee. x CRP9. Model integrity, ethical leadership, and effective management. x x x x x CRP4. CRP9. CRP12. CRP5. CRP7. CRP8. CRP9. Communicate clearly and effectively and with reason. Model integrity, ethical leadership, and effective management. Work productively in teams while using cultural global competence. Consider the environmental, social, and economic impact of decisions. Employ valid and reliable research strategies. Utilize critical thinking to make sense of problems and persevere in solving them. Model integrity, ethical leadership, and effective management.

4 9.1: Personal Financial Literacy: This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers. Standard 9: 21 st Century Life and Careers 9.2: Career Awareness, Exploration & Preparation: This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. 9.3: Career and Technical Education: This standard outlines what students should know and be able to do upon completion of a CTE Program of Study. A. Income and Careers B. Money Management C. Credit and Debt Management D. Planning, Saving, and Investing E. Becoming a Critical Consumer F. Civic Financial Responsibility G. Insuring and Protecting x A. Career Awareness (K-4) B. Career Exploration (5-8) C. Career Preparation (9-12) A. Agriculture, Food & Natural Res. B. Architecture & Construction C. Arts, A/V Technology & Comm. D. Business Management & Admin. E. Education & Training F. Finance G. Government & Public Admin. H. Health Science I. Hospital & Tourism J. Human Services K. Information Technology L. Law, Public, Safety, Corrections & Security M. Manufacturing N. Marketing O. Science, Technology, Engineering & Math P. Transportation, Distribution & Log. Core Instructional Materials : These are the board adopted and approved materials to support the curriculum, instruction, and assessment of this course. Burstein, Stanley M., Dr., and Richard Shek, Dr. World History. New York: Holt, Rinehart, and Winston, Print. Roden, Phil, and Charles Brady. Mini-Q's in World History. Evanston: DBQ Project, Print. Vol. 2 of The DBQ Project. Course Materials Differentiated Resources : These are teacher and department found materials, and also approved support materials that facilitate differentiation of curriculum, instruction, and assessment of this course. TCI: Ancient World and Cultures: online textbook and activities Nova PBS History Channel Primary and Secondary Sources Discovery Channel and United Streaming

5 Brunner, Michael, Melissa Green, and Lawrence McBride, Dr. "Nystrom Atlas of World History." Map. Nystrom Atlas of World History. Chicago: Nystrom Herff Jones Education Division, Print. Online databases "Atlas of World Geography." Map. Atlas of World Geography. Ed. Brett R. Gover. Revised 2009 Edition ed. Skokie: Rand McNally, Print.

6 Unit Title / Topic: Paleo and Neolithic Eras Established Goals: Unit Duration: 4 Weeks Stage 1: Desired Results 2014 New Jersey Student Learning Standards for Social Studies A.1.a Compare and contrast the social organization, natural resources, and land use of early hunters/gatherers and those who lived in early agrarian societies B.1.a,Explain the various migratory patterns of hunters/gatherers that 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.1.a,Describe the influence of the agricultural revolution (e.g., the impact of food surplus from farming) on population growth and the subsequent development of civilizations C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies D.1.a,Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time D.1.b Describe how the development of both written and unwritten languages impacted human understanding, development of culture, and social structure.e D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. New Jersey Student Learning Standards for English Language Arts Companion Standards: RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 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. 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. RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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). RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary and secondary source on the same topic. RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficient. WHST 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/academic style, approach, and form. E. Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, 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/academic style, approach, and form.

7 F. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. W HST 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. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. 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. WHST Draw evidence from informational texts to support analysis, reflection, and research. WHST Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Transfer Goal: Students will be able to independently use their learning to Students will be able to independently use their learning to analyze the living patterns of pre-historic man, so that in the long run students will be able to effectively communicate the importance of adapting and changing to their physical environment. Enduring Understandings: Students will understand that: Hunters/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. Geography plays an important and vital role in impacting civilizations and their legacies. Students will know: Scientists study the remains of early humans to learn about prehistory. Stone Age tools grew more complex as time passed. Hunter-gatherer societies developed language, art, and religion. People moved out of Africa as the earth s climate changed. Meaning Acquisition of Knowledge & Skills Essential Questions: Why do people move? How do people adapt to changes in their physical environment? How do changes in technology bring about social, political, and economic opportunities and change? How does geography influence civilizations and their legacies? Students will be able to: Compare and contrast the lives of early hunter/gatherers to those who lived in agrarian societies. Explain the various migratory patterns of people who moved from Africa to Eurasia, Australia, and the Americas and describe the impact of migration.

8 People adapted to new environments by making clothing, shelter, and new types of tools. The first farmers learned to grow plants and raise animals in the New Stone Age. Permanent settlements began to develop in the New Stone Age. Mummified humans like the Ice Man can reveal information about cultural identities. Compare and contrast how nomadic and agrarian societies used land and natural resources. Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. Determine the impact of technological advancements of hunter/gatherer and agrarian societies. Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and the development of more complex social structures. Explain how archaeological discoveries are used to develop and enhance understandings of live prior to written records. Stage 2: Acceptable Evidence Transfer Task DBQ Other Evidence Notebook Check Recall Questions Maps Student Centered learning activities such as: learning centers and jigsaws. Closure Cards/Questions Homework Quizzes Tests Stage 3: Activities

9 Graphic Organizer on Paleolithic, Mesolithic and Neolithic Graphic Organizer- Achievements/Technology during each Stone Age Jigsaw: Hunter Gatherer vs. Farmer Gatherer Jigsaw: Early Hominid Groups Learning Centers on the four lifestyle categories of the Hunter Gatherer vs. Farmer Gatherer Sequence-Timeline of the Stone Ages Map-Movement/Migration of People, Lesson 4 & 5 of the Nystrom Atlas of World History. Flow Chart on Cause/Effect related to the Development of Agriculture Compare and Contrast life, Stone Age/Present Documentary on Early Hominids and their evolution Map Activities on migration of pre-historic people

10 Unit Title / Topic: River Valleys Unit Duration: 6 Weeks Stage 1: Desired Results Established Goals: 2014 New Jersey Student Learning Standards for Social Studies A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations A.2.b Determine the role of slavery in the economic and social structures of early river valley civilizations B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of early river valley civilizations B.2.b Compare and contrast physical and political maps of early 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.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in early river valley civilizations D.2.a Analyze the impact of religion on daily life, government, and culture in various early river valley civilizations D.2.b Explain how the development of written language transformed all aspects of life in early river valley civilizations D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline D.2.d Evaluate the importance and enduring legacy of the major achievements of the early river valley civilizations over time. New Jersey Student Learning Standards for English Language Arts Companion Standards: RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 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. 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. RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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). RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary and secondary source on the same topic. RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficient. WHST 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/academic style, approach, and form. E. Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, 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/academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.

11 W HST 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. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. 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. WHST Draw evidence from informational texts to support analysis, reflection, and research. WHST Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Transfer Goal: Students will be able to independently use their learning to analyze the legacy of ancient civilizations and their impact upon modern society. Enduring Understandings: Students will understand that: Ancient river valley civilizations developed due to favorable geographic conditions. Civilizations are unique due to their societal needs, expectations, and desires. Ancient river valley civilizations created centralized systems of government and advanced cultures. Meaning Essential Questions: How does geography influence civilizations and their legacies? What makes civilizations unique? Which of the ancient river valley civilizations contributed the most to other civilizations? Students will know: Seven characteristics of a civilization: o Development of Cities o Early governments o Social structures o Religion o Technology o Achievements o Exchange of Ideas/Trade Acquisition of Knowledge & Skills Students will be able to: Explain why ancient river valley civilizations developed similar forms of government. Explain how codifying laws met the needs of ancient river valley societies. Determine the role of slavery in the economic and social structures of ancient river valley societies. Determine the extent to which geography influenced settlement, trade and sustainability of ancient river valley civilizations. Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts

12 The valleys of Tigris, Euphrates, Nile, Indus and Huang He were the sites of the first civilizations. The agricultural revolution led to the development of cities. Technology enabled the civilizations to further develop and encourage exchange of ideas in writing, art and architecture. Societies divided into distinct social structure groups. Key Terms: Fertile Crescent cataracts Silt delta Irrigation pharaoh Canals dynasty Surplus pyramids division of labor trade routes city-state hieroglyphics empire sphinxes polytheism obelisk social hierarchy imports cuneiform exports pictographs subcontinent scribes oracle epics lords ziggurats peasants monarch ethics Daoism Legalism Confucianism Explain the impact of technological advancements on ancient river valley civilizations. Analyze the impact of religion on ancient river valley civilizations. Explain how written language transformed life in ancient river valley civilizations. Analyze factors that led to the rise and fall of ancient river valley civilizations. Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacy. Stage 2: Acceptable Evidence Transfer Task Complete a document based question activity in which they analyze documents in order to clarify ideas which will be supported with organized reasons and logical evidence. DBQ: Hammurabi s Code: Was it Just?

13 Annotated Bibliography on the civilization with the greatest legacy Chapter test Notebook check Quizzes Graphic organizers Maps activities section assessments Homework Jigsaw Activities Power point presentations and guided notes Other Evidence Stage 3: Activities Label a map of the four river Valley Civilizations. Fill in the four graphic organizers on each river valley civilization using the textbook and online resources. Mesopotamia (Chapter 3)pages in Holt World History Ancient Egypt(Chapter 4)pages in Holt World History Indus Valley Civilization(Chapter 5)pages in Holt World History Ancient China(Chapter 6)pages in Holt World History TCI: Ancient Civilizations and World Cultures: Lesson 4: Rise of Sumerian City States Lesson 5: Ancient Sumer Lesson 6: Exploring the 4 Empires of Mesopotamia Lesson 7: Geography and Early Settlement of Egypt Lesson 8: Ancient Egyptian Pharaohs Lesson 9: Daily life in Ancient Egypt Lesson 13: Geography and early settlement of India Lesson 14: Unlocking the Secrets of Mohenjodaro Lesson 15: Hinduism Lesson 16: Buddhism Lesson 17: Unification of India Lesson 18: Achievements of the Gupta Empire Complete the enrichment worksheets- Egyptian Webquest Egypt and Kingdom of Kush Map Activities Nystrom Atlas of World History- Unit 1 pages 6-15 (Mesopotamia) Unit 2 pages 16-27(Egypt, China, and India)

14 Mini-Q Asoka: Ruthless Conqueror or Enlightened Ruler? ( DBQ Practice ) Create your own Egyptian God and Pyramid project Hinduism vs. Buddhism Pear-deck and Kahoot! Meditation activity Mesopotamia Kahoot review game

15 Unit Title / Topic: Ancient Greece Established Goals: Unit Duration: 4 Weeks Stage 1: Desired Results 2014 New Jersey Student Learning Standards for Social Studies A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) 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 the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system 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 decline D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations D.4.a Analyze the role of religion and economics in shaping each empire s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. New Jersey Student Learning Standards for English Language Arts Companion Standards: RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 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. 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. RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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). RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary and secondary source on the same topic. RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficient. WHST 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/academic style, approach, and form. E. Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

16 A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, 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/academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. W HST 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. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. 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. WHST Draw evidence from informational texts to support analysis, reflection, and research. WHST Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Transfer Goal: Students will be able to independently use their learning to Analyze the legacy of ancient civilizations and their impact upon modern society Enduring Understandings Students will understand that: Cultural exchange and diffusion dramatically increased during the era of classical civilization. Classical civilizations left lasting legacies for future civilizations Nations fight war for numerous reasons that often have roots to economic, social or political reasons. Governments evolve over time to meet the needs of its citizens Students will know: Geography helped shape Greek civilization. Trading cultures developed in the Minoan and Mycenaean civilizations. The Greeks created city-states for protection and security. Meaning Acquisition of Knowledge & Skills Essential Questions: How does geography influence civilizations and their legacies? Considering the Ancient Greek achievements in government, architecture, philosophy, science, and mathematics, which leaves behind the most important legacy? Why do nations fight wars? How are governments created, structured, maintained and changed? Students will be able to: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in Ancient Greece.

17 Aristocrats and tyrants ruled early Athens. Athens created the world s first democracy which was different from modern democracy. Greek mythology and literature live on and influence our world today. The Persians fought Greece twice in the Persian Wars. The Spartans built a military society to provide security and protection. The Athenians admired the mind and the arts in addition to physical abilities. Sparta and Athens fought over who should have power and influence in Greece. Alexander the Great built an empire that united much of Europe, Asia and Egypt. The Hellenistic kingdoms blended Greek and other cultures. The Greeks made great contributions to the arts, philosophy, mathematics, medicine and engineering. Key Terms Polis Classical Acropolis Democracy Oligarchy Tyrant Mythology Fables cavalry Persian Wars alliance Peloponnesian War phalanx Determine the foundational concepts and principles of Athenian democracy that later influenced the development of the United States Constitution. Compare and contrast the roles and responsibilities of citizens of Athens and Sparta to those of the United States citizens today. Compare and contrast the American legal system and the legal systems of Ancient Greece, and determine the extent to which the early systems influenced the current legal system. Determine how geography and the availability of natural resources influenced the development of Ancient Greece and provided motivation for expansion. Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. Explain how Ancient Greece used technology and innovation to expand military capabilities and to improve urban areas. Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth and equality. Determine the extent to which religions, mythologies, and other belief systems shaped the values of Ancient Greece. Stage 2: Acceptable Evidence Transfer Task: Complete a document based question activity in which they analyze documents in order to clarify ideas which will be supported with organized reasons and logical evidence. DBQ Alexander the Great: Was he Really Great? (Mini-Q Practice DBQ) Quizzes Tests Homework Graphic Organizers Ancient Greece City State Project Other Evidence

18 Kahoot! Pear-deck Aristotle s Athenian Constitution (Primary Source Activity) Secrets of the Parthenon DVD and worksheet Identify buildings in Verona inspired by Greek architecture Chart comparing Athens and Sparta Stage 3: Activities Power points with guided notes on TCI lessons. Compare and contrast Greek democracy with modern democracy. Collaborate on list of Ancient Greek values, accomplishments and achievements. Graphic Organizer on the Trojan War, Persian Wars, and the Peloponnesian War. Newspaper Article on the Persian Wars Nystrom Atlas of World History Lessons 17, 18, & 19 on Ancient Greece Alexander the great practice DBQ Greek Contributions Then and Now (graphic organizers and group poster board project) Four Governments of Ancient Greece Activity Athens vs. Sparta: Democracy or Monarchy, which is better (primary and secondary source compare and contrast activity, with written sections) Recruitment brochure Athens vs. Sparta Activity on Greek Mythology: Myth vs. Fact: how and why mythology existed, and how the modern world answers questions about the ancient world TCI Lessons: 25, 26,27,28,29,30,31

19 Unit Title / Topic: Ancient Rome Established Goals: Unit Duration: 4 Weeks Stage 1: Desired Results 2014 New Jersey Student Learning Standards for Social Studies A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) 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 the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system 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 C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia C.3.b 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.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality D.3.b Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time D.3.d Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations D.4.a Analyze the role of religion and economics in shaping each empire s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. New Jersey Student Learning Standards for English Language Arts Companion Standards: RH Cite specific textual evidence to support analysis of primary and secondary sources. 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. 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. 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. RH Describe how a text presents information (e.g., sequentially, comparatively, causally). 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). RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary and secondary source on the same topic. RH By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficient. WHST 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.

20 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/academic style, approach, and form. E. Provide a concluding statement or section that follows from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. A. Introduce a topic and organize ideas, concepts, and information using text structures (e.g. definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g. headings, graphics, 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/academic style, approach, and form. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. W HST 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. WHST Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST 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. 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. WHST Draw evidence from informational texts to support analysis, reflection, and research. WHST Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Transfer Goal: Students will be able to independently use their learning to analyze the fall of the Roman empire, so that in the long run, they will be able to identify the defining characteristics that contribute to the decline of a society and/or nation. Enduring Understandings: Students will understand that: Principles of the Roman Republic influenced the development of the United States Constitution. There are many qualities that make a great leader. These qualities vary depending on the needs of the society. Great empires fall often to their inability to adapt to the new times. Geography influence civilizations and their legacies in many aspects that impact all facets of life. Meaning Essential Questions: What was the most important idea from the Roman Republic to influence the development government in the United States? What constitutes a great leader? What leads to the fall of a great empire? How does geography influence civilizations and their legacies? Why do nations fight wars? How are governments created, structured, maintained and changed?

21 Nations fight war for numerous reasons that often have roots to economic, social or political reasons. Governments evolve over time to meet the needs of its citizen. Students will know: Rome s location and government helped it become a major power in the ancient world. Rome s tripartite government and written laws helped create a stable society. The latter period of the Roman Republic was marked by wars of expansion and political crises. After becoming 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 became Rome s official religion. Problems from both inside and outside caused the empire to split into an eastern and western half. Key Terms republic aqueduct chariot senate patricians plebeians dictator assassinate consuls tribunes magistrate legion veto checks and balances Forum Twelve Tables Romance languages Civil law Acquisition of Knowledge & Skills Students will be able to: Compare and contrast government under the Roman Republic with the United States government today. Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the Roman Empire. Determine how geography and the availability of natural resources influenced the development Rome and provided motivation for expansion. Analyze the impact of expanding land and sea trade routes on Rome. Explain the roles of great leaders like Cincinnatus, Julius Caesar, Pompey, and Caesar Augustus in Rome s rise to power. Explain how Rome used technology and innovation to enhance agricultural output and commerce, to expand military capabilities, and to improve life in urban areas. Determine the factors that contributed to the decline and fall of Rome. Examine the golden age of Rome and determine which major achievements represent a world legacy.

22 Christianity Byzantine Empire Stage 2: Acceptable Evidence Transfer Task Complete a document based question activity in which they analyze documents in order to clarify ideas, which will be supported with organized reasons and logical evidence. Mini-Q What Were the Primary Reasons for the Fall of Rome? Other Evidence Nystrom World History Atlas, Lessons 19a: From Roman Republic to Roman Empire, 20a: Height of Roman Empire, Timeline Republic to Empire, Graphic organizer analyzing Roman Government (Magistrates, Senate, Assembly, Tribunes), graphic organizer on crises that strike the republic, chart on Roman achievements. Romulus and Remus, Mosaic Panels activity, Mark Antony and St. Peter biography worksheet Secondary and Primary Source activities on Spartacus, History and Geography activity on the Punic Wars, Amores activity, Cicero- contrast with politics today, Spread of Christianity and its impact Film- Pompeii and written activity on decision making based on historical information. Textbook Chapters 10,11, and resource files TCI lessons: 32 Geography and early development of the Roman Empire, 33 Rise of the Republic, 34 From Republic to Empire, 35 Daily life in the Empire, 36 Spread of Christianity, 38 Legacy of Rome in the Modern World Stage 3: Activities Analyze the myth of Romulus and Remus. Chapter Resource File Concept Splash (key terms) on Roman Republic Identify branches of Rome s tripartite republic Take notes in graphic organizer on western and eastern empires. Biographies on Famous Romans. (Chapter Resource File) Explain the checks and balances in the Roman republic. Compare and contrast Roman Republic to U.S. government of today. Compare and Contrast Patricians and Plebeians Web on fall of western empire (Drawing Conclusions) Video Pompeii Written assignment about using modern knowledge about Vesuvius to decide where to live. The Coliseum Thumbs Up or Thumbs Down? Write an essay about would you be a gladiator or a slave. Jigsaw on the major leaders of the Roman Empire