Randolph Township Schools Randolph Middle School

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1 Randolph Township Schools Randolph Middle School Grade Eight World History Curriculum "Those who cannot remember the past are condemned to repeat it." George Santayana Department of Humanities Lisa DiAgostino, Supervisor Curriculum Committee Joe Calafiore Maryella Carlucci Jacqueline Fik Susanne Gerdes Casey Kayser Agatha Wilke Curriculum Developed: July 2015 Board approval date: September 8,

2 Randolph Township Schools Department of Humanities Eighth Grade World History Table of Contents Section Page(s) Mission Statement and Education Goals District 3 Affirmative Action Compliance Statement 3 Educational Goals District 4 Introduction 5 Curriculum Pacing Chart 6 APPENDIX A 52 2

3 Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district s curriculum and instruction are aligned to the state s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of

4 RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: The needs of the child come first Mutual respect and trust are the cornerstones of a learning community The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members A successful learning community communicates honestly and openly in a non-threatening environment Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth 4

5 Randolph Township Schools Department of Humanities Eighth Grade World History Introduction The eighth grade World History course is the first year in a two year program that surveys global history and interaction from ancient man to 1200 AD in Europe, Asia, Africa, the Americas, and the Middle East. The program will, where applicable, integrate and infuse examples of cultural diffusion and global interactions. The eighth grade World History class will also include information on civics, Holocaust Studies, and Social Studies oriented vocations into the course of study as mandated by the New Jersey Department of Education. This course will be guided by the New Jersey Core Curriculum Content Standards in the Social Studies, the Common Core State Standards, and the standards and goals established by the Randolph Township Board of Education. 5

6 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Eighth Grade World History SUGGESTED TIME ALLOTMENT UNIT NUMBER CONTENT - UNIT OF STUDY 4 weeks I The Beginning of Civilization 5 weeks II River Valley Civilizations 4 weeks III People and Ideas on the Move 4 weeks IV The First Age of Empires 6 weeks V Classical Greece 6 weeks VI Ancient Rome 7 weeks VII The Capstone Project 4 weeks VIII Mesoamerica and South America 6

7 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History UNIT I: The Beginning of Civilization TRANSFER: Students will posit ways technological advances have led to changed social norms in contemporary society and draw parallels and comparisons to changed social norms during the Neolithic Revolution. GOALS: NJCCCS: A.1.a Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies B.1.a 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 B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources C.1.a Related the agricultural revolution (including the impact of food surplus from farming) to the 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 Related the development of language and form of writing to the expression of ideas, creation of ENDURING UNDERSTANDINGS The study of archaeology provides evidence of how people lived and advanced. ESSENTIAL QUESTIONS How do people determine the validity of historical evidence? What is technology? What are the consequences of technology? Geographical factors impacted human settlement. How might geography affect the settlement of people? The development of agriculture was the most significant turning point in human history. KNOWLEDGE Students will know: Archaeology provides historical and scientific explanations for how ancient people lived. Hunter-gatherers adapted to their physical environments using resources, the natural world, and technological advancements. What constitutes a turning point in history? SKILLS Students will be able to: Examine archaeology and anthropology through the investigation of artifacts and scientific evidence. Identify how hunter-gatherers adapted to their physical environment and analyze the 7

8 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. Common Core State Standards: WHST6-8.1a 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. WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources. WHS.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s). WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. WHST.6-8.2b Develop the topic with relevant, facts, definitions, details, quotations, examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. VOCABULARY: Social classes, domestication, culture, civilization, technology, institution, trade, barter, thriving, breakthrough, flourish, claim (noun), relevant, allocate, technique, economy KEY TERMS: Pre-history, artifact, hominid, Neolithic Age, tools, Paleolithic Age, scribe, artisan, nomads, specialization, ziggurat adaptations for what they tell archaeologists about hunter-gatherers. Evaluate how geography and history are linked to the lives of people at different stages of the human story. Identify and analyze the reasons for and the consequences of the agricultural revolution. Survey the breakthrough technologies developed by Stone Age peoples. 8

9 and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement. WHST Produce clear and coherent writing appropriate to task, purpose and audience. WHST Strengthen writing by planning, revising, editing, rewriting or trying a new approach. WHST Use technology to produce and publish writing WHST Conduct short research projects to answer a questions, drawing on several sources WHST Gather relevant information from multiple sources; assess the credibility and quote the data while avoiding plagiarism. WHST Draw evidence from informational texts to support analysis. WHST Write routinely over extended time frames and shorter time frames for a range discipline-specific tasks. ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to: Primary Source Analysis Research Notes Argumentative Presentations Reflections Formative Assessments Exit tickets 9

10 Journaling Think, Pair, Share Write Around The Insight Game Accountable Talk Summative Assessments KEY LEARNING EVENTS AND INSTRUCTION: Pre-Assess to determine students prior knowledge and identify learning goals for the unit. Formatively assess to adjust the learning process as needed. Analyze timelines and maps Primary source analysis Hominid skulls Paleolithic art 10

11 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit I: The Beginning of Civilization SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 4 Weeks Unit I: The Beginning of Civilization World History Prehistory 3000 B.C: Early Humans by National Geographic: Reading Expeditions Cosmos: A Spacetime Odyssey Lascaux: Prehistoric Cave Art photograph pack Lascaux Cave Virtual Tour: History Alive: Early Man 11

12 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit II: River Valley Civilizations TRANSFER: Find a modern global example of supply and demand, source of wealth, or regional specialization that impacts your community and how it impacts personal decision making. GOALS: NJCCCS: 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.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 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 ENDURING UNDERSTANDINGS River valleys tended to prompt the development of civilizations governments, economies and cultures. The people of the ancient River Valley Civilizations developed significant technological and cultural advancements. Religion had a significant impact on the architecture, government, culture and daily life of the ancient River Valley civilizations. Leadership and law played an integral role in the rise, continuation and fall of the River Valley Civilizations. KNOWLEDGE Students will know: Geography guided the development of cities, trade, culture and technology of the River Valley Civilizations. ESSENTIAL QUESTIONS How might geography affect the development of civilizations? Where do new ideas come from? Why do belief systems emerge? How might religion affect the lives of people and society? Why do laws differ from one civilization to another? Why do some civilizations flourish while others disappear? SKILLS Students will be able to: Compare and contrast physical and political 12

13 development of a class system in ancient river valley civilizations D.2.a 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. Common Core Standards: WHST6-8.1a 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. WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources. WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. The lack of natural barriers and resources forced the Sumerian people to develop unique government and trade systems. The natural isolating barriers of Egypt, the Indus Valley, and China protected their civilizations and allowed for development and growth. The achievements of the River Valley Civilizations shaped and influenced the development of their civilizations as well as impacted future empires. Continuity and stability contributed to a vast number of achievements in the River Valleys including architecture, cuneiform, hieroglyphics, art, and religion. Hammurabi codified the first laws. The Egyptian s strong belief in the afterlife led to a unique government system and enduring monuments. China s government was divided into different dynasties that justified the Mandate of Heaven. VOCABULARY: dynasty, civilization, empire, delta, pharaoh, pyramid, papyrus, hieroglyphics, subcontinent, monsoon 13 maps of the River Valley Civilizations and determine the geopolitical impact. Determine the relationship among environment, government, and technology of Sumer. Devise a thesis using primary source documents to prove that the Nile River was essential to ancient Egyptian life. Identify the achievements of the River Valleys and explain how the advancements left a lasting legacy for later civilizations to build upon. Evaluate how systems of writing were a major turning point in world history. Examine primary documents from the Code of Hammurabi and relate them to modern day legal systems. Analyze the deification of the pharaoh in relation to Egypt s strong centralized and bureaucratic government. Analyze the influence of religious beliefs and the Mandate of Heaven on Chinese Dynasties.

14 WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. WHST.6-8.2b Develop the topic with relevant, facts, definitions, details, quotations, examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement. WHST Produce clear and coherent writing appropriate to task, purpose and audience. WHST Strengthen writing by planning, revising, editing, rewriting or trying a new approach. WHST Use technology to produce and publish writing WHST Conduct short research projects to answer a questions, drawing on several sources WHST Gather relevant information from multiple sources; assess the credibility and quote the data while avoiding plagiarism. WHST raw evidence from informational texts to support analysis. WHST Write over extended time frames and shorter time frames KEY TERMS: Fertile Crescent, Mesopotamia, Irrigation, Hammurabi monotheism, City-State, hierarchy, Narmer, silt, papyrus, cataract, Harappan, loess, oracle bones, Mandate of Heaven, dynastic cycle, feudalism, polytheism, cultural diffusion, theocracy, mummification 14

15 for a range of discipline-specific tasks. CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.) 15

16 ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to: Primary Source Analysis Research Notes Debate Notes and Reflection Argumentative Presentations Reflections Formative Assessments Exit tickets Journaling Think, Pair, Share Write Around The Insight Game Summative Assessments KEY LEARNING EVENTS AND INSTRUCTION: Pre-Assess to determine students prior knowledge and identify learning goals for the unit. Formatively assess to adjust the learning process as needed. Analyze timelines and maps DBQ Project Hammurabi s Code: Was it Just? How did the Nile shape Ancient Egypt? Primary source document Analysis Code of Hammurabi Epic of Gilgamesh Ancient Art and Architecture 16

17 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit II: River Valley Civilizations SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 5 Weeks Unit II: River Valley Civilizations History Alive: Mesopotamia, Egypt, India, and China The Human Legacy DBQ Project: Hammurabi s Code and Ancient Egypt Newsela.com History.com Safari Montage 17

18 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit III: People and Ideas on the Move TRANSFER: Research an instance of migration, the movement of ideas, or trade, and determine the push/pull factors involved as well as potential consequences. GOALS: NJCCCS: 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.d 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 ENDURING UNDERSTANDINGS Trade and migration helped to disburse goods and ideas throughout the ancient world. The expansion of civilizations was propelled by migration, new ideas, and trade. Religion and philosophies shaped the culture and decisions of empires. KNOWLEDGE Students will know: The Indo-Europeans migrated throughout Eurasia, bringing with them common ideas, languages, and culture. Trading societies extended the development of civilization beyond the Fertile Crescent region and spread knowledge of reading and writing. 18 ESSENTIAL QUESTIONS Why do some ideas flourish while others do not? Why do people move? Why do some civilizations expand while others do not? How might the ethics of civilizations manifest themselves? SKILLS Students will be able to: Evaluate how Indo-Europeans are linked to modern people in Eurasia. Determine how ideas, languages, and culture were disseminated from one region to others.

19 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. Common Core Standards: WHST6-8.1a 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 WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources. WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. WHST.6-8.2b Develop the topic with relevant, facts, definitions, details, quotations, examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. The religions of Hinduism and Buddhism were crucial in shaping ancient civilizations and the modern world. The development of social classes was a direct result of the Hindu-based caste system. The ancient Hebrews and their religion, Judaism, have been a major influence on Western Civilization. VOCABULARY: Ethics, exile, prosperity KEY TERMS: Indo-Europeans, steppes, Aryans, Vedas, migration, Hittites, caste, Brahman, Brahmin, Brahma, Vishnu, Shiva, Devi, reincarnation, karma, nirvana, Siddhartha Gautama, moksha, Upanishads, enlightenment, Torah, Canaan, covenant, monotheism, tribute, Moses, Abraham, Israelites, Minoan, Mycenaean, Phoenicians Evaluate the impact of trade routes on early empires and the Mediterranean world. Explore the beliefs and history of both Hinduism and Buddhism and determine how those belief systems impacted the development of ancient civilizations. Predict the consequences of the caste system on the development of Indian society. Justify how Judaism has shaped the Western World. 19

20 WHST.6-8.2dUse precise language and domain-specific vocabulary. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement. WHST Produce clear and coherent writing appropriate to task, purpose and audience. WHST Strengthen writing by planning, revising, editing, rewriting or trying a new approach. WHST Use technology to produce and publish writing WHST Conduct short research projects to answer a questions, drawing on several sources WHST Gather relevant information from multiple sources; assess the credibility and quote the data while avoiding plagiarism. WHST Draw evidence from informational texts to support analysis. WHST Write over extended time frames and shorter time frames for a range of discipline-specific tasks. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELALITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the 20

21 soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to: Primary Source Analysis Research Argumentative Group Activity Reflections Formative Assessments Exit tickets Journaling Think, Pair, Share Write Around The Insight Game Summative Assessments KEY LEARNING EVENTS AND INSTRUCTION: Pre-Assess to determine students prior knowledge and identify learning goals for the unit. Formatively assess to adjust the learning process as needed. Analyze timelines and maps Buddhism and Hinduism Presentation 21

22 SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 4 weeks Unit III: Peoples and Ideas on the Move Hinduism and Buddhism PowerPoint Presentation (Office th grade Social Studies site) Little Buddha Minoan and Mycenaean Art Appropriate religious texts History.com Newsela.com 22

23 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit IV: The First Age of Empires TRANSFER: Develop a rubric that assesses the effectiveness of leadership and use that rubric to evaluate the ruler of your Capstone country. GOALS: NJCCCS: 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 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 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.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 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. ENDURING UNDERSTANDINGS Empires were developed through cultural exchange and conquest. Geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of Mesopotamia, Egypt, India, and China and provided motivation for expansion. The rights and responsibilities of ancient people depended on their gender, social class, and culture. Civil unrest and cultural shifts contributed to different philosophies and ruling styles in the early empires. KNOWLEDGE Students will know: Two empires along the Nile, Egypt and Nubia, forged commercial, cultural, and political connections. ESSENTIAL QUESTIONS Why do some rulers choose warfare over diplomacy? Why do some rulers choose diplomacy over warfare? What do people value? How do values influence a civilization? What determines what people can or cannot do? What are the conditions that drive changes in political and ethical systems? SKILLS Students will be able to: Identify and analyze the benefits and 23

24 6.2.8.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.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, 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. Common Core Standards: WHST6-8.1a 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. WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that An abundance of resources contributed to the rise and fall of empires within Mesopotamia. Asoka was the first ruler to lead by moral example and created a large and powerful empire. The Silk Road, Great Wall of China, and Royal Road were the initial conduits for cultural diffusion in the ancient world. Rulers in the ancient world impacted the culture of their civilization. The major components of Confucianism, Daoism and Legalism and how they impact China today. VOCABULARY: Nobles, aristocrats, tolerance, manufacturing, bureaucracy, autocracy KEY TERMS: Hyksos, New Kingdom, Hatshepsut, Thutmose III, Nubia, Ramses, Meroe, Assyria, exodus, Sennacherib, Chaldean, Nineveh, Nebuchadnezzar, Cyrus, satrap, Cambyses, Darius, Royal Road, Zoroaster, Confucius, filial piety, Daoism, Legalism, Confucianism, yin and yang, Qin Dynasty, Shi Huangdi consequences of Egypt and Nubia s relationship. Determine how resources and conquest were integral to the fate of the Assyrian Empire. Analyze primary source documents to identify and to evaluate the moral values of Asoka. Analyze primary source documents to determine the impact of the Great Wall and the Silk Road on China s development. Identify how political leaders in the ancient world were agents of change. Compare and contrast the various philosophical beliefs that were developed in ancient China. 24

25 demonstrates an understanding of the topic or text, using credible sources. WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. WHST.6-8.2b Develop the topic with relevant, facts, definitions, details, quotations, examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary. WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement. WHST Produce clear and coherent writing appropriate to task, purpose and audience. WHST Strengthen writing by planning, revising, editing, rewriting or trying a new approach. WHST Use technology to produce and publish writing WHST Conduct short research projects to answer a questions, drawing on several sources 25

26 WHST Gather relevant information from multiple sources; assess the credibility and quote the data while avoiding plagiarism. WHST Draw evidence from informational texts to support analysis. WHST Write over extended time frames and shorter time frames for a range of discipline-specific tasks. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to: 26

27 Primary Source Analysis Research Document Based Question (DBQ) Argumentative Presentations Reflections Formative Assessments Exit tickets Journaling Think, Pair, Share Write Around Summative Assessments KEY LEARNING EVENTS AND INSTRUCTION: Pre-Assess to determine students prior knowledge and identify learning goals for the unit. Formatively assess to adjust the learning process as needed. Analyze timelines and maps DBQ Project Asoka: Enlightened Ruler or Ruthless Conqueror The Great Wall: Did the benefits outweigh the cost? Silk Road Journal Entries Primary source analysis 27

28 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History Unit IV: The First Age of Empires SUGGESTED TIME ALLOTMENT CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES 4 weeks Unit IV: The First Age of Empires DBQ Project: Asoka: Enlightened Ruler or Ruthless Conqueror DBQ Project: The Great Wall: Did the benefits outweigh the cost? Engineering an Empire: Egypt History.com Newsela.com 28

29 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History UNIT V: Classical Greece TRANSFER: Research the causes of political unrest and create a political solution that will provide stability. GOALS: NJCCCS: 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 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 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 an provided motivation for expansion B.3.b Explain how geography and the availability of natural resources led to both the ENDURING UNDERSTANDINGS Despite their challenging geography, the Greeks created a unique civilization, the achievements of which are evident today. ESSENTIAL QUESTIONS How might geography promote human environmental interaction? How has the need for resources affected human history? Ancient Greece is the foundation of Western Culture. Why do some civilizations become models for future generations? Athenian democracy influenced the development of the United States Constitution. Alexander the Great propagated and solidified the longlasting legacy of Greek cultural achievements. KNOWLEDGE What does it mean to be a citizen? What happens when different cultures come into contact? Why are some historical figures glorified while others are not? SKILLS 29

30 development of Greek city-states and their demise 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 C.3.c Explain how classical civilization 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.e. Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Common Core State Standards: WHST6-8.1a 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. WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources. WHS.6-8.1c Use words, phrases, and clauses to create cohesion and Students will know: The challenges of the Greek terrain, including lack of the river valley, rugged mountains, poor soil, and dispersed islands, forced ancient Greeks to forge a civilization based upon trade. This resulted in the development of individual city-states. Due to their isolation, the Greek city-states created their own forms of government and identity. Athens defined democracy, which would later be used by others, including the United States of America. Sparta and Athens were the two largest city-states, each developing a unique society. The Persian War forced the Greek city-states to cooperate with each other. The Golden Age of Greece established standards for Western Culture. Classical Greece ends as a result of war and the inability of society to live up to its ideals. Alexander the Great formed a vast empire, promulgated Greek culture, and paved the way for Hellenism. Students will be able to: Compare and contrast physical and political maps of ancient Greece and determine the geopolitical impact. Compare and contrast the different forms of government that developed in ancient Greek including monarchy, oligarchy, tyranny and democracy. Analyze primary source documents to argue the strengths and weaknesses of Athens and Sparta. Examine Greek city-states that often warred with one another to determine why they agreed to join together to defeat the Persians and compete in the Olympics. Assemble and evaluate information regarding Greek architects, artists, writers, philosophers, scientists and mathematicians to determine how they influenced future civilizations. Analyze the causes and effects of the Persian and Peloponnesian Wars and their contributions to the rise and fall of Greek civilization. Construct a thesis using primary source documents arguing the question: Alexander the Great: How Great was Alexander the Great? 30

31 clarify the relationships among claim(s). WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. WHST.6-8.2b Develop the topic with relevant, facts, definitions, details, quotations, examples. WHST.6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2d Use precise language and domain-specific vocabulary WHST.6-8.2e Establish and maintain a formal style and objective tone. WHST.6-8.2f Provide a concluding statement. WHST Produce clear and coherent writing appropriate to task, purpose and audience. WHST Strengthen writing by planning, revising, editing, rewriting or trying a new approach. WHST Use technology to produce and publish writing WHST Conduct short research projects to answer a questions, drawing on several sources VOCABULARY: Classical, logic, hubris, epic, infantry, comedy, tragedy, commission, KEY TERMS: Monarchy, oligarchy, tyranny, democracy, polis, mythology, aristocracy, agora, acropolis, hoplites, helots, Hellenism, phalanx, amphitheater 31

32 WHST Gather relevant information from multiple sources; assess the credibility and quote the data while avoiding plagiarism. WHST Draw evidence from informational texts to support analysis. WHST Write routinely over extended time frames and shorter time frames for a range disciplinespecific tasks. CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-LITERACY.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 32

33 ASSESSMENT EVIDENCE: Students will show their learning in various ways, including but not limited to: Primary Source Analysis Research DBQ Argumentative Presentations Reflections Formative Assessments Exit tickets Journaling Think, Pair, Share Write Around The Insight Game Summative Assessments KEY LEARNING EVENTS AND INSTRUCTION: Pre-Assess to determine students prior knowledge and identify learning goals for the unit. Formatively assess to adjust the learning process as needed. Analyze timelines and maps DBQ Project: Education in Sparta: Did the Strengths Outweigh the Weaknesses? DBQ Project: Alexander the Great: How Great was Alexander the Great? Simulation : The Rise of Democracy Cause and Effect Graphic Organizer: Persian and Peloponnesian Wars 33

34 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Unit V: Classical Greece SUGGESTED TIME ALLOTMENT 6 weeks CONTENT-UNIT OF STUDY Unit V: Classical Greece SUPPLEMENTAL UNIT RESOURCES World History B.C.: Greek Civilization by National Geographic: Reading Expeditions Conquerors: Alexander the Great by Discovery Channel (Video) DBQ Project: Education in Sparta: Did the Strengths Outweigh the Weaknesses? DBQ Project: Alexander the Great: How Great was Alexander the Great? History Alive: Ancient Greece Decisive Battles: Marathon and Thermopylae 34

35 RANDOLPH TOWNSHIP SCHOOL DISTRICT Eighth Grade World History UNIT VI: Ancient Rome TRANSFER: Research the causes of political unrest and create a political solution that will provide stability. GOALS: NJCCCS: A.3.a. Compare and contrast the methods 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. Expanding A.3.c Determine the foundational concepts and principles of Athenian democracy 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 determined the extent to which the early systems influenced the current legal system. ENDURING UNDERSTANDINGS Rome s centralized location allowed for the conquest of the Italian Peninsula and lands beyond. The Roman Republican form of government and citizenship was a model that influenced the development of the United States. Conflict and changes within the Roman Republic led to the evolution of an empire and paved the way for Pax Romana. The Romans developed a complex society and pioneered cultural advances that still affect life throughout the world. Christianity became the official religion of the Roman Empire and laid the foundation for it to become one of the world s major faiths. Internal and external events and conditions led the Roman Empire to weaken and eventually collapse. ESSENTIAL QUESTIONS How does geography help or hinder the growth of a civilization? Where do people come up with their ideas for government? Does a leader have to be likable in order to succeed? Why? Is a leader s results or integrity more important? What has to be in place for cultures to advance? What makes a religion more dominant than others? Why do some governments flourish while others collapse? 35

36 6.2.8.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 an 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 their demise B.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 C.3.c Explain how classical civilization 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.c. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han Chana D.3.d Compare the golden ages of Greece, Rome, India and China, and justify major Students will know: KNOWLEDGE Rome s centralized location and geographic features made it a desirable location from which to expand. Rome created a representative republic which has become a model for the United States of America. As a result of the Punic Wars, Rome became the leading power of the Western Mediterranean. The Roman Republic came to an end when Julius Caesar took control. The reign of emperor Augustus marked the beginning of a period of 200 years of peace that became known as the Pax Romana. The Romans developed a complex society and cultural advances that affect lives today all over the world. Christianity proliferated across the ancient world. 36 SKILLS Students will be able to: Determine the positive and negative effects of Rome s geography. Explain why the Romans established a republic. Identify and explain the causes and effects of the three Punic Wars. Discuss the economic and social issues that led to the decline of the Roman Republic. Analyze the policies of Roman emperors to identify the elements of an effective leader. Explore examples of Roman architects, historians, artists, writers, scientists, and politicians who influenced future civilizations. Analyze primary documents to compare and contrast citizenship in Athens and Rome. Identify how and why Christianity flourished during the Roman Empire. Analyze primary documents to explain the rise of Christianity.

37 achievements that represent world legacies D.3.e. Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Common Core State Standards: WHST6-8.1a 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. WHST b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrates an understanding of the topic or text, using credible sources. WHS.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s). WHST.6-8, 1e Provide a concluding statement of section that follow from and supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events. WHST.6-8.2a Introduce a topic clearly; organize idea, concepts and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings), graphic and multimedia when useful. Political upheavals, the plague, the division of the empire, and other factors led to the decline and fall of Rome. VOCABULARY: constitution, veto, civil war, dictator KEY TERMS: magistrates, aqueduct, civil law, inflation, mercenary, legacy, Republic, patricians, legion, tribune, Punic Wars, plebeians, Forum, Senate, consuls, Triumvirate, Pax Romana, Christianity, Hannibal, Caesar, Augustus, gladiators, villa, apostles, Jesus, Pope, diaspora, Constantinople, Greco-Roman, Create a thesis statement using primary source documents evaluating the major reasons for the fall of Rome. 37