POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Content Area: Social Studies Course Title: World History Grade Level: 7th Rome 5 Weeks Islamic Civilizations 2 Weeks Medieval China 2 Weeks Medieval Africa 2 Weeks Medieval Japan 2 Weeks Medieval Europe 3 Weeks The Americas 2 Weeks The Renaissance 2 Weeks Date Revised: July 2015 Board Approved on: 8-25- 15
Content Area: World History Unit Title: Rome Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary The Romans created an empire that covered much of the Mediterranean world. Along with an empire, Romans also developed a rich civilization with advances in art, science, government and engineering that impacted the world. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # 6.2.8.A.3.a 6.2.8.A.3.c 6.2.8.A.3.e 6.2.8.B.3.a Cumulative Progress Indicator (CPI) Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 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.
6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.e 8.1.8.D.1 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 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. Compare and Contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India and China over time. Determine the extent to which religion, economic issues, and conflict shaped values and decisions of the classical civilizations. TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.A.6 9.1.8.B.5 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Unit Essential Questions Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Explain how income affects spending decisions Explain the effect of the economy on personal income, individual and family security, and consumer decisions. Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. How did geography affect the development of civilization in Italy? How was Rome able to develop into a great power? What was the dynamic between lower class and ruling class of the Roman Republic? Unit Enduring Understandings Students will understand that Geography played an important role in the rise of Roman civilization. The Romans created a republic and conquered Italy. By treating people fairly, they built Rome from a small city into a great power. During the Roman Republic, the government changed as the plebeians, or lower classes, and the patricians, or ruling
How did Rome gain control of the Mediterranean region? How did the use of slave labor impact the Roman Republic? What reforms did Julius Caesar put in place that increased his popularity with the poor and working class? How did Augustus create a new era of prosperity in Rome? What were the major accomplishments of the five good emperors that led to the economic growth of Rome? How were the Romans influenced by the Greeks? What was everyday life like for the people of Rome? What factors led to the decline of Rome? Unit Objectives Students will know 6.2.8.A.3.a - The rulers of Rome improved the tax and legal systems. They also built an elaborate system of roads and developed a common currency that promoted trade and economic growth. 6.2.8.A.3.c - How did Rome s government function and how does it compare to the government of the United States. 6.2.8.A.3.e - The legal system of the United States owes much to the Roman System. 6.2.8.B.3.a Geography played an important role in the rise of Roman Civilization. 6.2.8.C.3.b Technology and innovation improved the quality of life for Romans. 6.2.8.D.3.a Rome s republic was shaped by a struggle between wealthy landowners and regular citizens. 6.2.8.D.3.b Poor leadership, a class, struggled for power. Rome fought and won a series of wars with Carthage and other powers and gained control of the Mediterranean region. The use of enslaved labor hurt farmers, increased poverty and corruption, and brought the army into politics. Military hero Julius Caesar seized power and named himself dictator. He carried out reforms to aid Rome s poor. By expanding the empire and reorganizing the military and government, Augustus created a new era of prosperity. Under the five good emperors, Romans continued to be prosperous. They built an elaborate system of roads and developed a common currency that promoted trade and economic growth. In addition to their own developments in science and engineering, Roman artists and writers borrowed many ideas from the Greeks. The rich and poor had very different lives in the Roman Empire, as did men and women. Poor leadership, a declining economy, and attacks by Germanic tribes weakened the Roman Empire. Unit Objectives Students will be able to 6.2.8.A.3.a Identify the contributions made by the rulers of Rome in regards to government, technology and economy. 6.2.8.A.3.c Compare and contrast the governmental structure of the Roman Republic and the United States. 6.2.8.A.3.e Compare and contrast the legal systems of the Roman Republic and the United States. 6.2.8.B.3.a Explain how geography influenced Rome s political, economic and cultural systems. 6.2.8.C.3.b Explain the impact that the aqueducts system had on the people living in Roman cities. 6.2.8.D.3.a Compare and contrast the power, wealth, and equality of patricians and plebeians in the Roman Republic. 6.2.8.D.3.b Identify the major factors that led to the fall of the Roman empire. 6.2.8.D.3.c Identify the achievements made during the golden age of Rome and how these achievements represent world legacies. 6.2.8.D.3.e Explain how religion impacted Roman society.
declining economy, and attacks by outside groups weakened the Roman Empire. 6.2.8.D.3.c - Rome passed on many achievements in government, law, language, and the arts. 6.2.8.D.3.e - Roman religion was an important aspect of Roman life.
Formative Assessments Teacher observation and anecdotal records Class discussion and oral responses Written responses POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Evidence of Learning Social Studies notebook Chapter quizzes Chapter Study Guides Summative Assessments Unit Project Unit Test Modifications (ELLs, Special Education, Gifted and Talented) Differentiated Instruction Typed copy of notes/power Points Chapter study guides Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: http://www.njcccs.org/ http://glencoe.mcgraw-hill.com/sites/0078750504/student_view0/online_student_edition.html http://www.discoveryeducation.com/search/page/-/-/lesson-plan/u.s.%20history/index.cfm Journey Across Time Teachers Manual & Resources Teacher selected materials Achieve 3000 Article Suggestions: Direct From Ancient Rome Before You Build Italy To Workers RIP Western Roman Empire Geography Integration: WS 7.1 WS 7.2 WS 7.3 Teacher Notes:
Content Area: World History Unit Title: Islamic Civilizations Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary Followers of Islam conquered much of the Middle East, northern Africa, and part of Europe. They also made great cultural contributions to the world. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # 6.2.8.D.3.d 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.d 6.2.8.C.4.b 6.2.8.D.4.g Cumulative Progress Indicator (CPI) 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. Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires relationships with other parts of the world. Explain why the Arabian Peninsula s physical features and location made it the epicenter of Afro- Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts. Evaluate the importance and enduring legacy of the major achievements of the people living in Asia,
Africa (Islam), Europe and the Americas over time. 8.1.8.D.1 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.A.6 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Explain how income affects spending decisions Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. Unit Essential Questions What geographical features of Arabia help shape the Arab way of life? Who is credited with bringing the message of Islam to the people of Arabia? How did the Quran impact Muslims? How was Islam spread beyond Arabia? When did Muslim power reach its greatest height? What were the major achievements of the Muslims? Unit Objectives Students will know 6.2.8.D.3.d - Muslims are expected to fulfill the Fie Pillars of Islam, or acts of worship. 6.2.8.A.4.a - Muhammad developed a government that used political power to uphold Islam. Unit Enduring Understandings Students will understand that The deserts, coastline, and oases of Arabia helped shape the Arab way of life. The prophet Muhammad brought the message of Islam to the people of Arabia. The Quran provided guidelines for Muslims lives and the governments of Muslim states. Arabs spread Islam through teaching, conquest, and trade. Despite splitting into two groups, the Sunni and the Shiite, Muslim power reached its greatest height under the Abbasids. Muslims made valuable contributions in math, science, and the arts. Unit Objectives Students will be able to 6.2.8.D.3.d - Identify and explain the five pillars of Islam. 6.2.8.A.4.a - Explain how Muhammad linked religion and government. 6.2.8.B.4.a - Identify the geographical features that shaped the Arab way of life.
6.2.8.B.4.a - The geography of Arabia influenced the daily life of people living their. 6.2.8.B.4.d - Arabs spread Islam through teaching, conquest, and trade. 6.2.8.C.4.b Muslim scholars preserved learning of the ancient world and encouraged empires to share knowledge. 6.2.8.D.4.g - Muslim scholars made important discoveries in fields such as algebra and chemistry and Muslim writers, artists, and architects also produced important works. 6.2.8.B.4.d The central geographic location of the Arabian Peninsula fostered the spread of Islam into other parts of the world. 6.2.8.C.4.b Explain how the work of Muslim scholars impacted Medieval Europe. 6.2.8.D.4.g - Muslim scholars made important discoveries in fields such as algebra and chemistry and Muslim writers, artists, and architects also produced important works.
Formative Assessments Teacher observation and anecdotal records Class discussion and oral responses Written responses POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Evidence of Learning Social Studies notebook Chapter quizzes Chapter Study Guides Summative Assessments Unit Project Unit Test Modifications (ELLs, Special Education, Gifted and Talented) Differentiated Instruction Typed copy of notes/power Points Chapter study guides Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: http://www.njcccs.org/ http://glencoe.mcgraw-hill.com/sites/0078750504/student_view0/online_student_edition.html http://www.discoveryeducation.com/search/page/-/-/lesson-plan/u.s.%20history/index.cfm Journey Across Time Teachers Manual & Resources Teacher selected materials Achieve 3000 Article Suggestions: More schools More Hope Using Music to Bring People Together I Am Malala Geography Integration: WS 7.4 WS 7.5 Teacher Notes:
Content Area: World History Unit Title: Medieval China Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary After the fall of the Han dynasty, China eventually reunited. The new dynasties took Chinese civilization to even higher levels. The Chinese were interested in science and technology and many of their inventions influence society today. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # 6.2.8.D.3.d 6.2.8.B.4.b 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a Cumulative Progress Indicator (CPI) 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. Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies. Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms.
6.2.8.D.4.e 6.2.8.D.4.g 8.1.8.D.1 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty. Evaluate the importance and enduring legacy of the major achievements of the people living in Asia, Africa (Islam), Europe and the Americas over time. TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Unit Essential Questions Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. What dynasties helped to reunite and rebuild China after years of civil wars? What made Buddhism so popular in China? How did the ideas of Confucius influence the government? Why were the inventions of printing and steel so important? What types of advances were made during the golden age that relate to art and literature? What areas did the Mongols conquer? What were the results of the Mongols conquering China? What accomplishments were made under the Ming dynasty? Unit Enduring Understandings Students will understand that The Sui and Tang dynasties reunited and rebuilt China after years of war. Buddhism became popular in China and spread to Korea and Japan. The Tang dynasty returned to the ideas of Confucius and created a new class of scholar-officials. The Tang dynasty strengthened China s economy by supporting farming and trade. The Chinese developed new technologies, such as steelmaking and printing. During the Tang and the Song dynasties, China enjoyed a golden age of art and literature. Genghis Khan and his sons built the Mongol Empire, which stretched from the Pacific Ocean to Eastern Europe Kublai Khan conquered China, which led to increased trade between China and other parts of the world. Ming rulers strengthened China s government and brought
back peace and prosperity. Unit Objectives Students will know 6.2.8.D.3.d Many Chinese seeking peace and comfort became Buddhists. 6.2.8.B.4.b- Under Mongol rule, China reached the height of its wealth and power, in part due to the Silk Road and the increased contact with other people. 6.2.8.B.4.e In order to boost the economy, the Tang dynasty supported farmers by improving irrigation. 6.2.8.B.4.f Chinese rulers worked to build and sustain a network of trade routes to foster overland trade with other societies. 6.2.8.C.4.a During the Tang dynasty, both farming and trade flourished, and the empire grew much larger than ever before. 6.2.8.D.4.e - Kublai Khan conquered China, which led to increased trade between China and other parts of the world. 6.2.8.D.4.g - The Chinese developed new technologies, such as steelmaking and printing. Unit Objectives Students will be able to 6.2.8.D.3.d Identify the impact of Buddhism on the Chinese people. 6.2.8.B.4.b - Explain how the Silk Road impacted the economy and culture of the Chinese. 6.2.8.B.4.e Explain how improved irrigation positively impacted the Chinese economy. 6.2.8.B.4.f - Explain how the geographical location of China encouraged rulers to establish a network of trade routes. 6.2.8.C.4.a Identify innovations related to farming and trade that led to population and economic growth. 6.2.8.D.4.e - Identify the effects of increased trade between China and other parts of the world during the Yuan dynasty. 6.2.8.D.4.g - Identify the Chinese inventions that are still important today?
Formative Assessments Teacher observation and anecdotal records Class discussion and oral responses Written responses POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Evidence of Learning Social Studies notebook Chapter quizzes Chapter Study Guides Summative Assessments Unit Project Unit Test Modifications (ELLs, Special Education, Gifted and Talented) Differentiated Instruction Typed copy of notes/power Points Chapter study guides Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: http://www.njcccs.org/ http://glencoe.mcgraw-hill.com/sites/0078750504/student_view0/online_student_edition.html http://www.discoveryeducation.com/search/page/-/-/lesson-plan/u.s.%20history/index.cfm Journey Across Time Teachers Manual & Resources Teacher selected materials Achieve 3000 Article Suggestions: Welcome to China China is Growing and Growing Counting Everyone in China No More Made in China? Geography Integration: WS 7.6 WS 7.7 WS 7.8 WS 7.9 Teacher Notes:
Content Area: World History Unit Title: Medieval Africa Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary Kingdoms in Africa grew rich from trading salt and gold. To hold their kingdoms and empires together, Africans had to create their own governments. One unifying force was the religion of Islam, but many Africans continued to practice their traditional religious beliefs as well. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.D.4.g 8.1.8.D.1 Cumulative Progress Indicator (CPI) Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. Determine how Africa s physical geography and natural resources posed challenges and opportunities for trade and development, and spread of religion. Explain why the Arabian Peninsula s physical features and location made it the epicenter of Afro- Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. Evaluate the importance and enduring legacy of the major achievements of the people living in Asia, Africa (Islam), Europe and the Americas over time. TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.
8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Unit Essential Questions Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. What types of landscapes can be found throughout Africa? How did the West African empire grow rich? What advantages did the kingdoms of the Rain Forest have? How did new technology help east Africa s trade? Why did West African empires begin to form centralized governments? What was the role of traditional African religions in the everyday life of people? What role did the religion of Islam play in medieval Africa? How did the African slave trade transform when Muslims and Europeans arrived on the continent? What were the characteristics of enslaved African culture? Unit Objectives Students will know 6.2.8.B.4.b - In East Africa, trade with the Arab world helped kingdoms and port cities grow. Unit Enduring Understandings Students will understand that Africa has a vast and varied landscape. West African empires grew rich from trading salt and gold. Africa s rain forests blocked invaders and provided resources. East African kingdoms and states became centers for trade and new ideas. The growth of West African empires led to the growth of centralized governments ruled by kings. Traditional African religions shared certain beliefs and provided a guide for living together. Islam played an important role in medieval Africa, but long-held African beliefs and customs still remained strong. The African slave trade changed greatly when Muslims and Europeans began taking captives from the continent. Enslaved Africans developed rich cultures that influenced many other cultures, including our own. Unit Objectives Students will be able to 6.2.8.B.4.b - Identify what city-states grew as trading ports in East Africa, and explain why they were successful. 6.2.8.B.4.c - Identify the geographical features/landscapes
6.2.8.B.4.c - The geographical features Africa greatly impacted trade and growth of its medieval kingdoms. 6.2.8.B.4.d - Arab traders from the Arabian Peninsula came to the east coast of Africa sharing goods and ideas, including the religion of Islam. 6.2.8.D.4.g - Enslaved Africans developed rich cultures that influenced many other cultures, including our own. throughout Africa that contributed to and increase in trade and development of kingdoms. 6.2.8.B.4.d - Explain how African interaction with Arab merchants led the rise of Islam in Africa. 6.2.8.D.4.g Identify ways in which enslaved Africans influenced our culture today.
Formative Assessments Teacher observation and anecdotal records Class discussion and oral responses Written responses POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Evidence of Learning Social Studies notebook Chapter quizzes Chapter Study Guides Summative Assessments Unit Project Unit Test Modifications (ELLs, Special Education, Gifted and Talented) Differentiated Instruction Typed copy of notes/power Points Chapter study guides Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: http://www.njcccs.org/ http://glencoe.mcgraw-hill.com/sites/0078750504/student_view0/online_student_edition.html http://www.discoveryeducation.com/search/page/-/-/lesson-plan/u.s.%20history/index.cfm Journey Across Time Teachers Manual & Resources Teacher selected materials Achieve 3000 Article Suggestions: From Europe to Africa Good News from Africa Good Seeds Bad Soil Making Cape Town Beaches Shark Safe Geography Integration: WS 7.10 WS 7.11 WS 7.12 WS 7.13 Teacher Notes:
Content Area: World History Unit Title: Medieval Japan Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary Japan s islands and mountains have shaped its history. Warriors in Japan were known for their fighting skills. Japanese warriors trained their minds and bodies for battle. The religions of Shinto and Buddhism shaped Japan s culture. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # Cumulative Progress Indicator (CPI) 6.2.8.A.4.b 6.2.8.B.4.a 6.2.8.B.4.f 6.2.8.D.4.g 8.1.8.D.1 Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires relationships with other parts of the world. Explain how the geographies and climates of Asia, Africa, Europe and the Americas influenced their economic development and interaction or isolation with other societies Evaluate the importance and enduring legacy of the major achievements of the people living in Asia, Africa (Islam), Europe and the Americas over time. TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber
security, and cyber ethics including appropriate use of social media. 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.A.6 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Explain how income affects spending decisions Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. Unit Essential Questions How has the geographical features of Japan shaped its history? Who were the first settlers of Japan? How did they set up their civilization? What were the accomplishments of Prince Shotoku? What were the characteristics of government and religion during the Nara period in Japan? What was the role of Shoguns in Medieval Japan? How did daimyo come to power? In what ways did religion shape Japan s culture? Who prospered during the shogun period in Japan? Unit Enduring Understandings Students will understand that Japan s islands and mountains have shaped its history. Japan was settled by people who came from Northeast Asia. They were organized into clans and ruled by warriors. Prince Shotoku created Japan s first constitution and borrowed many ideas from China. Japan built a strong national government at Nara, and Buddhism became a popular religion. Japan s civilian government and the emperor came to be dominated by military rulers known as shoguns. As the shogun s power weakened, Japan broke into warring kingdoms run by rulers known as daimyo. Buddhism and Shinto shaped much of Japan s culture. These religions affected Japanese art, architecture, novels, and plays. Some Japanese nobles, merchants, and artisans grew wealthy during the shogun period, but women remained restricted in many areas of life.
Unit Objectives Students will know 6.2.8.A.4.b - Samurai were loyal to their masters and lived by a strict code of conduct known as the Bushido. Samurai helped nobles protect their land and enforce the law. 6.2.8.B.4.a - Japan s earliest people probably came from northeast Asia. Later, Japan s government was modeled after the structure of China s government. 6.2.8.B.4.f - Japan s mountains and islands isolated Japan and shaped its economy and society. 6.2.8.D.4.g - The Japanese borrowed many ideas from the Chinese, but did make advances in the arts. Unit Objectives Students will be able to 6.2.8.A.4.b - Identify ways in which the Samurai contributed to the social and political order of Medieval Japan. 6.2.8.B.4.a - Compare and contrast the geography and culture of China and Japan. 6.2.8.B.4.f - Explain how the geography of Japan impacted the economy and society. 6.2.8.D.4.g - Identify Japanese contributions to the arts.
Formative Assessments Teacher observation and anecdotal records Class discussion and oral responses Written responses POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Evidence of Learning Social Studies notebook Chapter quizzes Chapter Study Guides Summative Assessments Unit Project Unit Test Modifications (ELLs, Special Education, Gifted and Talented) Differentiated Instruction Typed copy of notes/power Points Chapter study guides Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: http://www.njcccs.org/ http://glencoe.mcgraw-hill.com/sites/0078750504/student_view0/online_student_edition.html http://www.discoveryeducation.com/search/page/-/-/lesson-plan/u.s.%20history/index.cfm Journey Across Time Teachers Manual & Resources Teacher selected materials Achieve 3000 Article Suggestions: Helping Japan Smile The Beauty of Yabusame Tea for Peace Geography Integration: WS 7.14 WS 7.15 WS 7.16 Teacher Notes:
Content Area: World History Unit Title: Medieval Europe Target Course/Grade Level: 7th POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview Unit Summary Between A.D. 500 and 1500, Europe was ruled by warriors. Despite constant fighting, Europeans made advances in their culture. European ideas about government and religion still shape our beliefs today. Primary interdisciplinary connections: Language Arts, Science, Technology 21 st century themes: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Learning Targets Content Standards 6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. 9.1 This unit will also infuse the 21 st Century Life & Careers standard 9.1 A.B.D.F. These strands include: Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, teamwork and Leadership and Cross Cultural Understanding and Interpersonal Communication. CPI # 6.2.8.A.4.a 6.2.8.A.4.b 6.2.8.A.4.c 6.2.8.B.4.f 6.2.8.C.4.b 6.2.8.D.4.a Cumulative Progress Indicator (CPI) Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions. Explain how the geographies and climates of Asia, Africa, Europe and the Americas influenced their economic development and interaction or isolation with other societies Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts. 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. 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.f 8.1.8.D.1 8.1.8.D.2 8.1.8.D.3 8.1.8.D.4 8.1.8.D.5 8.1.8.E.1 Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders. Assess the demographic, economic, and religious impact of the plague on Europe. Determine which events led to the rise and eventual decline of European feudalism. Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe. TECHNOLOGY Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. Demonstrate the application of appropriate citations to digital content. Demonstrate an understanding of fair use and Creative Commons to intellectual property. Assess the credibility and accuracy of digital content. Understand appropriate uses for social media and the negative consequences of misuse. Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. 8.2.8.B.5 9.1.8.A.3 9.1.8.A.4 9.1.8.A.5 9.1.8.A.6 9.1.8.B.5 9.1.8.B.6 9.1.8.D.5 9.1.8.F.1 Unit Essential Questions Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies. 21 st CENTURY LIFE AND CAREERS Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. Relate earning power to quality of life across cultures. Relate how the demand for certain skills determines an individual s earning power. Explain how income affects spending decisions Explain the effect of the economy on personal income, individual and family security, and consumer decisions. Evaluate the relationship of cultural traditions and historical influence on financial practice. Explain the economic principle of supply and demand. Explain how the economic system of production and consumption may be a means to achieve significant societal gains. How did the geography of Europe affect medieval society? What type of influence did Germanic groups have on medieval Europe? What methods were used by the Catholic Church to spread Christianity throughout Western Europe? How did the system of Feudalism impact Europeans? What characteristics and qualities did Unit Enduring Understandings Students will understand that Geography influenced where medieval Europeans settled and what they did. The Franks, Angles, and Saxons of Western Europe built new societies and defended them against Muslims, Magyars, and Vikings. The Catholic Church spread Christianity throughout Western Europe. Feudalism developed in Europe in the Middle Ages. It was based on landowning, loyalty, and the power of armored knights on horseback.
medieval knights possess? What were the effects of the growth in trade in medieval cities? How did the King and parliament share power in medieval England? What were the accomplishments and failures of the Crusades? What was the role of the Catholic Church in medieval Europe? How did the plaque impact medieval Europe? Unit Objectives Students will know 6.2.8.A.4.a - The Catholic Church played an important role in medieval Europe and used its power to uphold its teaching. 6.2.8.A.4.b - Feudalism developed in Europe in the Middle Ages. It was based on landowning, loyalty, and the power of armored knights on horseback. 6.2.8.A.4.c - England developed a system in which the king s power was shared with Parliament. 6.2.8.B.4.f Europe s geographic location, climate, and small size encouraged trade and fishing, which helped Europe s economy to grow. 6.2.8.C.4.b - As a result of the Crusades, trade between Europe and the Middle East increased. 6.2.8.D.4.a - Throughout medieval Western Europe, daily life revolved around the Catholic Church. 6.2.8.D.4.b - West Europeans launched crusades to capture Jerusalem and Palestine from the Muslims. The Crusades increased trade between Europe and the Middle East and helped break down the feudal system. 6.2.8.D.4.c - A terrible plague, known as the Black Death, swept through Europe in the 1300 s, killing millions. The plague destroyed the economy and helped breakdown the system of Knights followed a code of chivalry. Increased trade led to the growth of towns and cities and the rise of guilds and city governments. England developed a system in which the king s power was shared with Parliament. European crusaders captured Jerusalem but were later driven out by the Muslims. The Catholic Church played an important role in medieval Europe and used its power to uphold its teachings. Church and government leaders supported learning and the arts in medieval Europe. A terrible plague, known as the Black Death, swept through Europe in the 1300s killing millions. Unit Objectives Students will be able to 6.2.8.A.4.a - Describe ways in which the Catholic Church used its power to prevent people from leaving the Catholic faith. 6.2.8.A.4.b - Identify the different classes of people in Feudal Europe and their roles in society. 6.2.8.A.4.c - Explain the significance of the Magna Carta and the development of Parliament in Medieval England. 6.2.8.B.4.f Identify the geographic features of Europe that promote trade and fishing. 6.2.8.C.4.b Explain how the crusades impacted interaction between the Islamic world and medieval Europe in terms of trade. 6.2.8.D.4.a - Describe the daily life and religious practices of Catholics in Medieval Europe. 6.2.8.D.4.b - Identify the causes and effects of the Crusades. 6.2.8.D.4.c - Identify the impact of the plague on Medieval Europe. 6.2.8.D.4.d - Explain how the Crusades and the Plague contributed to the breakdown of Feudalism in Medieval Europe. 6.2.8.D.4.f Explain how the Kievan Rus became an Eastern Orthodox empire.