Download Pottsgrove School District Unit Planning Organizer Subjects SOCIAL

Pottsgrove School District
Unit Planning Organizer
Subjects
SOCIAL STUDIES
Grade / Course 8th GRADE/WORLD HISTORY
Unit of Study
Unit Type(s)
Pacing
Europe in the Middle Ages
Topical
Skills-based
Dominant Focus: A New Civilization in Europe; Conflicts and
Crusades; A Changing Medieval World
Thematic
Weeks: 12
Current Priority State Standards and/or Common Core Standards
List the priority standards (written out in bold) that will be taught during this unit of study.
CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit.
8.4.8.A – COMPARE the role groups and individuals played in the social, political, cultural, and economic development throughout world history.
8.4.8.B – ILLUSTRATE how historical documents, artifacts, and sites are critical to world history.
8.4.8.C – ILLUSTRATE how continuity and change have impacted world history.
*Belief systems and religions *Commerce and industry *Technology *Politics and government *Physical and human geography *Social organizations
8.4.8.D –COMPARE conflict and cooperation among groups and organizations which have impacted the history and development of the world.
Current Supporting State Standards and/or Common Core Standards
List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped.
5.1.8.A
5.1.8.F
5.2.8.B
5.2.8.D
6.1.8.A
6.1.8.D
6.2.8.A
6.3.8.D
6.4.8.B
6.4.8.D
6.5.8.D
7.1.8.A
7.1.8.B
7.2.8.A
7.3.8.A
7.4.8.A
7.4.8.B
Priority
Standards
“Unwrapped” Concepts
“Unwrapped” Skills
(Students need to know)
(Students need to be able to do)
Ex: 8.12.U.D
May also include concepts in unit but not specified in standard
Ex: Verb (concept)
8.4.8.A
Role of Groups and Individuals
(e.g. Franks, Charlemagne, Normans, William the Conqueror,
Catholic Church)
- social
- political
- cultural
- economic
Historical Documents
(e.g. Magna Carta)
8.4.8.B
Bloom’s II
Taxonomy
Ex: 4 Analyzing
COMPARE (the role of groups and
individuals played in the social,
political, cultural, and economic
development throughout world history)
4. Analyzing
CONTRAST (the role of groups and
individuals played in the social,
political, cultural, and economic
development throughout world history)
ILLUSTRATE (how historical
documents, sites and artifacts are
critical)
4. Analyzing
Sites
(e.g. Jerusalem, Constantinople)
8.4.8.C
Impacts of Continuity
belief systems & religions / social organizations (SOCIAL)
(e.g. Catholic Church)
- impacts (then)
- impacts (today)
physical & human geography (GEOGRAPHY)
(e.g. Favorable geography of western Europe, Germanic tribes)
- impacts (then)
ILLUSTRATE (impacts of continuity)
4. Analyzing
- impacts (today)
Impacts of Change
belief systems & religions / social organizations (SOCIAL)
(e.g. Manor system, spread of Christianity, Monastic life, Spanish
Inquisition/Reconquista)
- impacts (then)
- impacts (today)
commerce & industry / technology (ECONOMIC)
(e.g. Gothic architecture, Feudalism, cannons and firearms,
breakdown of trade)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Feudalism, Holy Roman Empire, Magna Carta, Norman
conquest of England)
- impacts (then)
- impacts (today)
ILLUSTRATE (impacts of change)
physical & human geography (GEOGRAPHY)
(e.g. Black Death, Viking raids, Spanish Inquisition/Reconquista)
- impacts (then)
- impacts (today)
8.4.8.D
Impact of Conflict among Groups and Individuals
(e.g. Charlemagne’s Empire, Norman conquest of England, Spanish
Inquisition/Reconquista, Crusades)
Impact of Cooperation among Groups and Individuals
(e.g. Manor system, Holy Roman Empire)
COMPARE (conflict and cooperation
among groups and organizations which
have impacted the history and
development of the world)
4. Analyzing
Essential Questions
Corresponding Big Ideas
Essential Questions are engaging, open-ended questions that educators use to spark
initial student interest in learning the content of the unit about to commence.
Big ideas are what you want your students to discover on their own as a result of
instruction and learning activities.
Identify the Essential Questions that will be used throughout this unit to focus your
instruction and assessment. For consideration, ask yourself the following about each
essential question:
Identify the Big Ideas for each corresponding essential question.
1.
2.
3.
4.
Is this question written in student friendly language?
Can this question be answered with one of the Big Ideas?
Does the question lead the students to discovery of the Big Ideas?
Does the question go beyond who, what, where, when and ask the students to
explain how and why?
The goal is for students to effectively be able to respond to the teacher’s essential
questions with the big ideas, stated in their
1. What is power and who should have it?
1. Power may come through political, economic, religious, or military
strength.
2. How should we handle conflict?
2. Conflict can lead to violence and fighting.
3. How are religion and culture connected?
3. Religion is an integral part of culture. When a group is inspired to
spread their religion, they often spread their culture as well.
Plan for Instruction
Make connections between learning experiences and teaching strategies.
Engaging Learning Experiences
(Authentic Performance Tasks)
 Daily writing prompts
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Researched-based Effective Teaching Strategies
 Cloze passages
 Graphic organizers
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 Tiered assignments
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 Inside/Outside
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 Expert groups
Engaging Learning Experiences for Honors
(Authentic Performance Tasks)
Researched-based Effective Teaching Strategies
for Honors
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Common Assessments
Note to Curriculum Designers:
Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in
focus for this unit of study.
2. Identify the vocabulary used and frequency of these questions.
3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
5. Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact
number and type of questions as post-assessment.
Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are
directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building
block chunks” of instruction.
1.
Post Assessment: See OLA - CFA #4
Pre Assessment: See OLA - CFA #4
Informal Progress Monitoring Checks: Exit slips, Journal entries, Thumbs Up/Down
Unit Vocabulary
Tier 3
Tier 2
Literary Terms
 missionary
 Middle Ages
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 united
 medieval
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 nuns
 topography
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 estate
 clergy
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 feudalism
 monastery
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 Shintoism
 convent
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 Gorged
 pagan
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 Befitted
 saint
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 Revival
 sacrament
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 Descendants
 Christendom
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 Pontiff
 vassal
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 Occupied
 fief
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 Anglo-Saxon
 knight
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 Transformed
 chivalry
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 Military
 manor
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 Rebellious
 serf
 Established
 secular
 Infidel
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excommunicate
 Campaigns
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pilgrimage
 Region
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Magna Carta
 Legal

Common law
 Draft
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Habeas corpus
 Cease
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Writ
 Dramatically
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Parliament
 Trampling
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Crusades
 Invisible
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Heresy
 Network
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Inquisition
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Iberian Peninsula
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Moors
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Reconquista
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Crop rotation
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Fallow
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Three-field system
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Guild
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Mendicant order
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University
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Natural law
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Hundred Years’ War
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Bubonic plague
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Black Death
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Peasant’s Revolt
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Instructional Resources and Materials
Technology
Program / Text
Teacher Created
 World History – Early Ages
 United Streaming
 Vocabulary worksheets
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 Computers
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 Online Textbook –
successnetplus.com
 Chapter/Section Skeleton
Outlines
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 Section Graphic Organizers
 DVDs
 Historical Plays
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