Download 7th Grade - Weld County School District 6

Greeley /Evans School District #6
7th Grade Social Studies Curriculum Guide 2016-2017
Unit Titles
Unit Length
Social Studies Skills: Including Economics and 5 themes of Geography
5 weeks (Aug. 22-Sept. 26) (Mini 1 Pre-test week of Aug. 22)
Mesopotamia, Egypt
6 weeks (Sept. 23- Nov. 4) (Common 1 Nov. 3-4 )
Ancient China, Judaism, Islam, Christianity
5 weeks (Nov. 7- Dec. 16) (Common 2 Dec. 15-19)
Ancient Greece
6 weeks ( Jan. 4 – Feb. 17) (Common 3 Feb. 16-17)
Ancient Rome
7 weeks (Feb. 21 – Apr. 21 ) (Final project Apr. 17- Apr. 21 full week)
Middle Ages
4 weeks (Apr. 24 – May 19)
Greeley/Evans School District 6 Social Studies Curriculum Alignment
Social studies instruction in Greeley/Evans School District 6 will prepare students to become productive, active, educated citizens who understand the
importance of our nation's democratic society and the decisions made and sacrifices required to protect the foundational elements of our society; equality,
liberty, and justice. Student understanding of these aspects will rely upon approaches that present social studies as a discipline of inquiry and
analysis. Students will be expected to partake in the active process of asking good questions about the past, finding and analyzing sources, and drawing
conclusions supported by evidence. (Mandell, 3) Through this process, Greeley Evans District 6 students will see social studies as a disciplinary way of thinking
that encourages them to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence. (Mandell, 1) Instruction within
Weld County School District 6 will also develop student’s social science disciplinary literacy skills. Students will become familiar with the processes of using
both primary and secondary sources to evaluate and synthesize historical evidence in order to ask and answer questions about the past that will lead to their
ability to better understand and participate in the world around them through literacy skills of reading, discussing, and writing in analytical, explanatory, and
argumentative modes. (Schmoker, 39)
Social studies is essential to understanding the complexity of the world. It provides the context and understanding of how humans interact with each
other and with the environment over time. It offers the crucial knowledge needed to create a framework for understanding the systems of society. (Colorado,
2) To meet these expectations, Weld County School District 6 social studies instructional designs are based on the frame works of the Colorado Academic
Social Studies Standards.
Students attending District 6 schools will develop the following grade level expectations in 7th grade to prepare them in their development to meet the
prepared graduate expectations of the Colorado Academic Standards.
History
1. Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend a thesis
with evidence
2. The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationships with one another
Geography
1. Use geographic tools to gather data and make geographic inferences and predictions
2. Regions have different issues and perspectives
Economics
1. Supply and demand influence price and profit in a market economy
2. The distribution of resources influences economic production and individual choices (Economics and PFL)
Civics
1. Compare how various nations define the rights, responsibilities and roles of citizens
2. The different forms of government and international organizations and their influence in the world community
Discipline Literacy: The Colorado Academic Standards for Social Studies identifies the following discipline literacy expectations for 7th grade students.
History: 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question and to formulate and defend
a thesis with evidence
b. Analyze historical sources for accuracy and point of view while formulating historical questions. Sources to include but not limited to
art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written
texts (DOK 1-3)
Geography: 1: Use geographic tools to gather data and make geographic inferences and predictions
a. Interpret maps and other geographic tools to find patterns in human and physical systems (DOK 1-3)
c. Collect and analyze data to make geographic inferences and predictions regarding the Eastern Hemisphere (DOK 1-3)
d. Ask and answer questions after examining geographic sources (DOK 1-3)
Development of Disciplinary Literacy in Social Sciences during 7th grade: Students should develop their disciplinary literacy skills throughout the year
increasing the complexity in their analysis and communication of understanding of primary and secondary sources. Below is an example of what that
progression could look like.
1. Students accurately source a document to identify who created the document as well as the circumstances of its creation to answer a
predefined historical question.
2. After accurately sourcing a document, students accurately contextualize a document to identify the context/background information that
influenced the content of the document to answer a predefined historical question.
3. After sourcing and contextualizing several documents, students accurately close read the documents to identify point of view to answer a
predefined historical question.
4. After accurately sourcing, contextualizing, and conducting a close reading of multiple documents, students accurately corroborate
documents to identify areas of consistencies or disparities between accounts to begin to construct a thesis with evidence when addressing a
historical question.
Annotated Curriculum Guide
Unit:
Title of unit establishing content topic
Timeline:
Enduring Concepts:
Overarching concept that students will develop understanding throughout the
unit.
Central Historical Conceptual Understandings
Central historical concepts are organizing themes that provide students a focused approach to develop deep understanding of themselves, our
society, and the larger world around us.
Grade Level Expectations (GLE):
Expectations identified through the Colorado Academic Standards for Social Studies that articulate the knowledge and skills that indicate a student is
making progress toward being a prepared graduate.
Inquiry Question(s): (From the standards document):
The engaging, debatable, and over-arching questions that frame the unit. These are relevant, catch students’ interest, and guide students to think more
conceptually and abstractly (i.e., these questions will not have one “correct” answer)
Key Concepts and Vocabulary
Essential Vocab: Vocabulary critical to develop understanding of enduring concepts
Supplemental Vocab: Supportive vocabulary that provides access to understanding key people, actions, principles, and decisions that played influential
factors of the period.
Generalizations
My students will Understand that…
The essential and conceptual understandings in which two or more concepts are stated in a relationship and are supported by the critical content.
Generalizations represent the big/deep student understandings that build as result from the teaching of a unit; they transfer/apply across learning
experiences.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The “locked in time and place” topics and factual information that
students must know in order to successfully master the unit’s larger
understandings (generalizations)
The transferable skills (i.e., skills that are applicable across content areas) that
will be introduced and/or refined in order for students to successfully master the
unit’s larger understandings (generalizations)
Assessments
Suggested assessment approaches to measure concept
understanding and content literacy skill development.
Essential Content
The organization, scope, and sequence of lens of inquiry and content needed for students to master
units larger understandings (generalizations), overarching concepts (enduring concepts), and
central historical conceptual understandings.
Potential Resources
Suggested resources to support instructional development to provide critical content and skill development.
Unit Narrative
Suggested narrative that students must understand to master content connections of the time period to previous periods and/or predict connections to
following periods and how they relate to larger historical concepts.
Unit 1 Social Studies Skills: Including Economics and 5 themes of Geography (5 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task
Colorado Academic
Social Studies Priority
Standards
H.1.b: Analyze
historical sources for
accuracy and point of
view while formulating
historical questions.
Source to include but
not limited to art,
artifacts, eyewitness
accounts, letters and
diaries, artifacts, charts,
graphs, diagrams, and
written texts.
(DOK 1-3)
G.1.b: Describe the
characteristics and
distribution of physical
systems, cultural patterns
and economic
interdependence to make
predictions. Topics to
include but not limited to
environmental issues and
cultural diffusion.
(DOK 1-3)
E.1.d: Identify examples
to illustrate that
consumers ultimately
determine what is
produced in a market
economy.
Social Scientists use a variety of skills and sources to study the past in order to learn more about the present.
History 1: Develop an understanding of how people view, construct, and interpret history.
Geography 1: Develop spatial understanding, perspectives, and personal connections to the world.
Economics 1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
Students will be able to make inferences and predictions of how Social Scientists use a variety of skills and sources to study the past in order to learn
more about the present by evaluate multiple sources and use geographic tools.
Disciplinary Skill
Colorado Academic
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Development
Social Studies
Connections
Supporting Standards
G.1.a: Interpret maps
H.1: Seek and
CCSS.ELACCSS.ELAChapters 1 and 2
social scientist
and other geographic
evaluate multiple
LITERACY.RH.6-8.2 focus on building
LITERACY.WHST.6archeologist
tools to find patterns in
Determine the central
historical sources
8.1.B
geographer
historical skills
human and physical
ideas or information of
Support claim(s) with
with different points
artifact
systems.
a primary or secondary “Mapping the Past” p
logical reasoning and
of view to investigate
prehistoric
18-19 Using map
(DOK 1-3)
source; provide an
relevant, accurate data
a historical question
archeology
G.1.c: Collect and
accurate summary of
and evidence that
and to formulate and
skills/geography to
landforms
analyze data to make
the source distinct
demonstrate an
defend a thesis with
analyze digital map
geographic inferences
from prior knowledge
understanding of the
evidence.
climate
and learn about
and predictions regarding
or opinions.
topic or text, using
environment
history.
the Eastern Hemisphere.
G.1: Use geographic
credible sources.
CCSS.ELAregion
G.1.d: Ask and answer
tools to gather data
LITERACY.RH.6-8.5
CCSS.ELAresources
questions after
and make geographic
Describe how a text
LITERACY.WHST.6society
examining geographic
inferences and
presents information
8.1.C
Primary Source—
map legend
sources.
predictions.
(e.g., sequentially,
Use words, phrases, and
“Discovery of Chauvet
compass rose
(DOK 1-3)
comparatively,
clauses to create
Cave” or “Objects
latitude
E.1.a: Define supply
causally).
cohesion and clarify the
from Catal Huyuk” (Ch map scale
and demand.
relationships among
CCSS.ELA(DOK 1)
claim(s), counterclaims,
LITERACY.RH.6-8.8 2) (from textbook)
longitude
E.1.b: Identify factors
Distinguish among
reasons, and evidence.
map title
that cause changes in
fact, opinion, and
CCSS.ELAancestor
supply and demand.
reasoned judgment in a
LITERACY.WHST.6migrate
(DOK 1)
text.
8.2.B
supply
E.1.c: Define and
Develop the topic with
demand
identify factors that
relevant, well-chosen
impact price.
facts, definitions,
consumer
(DOK 1)
concrete details,
goods
E.1.e: Explain the
quotations, or other
services
function of profit in a
information and
currency
market economy.
examples.
market
(DOK 1-2)
CCSS.ELAE.1.f: Demonstrate how
supply and demand
determine equilibrium
price and quantity.
(DOK 1-2)
primary source
secondary source
LITERACY.WHST.68.8
Gather relevant
information from
multiple print and digital
sources, using search
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Timeline:
Social Studies Skills; Including
Economics and 5 Themes of Geography
5 weeks (Aug. 22-Sept.
26)
Enduring Concepts:
Social Scientists use a variety of skills and sources to study the past in order to learn
more about the present.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Grade Level Expectations (GLE):
History 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question to formulate and defend a
thesis with evidence.
History 2: The historical eras, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another.
Geography 1: Use Geographic tools to gather data and make geographic inferences and predictions.
Geography 2: Regions have different issues and perspectives
Economics 1: Supply and demand influence price and profit in a market economy.
Inquiry Question(s): (From the standards document):
What can an artifact tell or not tell about a time period or event?
What are the differences between a primary and secondary source?
How are Social Scientists like detectives?
Key Concepts and Vocabulary
Students have been exposed to many of these terms when studying social studies in previous grade levels. Instruction around these terms will
mainly center on review to refresh students’ memories of the significance of the terms.
Essential Vocab: Social Scientist, Archeologist, Geographer, Artifact, Prehistoric, Archeology, Society, Ancestor
Supplemental Vocab: Map legend, compass rose, latitude, longitude, map scale, map title, migrate, supply, demand, consumer, goods, services,
currency, market, GDP, barter, resources, primary source, secondary source, geography, economy, domesticate
Generalizations
My students will Understand that…
Historians use many kinds of clues to understand how people lived in the past.
Physical geography and human geography contribute to the study of history.
As prehistoric people migrated around the world they learned to adopt to their environment, to make simple tools, to use fire, and to use language.
The development of agriculture brought great changes to human society.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
Historians seek new evidence found in artifacts and primary sources to
better understand the development of the many diverse societies that
have comprised humankind, their origins, changing character, and
interactions throughout history.
Analyze historical sources for accuracy and point of view while formulating
historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical
sites, charts, graphs, diagrams, and written texts.
H.1.b (DOK 1-3)
Through historical study, historians observe through the inquiry lenses of
continuity and change, of commonalities and cultural variabilities in
gender roles and relationships, in family and kinship relationships, and in
the social roles and organization of societies overtime.
Historians understand the complimentary role geographic knowledge
plays to understand the influence physical geography plays in the
development of societies.
Historians understand how economic forces have played a fundamental
importance in determining the quality of people’s lives, in structuring
societies, and directing the course of human events.
Historians combine understandings of the social sciences when examining
the central concept of economic and technological development to
explain major stages in human use of the environment, to changing ways
of various societies to provide for food, clothing, shelter, and comforts,
from hunting and gathering to current technologies.
Explain how people interact and are interconnected over key periods or eras in
history in the Eastern Hemisphere.
H.2.a (DOK 1-2)
Determine and explain the historical context of key people, events and ideas
over time and include the examination of different perspectives from the
people involved.
H.2.b (DOK 1-3)
Interpret maps and other geographic tools to find patterns in human and
physical systems.
G.1.a (DOK 1-3)
Ask and answer questions after examining geographic sources.
G.1.d (DOK 1-3)
Assessments
Essential Content
Mini 1: Map Skills
History 1b. Identify primary and secondary sources to
determine their purpose.
Geography 1d. Ask students to locate places using
latitude and longitude.
Geography 1d. Ask students to compare locations using
map scale and compass rose.
Sample Assessment Tasks:
Know basic map skills which includes identifying and
using the five map elements (map key, map grid,
compass rose, map scale, and map title).
Identify and analyze 6 thematic maps (political
boundaries, physical features, climate, vegetation,
population density, and economic activity) to find
patterns in physical and human systems.
Seek and evaluate multiple historical sources (primary
and secondary sources) using the skills of observation,
analysis, and interpretation to create historical
questions, identify and interpret historical documents
and utilize basic geographic skills to solve a problem.
Define and understand basic economic terms and
concepts.
Reading and Writing Performance Task: (Reference
Side Bars in Teacher’s Edition):
Social Studies Skills “Recognizing Bias” p 20
Focus on Writing “Writing your job description” p 22
(question 18)
Social Studies Skills “Identifying Central Issues (Idea)” p
44
Why do scholars study the people, events and ideas of long ago?
Science of Historical Investigation
1) Understanding the development of past societies
2) Using evidence gained through scientific process to advance understanding of the past
a) Use of Archeology to advance historical understanding
3) Collecting historical evidence
a) Artifacts
b) Primary Sources
c) Secondary Sources
Textbook pages 6-21 can provide information to develop foundational understandings. Also see
the resource section of this guide for supplemental resources to provide deeper understandings.
How do human ways of living change as they interact and adapt?
Stone Age and Early Cultures
1) Prehistoric People
a) Study of Fossils and Artifacts to Construct Historical Understanding
b) Migration and Adaptation
c) Changing Societal Structure
d) Evolving complexity of tools
e) Development of Agricultural Societies
f) Changing cultures and technologies
Textbook pages 28-47 can provide information to develop foundational understandings. Also see
the resource section of this guide for supplemental resources to provide deeper understandings.
6 Characteristics of Civilization “GRAPES”
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s beliefs about morals and the afterlife.
Writing Workshop “Comparing and Contrasting Societies”
p 47 WW1-2 (to complete the writing process this will
take 2 days)
Throughout the text use the AVID Cornell Note-Taking
Strategy
Suggested SCR Prompts:
 According to you, which type of Social Scientist
is the most important “history detective”?
Support your answer.
 How do the three Social Scientists work together
in order to solve a history mystery?
Explain rituals you have in your life.
Economic Performance Tasks:
Economics 1 a. Define supply and demand.
Define key economic vocabulary:
supply
demand
consumer
goods
currency
market
barter
scarcity
services
GDP
Economics 2b. Identify patterns of trade between places
based on distribution of resources.
Economics 2e. Define resources from an economic and
personal finance perspective.
Lessons on scarcity- the fundamental questions of
economics: how individuals and communities have
unlimited wants and needs, but have limited resources
which can lead to introduce supply and demands impact
on price. Intro with examples for PFL (Personal
Financial Literacy), reinforce with simulations from
history, especially about hunter-gathers’ ability to
satisfy their communities’ wants and needs. Focus on
the effect of beneficial natural resources and the
evolution of a more specialized labor force.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
6. Social Structure – The different levels or classes in a society.
Potential Resources
Unit
Social Studies
Skills
Textbook
Suggested Resources
Chapters 1 and 2 focus on building historical skills
“Mapping the Past” p 18-19 Using map
skills/geography to analyze digital map and learn
about history.
Document analysis guide
http://www.bringinghistoryhome.org/assets/bringinghistoryhome/socc%20document%20anal
ysis%20worksheet.pdf
Silly bandz economics -http://www.econedlink.org/lessons/index.php?lid=961&type=student
Primary Source—“Discovery of Chauvet Cave” or
“Objects from Catal Huyuk” (Ch. 2) (from textbook)
Ump’s Fwat: economics - http://www.powellinfo.org/umpsfwat.html
Economic Handbook:
Go to Teacher’s One-Stop Planner,
Browse by Resource,
Teacher Resources
Federal Reserve Bank of Kansas City
https://www.kansascityfed.org/education/6to8
Five Themes of Geography
http://www.brighthubeducation.com/help-with-geography/47539-5-themes-of-geographyexamples/ :
http://maps.unomaha.edu/Workshops/career/Fivethemes.html
Unit Narrative
The study of ancient history provides deep insight into the development of complex cultures across the globe over time. Understanding the struggles of
analyzing ancient time periods with little to no recorded history is critical when learning why history must be viewed as an interpretation of past events. It
is important to keep in mind that interpretations based on the analysis of fossils, artifacts, and primary sources changes as new items are discovered and
analyzed. This understanding does not suggest that past interpretations were incorrect, but were developed with the best information possible. We must
also take into consideration the very real possibility that current interpretations will change with the discovery of new evidence. History is always changing
and helps us better understand our self, others around us, and our world.
Developing an understanding of past civilizations cannot rest in the historical study alone. The study of geography provides critical information to help us
better understand why ancient people made certain decisions to ensure the survival of their civilization by adapting to changes in their environment.
Studying the location of a civilization by closely examining the physical geography and climate will allow students to begin to understand why people built
certain types of structures for houses, chose certain materials for clothing, grew certain crops for food, and developed certain types of political structures
to meet their needs. Students will begin to better understand why cultures around the world are different once they develop deep understandings of the
role physical geography plays in the development of civilizations.
Textbook pages 6-21 can provide information to develop foundational understandings. Also see the resource section of this guide for supplemental
resources to provide deeper understandings.
Study of prehistoric people shows an ability to adapt to the environment to better their living conditions. Archeologists study artifacts and fossils of
prehistoric people to piece together an interpretation of life before recorded history. Discoveries of artifacts and fossil remains of prehistoric people
suggest the development of tools, fire, and language that were used in early societies to improve living conditions. As stone age tools grew more complex
over time, civilizations developed in organization from hunter-gather to agricultural based. Alongside the development of tools, ancient societies began to
develop more complex language, art, and religion.
Archeological studies suggest that great migrations of early humans out of Africa and eventually into North and South America occurred as global climates
changed. The migrating groups of early humans adapted to the new environments by changing their clothing and tools. New types of housing structures
were developed based on environmental conditions and resources available.
Settlements became more permanent as early humans discovered the value of growing plants to provide food sources. Developing permanent housing
required the domestication of animals. The population of societies began to grow as larger food supplies were cultivated. Competition for fertile land
increased and the need for protection became a central concern for societies. All of these changes in society pushed further technological development of
agricultural based tools and weapons for defense.
Textbook pages 28-47 can provide information to develop foundational understandings. Also see the resource section of this guide for supplemental
resources to provide deeper understandings.
Unit 2: Mesopotamia, Egypt (6 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task
Colorado Academic
Social Studies Priority
Standards
H.2.e: Describe the
history, interactions,
and contributions of
various peoples and
cultures that have lived
in or migrated to the
Eastern Hemisphere.
(DOK 1-2)
G.2.d: Explain how the
physical environment of a
place influences its
economy, culture, and
trade patterns.
(DOK 1-2)
E.2.e: Define resources
from an economic
perspective.
C.2.e: Use criteria that
identify the attributes of a
good government and
apply to specific
examples.
(DOK 1-2)
The transition from hunting and gathering to agriculture resulted in the development of permanent city-states and civilizations.
H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them
E.2: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
C.2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Students will be able to formulate a thesis on the transition from hunting and gathering to agriculture that resulted in the development of permanent
city-states and civilizations by comparing and contrasting the value of different resources using multiple historical sources and geographic tools.
Disciplinary Skill
Colorado Academic
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Development
Social Studies
Connections
Supporting Standards
H.2c: Describe the
H.1: Seek and
CCSS.ELACCSS.ELA“The Epic of
domesticate
foundation and
evaluate multiple
LITERACY.RH.6-8.2 Gilgamesh” p 70-71 –
LITERACY.WHST.6Agriculture
development of key
Determine the central
historical sources
8.1.B
City-states
Activity: create
historical topics.
ideas or information of
Support claim(s) with
with different points
irrigation system
(DOK 1-2)
a primary or secondary alternative endings
logical reasoning and
of view to investigate
fertile crescent
(narrative writing)
H.2.d: Analyze the
source; provide an
relevant, accurate data
a historical question
canals
social, political, cultural,
accurate summary of
and evidence that
and to formulate and
polytheism
economic, and
the source distinct
demonstrate an
defend a thesis with
Primary Source: The
technological
from prior knowledge
understanding of the
evidence.
pharaoh
Code of Hammurabi
developments.
or opinions.
topic or text, using
page 73 an more in depth pictograph
(DOK 1-3)
G.1: Use geographic
credible sources.
CCSS.ELAurban
text is online at
G.2.a: Classify data to
tools to gather data
LITERACY.RH.6-8.5 my.hrw.com Teacher
CCSS.ELAMonarch
construct thematic maps
and make geographic
Describe how a text
LITERACY.WHST.6Resources from Ch 3
Hieroglyphics
and make inferences.
inferences and
presents information
8.1.C
Enrichment Activities
trade
(DOK 1-3)
predictions.
(e.g., sequentially,
Use words, phrases, and
rural
G.2.b: Analyze and
comparatively,
clauses to create
Primary Source—“The culture
interpret data using
E.2.c: Compare and
causally).
cohesion and clarify the
Discovery of the Tomb civilization
geographic tools and
contrast the relative
relationships among
CCSS.ELAcreate maps.
value of different uses
claim(s), counterclaims,
LITERACY.RH.6-8.8 of Tutankhamen” by
technology
(DOK 1-3)
of several types of
Distinguish among
reasons, and evidence.
Howard Carter (Ch 1)
social hierarchy
E.2.b: Identify patterns
resources.
fact, opinion, and
CCSS.ELAsurplus
of trade between places
reasoned judgment in a
LITERACY.WHST.6scarcity
based on distribution of
text.
8.2.B
resources.
(DOK 1-2)
C.2.a: Compare
different forms of
government in the world
and how they derive their
authority.
Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
CCSS.ELALITERACY.WHST.68.8
Gather relevant
information from
multiple print and digital
sources, using search
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Mesopotamia, Egypt
Timeline:
6 weeks (9/26-11/4)
Enduring Concepts:
The transition from hunting and gathering resulted in the development of
permanent city-states and civilizations
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just humane relationships.
Grade Level Expectations (GLE):
History 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question to formulate and defend a
thesis with evidence.
History 2: The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationship with one
another.
Geography 1: Use geographic tools to gather data and make geographic inferences and predictions.
Geography 2: Regions have different issues and perspectives.
Civics 1: Compare how various nations define the rights, responsibilities, and roles of citizens.
Civics 2: Different forms of government and international organizations and their influence in the world community.
Economics 1: Supply and demand influence price and profit in a market economy.
Inquiry Question(s): (From the standards document):
Why is a stable food supply a key factor in the development of a city-state?
Explain how social structure and government work together to make a functional civilization.
How does the Sumerian’s invention of the wheel affect the world today?
Key Concepts and Vocabulary
Essential Vocab: City-States, Sumer, Fertile Crescent, Polytheism, Social Hierarchy
Supplemental Vocab: Domesticate, Agriculture, Sumerians, Irrigation System, Canals, Pharaoh, Scribe, Pictograph, Urban, Monarch, Hieroglyphics,
trade, rural, culture, civilization, technology, surplus, scarcity
Generalizations
My students will Understand that…
The river valley of the Tigris and Euphrates were the site of the world’s first civilizations.
Sumerians developed the first civilization in Mesopotamia.
Sumerian achievements advanced society.
The Fertile Crescent becomes an early center of cultural development.
Ample water supplies, fertile soil, and the protective landscape of the Nile River Valley allowed for the development of a strong civilization in Egypt.
Egyptian government and religion are closely connected in the Old Kingdom.
Advancements in writing, architecture, and art made lasting impacts in Egypt.
Trading networks provided for the development of advanced civilizations in Nubia.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
Early civilizations developed along central waterways that provided
fertile land for farming as a result of silt deposits left from yearly floods.
Analyze historical sources for accuracy and point of view while formulating
historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical
sites, charts, graphs, diagrams, and written texts.
H.1.b (DOK 1-3)
New technologies were developed to control the fluctuation of water
supplies along the Tigris and Euphrates rivers to allow for the cultivation
of plants.
Fertile lands along key waterways provided food surpluses that supported
large populations and the development of cities.
Ask and answer questions after examining geographic sources.
G.1.d (DOK 1-3)
The development of city states in Mesopotamia began with the
Sumerians.
Sumerian Empires are established bringing the different territories of
Mesopotamia under the control of a single ruler.
Religion shaped Sumerian society with priests occupying the highest level
of Sumer’s social hierarchy. Distinctive gender roles were established
within the Sumerian social hierarchy.
Technological advances in Sumerian society have had lasting impacts in
the form of language development, math and sciences, architecture, and
art.
The Fertile Crescent became the center of cultural development
following the rule of the Sumerians. Babylonians conquered
Mesopotamia and introduce a new code of law. Mesopotamian cultures
spread as the Phoenicians built a large trading network that reached
deep into the Mediterranean region.
The Nile River gave birth to Egyptian society providing a sustainable
water supply and fertile soils, a protective barrier to invasions, and a
valuable transportation route establishing a trade network.
Powerful kings, known as pharaohs, united the agricultural villages of
Egypt creating a strong civilization.
An Egyptian society developed with a close tie between government and
religion with the pharaohs placed atop the social structure ruling as a
god.
Egypt experienced growing pains following the expansion of military
might and the reach of trade networks. While the expanded trade
networks brought Egypt into contact with more resources and cultures,
its expanded boarders left the civilization vulnerable to invasion.
Egyptian technological advancements left lasting impacts on humankind’s
ability to communicate and express religious beliefs and daily life
experiences through written records and works of art.
The kingdom of Kush was established in Nubia and extended trading
along the Nile providing for the development of a unique culture in the
region.
Assessments
Common Assessment 1: Nov. 3-4
Performance Tasks:
Identify the “GRAPES” for Mesopotamia.
Seek and evaluate multiple historical sources
using the skills of observation, analysis, and
interpretation to answer the unit essential
question: “How did environmental factors and
cultural changes influence the establishment of
permanent city-states in the Fertile Crescent?”
Explain the importance of the Tigris and
Euphrates Rivers and the role they played in the
development of the world’s first civilization.
Identify and describe the world’s earliest
civilizations.
Explain the connection between religion and
government in ancient Egypt.
Describe ancient Egyptian achievements.
Suggested SCR Prompts:
Identify important changes in the lives of people
during the Neolithic Age as compared to the
Paleolithic Age.
Describe the development of agricultural
techniques – such as irrigation systems – and
other factors that led to the emergence of citystates in Mesopotamia.
Essential Content:
- How did environmental factors and cultural changes influence the establishment of
permanent city-states in the Fertile Crescent?
-How was the success of the Egyptian civilization tied to the Nile River?
The study of the first civilizations (Mesopotamia, Egypt) should include examining the following
understandings.
1. The effect of geography and the environment in human migration, settlement, economic activity,
and technology.
2. The agricultural revolution, its major stages and consequences.
3. The importance of trade and the diffusion of successful technologies and ideas, often over great
distances, from the very earliest of times.
4. The urban revolution, its relationship to agriculture, its major stages, and its consequences.
5. The origins of political life, administration, and law.
6. The origins of literacy, its various forms in ancient societies, and its consequences.
7. Early religions, their importance, variety, and consequences.
-Textbook pages 50-81 can provide information to develop foundational understandings of Mesopotamia.
Also see the resource section of this guide for supplemental resources to provide deeper understandings.
-Textbook pages 82-117 can provide information to develop foundational understandings of Egypt. Also
see the resource section of this guide for supplemental resources to provide deeper understandings.
Identify a modern-day artifact you use daily.
Compare it to an artifact from a past
civilization.
Reading and Writing Performance Task:
(Reference Side Bars in Teacher’s Edition)
Reading Social Studies (for main idea) p 52-53
Literature in History “from The Epic of
Gilgamesh” p 70-71
Reading Social Studies (for cause and effect) p
84-85
Social Studies “Assessing Primary and Secondary”
p 114
Writing Workshop “Description of a Historical
Place” p117 WW1-2 (to complete the writing
process this will take 2 days)
Economic Performance Tasks:
Economics 2b. Identify patterns of trade
between places based on distribution of
resources
Expand lessons on different resources of
production: how the balance of labor, land and
capital resources combine in an economy to
produce stability and wealth. Early civilizations
such as the Ancient Egyptians were able to
delegate different types of resources in order
expand their society.
6 Characteristics of Civilization “GRAPES”
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some extra to
trade.
6. Social Structure – The different levels or classes in a society.
Potential Resources
Resources:
Unit 2
Mesopotamia, and
Egypt
Textbook
“The Epic of Gilgamesh” p 70-71 – Activity: create
alternative endings (narrative writing)
Analyzing the Visuals “The Temple of Karnark” or the
“Opet Festival” (pg 104-105) –activity Research an image
that could have happened during the Opet Festival and
put in the Temple of Karnark
Primary Source: “The Discovery of the Tomb of
Tutankhamen” by Howard Carter (Ch 1)
Primary Source: “Code of Hammurabi” (Ch 3)
Online Resources
http://sheg.stanford.edu/hammurabis-code - A primary source lesson
from the Stanford History Education Group that leads students through a
discovery of Babylonian life considering religious, economic, and social
facets by examining Hammurabi’s Code.
http://sheg.stanford.edu/egyptian-pyramids - A primary source lesson
from the Stanford History Education Group that leads students through a
discovery of who built the pyramids through an analysis of five
documents.
Unit Narrative
How did environmental factors and cultural changes influence the establishment of permanent city-states in the
Fertile Crescent?
The physical geography of the region known as Mesopotamia provided ideal conditions for the development of the world’s first civilizations. Situated
between the Tigris and Euphrates rivers, the land called the Fertile Crescent provided fertile farm land for the cultivation of crops and the development of
a stable food supply. Food surpluses were established as people learned to control the rivers with irrigation to provide crops water during dry spells and
canals to divert yearly floods. Soon cities began to appear as food supplies were able to support larger populations and labor was divided making societies
more efficient and productive.
Sumerians created the first advanced society in Mesopotamia. Sumerian civilization was centered on city-states that provided local organization of crop
production and protection from competing city-states. Large city-states began to control influencing power in the region and established the first
foundations of an empire. Under the rule of Sargon, the world’s first empire stretched from the Mediterranean Sea to the Persian Gulf. Sumerian society
took shape with religion playing a role in nearly every aspect of daily life. Sitting just below the kings in influence, priests occupied a high level of the
Sumerian hierarchy serving the role of gaining favor of the gods’. Skilled craftspeople, merchants, and traders played a vital role in Sumerian society
helping to establish a strong trade network to sustain continued growth. Within the complex hierarchy of Sumerian society, unique gender roles developed
leaving men responsible for making laws and organizing economic interests with women caring for the needs of the family.
Sumerian advancements helped their society develop as well as pushing the development of humankind as a whole. The most impactful advancement of
Sumerian civilization was the invention of the world’s first system of writing. Cuneiform was a system of writing that utilized symbols etched on clay
tablets. This system was first used to keep record of items traded. Scribes were used to record business transactions, governmental actions, and the
workings of temples. Sumerian advances provided a clear example of people changing society to improve their quality of living. The invention of the wheel
is one such example. The development of wheeled carts and wagons allowed for easier transportation of large amounts of goods. The use of a potter’s
wheel provided bowls used to cook and store food. Many other advancements like; the plow, clocks, sewers, and improved uses of bronze continued to
show Sumerian influence on the progress of humankind. Beyond technological advancements, Sumerians made advances in math and science that allowed
people to better understand the workings and organization of their daily lives. Advances in math provided early understandings of dividing the year into 12
months and calculating areas of geometric shapes. Advances in science allowed for the development of medicines. Sumerian art and architecture provides
information critical to our understanding of the society’s everyday experiences.
After the Sumerians, several powerful cultures ruled Mesopotamia. Under the rule of Hammurabi, Babylon conquered all of Mesopotamia establishing a new
empire. The ruling force in the Babylonian empire was a set of written laws known as Hammurabi’s Code. The 282 laws were written down for all people in
the empire to see what was allowable under that law. After 42 years under Hammurabi’s rule, the Babylonian empire declined and Mesopotamia came
under invasion once again. The invading forces of the Hittites, Kassites, Assyrians, and Chaldeans exchanged control of the region bringing their cultural
influence and reshaping Mesopotamian culture. Phoenician trade influenced the region extending their trading network throughout the Mediterranean
establishing colonies across northern Africa and areas that would become southern Europe. Their trade network provided access to new goods and ideas.
The most lasting impact of Phoenician society was the development of an alphabet to record trade activities.
Textbook pages 50-81 can provide information to develop foundational understandings. Also see the resource section of this guide for supplemental
resources to provide deeper understandings.
How was the success of the Egyptian civilization tied to the Nile River?
Much like the Tigris and Euphrates river valley, the Nile river valley provided ideal conditions for the development of societies. Yearly floods along the Nile
deposited silt that provided fertile lands perfect for cultivating crops. The ability to farm and establish steady food supplies supported growth of larger
populations. The river also provided a natural transportation route allowing for the development of trade networks between settlements. Additionally, the
Nile river valley provided a bit of a protective boundary allowing settlements to establish footholds and gradually progress. Eventually, powerful kings
unified portions of Egypt until Menes was able to unify the upper and lower river valleys and assumed the title of pharaoh.
Egyptian society was influenced by two central factors, strict social structure and dominant religious beliefs. The Egyptian social structure followed a
pyramid design with the pharaoh sitting atop the structure ruling as an Egyptian god. Religious influence is very visible through this structure starting with
the pharaoh and continuing to the second tier with priests dominating societal influence along with government officials making up the nobility. The
bottom two tiers, of skilled workers followed by slaves and farmers, provided the labor needed for a healthy efficient society. Religious practices
reinforced the social structure as the pharaoh was guaranteed a privileged afterlife supported through the sacrifices of the lower tiers.
Egypt experienced times of greatness in what is known as the Middle and New kingdoms. After slipping into periods of regional conflicts lead by powerful
nobles, the pharaoh Mentuhotep II was able to reunify Egypt and lead the people into a lasting era of stability. During the end of the Middle Kingdom, Egypt
again experienced internal disorder and was subject to outside invasion. It wasn’t until the rise of Ahmose that Egypt would experience its height in power
and influence. During the era of the New Kingdom, Egypt was able to expand its trade networks through conquest reaching into Asia Minor. The expansion
of trade brought a period of wealth to Egypt strengthening the power of pharaohs. The benefits of trade expansion did not filter down to all levels of the
social structure in Egypt. While the complexity of Egyptian society increased with some opportunities to rise in status as artisans or soldiers, the majority
of the social structure remained consistent with the largest portions of the population making up the lower levels providing labor.
Egyptian achievements provide recorded histories of the people that help us better understand the progress of their society. The development of a writing
system, using hieroglyphics, allowed for the communication of values held important to society including proper ways to live and the influencing force of
religion. The mysteries of Egyptians were solved once modern historians were able to decipher the meaning of Egyptian hieroglyphics with the discovery of
the Rosetta Stone. The discovery placed a new importance on temples and tombs as their walls included writings providing additional information of
Egyptian life.
For many years, Kush developed under the strong influence of Egypt and absorbed many of their cultural practices. With a similar geography of the
northern river valley, the southern river valley provided favorable conditions for civilization. Kush began as a trading partner with Egypt and slowly grew in
strength and power. During the early stages of development, Kush fell to the conquests of Egyptian pharaohs. However, Kush was eventually able to gain
independence during the time of Egyptian decline and take control for a short while. This conquest would not last and the influence of Kush would retreat
back into is boarders. It was during this time that Kush trade networks expanded and Kushite culture flourished as a result of coming into contact with
other cultures.
Textbook pages 82-117 can provide information to develop foundational understandings of Egypt. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Unit 3 Ancient China and Major World Religions: (5 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task(s)
Colorado Academic
Social Studies Priority
Standards
H.2.e: Describe the
history, interactions,
and contributions of
various peoples and
cultures that have lived
in or migrated to the
Eastern Hemisphere.
(DOK 1-2)
G.1.b: Describe the
characteristics and
distribution of physical
systems, cultural patterns
and economic
interdependence to make
predictions.
(DOK 1-3)
E.2.e: Define resources
from an economic
perspective.
C.2.e: Use criteria that
identify the attributes of a
good government and
apply to specific
examples.
(DOK 1-2)
The rise and fall of government powers and trade along the Silk Road shaped the history of China and its influence on the Eastern Hemisphere.
Religion has played an important role and created relationships in the society and culture of civilizations.
H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
C.2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Students will use multiple historical sources with different points of view to analyze the rise and fall of government powers within China.
Students will also be able to make inferences and predictions on the influence trade along the Silk Road had on the relative value of different types of
resources and ideas by using geographic tools.
Disciplinary Skill
Colorado Academic
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Development
Social Studies
Connections
Supporting Standards
H.2c: Describe the
tributary
H.1: Seek and
CCSS.ELACCSS.ELA“The Shijj” (pg. 184foundation and
trade routes
evaluate multiple
LITERACY.RH.6-8.2 185)—activity write a
LITERACY.WHST.6development of key
Determine the central
Silk Roads
historical sources
8.1.B
cartoon or comic strip
historical topics.
ideas or information of
Confucianism
Support claim(s) with
with different points
(DOK 1-2)
a primary or secondary about a part of the
Daoism
logical reasoning and
of view to investigate
story. Assign each
H.2.d: Analyze the
source; provide an
Diffusion
relevant, accurate data
a historical question
social, political, cultural,
accurate summary of
and evidence that
and to formulate and
group a different part Legalism
economic, and
the source distinct
Oracle
demonstrate an
defend a thesis with
to retell the entire
technological
from prior knowledge
Peasants
understanding of the
evidence.
story.
developments.
(DOK 1-3)
G.1.c: Collect and
analyze data to make
geographic inferences
and predictions regarding
the Eastern Hemisphere.
(DOK 1-3)
G.1.d: Ask and answer
questions after examining
geographic sources.
(DOK 1-3)
E.2.a: Give examples
that illustrate connections
between resources and
manufacturing.
(DOK 1-2)
E.2.b: Identify patterns
of trade between places
based on distribution of
resources.
(DOK 1-2)
C.2.a: Compare
different forms of
government in the world
G.1: Use geographic
tools to gather data
and make geographic
inferences and
predictions.
E.2.c: Compare and
contrast the relative
value of different uses
of several types of
resources.
C.2: Analyze
different forms of
government and
international
organizations and their
influence in the world
community.
or opinions.
CCSS.ELALITERACY.RH.6-8.5
Describe how a text
presents information
(e.g., sequentially,
comparatively,
causally).
CCSS.ELALITERACY.RH.6-8.8
Distinguish among
fact, opinion, and
reasoned judgment in a
text.
Primary Source—“The
Teachings of
Confucius”
(Ch 6)
import
export
technology
economy
government
agriculture
topic or text, using
credible sources.
CCSS.ELALITERACY.WHST.68.1.C
Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELALITERACY.WHST.68.2.B
Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
CCSS.ELALITERACY.WHST.68.8
Gather relevant
information from
and how they derive their
authority.
C.2.d: Describe common
interests and evaluate
examples of global
collaboration.
(DOK 1-3)
multiple print and digital
sources, using search
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Ancient China and Major World
Religions
Timeline:
Enduring Concepts:
The rise and fall of government powers and trade along the Silk Road shaped the
history of China and its influence on the Eastern Hemisphere.
5 Weeks (11/7-12/16)
Religion has played an important role and created relationships in the society
and culture of civilizations.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just humane relationships.
Grade Level Expectations (GLE):
History 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question to formulate and defend a thesis
with evidence.
History 2: The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationship with one another.
Geography 1: Use Geographic tools to gather data and make geographic inferences and predictions.
Economics 2: The distribution of resources influences economic production and individual choices (Economics and Personal Finance Literacy (PFL)).
Civics 2: Different forms of government and international organizations and their influences in the world community.
Inquiry Question(s): (From the standards document):
Why was the Silk Road historically significant?
Compare the five geographic regions in China.
Explain how the geography of China isolated them from the rest of the world.
What are the central ideas found in the Torah, Judaism's sacred text?
Why do you think Jews have returned to Jerusalem throughout history?
Describe the difference between Islam and Muslim.
In what ways does the Qur'an guide Muslims in their daily life and laws?
Key Concepts and Vocabulary
Essential Vocab: Confucianism, Daoism, Legalism, Silk Road, monotheism, jihad, Christianity
Supplemental Vocab: tributary, trade routes, Peasants, Diffusion, Oracle, Import, Export, Five Pillars of Islam, Bible, Qur’an
Generalizations
My students will Understand that…
Chinese civilization began with the Shang dynasty along the Huang He.
Confucius and other philosophers taught ways to deal with political and social problems in ancient China.
The Qin dynasty unified China with a strong government and a system of standardization.
The Han Dynasty created a new form of government that valued family, art, and learning.
Trade routes led to the exchange of new products and ideas among China, Rome, and other lands.
Hinduism and Buddhism share some similarities and have distinct differences that have influenced divisions of civilizations where both have been present.
Monotheism, the belief in one god, began to reshape regional cultures before spreading into larger areas.
The Hebrews defend themselves and maintained their beliefs.
Muslim leaders were able to spread Islam and create an empire.
Religions use a primary text to contain their beliefs and central ideas.
Western culture and some of their beliefs have religious values reflected in their laws.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The physical geography of China allowed for the development of early
civilizations along the Huang He and Chang Jiang rivers.
Early dynasties provided a stable foundation for the development of
Chinese society.
Analyze historical sources for accuracy and point of view while formulating
historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical
sites, charts, graphs, diagrams, and written texts.
H.1.b
The Zhou dynasty established a social hierarchy as well as social order
through the teachings of Confucianism.
Describe the foundation and development of key historical topics.
H.2.c
Daoism and Legalism provided further structure of Chinese society.
Collect and analyze data to make geographic inference and predictions
regarding the Eastern Hemisphere.
G.1.c
Qin dynasty unified China through a strong government focused on
standard set of laws and technological advances.
The Han dynasty strengthened Chinese society by restructuring
government focusing on family, art, and learning and increasing access to
resources and ideas through trade expansion.
The Silk road helped diffuse ideas of religion throughout the known
world.
Hinduism and Buddhism had both similarities and differences.
Hinduism is a belief of many gods with three major gods (Brahma, Siva,
and Vishnu) that are part of a single universal spirit called Brahman.
Hindus believe everything in the world is part of Brahman. In Hindu
teachings, everyone has a soul that holds their personality. A person’s
ultimate goal is to reunite their soul with Brahman. Souls are then
reincarnated into a different form. The type of form a soul is
reincarnated into depends on his or her karma.
Analyze conflicts among nations including causes and consequences
C.2.c
Buddhism is a religion based on the teachings of Buddha. Many of the
teachings reflect Hindu ideas. The center of Buddha’s teachings focus on
the Four Noble Truths. The truths explain how people can overcome
suffering, a natural part of life, by reaching nirvana and following an
eight fold path to reach wisdom, enlightenment, and salvation.
While Hinduism included practices like animal sacrifice and following a
caste system, Buddhism focused on an individual’s personal effort to
reach salvation without rituals and the help of priests.
Religion has affected the lives of people and the way they interact.
Beliefs in God, education, justice, and obedience anchor Jewish society.
Jewish beliefs are listed in the Torah, the Hebrew Bible, and the
Commentaries. The most important Jewish laws are the Ten
Commandments. Jewish beliefs focus on the relationship developed
between God and the prophets Abraham and Moses. These beliefs have
helped shape later cultures.
Sacred texts called the Qur’an and the Sunnah guide Muslims in their
religion, daily life, and laws. Islam is a belief based on the teaching of
Muhammad. The central teachings of Islam are found in the Qur’an.
Muslims believe there is one God –Allah-and Muhammad is his prophet.
Islamic worship practices follow the Five Pillars of Islam that are
required by all Muslims. In addition to the Qur’an, the Sunnah provides
examples of Muhammad’s actions and teachings that serve as guidelines.
Assessments
Common Assessment 2 Dec. 15- 19
Performance Tasks:
Identify the “GRAPES” for ancient China.
Seek and evaluate multiple historical sources using the skills of observation,
analysis, and interpretation to answer the unit essential question: “What
aspects of ancient China influenced the Eastern Hemisphere?”
Compare and contrast the various Chinese dynasties and their government.
Explain the importance of the Silk Road and the evolution of trade.
Essential Content:
How do the people, events and ideas that shaped ancient China
continue to influence the world?
The study of the ancient China should include examining the following
understandings.
1. The effect of geography and the environment in human migration,
settlement, economic activity, and technology.
2. The agricultural revolution, its major stages and consequences.
3. The importance of trade and the diffusion of successful technologies
and ideas, often over great distances, from the very earliest of times.
Suggested SCR Prompts:
Describe the Shang Dynasty’s seven characteristics of a civilization.
What philosophy do you most identify with? Why?
Which invention of the Han Dynasty do you think was most important? Why?
Reading and Writing Performance Task: (Reference Side Bars in Teacher’s
Edition)
Reading Social Studies “Summarizing Historical Text” p 158-159
Collaborative Learning: China Physical Map-Travel Poster p 161
4. The urban revolution, its relationship to agriculture, its major stages, and
its consequences.
5. The origins of political life, administration, and law.
6. The origins of literacy, its various forms in ancient societies, and its
consequences.
7. Early religions, their importance, variety, and consequences.
What role has religion has played in creating relationships in the society
and culture of civilizations?
Collaborative Learning: Documentary-Family Life in Han China p181
The study of the role major religions (Hinduism, Buddhism, Judaism, Islam)
have played in creating relationships in the society and culture of civilizations
should focus on the following aspects.
Literature in History “from The Shigi” p 184-185
1. Origins
Critical Thinking: Analyzing-Letter to the New Caravan Guide p 188
2. Central beliefs
Social Studies Skills: Conducting Internet Research p 192
3. Influences
Multimedia Connections List p 195 MC1 ***(Video Clips, Primary Sources, Maps
and Activities)
4. Diffusion
Eulogy for Shi Huangdi p 177
Writing Workshop “Why Things Happen” p 195 WW1-2
Central Beliefs of Religion poster p. 209
6 Characteristics of Civilization “GRAPES”
1. Geography – How a society is shaped by the land and local resources.
2. Religion – A society’s believes about morals and the afterlife.
Economic Performance Tasks:
Suggestion: Lessons on trade utility- how we personally benefit and how
civilizations benefit- tie into cultural diffusion- what is the opportunity cost
from the cultural expansion that results from opening trade markets. Extend
with simulation on trade along the Silk Route.
3. Achievements- All advances, inventions, and processes created to make
life easier.
4. Politics- How people keep order and make laws, including who has power
and who does not.
5. Economics – How a society produces or acquires the resources it needs to
survive, plus some extra to trade.
6. Social Structure – The different levels or classes in a society.
Textbook pages 156-195 can provide information to develop foundational
understandings of China. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Potential Resources
Resources:
Suggested primary and secondary sources:
Unit
Textbook
China
“The Shijj” (pg. 184-185)—activity write a
cartoon or comic strip about a part of the story.
Assign each group a different part to retell the
entire story.
Primary Source—“The Teachings of Confucius”
(Ch 6)
Online Resources
Stanford History Education Group Primary source DBQ “Confucianism and Daoism”
https://sheg.stanford.edu/confucianism-daoism
Unit Narrative
How do the people, events and ideas that shaped ancient China continue to influence the world?
The physical geography provided suitable conditions for the development of civilizations along the Huang He and Chang Jiang rivers. The vast size of China
includes a wide variety of geographic features that have both aided and restricted development. The harsh climates of the Gobi Desert and Himalayan
mountain ranges protected early settlements from outside invasions. Large plains located in the eastern portions of China have provided fertile farm land
throughout history. The Huang He and Chang Jiang rivers played a very similar role as the Nile or Tigris and Euphrates rivers in the development of
civilizations. Yearly flooding from these rivers deposited silt that produced the fertile lands of the plains. At the same time, the Huang He and Chang Jiang
rivers helped connect settlements from the west to those in the east that otherwise would have struggled to connect with rugged mountain ranges making
travel difficult. As in Egypt and Mesopotamia, farming became the influencing factor in the development of permanent settlements. The fertile plains
along the rivers allowed for large enough food supplies to support population growth. Additionally, domestication of animals and abundant wildlife to
provide a balanced diet resulted in healthier and stronger populations. Eventually small villages grew into cities and distinct cultures developed across
China. Unlike the development of common cultures in Mesopotamia and Egypt, mountains that separated the northeast and southwest regions of China
contributed to the development of distinct cultures.
Chinese civilizations quickly grew and became more complex. During the Shang Dynasty, the king served as the center of political and religious life. Nobles
served under the king as advisors or lessor officers providing specific government or religious duties. Within this social structure, Nobles and warrior leaders
held power has high ranking members below the king. Artisans constituted the middle levels of Shang society and provided goods such as pottery, tools,
clothing, and weapons. The lower ranks were occupied by farmers with slaves establishing the bottom. The first Chinese writing system was developed
during the Shang dynasty. Additional achievements included the use of bronze; for household containers, religious ceremonies, and military armor; the
development of tools such as axes and knives; and calendars based on the cycles of the moon developed by astrologers.
Textbook pages 156-165 can provide information to develop foundational understandings of China. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Chinese society continued to develop during the Zhou dynasty. A new political order was established in the Chinese societal hierarchy during this dynasty.
Kings maintained supreme authority while granting land and military support to lords, expecting loyalty in return. The bottom of the new social order
consisted of peasants who live on small farms. Kings were able to bring social order to all reaches of their land by ruling through lords. Allowing the lords
to exercise this much power caused problems for Zhou kings and cause a weakening of social structure. Even the focus of a strong family structure in
Chinese society experienced struggles with noble sons plotting against each other to control inheritances. In an attempt to restore order in the Zhou
dynasty, leading thinkers looked for ways to restore society structures. Confucius emerged as one of the leading thinkers and provided a structure based on
ethic centered teachings to restore family order and social harmony. Central to family order were teachings that expected fathers to display high moral
values, children to respect their parents, and family members to remain loyal to each other. Teachings focusing on government order stressed; Moral
leadership brings order, kings should lead by example modeling good behavior, and lower classes can learn by following examples of superiors. The
teachings of Confucius have served as dominant influences in human behavior and religious beliefs in China throughout time.
Daoism and Legalism also served as influencing factors during the Zhou dynasty. Daoism served as a reaction to Confucianism for those who felt government
officials should stay out of people’s lives and people should look to live in harmony with Dao, the guiding force of all reality. Daoist followers looked to
create balance between opposites and paid close attention to the natural world and saw humans as just a small part of nature. Daoist’s believed that an
effective leader was one who could govern effortlessly and his followers would not noticed they were being governed. Legalism served as a political
philosophy establishing beliefs that people were bad by nature and needed to be controlled. Followers believed that society needed strict laws with
punishments that fit the crime. Legalists felt that appointed officials should run China rather than nobles and that a strong military should exists to allow
the empire to continue to expand.
Textbook pages 166-171 can provide information to develop foundational understandings of China. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
King Ying Zheng of the Qin dynasty was the first ruler to implement Legalist beliefs starting by naming himself Shi Huangdi (first emperor) of China. He
created a strong government backed by strict laws and harsh punishments. Under Shi Huangdi, military force was used to keep order and expand the
empire. He also divided China into four districts with a ruling governor to control the expanding empire. The strong hand of Shi Huangdi also provided
uniform systems of laws, writing, and money that had not existed throughout the distinct regions of China. Transportation systems design to allow the Qin
dynasty to operate more efficiently made the empire more connected. Roads were built connecting the far reaches of the empire to allow the Qin armies
to respond to possible rebellions quickly. Canals connecting river systems made it more efficient to transport goods across the empire. Attempts were also
made to protect China from northern nomads by connecting previous built walls forming the Great Wall. While the strict strong rule of Shi Huangdi
provided structures to unify China, it also created resentment that would splintered the Qin dynasty following the death of Shi Huangdi resulting in a civil
war.
Textbook pages 172-176 can provide information to develop foundational understandings of China. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Following the collapse of the Qin dynasty, Liu Bang became the first emperor of the Han dynasty. Unlike previous emperors, Liu Bang was a peasant who
gained power through a Chinese belief in the mandate from heaven. Being the first common person to become emperor, Liu Bang gained control of China
by earning the trust of his people. He reversed many legalist practices developed under Shi Huangdi. Further changes to China’s political structure came
during the rule of Emperor Wudi who instituted Confucianism as the key political philosophy. Government officials were expected to practice Confucian
teachings.
Social structure also changed during the Han dynasty. Based on Confucian systems, people were divided into four classes. The upper class consisted of the
Emperor and his support structures including his court and scholars. Peasants made up the second class. Artisans followed in importance because of the
items they produced for everyday life. The lowest class consisted of merchants because they did not produce anything that was used for everyday life. A
wide gap between the wealthy and poor existed during the Han dynasty. Nearly 90% of the population in China during the Han dynasty were peasants living
in the countryside. True to Confucian teachings, the family structure became the center of life in the Han dynasty. Fathers acted as heads of the family
exercising total authority. Women were expected to obey their husbands and children were to obey their father. Han officials believed the people would
naturally follow the emperor if they first learned to respect the head of their own household. The elevated status of men in the household placed greater
influence on having boys to raise with the possibility of continuing the family line rather than raising a girl who would become part of her husband’s family.
Han art and literature reflected the influential thoughts of the time period and provide glimpses into daily life for historians. Han writers produced
important works of history that have not only provided critical insights into this era but have also served as a model for later historical records. Han
inventions and scientific advancements continue to influence life today including paper, sundials, seismographs, and acupuncture.
Advances in manufacturing during the Han dynasty made China an early global power. During this time period, the Chinese had become master ironworkers
making swords and armor advancing military power and iron plows and wheel barrows increasing farm output. The use of silk to make cloth created a
specialized market for China that would influence markets across the globe. The value of unique Chinese goods, especially silk, increased trade possibilities
across China. Soon, a trade network across Asia over the Silk Road provided China access to markets further west already connected to central Asia. The
Silk Road would eventually connect 4,000 miles of roads stretching from China to the Mediterranean Sea reaching Roman markets. New ideas also traveled
across the Silk Road as Buddhism spread across China following instability in the Han government. Buddhist teachings provided a possibility of restoring
hope during a time of political and social unrest.
Textbook pages 178-195 can provide information to develop foundational understandings of China. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
What role has religion has played in creating relationships in the society and culture of civilizations?
Hinduism
Origins: As Aryan society in India became more complex it split into groups generally organized by occupations. Strict rules developed outlining how the
different groups of people could interact. There were four social divisions known as Varnas. The highest ranking were Brahmins who served as priests.
Brahmanism influence Indian society for hundreds of years. However, ideas from surrounding areas began to mix with Brahmanism and the religion of
Hinduism resulted.
Central Beliefs: Hindus believe in many gods including three main gods: Brahma the Creator, Siva the Destroyer, and Vishnu the Preserver. Each god is
part of a single universe called Brahman. Hindus believe the Brahman create and preserve the world. According to Hindu teachings, everyone has a soul, or
atman, inside them that holds a person’s personality and will reunite with Brahman. Brahman is the only reality and the world is only an illusion. Because
the illusion is difficult to see through, it may take several lifetimes for an atman to connect. Hindus believe that souls are born and reborn, reincarnated,
several times to eventually rejoin Brahman. Souls are reincarnated into different forms each time and can possibly result in being born into a higher caste
system depending on one’s karma, the effects that good or bad actions have on a person’s soul.
Influences: Hinduism has spread across the globe and is the largest religion in India today. The spread of this religion has resulted in the development of
splinter religions. Over time, splinter groups known as Buddhism, Jainism, and Sikhism formed. Founding leaders of these groups began as followers of
Hinduism and adapted some of the practices eventually forming their own religions. Jainism emphasizes four basic principles: injure no life, tell the truth,
do not steal, and own no property. These principles would develop into a practice of nonviolence. Practices in Sikhism resulted in a blending of Hindu and
Islamic teachings. Sikhism is a monotheistic religion that teaches of one God who has no physical form but is sensed in the creation. The main goal of
Sikhism is to be reunited with God after death. This can be achieved through meditation to find enlightenment that may take several reincarnations to
achieve. Sikhism teaches that people should live truthfully and treat all people equally, regardless of gender, social class, or any other factor.
Diffusion: Ideas of Hindi sacred texts, like the Vedas, began to blend with ideas of other cultures including Persia and other Central Asian kingdoms. The
diffusion of these cultures created the religion of Hinduism. Hinduism would continue to spread across India and blend with other religions that were strong
in the region. In the case of Sikhism, the blending of Hinduism and Islam developed into a separate following that reflects elements of both religions.
Buddhism
Origins: The Indian prince Siddhartha became dissatisfied with the teachings of Hinduism and began to ask questions about the meaning of life. His quest
for answers took him on a journey across many regions of India. Siddhartha spent his time visiting with priests and people known for their wisdom during his
travels. He also spent many hours in meditation focusing his mind on spiritual ideas. During a time of prolonged deep meditation in the town of Gaya,
Siddhartha found enlightenment. From this point on, Siddhartha would be known as the Buddha, or the “Enlightened One.”
Central Beliefs: While many of the teachings of Buddha reflect Hindu thought, many other Hindu beliefs in the Vedas were rejected by Buddha. Buddhism
centers on four guiding principles known as the Four Noble Truths that identify desire and ignorance as the reasons for suffering. People can overcome
desire and ignorance by following the Eightfold Path. The path serves as a middle way between human desires and denying oneself from any pleasures.
Buddha believed people should overcome their desire for material goods while being reasonable by not starving themselves or cause pain.
Influences: The spread of Buddhism was aided by its emphasis on the spiritual equality of people through the preaching of love and charity. The greater
conversions of Buddhism would take place in Southeast Asia, China, and Japan where Buddhism was translated into terms, symbols, and concepts of the
native cultures.
Diffusion: Buddhism continued to spread across all reaches of India following the death of Siddhartha. Eventually, the rulers of India began to follow the
teachings of Buddha. King Asoka built temples and schools throughout India and developed missionaries to spread the teachings beyond India. The spread
began in South East Asia following trade routes. Eventually the spread would head west into Central Asia and Persia reaching as far as Syria and Egypt.
Judaism
Origins: Between 2000 and 1500 BC, ancestors of the Israelites and Jews, the Hebrews, appeared in Southwest Asia. These people were led out of
Mesopotamia by Abraham following directions from God to take his family west where they would find a new land and become a mighty nation. The
followers of Abraham settled in Canaan. Some of Abraham’s descendants left Canaan and moved to Egypt. The pharaoh became concerned of the Israelite
population as their numbers grew. Fearing that they may become too powerful, the pharaoh made the Israelites slaves. The Israelites suffered under harsh
conditions in Egypt until they were freed by Moses, through God’s direction of threatening the pharaoh with a series of plagues and disasters. Following the
Exodus, the Israelites traveled through the desert to reach Canaan. During the journey they reached Mount Sinai where God gave Moses two stone tablets
with a code of moral laws known as the Ten Commandments. Eventually the Israelites reached Canaan and established their own society.
Central Beliefs: The Ten Commandments established practices that required a value of human life, self-control, and justice. A central element in Judaism
is education and the study of the Torah, a record of laws and history of Judaism. Justice and righteousness serve as central beliefs of Judaism. Jews are
taught to use kindness and fairness (justice) when dealing with other people. They also learn that one should always behave properly (righteousness) even
when others around them are not. Finally, all religious and moral laws should always be observed as God gave them those laws to follow. Jewish laws are
recorded in the Ten Commandments and a system of laws recorded by Moses known as the Mosaic laws.
Influences: The Jewish culture is based directly on Jewish beliefs. Thousands of Jews left Jerusalem following the destruction of the Second Temple by
the Roman Empire. No longer having a single temple in which to worship, local synagogues became more important. These changes led to a dispersal out
of the Mediterranean region. Jews everywhere shared the basic beliefs and practices of Judaism. The spread of Jewish beliefs into portions of Europe
influenced the development of laws including central beliefs of justice and righteousness.
Diffusion: Threatened by outside invaders, the Israelites banded together and were led by several strong rulers. Under the leadership of King David, the
Israelites established the capital of Israel in Jerusalem. Following King David, his son King Solomon expanded the kingdom. After King Solomon died the
kingdom was split in two, Israel and Judah. The Assyrians conquered Israel and the kingdom dissolved as its people dispersed. Judah was conquered by the
Chaldeans and thousands of Jews were marched to Babylon to work as slaves. When the Chaldeans were conquered by the Persians many Jews returned to
Jerusalem while others moved to other parts of the Persian Empire. The dispersal of Jews outside of Israel and Judah is known as the Diaspora. The
dispersal of Jews lead to the spread of their faith and the practice of monotheistic practices.
Islam
Origins: Islam grew from the teachings of Muhammad. Concerned with the way wealthy citizens were treating the poor, Muhammad turned to meditation
and prayer. According to religious writings, Muhammad was approached by an angle who was sent by God during his time of meditation and prayer. The
message he received became the basis of the religion of Islam. Muhammad continued to receive messages throughout his life. These messages were
collected in the Qur’an.
Central Beliefs: The central belief of Islam is that there is one God, Allah, and that Muhammad is his prophet. The teachings of Islam identify that one day
the world will end and God will judge all people. Those that obeyed Gods orders will be granted a life in paradise and those who have not obeyed God will
suffer. All guidelines for behavior of Muslims is recorded in the Qur’an and the Sunnah. The Sunnah guides Muslims’ behavior. The first duties are known
as the Five Pillars of Islam. These pillars are acts of worship required by all Muslims. In addition to the five pillars the Sunnah provides other examples of
Muhammad’s life that form the basis of Islamic rule of how to treat others.
Influences: Not only do the Qur’an and the Sunnah serve as the central guideline for Islamic faith, they also form the foundation of Islamic law known as
Shariah. The Shariah sets rewards for following the law and punishments breaking the law. These laws served as the basis for law in Muslim countries until
modern times. Today, Muslim countries blend Islamic law and other legal systems to govern people.
Diffusion: The spread of Islam began with the rule of Abu Bakr who began by turning Arabia into a unified Muslim state. Islam gradually spread to areas
Muslims conquered. Arab merchants also spread the religion as they took their ideas and shared their beliefs across trade routes. Merchants carried the
religion to India, Africa, and Southeast Asia. Muslims generally banned or controlled other religious practices in the lands they conquered. Followers of
Christianity and Judaism were allowed to keep many of their rights and practices as there were some similar beliefs between the religions.
Unit 4: Foundation of Ideas: (6 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task
Colorado Academic
Social Studies Priority
Standards
H.2.e: Describe the
history, interactions,
and contributions of
various peoples and
cultures that have lived
in or migrated to the
Eastern Hemisphere.
(DOK 1-2)
G.2.d: Explain how the
physical environment of a
place influences its
economy, culture, and
trade patterns.
(DOK 1-2)
E.2.e: Define resources
from an economic
perspective.
C.1.e: Give examples
illustrating how various
governments and citizens
interact and analyze how
these interactions have
changed over time.
(DOK 1-4)
The roots of democracy began with the city-states of ancient Greece.
Ancient Greeks made lasting contributions to the arts, philosophy and science.
H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
Students will be able to create and defend a thesis on how the roots of democracy were influenced by geography and the various rights,
responsibilities, and roles of citizens within the city-states by comparing and contrasting various types of governments of ancient Greece.
Disciplinary Skill
Colorado Academic
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Development
Social Studies
Connections
Supporting Standards
H.2.b: Determine and
H.1: Seek and
CCSS.ELACCSS.ELA“The Epic of Poetry of Monotheism
explain the historical
isolated
evaluate multiple
LITERACY.RH.6-8.2 Homer” (pg 250-251)
LITERACY.WHST.6context of key people,
Determine the central
trade
historical sources
8.1.B
–activity—make a
events, and ideas over
ideas or information of
colonies
Support claim(s) with
with different points
time and include the
a primary or secondary collage that tells the
colonist
logical reasoning and
of view to investigate
story and its
examination of different
source; provide an
merchant
relevant, accurate data
a historical question
perspectives from people and to formulate and
accurate summary of
city-state
and evidence that
characters with
involved.
the source distinct
empire
demonstrate an
defend a thesis with
captions
(DOK 1-3)
H.2c: Describe the
foundation and
development of key
historical topics.
(DOK 1-2)
H.2.d: Analyze the
social, political, cultural,
economic, and
technological
developments.
(DOK 1-3)
G.2.a: Classify data to
construct thematic maps
and make inferences.
(DOK 1-3)
G.2.b: Analyze and
interpret data using
geographic tools and
create maps.
(DOK 1-3)
E.2.a: Give examples
that illustrate connections
between resources and
manufacturing.
(DOK 1-2)
E.2.b: Identify patterns
of trade between places
evidence.
G.1: Use geographic
tools to gather data and
make geographic
inferences and
predictions.
E.2.c: Compare and
contrast the relative
value of different uses
of several types of
resources.
C.1: Compare how
various nations define
rights, responsibilities,
and roles of citizens.
from prior knowledge
or opinions.
CCSS.ELALITERACY.RH.6-8.5
Describe how a text
presents information
(e.g., sequentially,
comparatively,
causally).
CCSS.ELALITERACY.RH.6-8.8
Distinguish among
fact, opinion, and
reasoned judgment in a
text.
Primary Source—
“Aristotle’s Athenian
Constitution” (Ch 8)
Primary Source-“Alexander” from
Plutarch’s Lives (Ch 9)
assembly
Democracy
Monarchy
Oligarchy
Tyranny
citizen
understanding of the
topic or text, using
credible sources.
CCSS.ELALITERACY.WHST.68.1.C
Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELALITERACY.WHST.68.2.B
Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
CCSS.ELALITERACY.WHST.68.8
Gather relevant
information from
multiple print and digital
based on distribution of
resources.
(DOK 1-2)
C.1.a: Compare the
definition of citizen in
various governments.
(DOK 1-2)
C.1.b: List
responsibilities of
citizens in various
governments.
(DOK 1)
C.1.c: Define roles of
citizens in various
governments.
(DOK 1)
sources, using search
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Timeline:
6 Weeks
(1/4-2/16)
Ancient Greece
Enduring Concepts:
The roots of democracy began with the city-states of ancient
Greece.
Ancient Greeks made lasting contributions to the arts, philosophy
and science.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just humane relationships.
Grade Level Expectations (GLE):
History 2: The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationships with one another
Geography 1: Use geographic tools to gather data and make geographic inferences and predictions
Geography 2: Regions have different issues and perspectives
Inquiry Question(s): (From the standards document):
1. How did the seas influence Greek trade with other civilizations?
2. Explain the cycle of government.
3. Analyze how geography influenced the way the ancient Greeks lived
Key Concepts and Vocabulary
Essential Vocab: Democracy, Oligarchy, tyrant, isolated, citizen, Monarchy
Supplemental Vocab: direct democracy, mythology, fables, aristocrats, trade, colonies, colonist, merchant, city-state, Agora, assembly, Empire, isolated
Generalizations
My students will Understand that…
Geography influenced Greek civilization and trade.
Geography played in essential role in the creation of city states.
Democracy was created after Greece tried many other forms of government and it was the world’s first democracy.
Greeks made many advances in the arts, philosophy and science that are still used today.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
Greece’s geography and its nearness to the sea strongly influenced the
development of trade and the growth of city-states.
Analyze historical sources for accuracy and point of view while formulating
historical questions.
H 1.b
The people of Athens tried many different forms of government before
creating democracy.
The ancient Greeks created great myths and works of literature that
influence the way we speak and write today.
The Persians came to rule a great empire which eventually brought them
into conflict with the Greeks.
The two most powerful city-states in Greece, Sparta and Athens, had
very different cultures and became bitter enemies in the 400’s.
Alexander the Great built a huge empire and helped spread Greek
culture into Egypt and Asia.
Ancient Greeks made an impact on art philosophy and government that
we still see in use today.
Describe the foundation and development of key historical topics.
H 2.c
Describe the characteristics and distribution of physical systems, cultural
patterns and economic interdependence to make predictions.
G 1.b
Explain how the physical environment of a place influences its economy, culture,
and trade patterns.
G 2.d
Assessments
Mini 2 Ancient Greece January
Essential Content
How have the events and achievements of the Ancient Greeks influence the world today?
Common Assessment 3 Feb. 16-17
The study of the ancient Greece should include examining the following understandings.
Performance Tasks:
1. The effect of geography and the environment in human migration, settlement, economic
activity, and technology.

Identify the “GRAPES” for ancient Greece.

Seek and evaluate multiple historical sources to
answer the following question: “Evaluate the four
forms of government that rose out of ancient Greek
city-states.”

Explain how the geographic features of Greece
influenced their economy and dependence on the sea.

Identify the Greek achievements and understand their
influence on the world today.

Create a timeline of trade patterns and cultures

Interpret maps of the first Greek civilizations and
Greek City states

2. The agricultural revolution, its major stages and consequences.
3. The importance of trade and the diffusion of successful technologies and ideas, often
over great distances, from the very earliest of times.
4. The urban revolution, its relationship to agriculture, its major stages, and its
consequences.
5. The origins of political life, administration, and law.
6. The origins of literacy, its various forms in ancient societies, and its consequences.
7. Early religions, their importance, variety, and consequences.
6 Characteristics of Civilization: “GRAPES”
1. Geography – How a society is shaped by the land and local resources.
Compare and Contrast natural disasters and history.
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
6. Social Structure – The different levels or classes in a society.
Potential Resources
Unit
Ancient Greece
Textbook
Interpreting Maps: Greek City-states and
colonies, c. 600 BC Pg. 232 teacher edition
Greek Assembly simulation pg. 239 teacher
edition
Primary Source: Pericles Funeral Oration pg. 240
teacher edition.
Online Resources
https://sheg.stanford.edu/battle-thermopylae In this lesson, students examine four
historians’ estimates of the number of participants in this battle and consider how the
historians used evidence to support their historical claims.
https://sheg.stanford.edu/athenian-democracy In this Structured Academic
Controversy (SAC), students consider whether or not ancient Athens was truly
democratic.
Unit 5 Ancient Rome: (7 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task
Colorado Academic
Social Studies Priority
Standards
H.2.e: Describe the
history, interactions,
and contributions of
various peoples and
cultures that have lived
in or migrated to the
Eastern Hemisphere.
(DOK 1-2)
G.2.d: Explain how the
physical environment of a
place influences its
economy, culture, and
trade patterns.
(DOK 1-2)
E.2.e: Define resources
from an economic
perspective.
C.1.e: Give examples
illustrating how various
governments and citizens
interact and analyze how
these interactions have
changed over time.
(DOK 1-4)
The expansion of the Roman Empire resulted in dominance of Roman influence throughout the region.
H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
C.1: Analyze and practice rights, roles, and responsibilities of citizens.
Students will be able to evaluate various historical resources and geographic tools to speculate how the Roman Empire resulted in dominance of
Roman influence throughout the region.
Disciplinary Skill
Colorado Academic
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Development
Social Studies
Connections
Supporting Standards
H.2.b: Determine and
H.1: Seek and
CCSS.ELACCSS.ELA“The Aeneid” (pg 300- empire
explain the historical
evaluate multiple
LITERACY.RH.6-8.2
LITERACY.WHST.6Civil War
301) –Activity—
context of key people,
Determine the central
historical sources
8.1.B
understanding poetry patricians
events, and ideas over
ideas or information of a
Support claim(s) with
with different points
plebeians
activity or a Journal
time and include the
primary or secondary
logical reasoning and
of view to investigate
senate
entry as Latinus
examination of different
source; provide an
relevant, accurate data
a historical question
magistrates
perspectives from people and to formulate and
accurate summary of the
and evidence that
consul
involved.
source distinct from prior
demonstrate an
defend a thesis with
Law of the Twelve
(DOK 1-3)
evidence.
knowledge or opinions.
understanding of the
veto
Tables (pg 305)—
H.2c: Describe the
G.1: Use geographic
topic or text, using
CCSS.ELAchecks
and
balances
activity—Compare
foundation and
tools to gather data and LITERACY.RH.6-8.5
credible sources.
Forum
and contrast to
development of key
make geographic
Describe how a text
CCSS.ELAAqueduct
historical topics.
inferences and
presents information (e.g., Hammurabi’s code
LITERACY.WHST.6civil law
(DOK 1-2)
predictions.
sequentially,
8.1.C
Literature or the Bill
tribune
H.2.d: Analyze the
comparatively, causally).
Use words, phrases, and
of Rights
Republic
social, political, cultural,
E.2.c: Compare and
clauses to create
CCSS.ELADictators
economic, and
contrast the relative
cohesion and clarify the
LITERACY.RH.6-8.8
“Romulus and Remus” invasions
technological
value of different uses
Distinguish among fact,
relationships among
retold by Robert Hall
developments.
of several types of
opinion, and reasoned
claim(s), counterclaims,
(DOK 1-3)
resources.
judgment in a text.
(Ch 10)
reasons, and evidence.
G.2.a: Classify data to
construct thematic maps
and make inferences.
(DOK 1-3)
G.2.b: Analyze and
interpret data using
geographic tools and
create maps.
(DOK 1-3)
E.2.a: Give examples
that illustrate connections
between resources and
manufacturing.
(DOK 1-2)
E.2.b: Identify patterns
of trade between places
C.1: Compare how
various nations define
rights, responsibilities,
and roles of citizens.
CCSS.ELALITERACY.WHST.68.2.B
Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
CCSS.ELALITERACY.WHST.68.8
Gather relevant
information from
multiple print and digital
sources, using search
based on distribution of
resources.
(DOK 1-2)
C.1.a: Compare the
definition of citizen in
various governments.
(DOK 1-2)
C.1.b: List
responsibilities of
citizens in various
governments.
(DOK 1)
C.1.c: Define roles of
citizens in various
governments.
(DOK 1)
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Timeline:
7 Weeks
2/21-4/21
Ancient Rome
Enduring Concepts:
The expansion of the Roman Empire resulted in dominance of Roman
influence throughout the region.
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just humane relationships.
Grade Level Expectations (GLE):
History 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question to formulate and defend a thesis
with evidence.
History 2: The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationship with one another.
Geography 1: Use geographic tools to gather data to make geographic inferences and predictions.
Geography 2: Regions have different issues and perspectives.
Economics 2: The distribution of resources influences economic production and individual choices (Economics and Personal Finance Literacy (PFL).
Civics 1: Compare how various nations define the rights, responsibilities, and roles of citizens.
Civics 2: Different forms of government and international organizations and their influences in the world community.
Inquiry Question(s): (From the standards document):
How did the Greek and Etruscan civilizations influenced Rome?
How did the expansion of the Roman Empire result in trade control?
Did the spread of the Roman Empire have a positive or negative effect on the people they conquered?
Key Concepts and Vocabulary
Essential Vocab: patricians, plebeians, senate, consul, veto, tribune, Republic, Dictator
Supplemental Vocab: Civil War, empire, invasions
Generalizations
My students will Understand that…
Rome’s location and government helped it become a major world power in the ancient world.
Rome’s tripartite government and written laws helped create a stable society.
The later part of the Roman Republic was marked by wars of expansion and political crises.
After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations.
People in the Roman Empire practiced many religions before Christianity, based on the teachings of Jesus of Nazareth, spread and became Rome’s official
religion.
Problems from both inside and outside caused the Roman Empire to spilt into a western half, which collapsed, and an eastern half that prospered for
hundreds of years.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
While the geography of Italy made travel across the peninsula difficult it
also provided a favorable climate for a steady food supply.
Analyze historical sources for accuracy and point of view while formulating
historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical
sites, charts, graphs, diagrams, and written texts.
H.1.b
Ancient Romans develop the first republic after establishing a monarchial
system of government.
Written laws that helped keep order in Rome were direct reflections of a
division of power created in the tripartite government.
The expansion of Roman influence through military conquest opened new
economic possibilities through trade.
Describe the characteristics and distribution of physical systems, cultural
patterns and economic interdependence to make predictions. Topics to include
but not limited to environmental issues and cultural diffusion.
G.1.b
Expansion of the Roman Republic came with internal conflicts between
economic classes that eventually forced changes in Roman society.
Collect and analyze data to make geographic inference and predictions
regarding the Eastern Hemisphere.
Disorder in the Roman Republic opened opportunities for powerful
leaders to seize control and established an empire.
Romans made great advancements in science, engineering, architecture,
art, literature, and law during the years of the empire.
The Roman Empire included people of many different beliefs who
practiced many different religions. While Roman officials were generally
tolerant of different religions, they did not allow any beliefs that
challenged Roman authority. However, a rapid rise in the following of
Christianity led to eventually becoming the official religion of Rome.
G.1.c
Compare the definition of a citizen in various governments.
C.1.a
Define the roles of citizens in various governments.
C.1.c
Give examples illustrating how various governments and citizens interact and
analyze how these interactions have changed over time.
C.1.e
Threats from both inside and outside lead to a split of the Roman Empire
that resulted in the development of a unique society in the east and a
collapse of the empire in the west.
Assessments
Mini 3: Ancient Rome
Common Assessment Project Apr. 17-21 This project will
take the entire week to complete.
Performance Tasks:
Identify the Six Characteristics of a Civilization for ancient
Rome.
Essential Content
The expansion of the Roman Empire resulted in dominance of Roman influence
throughout the region.
The study of the ancient Rome should include examining the following understandings.
1. The effect of geography and the environment in human migration, settlement, economic
activity, and technology.
Seek and evaluate multiple historical sources using the skills
of observation, analysis, and interpretation to answer the
following question: “How did the rise and fall of the Roman
Empire influence the Eastern Hemisphere?”
2. The importance of trade and the diffusion of successful technologies and ideas, often over
great distances, from the very earliest of times.
Analyze the development of the Roman Republic and
understand how it influenced the development of the U.S.
government.
4. The natural influences of cultural synthesis and diffusion in the classical age: Roman
civilization and its diffusion throughout the empire
3. The origins of political life, administration, and law.
Explain how the expansion of the Roman Empire affected the 5. The origins, central beliefs, influences, and diffusion of the major religious and ethical
systems.
growth of trade throughout the Mediterranean and
influenced the production of goods.
6. The major causes of the decline and fall of great civilizations of the classical age.
Suggested SCR Prompts:
Compare and contrast the historical and mythological
versions of the founding of Rome.
Explain how the government of the Roman Republic was
reorganized to become more democratic.
6 Characteristics of Civilization “GRAPES”:
Evaluate the effects of military expansion on Roman society. 1. Geography – How a society is shaped by the land and local resources.
Reading and Writing Performance Task: (Reference Side
Bars in Teacher’s Edition)
Reading Social Studies “Outlining in History” (pg. 292 )
Critical Thinking: Comparing Civic Duty, Then and Now (pg.
304)
Reading Social Studies: Online Research (pg. 320)
Reader’s Theatre: Shakespeare’s Julius Caesar (pg. 324)
Critical Thinking: Describing Local Architecture (pg. 327)
Roman Roads Map (pg. 330)
2. Religion – A society’s believes about morals and the afterlife.
3. Achievements- All advances, inventions, and processes created to make life easier.
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
6. Social Structure – The different levels or classes in a society.
Social Studies Skills: Interpreting Timelines (pg. 344)
Multimedia Connections (pg. 347 MC 1-2)
Writing Workshop “Historical Problem and Solution” (pg. 347
WW1-2)
Economic Performance Tasks:
Economic Standards:
Economics 2b. Identify patterns of trade between places
based on distribution of resources.
Suggestion: Along with PFL standards, introduce the
concepts of private vs. public goods. The Romans used taxes
to fund large public works such as roads, aqueducts, and
bath houses that could not have been paid for by private
individuals. Unlike large projects of earlier civilizations (i.e.
Egyptian pyramids), most Roman citizens’ utility increased
from implementation of these works.
Standardization of methods of payment i.e. universally used
coins = increased market efficiencies.
Textbook pages 290-347 can provide information to develop foundational understandings of
Ancient Rome. Also see the resource section of this guide for supplemental resources to provide
deeper understandings.
Potential Resources
Additional Resources
Unit6
Textbook
Rome
“The Aeneid” (pg. 300-301) –Activity—
understanding poetry activity or a Journal entry
as Latinus
Or
Law of the Twelve Tables (pg. 305)—activity—
Compare and contrast to Hammurabi’s code
Literature—“Romulus and Remus” retold by
Robert Hall (Ch. 10)
http://sheg.stanford.edu/roman-republic - A primary source lesson from the
Stanford History Education Group that asks students to consider the
question, How democratic was the Roman Republic through a study of
primary sources.
http://sheg.stanford.edu/augustus - A primary source lesson from the
Stanford History Education Group that asks students to corroborate evidence
and arguments from a set of primary and secondary sources as they
investigate the question: What kind of leader was Augustus?
http://sheg.stanford.edu/attila-pope-leo - A primary source lesson from the
Stanford History Education Group that asks students to develop the skill of
sourcing as they consider the question: What happened at the meeting
between Pope Leo and Attila the Hun?
http://sheg.stanford.edu/roman-empire-christianity - A primary source lesson
from the Stanford History Education Group that asks students to explore
accounts from a present-day textbook, a Roman historian in 116 CE, and a
professor of theological studies in 1998 to answer the question: Why did the
Roman Empire persecute Christians?
Unit Narrative
The expansion of the Roman Empire resulted in dominance of Roman influence throughout the region.
The physical features of Italy made travel across the peninsula very difficult for ancient Romans. Many early civilizations were built a top hills to provide
protection. Building cities near fresh water supplies was a second consideration made. Most of the climate in Italy is mild with warm, dry summers and mild,
wet winters that allow people to grow a wide variety of crops. This favorable climate provided stable food supplies to support rapid population growth.
Early Romans took pride in their origins and often told legends about great heroes that influenced the development of Rome. Many early Romans traced
their history back to Aeneas who was said to be a hero of the Trojan War. The story of Aeneas explains the rise to power of the Latin people. Descendants of
Aeneas became prominent rulers of Italy. Twin brothers, Romulus and Remus, were descendants of Aeneas who were said to found Rome. According to
legend, Romulus served as the first king of Rome establishing a monarchy that would last several hundred years. Powerful nobles eventually overthrew the
kings and created a republic. Under the republic, Roman’s elected city officials to serve a one year term. The early Roman republic was not a democracy as
only a small group of wealthy powerful men could participate and held power. The early republic faced many challenges from outside threats and conflict
within. During times of war with neighboring peoples, Romans would often choose a dictator to rule the city for a six month term allowing for absolute
power. Generally, the dictators only exercised their power for their six month term and peacefully stepped down. Internal strife between the two social
groups of Rome also threatened the strength of the republic. Powerful nobles called patricians held political power. Even though the plebeians made up the
vast majority of the Roman society, they held very little power. Plebeian calls for social change fell on deaf ears. When the plebeians began to organize,
patrician officials feared a possible uprising and looked to remove the Roman Republic with a stronger alternative.
To protect Rome from destructive uprisings of plebeians dissatisfied with the workings of government, patrician officials restructured the republic by spitting
governmental responsibilities into three parts known as a tripartite. Each part had its own responsibilities and duties supported by separate powers, rights,
and privileges. The Roman tripartite consisted of magistrates, Senate, and assemblies and tribunes. The magistrates were the most powerful led by two
consuls who led the government and army and judged court cases. The Roman Senate operated as the second level of government. The Senate consisted of
wealthy powerful Romans who advised the city’s leaders. The final part of the tripartite were the assemblies and tribunes. Both patricians and plebeians
took part in the assemblies. The primary responsibility of the assemblies was to elect magistrates to run Rome. The tribunes were elected by plebeians and
had the ability to veto the actions of other government officials. An additional layer of protections were established through a system of check and balances
to ensure no one group of government became too powerful. A system of written laws were established after citizens demanded that accessibility to laws
was provided to everyone. The first 12 laws were produced on 12 bronze tablets and displayed in the Forum for everyone to see. The Law of the Twelve
Tables set a precedent for protecting the rights of Romans citizens to guide future laws.
From 509-270 BC, the Roman Republic experienced an expansion that would occupy nearly all of the Italian peninsula. Follow a crushing defeat orchestrated
by the Gauls, Roman found itself under constant attach from neighboring peoples. As the attackers were defeated, Rome took over the lands and expanded
their influence across Italy. The military success was a result of the creation of a well-organized army. Soldiers were organized into legions that had the
ability to attack in large or small groups. As the power of Rome expanded, small farmers left their lands and headed into the prospering city. Wealthy
farmers took over the lands and created larger farms that grew one or two cash crops cultivated by slaves. Roman trade also grew with the expansion of the
republic. To support the growing population of Rome, merchants bought food and goods from other areas along the Mediterranean.
The expanding power of Rome quickly became a threat to surrounding countries. Rome and Carthage fought in a series of wars called the Punic Wars. The
Punic Wars would include periods of conflict between 264 and 146 BC. The resulting effects of the war included exchange of control over Sicily and the
eventual destruction of Carthage. During the wars, Rome gained control of Sicily, Corsica, Spain, and North Africa. The spread of the Republic continued into
120 BC with expansion in Greece. It was through this time period that the Romans adopted ideas about literature, art, philosophy, religion, and education
from the Greeks. Expansion of the Republic came with problems within the borders.
Division between the wealthy and poor grew wider. Social adjustments were created to avoid uprisings. Two tribunes, Tiberius and Gaius Gracchus looked to
provide more stability to the poor Roman citizens. Tiberius attempted to provide public lands for poor citizens to farm. Conflict over these lands erupted into
riots, in which Tiberius would lose his life, as wealthy citizens opposed the program. Tiberius’ brother Gaius attempted to continue his brother’s work by
providing low cost food to poor citizens. Like Tiberius, Gaius lost his life at the hands of powerful Romans who saw his program as a threat. The deaths of the
Gracchus brothers represent a period of Roman history where violence was viewed as a political weapon that was used to kill leaders whose ideas were seen
as a threat to powerful Roman citizens. During this time period, leaders like Gaius Marius opened the ranks of the military to all Roman citizens. Thousands
of lower class citizens joined the army as a vehicle to gain a political voice. Marius gained political power through the support of his troops. Soon other
politicians saw this approach as a possibility to increase political power. Lucius Cornelius Sulla was one such politician who followed this practice and
challenged Marius when he became consul in 88 BC. The conflict resulted in a civil war resulting in the victory of Sulla who used the opportunity to claim
himself dictator. The strength of the Republic continued to show signs of weakening with rebellions similar to the one lead by a former gladiator named
Spartacus and thousands of slaves demanding freedom. Even though the rebellion lead by Spartacus was unsuccessful, it demonstrated unrest in the
Republic and a continuing struggle to respond to revolts.
Textbook pages 290-317 can provide information to develop foundational understandings of Rome. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Power struggles between the upper classes of Roman society continued throughout the first century BC. Civil riots and wars designed to gain political
influence began to bring the Republic to its knees. Several attempts were made to restore order in the government. Cicero, a Roman philosopher, called for
a restoration of checks and balances in the government and limiting the power of generals. Cicero’s suggestions feel on deaf ears and the Republic fell to a
new Emperor as Julius Caesar, a powerful Roman general, over threw the government and made himself dictator for life after pushing his powerful ally
Pompey out of Rome in 45 BC. Caesar’s reign was short lived when a group of Senators had him executed. However, the effects of Caesar’s conquest marked
the beginning of the end of the Republic. Following Caesar’s assassination, his assistant Marc Antony and his adopted son Octavian formed an army to bring
justice to those who killed Caesar. Rome once again was under the control of Caesar’s bloodline as Antony and Octavian ruled together. The partnership
dissolved following the divorce between Antony and Octavian’s sister resulting in a civil war. Antony’s forces were defeated by Octavian outside of Greece in
the battle of Actium. Octavian ruled as the sole ruler of Rome claiming the title of princeps, or first citizen. Later the Senate would name him Augustus,
meaning “revered one” and handing all power over. This time period is generally marked as the end of the Roman Republic and the beginning of the Roman
Empire.
The Roman Empire continued to expand reaching as far west as the British Isles, as far east as Asia Minor, as far north as central Europe, and as far south as
Northern Africa. At its greatest extent, the Roman Empire had access to a wide range of resources and influence. The Roman conquest promoted trade
across most of all areas within the Empire as well as neighboring lands. Rome’s wealth and influence grew and as Roman currency was accepted across its
trade network. During the first 200 years of the Roman Empire, a time of peace and prosperity existed known as the Pax Romana. During the Pax Romana the
population and wealth of the Roman Empire grew. As a result the quality of life improved for the people of Roman and its provinces. Advancements in
science including a calendar based on the study of the stars and improved agricultural practices based on the study of plants and animals resulted. Advances
in knowledge of the human body resulted from extensive study of Greek surgeon Galen’s findings. Scientific practices also lead to advances in architecture
with the development of cement, use of different layers of materials in road construction, and the use of arches in bridges and aqueducts. Roman art and
literature flourished during this period as well. Architecture reflected not only scientific understanding but also represented power and elegance in structures
like the Colosseum. Literature reflected the development of the Latin vernacular that dominated communication across the Roman Empire. A common
language across the Roman Empire also allowed for the development of civil law. Civil law developed through a written code of laws that were established
across the Roman Empire would continue to influence legal systems throughout European history.
The expansion of the Roman Empire included many people who spoke different languages and practiced many different beliefs. While the Roman’s held
deep religious practices, they did not attempt to impose their beliefs on those who were absorbed into the empire as long as the Roman authority was not
threatened. Many times, Romans who lived near conquered lands began to adopt the beliefs and practices of the new lands. An example of this
phenomenon is the adoption of the Olympian gods of Greece into Roman culture. While the Greek gods became the main gods of Rome, the names of the
gods took a Roman influence. Most religions were tolerated across Rome unless government officials saw the religion as a threat. Judaism was one such
religion. The existence of a monotheistic religion of Judaism was not what Roman officials saw as the initial threat. In fact, Judaism was not initially banned.
It was not until groups of Jews rebelled against Roman rule that the religion as a whole was viewed as a threat. Romans were able to successfully defeat
several rebellions of Jews. Emperor Hadrian crushed the last major Jewish revolt and destroyed Jerusalem displacing thousands of Jews. Remaining groups of
Jews in Judea continued to practice traditional observances and began to speak of a prophecy of a new leader who would restore the greatness of King
David’s ancient kingdom, Israel. Many Jews believed that the arrival of the Messiah was eminent during the time Rome took over Judea. Followers, known as
Christians, of the Messiah combined Jewish practices and traditions with teachings of the Messiah. According to Christian records, the Messiah, Jesus of
Nazareth, was born in Bethlehem and grew to become a teacher of the Christian beliefs and practices. The teachings of Jesus encouraged followers to love all
people and treat the poor and sick with generosity. Jesus also taught of salvation, to be rescued from sins, to reach the kingdom of god. After the
Resurrection, 12 disciples, whom Jesus chose to receive special training, spread the teachings of Jesus across the Roman Empire. Initially Christians spread
the teaching of Jesus among Jews. Over time, Christians introduced the teachings to non-Jews as well. Fearing the Christians would cause unrest, Roman
officials banned teaching Christian beliefs and in some cases arrested and killed those who refused to worship Roman gods. Thus began a period of
persecution that would last until the reign of Emperor Constantine who became a Christian. Eventually, Christianity would become the official religion of
Rome.
Roman Emperors began to fear that the Empire had become too large and that maintaining control over the vast territory would be impossible. Over time
emperors began to give up some of the land Roman armies had conquered. Rome came under a period of outside invasion attempting to defend its borders
from Germanic tribes and Persian armies over a time span of 200 years. These conflicts inflicted a great toll placing strain on the Roman government
attempting to finance the armies. The threat of invasion made many people nervous and a migration to the city occurred. Vacant farm lands were occupied
by German farmers who supported the invading Germanic armies. Over time, German communities developed in lands once belonging to the Empire. Wide
spread disease and heavy taxation caused the people of Rome to find a strong ruler to restore stability. Diocletian was named emperor and quickly looked to
restore strength to the empire. Convinced that the empire was too large, Diocletian divided the empire into an eastern half and a western half. Following
Diocletian, Constantine reunited the Roman Empire but move the capital to the east in Turkey in a city to be called Constantinople.
The western empire continued to decline and fell victim to invading armies. The Huns swept down from central Asia threatening the Goths in kingdoms north
of Rome. Soon Visigoths and Ostrogoths fled from the invading Huns into Roman territory. Roman officials feared the Goths would destroy land and
property and sent armies to stop their movement into Rome. Goth armies were able to secure victories in western Rome and soon threatened to overrun the
city. Visigoth troops marched into Rome and ransacked the city. Surrounding kingdoms saw the successes of the Visigoths as an opportunity to attack Rome.
A power struggle within Rome developed in an attempt to save the empire. Corrupt government officials used the compromised state of the empire to build
political power ignoring the needs and concerns of citizens. The Western Roman Empire finally fell in 476. The eastern empire grew in wealth and power as
the west fell. Under emperor Justinian, Roman laws were reestablished under a new legal system called Justinian’s Code. The eastern empire would soon fall
to the same fate as the western empire. Following the death of Justinian, the eastern empire declined until Ottoman Turks conquered Constantinople in
1453.
Textbook pages 318-347 can provide information to develop foundational understandings of Rome. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
Unit 6 Middle Ages: (4 Weeks)
Suggested Big Idea
Prepared Graduate
Competency
End of Unit
Performance Task
Colorado Academic
Social Studies
Standards
H.2.e: Describe the
history, interactions,
and contributions of
various peoples and
cultures that have lived
in or migrated to the
Eastern Hemisphere.
(DOK 1-2)
G.1.b: Describe the
characteristics and
distribution of physical
systems, cultural patterns
and economic
interdependence to make
predictions.
(DOK 1-3)
E.2.e: Define resources
from an economic
perspective.
C.2.e: Use criteria that
identify the attributes of a
good government and
apply to specific
examples.
(DOK 1-2)
Medieval Europe was shaped by the fall of Rome and the rise of monotheistic religions.
H.2: Analyze key historical periods and patterns of change over time within and across nations and cultures.
G.2: Examine places and regions and the connections among them.
E.1: Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy.
C.2: Analyze the origins, structure, and functions of governments and their impacts on societies and citizens.
Students will be able to create a thesis using a variety of sources and geographic tools to explain how the fall of Rome and the rise of monotheistic
religions shaped medieval Europe.
Colorado Academic
Disciplinary Skill
Cross-Content
Complex Texts
Vocabulary
Writing Focus
Social Studies
Development
Connections
Supporting Standards
H.2.a: Explain how
people interact and are
interconnected over key
periods or eras in history
in the Eastern
Hemisphere.
(DOK 1-2)
H.2.b: Determine and
explain the historical
context of key people,
events, and ideas over
time and include the
examination of different
perspectives from people
involved.
(DOK 1-3)
H.2c: Describe the
foundation and
development of key
historical topics.
(DOK 1-2)
H.2.d: Analyze the
social, political, cultural,
economic, and
technological
developments.
(DOK 1-3)
G.1.c: Collect and
analyze data to make
geographic inferences
and predictions regarding
the Eastern Hemisphere.
(DOK 1-3)
G.1.d: Ask and answer
questions after examining
geographic sources.
H.1: Seek and
evaluate multiple
historical sources
with different points
of view to investigate
a historical question
and to formulate and
defend a thesis with
evidence.
G.1: Use geographic
tools to gather data and
make geographic
inferences and
predictions.
E.2.c: Compare and
contrast the relative
value of different uses
of several types of
resources.
C.2: Analyze different
forms of government
and international
organizations and their
influence in the world
community.
CCSS.ELALITERACY.RH.6-8.2
Determine the central
ideas or information of
a primary or secondary
source; provide an
accurate summary of
the source distinct
from prior knowledge
or opinions.
CCSS.ELALITERACY.RH.6-8.5
Describe how a text
presents information
(e.g., sequentially,
comparatively,
causally).
CCSS.ELALITERACY.RH.6-8.8
Distinguish among
fact, opinion, and
reasoned judgment in a
text.
“A Knight Speaks” (pg
522-523) –activity—
Stereotypes and Bias in
History Primary Source
“The Black Death
Strikes Sicily”
(Ch 18)
Dark Ages
chivalry
manor
serf
Feudalism
Parliament
Magna Carta
CCSS.ELALITERACY.WHST.68.1.B
Support claim(s) with
logical reasoning and
relevant, accurate data
and evidence that
demonstrate an
understanding of the
topic or text, using
credible sources.
CCSS.ELALITERACY.WHST.68.1.C
Use words, phrases, and
clauses to create
cohesion and clarify the
relationships among
claim(s), counterclaims,
reasons, and evidence.
CCSS.ELALITERACY.WHST.68.2.B
Develop the topic with
relevant, well-chosen
facts, definitions,
concrete details,
quotations, or other
information and
examples.
CCSS.ELALITERACY.WHST.68.8
Gather relevant
information from
multiple print and digital
sources, using search
E.2.a: Give examples
that illustrate connections
between resources and
manufacturing.
(DOK 1-2)
E.2.b: Identify patterns
of trade between places
based on distribution of
resources.
(DOK 1-2)
C.2.a: Compare
different forms of
government in the world
and how they derive their
authority.
C.2.d: Describe common
interests and evaluate
examples of global
collaboration.
(DOK 1-3)
terms effectively; assess
the credibility and
accuracy of each source;
and quote or paraphrase
the data and conclusions
of others while avoiding
plagiarism and following
a standard format for
citation.
Unit:
Timeline:
4 Weeks
4/24-5/19
Middle Ages
Enduring Concepts:
Medieval Europe was shaped by the fall of Rome and the rise of
monotheistic religions
Conceptual Understandings
The character of human societies have changed over time in their view of the individual, not only in terms of legal freedom or its denial, but also in terms
of the values societies have placed on individual development or initiative.
Economic and technological developments have resulted in the quest to sustain and improve life across human societies.
People’s understanding of themselves, their moral imperatives, and place in the universe has changed over time.
Political theories and organizations have developed in the quest for effective order, power, and for just humane relationships.
Grade Level Expectations (GLE):
History 1: Seek and evaluate multiple historical sources with different points of view to investigate a historical question to formulate and defend a thesis
with evidence.
History 2: The historical eras, individuals, groups, ideas and themes within regions of the Eastern Hemisphere and their relationship with one another.
Geography 2: Regions have different issues and perspectives.
Economics 1: Supply and demand influence price and profit in a market economy.
Economics 2: The distribution of resources influences economic production and individual choices (Economics and Personal Finance Literacy (PFL).
Civics 1: Compare how various nations define the rights, responsibilities, and roles of citizens.
Civics 2: Different forms of government and international organizations and their influences in the world community.
Inquiry Question(s): (From the standards document):
Explain the hierarchy and relationships that feudal society was based on.
How did feudalism protect people during the dangers of the Medieval Times?
How did the fall of the Roman Empire lead to the rise of monarchies?
Key Concepts and Vocabulary
Essential Vocab: Dark Ages, Feudalism, Parliament, Magna Carta
Supplemental Vocab: Heraldry, Coat of Arms, Chivalry, Manor, Serf
Generalizations
My students will Understand that…
Because Europe has many types of landforms and climates, different ways of life have developed there.
Despite the efforts of Christians to maintain order, Europe was a dangerous place after the fall of Rome.
A complex web of duties and obligations governed relationships between people in the Middle Ages.
Popes and kings dominated European society in the Middle Ages.
The Christian and Muslim cultures fought over holy sites during a series of medieval wars.
The Christian church was central to life in the Middle Ages.
Europe’s political and social systems underwent great changes in the late Middle Ages.
In the Middle Ages, the Christian Church dealt harshly with people who did not respect authority.
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
The physical features of Europe vary widely from region to region and
have shaped life including where and how people live.
Analyze historical sources for accuracy and point of view while formulating
historical questions. Sources to include but not limited to art, artifacts,
eyewitness accounts, letters and diaries, artifacts, real or simulated historical
sites, charts, graphs, diagrams, and written texts.
H.1.b
Christianity spread to northern Europe through the work of missionaries
and monks. A Christian empire establish by the Franks, led by
Charlemagne, created unity after the fall of Rome.
Feudalism governed how knights and nobles dealt with each other. The
manor system created self-sufficient economies across Europe that would
diminish with the growth of towns and trade.
Popes and kings dominated political power in Europe often leading to
competition for power and influence.
Classify data to construct thematic maps and make inferences.
G.2.a
Identify factors that cause changes in supply and demand.
E.1.b
The gradual reshaping of the political, economic, and religious geography
of Western Europe resulted in several clashes between Christian and
Muslim forces looking to gain political power and influence over holy
lands.
The pervasive influence of the Church dominated intellectual and
cultural life in Europe competing with princes and kings for power
striving to regulate everyday morality.
Political struggles between kings and nobles brought changes to the
European political structure. Efforts made to limit the power of kings
were not uniform across Europe and wars between countries often
resulted in strengthening monarchial power.
The church responded harshly to challengers of its authority by forcing
those outside of the church to convert and arresting and punishing
Christians who questioned the church’s authority.
Define and identify factors that impact price.
E.1.c
Compare how various nations define the rights, responsibilities, and roles of
citizens.
C.1.e
Assessments
Performance Tasks:
Identify the Six Characteristics of a Civilization for Feudal
Europe.
Essential Content
How did the fall of Rome lead to the rise of feudalism in Medieval Europe?
How did religion affect Europe’s political and social life during the later Middle Ages?
The study of the Medieval Europe should include examining the following understandings.
Seek and evaluate multiple historical sources using the skills
of observation, analysis, and interpretation to answer the
unit essential question: “How did the fall of Rome lead to
the rise of feudalism in Medieval Europe?”
Suggested SCR Prompts:
Explain why trade halted after the fall of the Roman
Empire.
What influence did the church have over medieval
governments?
1. The effect of geography and the environment in human migration, settlement, economic
activity, and technology.
2. The importance of trade and the diffusion of successful technologies and ideas, often over
great distances, from the very earliest of times.
3. The origins of political life, administration, and law.
4. The origins, central beliefs, influences, and diffusion of the major religious and ethical
systems.
6 Characteristics of Civilization
Explain why the Medieval Times are often referred to as the
Dark Ages?
1. Geography – How a society is shaped by the land and local resources.
Reading and Writing Performance Task: (Reference Side
Bars in Teacher’s Edition)
2. Religion – A society’s believes about morals and the afterlife.
Reading Social Studies “Evaluating Sources” (pg. 494)
3. Achievements- All advances, inventions, and processes created to make life easier.
History Close Up: Life on a Manor (pg. 508)
Social Studies Skills: Interpreting Diagrams (pg. 516)
Reading Social Studies: Stereotypes and Bias in History (pg.
522)
4. Politics- How people keep order and make laws, including who has power and who does not.
5. Economics – How a society produces or acquires the resources it needs to survive, plus some
extra to trade.
Critical Thinking: Crusader Journal (pg. 531)
Collaborative Learning: Student Magna Carta (pg. 531)
Black Death Map (pg. 544)
Economic Performance Tasks:
Economic Standards:
6. Social Structure – The different levels or classes in a society
Textbook pages 492-553 can provide information to develop foundational understandings of
Medieval Europe. Also see the resource section of this guide for supplemental resources to
provide deeper understandings.
Economics 1b. Identify factors that cause changes in supply
and demand
Economics 1c. Define and identify factors that impact price
Economics 2b. Identify patterns of trade between places
based on distribution of resources.
Suggestions: In addition to above concepts, introduce
following concepts:
 Specialization of labor (i.e. serfs, lords, monks,
blacksmiths, etc.)
 Urbanization, landlords, and economic rents resulting
from distance to city center (why land was typically
used different ways depending on its distance from a
castle)- von Thunen model
 Introduction of environmental economics- the
importance of recognizing the non-monetary and
monetary benefits to maintain a good environment and
what happens when those “free = valueless?” resources
depleted (i.e. king’s hunting grounds) = opportunity cost

Why peace and order are necessary for a successful
growing economy = petty warfare and resulting loss of
resources vs monks protecting civilization (Book of
Kells)
Potential Resources
Suggested Primary and Secondary Sources
Unit 7
Middle Ages
Textbook
Additional Resources
“A Knight Speaks” (pg. 522-523) –activity—Stereotypes
and Bias in History Primary Source—“The Black Death
Strikes Sicily”
(Ch. 18)
http://sheg.stanford.edu/dark-ages - A primary source lesson from the Stanford History Education Group that asks students to question the validity of using
“Dark Ages” to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary
sources highlighting different social, political, economic, cultural, and environmental facets of life in Europe during this period.
http://sheg.stanford.edu/expansion-islamic-empire - A primary source lesson from the Stanford History Education Group that asks students to examine a
series of documents and consider the question: How did the early Islamic empire expand?
http://sheg.stanford.edu/first-crusade -A primary source lesson from the Stanford History Education Group that asks students to compare Christian and
Muslim perspectives of the First Crusade by analyzing different accounts of the siege of Jerusalem.
http://sheg.stanford.edu/understanding-black-death -A primary source lesson from the Stanford History Education Group that asks students to compare 2
documents written in 1348 to consider how people experienced and understood the plague.
http://sheg.stanford.edu/black-death-florence -A primary source lesson from the Stanford History Education Group that asks students to determine
whether or not a series of sources would provide reliable information on the Black Death in Florence, Italy, and then evaluate a first-hand account of the
plague. This lesson includes an assessment featuring a passage from the Decameron that can be used independently or along with the lesson plan.
Unit Narrative
How did the fall of Rome lead to the rise of feudalism in Medieval Europe?
It is important for students to understand that the physical geography of Europe varies widely and has played a large influence shaping life, including where
and how people live. Much like the history of Egypt, the European rivers have provided resources for farming, reliable transportation routes, and protection
from invading armies. Understanding a regions physical geography will help in recognizing why Medieval societies gravitated to a feudal system and the
factors that lead to the growth of kingdoms and cities.
The central influence of the Roman Empire is clear when studying conditions in Europe following the fall of Rome. Europe descended into a period of
conflict as powerful warlords competed to control Roman lands as the empire declined. This competition divided Europe into many small kingdoms. Along
with the Roman Empire acting as a central authority, Christianity began to spread across Europe as a central influencing factor as well. Monks and
missionaries spread the teachings of Christianity by working as servants to the communities and sharing the word of the Bible to those who could not read,
which included nearly all Europeans. Christianity would eventually become the central authority in Europe once the Roman Empire fell.
The influence of power that Christianity provided Germanic kingdoms is clear when studying the rise of the Franks. With the adoption of Christianity during
the leadership of Clovis, the Franks benefited from the support of the Roman Empire and the Catholic Church. Clovis lead the Franks to numerous victories
and began to dominate Western Europe. However, the Frankish kingdom experienced the height of its domination under the rule of Charlemagne. Under
Charlemagne, the Frankish kingdom stretched from the North Sea to Rome including portions of modern day Germany, Austria, Italy, northern Spain, and all
of France. During his reign he was crowned Emperor of the Romans by Pope Leo III. Charlemagne used his influence to advance social life by promoting
education in the capitol city of Aachen. While Charlemagne began to provide some stability in Europe, invaders continued to threaten kingdoms. Muslim
armies advanced across Spain and into southern France and northern Italy. Magyars attacked from the east destroying towns and crops. Vikings dropped
down from Scandinavia attacking Britain, Ireland, and portions of western Europe. The constant threat from outside invaders and neighboring kingdoms
influenced the development of societies designed to be self-sufficient and provide protection.
Constant threats of raids by Vikings, Muslims, and Magyars caused nobles to look for ways to protect their lands. Nobles knew they could not rely on
protection from larger kingdoms because of the speed of invasions from these outside groups. This situation caused nobles to provide their own protection
by training armies. An elite class of soldiers, known as knights, were hired to protect noble lands in exchange for small holdings of land called fiefs.
Knights pledged loyalty to lords and would serve as vassal. This relationship between the lords and knights is referred to as feudalism. Each social class had
specific responsibilities towards each other in this feudal system. Kings and Queens served as the strongest lords with all nobles and knights serving as their
vassals. While nobles were vassals to the kings and queens, they also served as lords to lower ranking knights and nobles. Knights served as vassals
providing protection to lords in exchange for fiefs. Peasants were the lowest social class who worked the land for nobles and knights and were not part of
the feudal system as they did not own land. A manor system developed through this social class. Knights needed assistance in working their fief with their
main responsibility resting in providing protection for the lords. At the same time, peasants needed land to work as they needed to provide for their
families and did not own land of their own. A cooperative relationship developed between the two groups with knights and lessor lords opening their lands
for peasants to live and work on. In return the peasants would return a large portion of their harvested crops to the knights. Estates eventually grew into
large manors. A manor usually consisted of a large house or castle, pastures, fields, and a village where the peasants lived. Skilled workers also lived in
villages providing their goods and services in exchange for food. Eventually, manors became self-sufficient. Towns were usually very small and spread out
during the height of feudalism.
Eventually, things began to change with some towns becoming big cities and manor life disappearing. Several factors lead to this shift. One factor was an
increase in population across Europe. Improved farming practices, including heavier plows and the use of horses, provided larger food supplies to feed more
people. Towns also grew because of increased trade. Improved transportation and expansion of the Roman Empire provided merchants with greater sources
of goods from Asia and Africa. As trade routes spread across Europe, the opportunity to make money through the exchange of goods increased. This
incentive created a migration of people from farms into cities to improve their living conditions. Knights also began to request payment in money rather
than land causing further migration to the cities. The combination of all of these conditions diminished the manor system eventually bringing a decline to
feudalism.
Textbook pages 492-519 can provide information to develop foundational understandings of Medieval Europe. Also see the resource section of this guide for
supplemental resources to provide deeper understandings.
How did religion affect Europe’s political and social life during the later Middle Ages?
As the Middle Ages progressed, a struggle for power commenced between kings and popes. The Pope was the head of the Christian Church in western
Europe and was seen as God’s representative on earth. Privileges practiced by the pope included the ability to excommunicate those who committed
offenses against the church. Excommunication served as a serious threat as it was believed that those who were not in favor with the Church at the time of
death could not gain access to heaven. Popes used this power to keep kings in check.
By 1000 AD, Europe consisted of several small states and the Holy Roman Empire. England, France, and the Holy Roman Empire were ruled by powerful
kings. The monarchs of England and France inherited their thrones and created alliances with neighboring kingdoms that were ruled by relatives. Kings
generally maintain order through the combined forces of strong armies, tight alliances, and maintaining favor with the Roman Catholic Church. The Holy
Roman Empire was ruled by emperors who were elected by nobles of the empire. Power of the Pope increased when a split between the western and
eastern church occurred. Bishops in eastern Europe did not acknowledge the authority of the Pope. Pope Leo IX demanded that all church officials fall
under the authority of the Pope as was practiced under the first Pope Saint Peter. This decision created a permanent split within the church. Followers
who supported the authority of the bishop of Constantinople formed the Orthodox Church and those who supported Pope Leo IX became known as Roman
Catholics. All western European kingdoms who practiced Christianity now fell under the authority of the Roman Catholic Church making the Pope one of the
most powerful figures in Europe. This rise in stature created further power struggles between the Pope and kings. Popes continued to use the threat of
excommunication and support from nobles to tighten control over kings who protested the any challenge of their authority by the pope.
Expanding Muslim influence in Southwest Asia began to make European rulers nervous. Traditionally, Palestine had been controlled by Muslims. Christians
were able to visit the holy lands without fearing for their safety. However, tensions between Christian and Muslim powers increased. A clash between the
two powers looked to become inevitable. Pilgrims returning to Europe began to report that Turkish Muslims had taken control of Jerusalem and were
threatening Christians. Additionally, the Turks began to conduct raids in the Byzantine Empire. Fearing an eventual attack on Constantinople, Byzantine
Emperor Alexius turned to Pope Urban II to help repel the Muslim invasions. Pope Urban called on all Christians to partake in a crusade to protect Christian
lands from all enemies threatening the health of Christendom. This call to arms marked the beginning of years of war between Christian and Muslim forces
known as the Crusades spanning from 1096 through 1204. While European forces regained control of the Holy Lands for brief periods, Muslim armies had
regained control of the lands by the end of the Crusades. Lasting changes occurred in Europe as result of the Crusades. Merchants gained access to new
goods as Crusaders came into contact with people from the far reaches of the world. Political power shifted in regions across Europe as kings absorbed land
left occupied by knights, nobles, and kings who had died in the wars. Socially, distrust between Muslim and Christian followers became deep following the
wars.
European society during the Middle Ages was centered on the Church. Life in villages, towns, cities, and kingdoms revolved around the local church.
Important festivals, ceremonies, and civil gatherings occurred at the church. Some members of the clergy acted as advisors to local leaders expanding their
political influence. The Church also exercised influence in the development of universities with interests in expanding peoples understanding of Christianity
and worldly knowledge. Additionally, works of art expressed reverence to God and religious feelings. Large cathedrals were designed to represent the glory
of God and stood as masterful works of art.
Political and social systems experienced monumental changes as time progressed through the Middle Ages. The first step of limiting power of kings was
taken in England when nobles forced King John to sign the Magna Carta. The Magna Carta was designed to define the limitations of the king and begin to
define the rights of the people. Following the signing of the Magna Carta, a council of nobles was formed to advise the king. The council eventually
developed into Parliament. In the later years of the Middle Ages, kings could do very little without Parliaments support. The countries outside of England
changed very little as monarchies exercised limitless power. Conflicts between European countries continued to boil over disputed inheritance of thrones.
One such conflict occurred when the king of France died without a son to claim the throne. The disputed throne pitted French and English interests against
each other leading to a prolonged struggle known as the Hundred Years War. The effects of the Hundred Years War continued to change the political
landscape of Europe. In England, Parliament’s power grew as the English kings turned to them repeatedly to ask for funding to pay for the war. In France,
the king gained power as fighting off against English invasions strengthened the bonds between the king and nobles.
Wide spread diseases known as the Black Death swept across Europe eventually killing nearly a third of Europe’s population. The severe drop in population
changed the social landscape of Europe. Thousands of villages disappeared as survivors moved on to escape death or to find stable populations. Surviving
peasants found that their skills were in high demand and were now able to demand wages for their labor. Once they were able to save some money many
peasants moved to the cities to find new opportunities. The shift in population as a result of high death rates and migration killed off the manor systems as
they were no longer able to support themselves without a healthy peasant population to provide labor in addition to knights being paid in wages rather than
fiefs.
Europeans began to question practices and teachings of the Church. Some challenged the intentions of clergy who focused more on money and land than
teaching the word of God. Speaking against the Church was an act of heresy. Heretics were punished harshly by Church officials with sentences of fines,
prison, and at times death. Groups of Muslims known as the Moors were prosecuted in Spain during the Reconquista to capture lands held by Moors. A
strong Spanish kingdom developed following the Reconquista in Spain. The Spanish Monarchs King Ferdinand and Queen Isabella wanted only Christians in
their land and instituted the Spanish Inquisition to locate and punish followers of the Muslim and Jewish faiths.
Textbook pages 520-553 can provide information to develop foundational understandings of the later Middle Ages. Also see the resource section of this
guide for supplemental resources to provide deeper understandings.
References
Colorado Department of Education. (2010). Colorado Academic Standards: Social Studies. CO: CDE.
Crabtree, C. (1992). Lessons from history: essential understandings and historical perspectives students should acquire. Los Angeles, CA: University of
California, National Center for History in the Schools.
Mandell, N., & Malone, B. (2007). Thinking like a historian: Rethinking history instruction: A framework to enhance and improve teaching and learning.
Madison, WI: Wisconsin Historical Society Press.
Schmoker, M. J. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.