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 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Social Studies Grade 7– 1st Quarter Days: Essential Questions: How did the Greeks/Romans impact modern day society? How does the historical, cultural, religious, and geographical context of a group of people influence perspective? How does geography shape history, specialization, interdependence, and trade? What is democracy and how is it different from other forms of government? Strand History Government Geography Economics Topic Historical Thinking and
Skills
Early Civilizations
Spatial Thinking and
Skills
Human Systems
Civic Participation and
Skills
Common Core Standard Statement 1: Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. 2: The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art/architecture, literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. 12. Maps and other geographic representations can be used to trace the development of human settlement over time. 13: Geographic factors promote or impede the movement of people, products and ideas. 16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues. 17. Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments. 20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence. Roles and Systems of
Government
Scarcity Clear Learning Targets .I can identify the cultural, religious, and geographical context that influences perspective. § I can understand multiple perspectives that individuals or groups may have in history. § I can analyze the ways in which historical events are shaped by geography by using modern and historical maps and other geographic tools. • I can describe Greek democracy. • I can analyze why the Greeks traded with other groups of people. • I can identify elements in modern day society that are the result of the Greek/Roman impact on civilization. • I can create a written record on a historic event as though I were alive during the time period. • I can create advertisements on historic events, inventions and people • I can compare a direct and a representative democracy. • I can evaluate how productive resources in a region contribute to trade, §
Vocabulary Primary Source Mythology Secondary Source Fables Perspective Architecture Evaluate Philosophy Norms Dictatorship Values Monarchy Culture Republic Resources Citizen Region Religion Geography Trade Landforms Climate Trade Routes Natural Resources Geographic Factors Direct Democracy 1 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 specialization, and inter-­‐dependence. Representative Democracy Resources Simple Solutions: Level 7 Social Studies Study Island Discovery Education Holt: World History Ch. 8, 9, 10 Additional Resources Lesson Plan: Location, Location, Location http://dnet01.ode.state.oh.us/IMS.ItemDetails/LessonDetail.aspx?id=0907f84c805
32a37 Using Geography to Learn About History http://www.nationalgeographic.com/xpeditions/lessons/17/g912/greece.html Cafe Conversations http://www.facinghistory.org/resources/strategies/caf%C3%A9-­‐conversations Lesson Plan: To Be or Not to Be Democratic http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531
388 Assessments “Quick Write:” Given a primary and secondary source, identify each. Then, write a short narrative about each from a perspective different than your own. Brainstorm: The students use maps to study trade routes and transportation networks of the Greeks, Romans Group Debate: Students in small groups debate different sides of a historical topic, (Greeks/Persians) Neutral member takes notes and summarizes. Write a journal on the opposite view debated. Exit Ticket: Write 2 ideas that make democracy different from other forms of government. 1st Quarter (9 Weeks) District Short Cycle Assessment 2 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Social Studies Grade 7– 2nd Quarter Days: Essential Questions: How did the Romans impact modern day society? How does the cultural, religious, and geographical context of a group of people influence perspective? How does geography shape history, specialization, interdependence, and trade? What is republic and how is it different from other forms of government? How did the Germanic invasions help break up the Roman Empire and set the stage for the development of feudal and manorial systems? How did Christianity and the Crusades impact Europe? Strand History Government Geography Economics Topic Historical Thinking and
Skills
Early Civilizations
Feudalism and
Transitions
Spatial Thinking and
Skills
Human Systems
Civic Participation and
Skills
Roles and Systems of
Government
Scarcity Common Core Standard Statement 1: Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. 2: The civilizations that developed in Greece and Rome had an enduring impact on later civilizations. This legacy includes governance and law, engineering and technology, art/architecture, literature and history. The Roman Empire also played an instrumental role in the spread of Christianity. 3. Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks. 5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean
after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim
conquests, Crusades and trade, influencing the European Renaissance.
12. Maps and other geographic representations can be used to trace the development of human settlement over time.
13: Geographic factors promote or impede the movement of people, products and ideas.
14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.
17. Greek democracy and the Roman Republic were radical departures from monarchy and theocracy, influencing the structure and function of modern democratic governments.
20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
Clear Learning Targets .I can identify the cultural, religious, and geographical context that influences perspective. § I can understand multiple perspectives that individuals or groups may have in history. § I can analyze the ways in which historical events are shaped by geography by using modern and historical maps and other geographic tools. • I can describe Greek democracy. • I can analyze why the Romans traded with other groups of people. • I can identify elements in modern day society that are the result of the §
Vocabulary Impede Promote Geographic Factors Colonize Explore Silk Road Technology Christianity Islam 3 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 •
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Roman impact on civilization. I can create a written record on a historic event as though I were alive during the time period. I can create advertisements on historic events, inventions and people I can evaluate how productive resources in a region contribute to trade, specialization, and inter-­‐dependence. I can describe how Christianity spread along the Roman roads. I can select examples of improvement in Roman transportation and technology. I can explain how the Romans/Muslims/Crusades facilitated cultural diffusion. I can analyze how the Roman Republic has influenced the U.S. gov’t. I can describe why the Roman Empire fell. I can describe Feudalism. I can analyze the role of the Crusades and trade in spreading Muslim culture. Resources Simple Solutions: Level 7 Social Studies Study Island Discovery Education Holt: World History Ch. 10,11 Culture Diffusion Transportation Communication Facilitated Products Perspective Context Contemporary Ethnicity Historical Election Officials Civic Duty Separation of Power Constitution Tripartite Barter Monetary Economy Byzantine Empire Constantinople Feudalism Knights Vassals Manor Manor System Serfs Chivalry Islam Crusades Additional Resources The Roman Empire: In the First Century http://www.pbs.org/empires/romans/educators/lesson7.html Lesson Plan: Geography Matters in History http://www.nationalgeographic.com/xpeditions/lessons/17/g68/history.html The Fall of Rome http://library.thinkquest.org/26907/fall.htm Feudalism and the Feudal Relationship http://www.historyguide.org/ancient/lecture21b.html 4 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Assessments “Quick Write:” Given a primary and secondary source, identify each. Then, write a short narrative about each from a perspective different than your own. Brainstorm: The students use maps to study trade routes and transportation networks of the Romans, Muslims Group Debate: Students in small groups debate different sides of a historical topic, (Christians, Mulsims) Neutral member takes notes and summarizes. Write a journal on the opposite view debated. Exit Ticket: Write 2 ideas that make a republic different from other forms of government. Students create advertisements on historic events, inventions and people (e.g., Islamic medicine, Roman architecture, Greek or Roman gods and goddesses [Apollo, Aphrodite, Poseidon], democracy [voting], Olympics “Quick Write:” How did transportation or technology facilitate cultural diffusion? (Christianity) Role-­‐play: Students will play different characters such as; Christian apostle, Roman soldier, citizen in Roman province. They will demonstrate an understanding of how Christianity spread, using the perspectives of the various people involved. Polished Write: Discuss the impact of the Roman Republic on the U.S. Exit Ticket: Identify at least 3 specific Roman achievements that influenced later civilizations. Role Play: Create a feudal-­‐manor recreation role play. Using a variety of social classes, assign students to be members of a particular social class. Provide students with a problem to solve within feudal manor life. 2nd Quarter (9 Weeks) District Short Cycle Assessment 5 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Social Studies Grade 7– 3rd Quarter Days: Essential Questions: How did the Crusades/ Islamic empires facilitate cultural diffusion? How did Islamic/W. African/Chinese achievements spread? What was the impact of the Silk Road on various cultures? How did the empires in Africa (Ghana, Mali and Songhai) and Asia (Byzantine, Ottoman, Mughal and China) grow as commercial and cultural centers along trade routes? What is the trans-­‐Saharan slave trade and explain the effects on West/Central Africa and the receiving societies? How do geographic factors promote or impede the movement of people, products and ideas. How did trade routes connecting Africa, Europe and Asia foster the spread of technology and major world religions? How does the variability in the distribution of productive resources in the various regions of the world contribute to specialization, trade and interdependence?
Strand History Government Geography Economics Topic Historical Thinking and
Skills
Feudalism and
Transitions
First Global Age
Spatial Thinking and
Skills
Human Systems
Civic Participation and
Skills
Scarcity
Markets Common Core Standard Statement 1: Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. 3. Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. Later invasions helped establish Mongol dominance in central Asia and led to the destruction of the Byzantine Empire by the Turks. 4. Mongol influence led to unified states in China and Korea, but the Mongol failure to conquer Japan allowed a feudal system to persist. 5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean
after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim
conquests, Crusades and trade, influencing the European Renaissance.
8. Empires in Africa (Ghana, Mali and Songhai) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes.
9. The advent of the trans-­‐Saharan slave trade had profound effects on both West and Central Africa and the receiving societies.
12. Maps and other geographic representations can be used to trace the development of human settlement over time.
13: Geographic factors promote or impede the movement of people, products and ideas.
14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.
20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
6 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Clear Learning Targets .I can identify the cultural, religious, and geographical context that influences perspective. § I can understand multiple perspectives that individuals or groups may have in history. § I can analyze the ways in which historical events are shaped by geography by using modern and historical maps and other geographic tools. • I can create a written record on a historic event as though I were alive during the time period. • I can create advertisements on historic events, inventions and people • I can evaluate how productive resources in a region contribute to trade, specialization, and inter-­‐dependence. • I can analyze the role of the Crusades and trade in spreading Muslim culture. • I can identify 5 achievements of Islamic empires that made an impact on other cultures. • I can explain how Muslims facilitated cultural diffusion. • I can describe how Islamic achievements spread by way of trade routes. • I can describe how Chinese achievements spread by way of the Silk Road. • I can describe the impact of the Silk Road on various cultures and civilizations. • I can analyze why the Mongols traded with other groups of people. • I can evaluate how productive resources in a region contribute to trade, specialization, and inter-­‐dependence. • I can explain why bartering is an ineffective method of trade. • I can analyze how market exchanges encouraged specialization • I can identify the consequences of the Mongol influence on Asian territory • I can compare the failures and accomplishments of the Mongols. • I can analyze how the Mongols influenced the civilizations of China and Japan. • I can describe how West African resources spread by way of trade routes. • I can analyze why the West Africans traded with other groups of people. • I can compare the West African empires. • I can describe the trading center of Timbuktu. • I can analyze how the (African/ Asian) empires grew as commercial and cultural centers. • I can evaluate the effects of slavery. •
Vocabulary Silk Road Islam Caravans Ottoman Turks Culture Diffusion Transportation Communication Facilitated Products Perspective Ethnicity Barter Monetary Economy Natural Resources Capital Inter-­‐dependence Goods Specialization Region Distribution Markets Market Exchange Mongols Khyber Pass Astronomy Pharmacology Transportation Network Silent Barter Mali Ghana Songhai Timbuktu Commercial Center Cultural Center Scholars 7 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 •
I can compare the Trans-­‐Saharan Slave Trade to the Trans-­‐Atlantic Slave Trade.. Slavery Indentured Servants Trans-­‐Saharan Slave Trade Trans-­‐Atlantic Slave Trade Rationale Additional Resources Resources Simple Solutions: Level 7 Social Studies Study Island Discovery Education Holt: World History Ch. Lesson Plan: Geography Matters in History http://www.nationalgeographic.com/xpeditions/lessons/17/g68/history.html Silk Road: Spreading Ideas and Innovations http://asiasociety.org/countries-­‐history/trade-­‐exchange/silk-­‐road-­‐spreading-­‐
ideas-­‐and-­‐innovations Lesson Plan: Effects of the Silk Road http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531
897 Mongol Empire http://www.globaled.org/nyworld/materials/mongol/index.html Lesson Plan: Japan: Feudalism http://www.globaled.org/japanproject/lessons/lesson03_3.php Lesson Plan: Artistic Exchange: Europe and the Islamic World http://www.cie.org/artistic-­‐exchange-­‐europe-­‐and-­‐the-­‐islamic-­‐world Trekking to Timbuktu: Trade in Ancient West Africa http://edsitement.neh.gov/lesson-­‐plan/lesson-­‐2-­‐trekking-­‐timbuktu-­‐trade-­‐ancient-­‐
west-­‐africa-­‐student-­‐version West African Kingdoms http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_section4.s
html Lesson Plan: A Golden Age: Three West African Empires http://dnet01.ode.state.oh.us/ims.itemdetails/lessondetail.aspx?id=0907f84c80531
3f9 Assessments “Quick Write:” Given a primary and secondary source, identify each. Then, write a short narrative about each from a perspective different than your own. Brainstorm: Given a map, displaying geographic factors, student will identify two factors and list one way each impedes or promotes movement. The students use maps to study trade routes and transportation networks of the Mongols, West Africans, Muslims etc. Brainstorm how these routes and networks connect various cultures. Group Debate: Students in small groups debate different sides of a historical topic, (Mongols/Chinese, Slaves/Southern Slave Owners). 8 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Neutral member takes notes and summarizes. Write a journal on the opposite view debated. Exit Ticket: Write 2 ideas that make W. African culture different than other cultures. Students create advertisements on historic events, inventions and people (e.g., Islamic medicine, Silk Road, Timbuktu) “Quick Write:” How did transportation or technology facilitate cultural diffusion? (Islam, Buddhism, Arabic, Chinese advancements) Role-­‐play: Students will play different characters such as; Mongol leader, Marco Polo, Chinese citizen. They will demonstrate an understanding of how technology and ideas spread, using the perspectives of the various people involved. Graphic Organizer: Have students use a graphic organizer to compare the natural resources of various groups (Chines/Mongols, W. Africans, Muslims, Chinese, Europeans), and identify the economic reasons for trade. Skit: In a large group (e.g., whole class), conduct an experiential learning bartering activity. Assign one empire (Mongols, Mali, Muslims, one of the European empires) to each group of students and role play trade of items (e.g., salt, gold, silk, wood). Summary: Student will identify two consequences of the Mongol influence on Asian territory. Graphic Organizer: Have students use a graphic organizer to compare the accomplishments and failures of the Mongols. “Quick Draw:” or “Quick Write:” Illustrate or write how Islamic achievements were introduced to Western Europe. Index Card Summaries / Questions: Side 1 – Based on the topic, list a big idea that you understand and word it as a summary statement. Side 2 – Identify something about the topic that you do not yet fully understand and word it as a statement or question. Develop a comprehensive map of the Salt Trade focusing on the rise of Kings and Empires. Do the same for the Silk Road using Marco Polo’s notebook as a guide. Have students participate in a silent barter in the model of West African Trading Kingdoms. Web or Concept Map: http://www. graphic.org/ concept.html Students create concept map comparing and connecting trading centers in African and Asia Journal Entry: Explain the impact of slavery on African culture/ European empires. Analogy Prompt: Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like ________ because ______. 3rd Quarter (9 Weeks) District Short Cycle Assessment 9 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Social Studies Grade 7– 4th Quarter Days: Essential Questions: How do geographic factors promote or impede the movement of people, products and ideas. How did trade routes connecting Africa, Europe, the Americas foster the spread of products and ideas? How does the variability in the distribution of productive resources in the various regions of the world contribute to specialization, trade and interdependence? What is the Renaissance and how did impact Europe? How are the ideas/products of the Renaissance connected to the Reformation? What are the causes and effects of the Trans-­‐
Atlantic slave trade? How did exploration/colonization change Europe, Africa, and the Americas? How did the Columbian Exchange reshape European and American societies? Strand History Government Geography Economics Topic Common Core Standard Statement Historical Thinking and
Skills
1: Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values. Feudalism and
Transitions
5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean
after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim
conquests, Crusades and trade, influencing the European Renaissance.
First Global Age
6. The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes. Spatial Thinking and
Skills
7. The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church. Human Systems
10. European economic and cultural influence dramatically increased through explorations, conquests and colonization. Civic Participation and
Skills
11. The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) between previously unconnected parts of the world reshaped societies in ways still evident today.
Economic Decision
Making and Skills
12. Maps and other geographic representations can be used to trace the development of human settlement over time.
13: Geographic factors promote or impede the movement of people, products and ideas.
14. Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
Scarcity
Markets 15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.
16. The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues.
10 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 19. Individuals, governments and businesses must analyze costs and benefits when making economic decisions. A cost-­‐
benefit analysis consists of
20. The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
21. The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.
Clear Learning Targets .I can identify the cultural, religious, and geographical context that influences perspective. § I can understand multiple perspectives that individuals or groups may have in history. § I can analyze the ways in which historical events are shaped by geography by using modern and historical maps and other geographic tools. • I can create a written record on a historic event as though I were alive during the time period. • I can create advertisements on historic events, inventions and people • I can evaluate how productive resources in a region contribute to trade, specialization, and inter-­‐dependence. • I can analyze how market exchanges encouraged specialization • I can evaluate the effects of slavery. • I can describe how ideas of the Renaissance spread by way of trade routes. • I can analyze the importance of the printing press. • I can select examples of improvement in European transportation and technology. • I can explain how they have facilitated cultural diffusion • I can describe the importance of the Crusades, Feudalism, Black Death, Magna Carta concerning the consolidation of power. • I can describe how nation states (England, France, Spain) emerged. • I can explain why one must analyze cost and benefits when making economic decisions. • I can describe the potential costs and benefits of an action. • I can explain the ideas of the Renaissance. • I can analyze how the Renaissance ideas led to (cultural, scientific, social) changes • I can describe the Protestant Reformation. •
Vocabulary Monetary Capital Inter-­‐dependence Goods Specialization Distribution Markets Market Exchange Slavery Indentured Servants Trans-­‐Saharan Slave Trade Trans-­‐Atlantic Slave Trade Rationale Renaissance Humanism Christian Humanism Printing Press Reformation Protestants Indulgences Doctrines Nation States Centralized Government consolidation Spain England France Portugal Netherlands 11 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 •
I can compare the Protestant faith with the Catholic faith. •
I can analyze how the Reformation resulted in the decline of the political power of the Roman Catholic Church. •
I can identify the groups of people that were impacted by European exploration and colonization. I can evaluate how European conquest and colonization changed American, African, and European culture. I can identify the plant and animal life that was exchanged between the Americas, Africa, and Asia. I can evaluate how the Columbian Exchange reshaped societies. •
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. Resources Simple Solutions: Level 7 Social Studies Study Island Discovery Education Holt: World History Ch. Magna Carta Costs Benefits Cost-­‐Benefit Analysis Catholic Reformation Martin Luther Denominations Lutheran Capitalism Market Economy Mercantilism Triangular Trade Caravels Exploration Colonization Conquest Circumnavigate Conquistadores Encomienda System Charter Plantation Columbian Exchange Imports Exports Producers Consumers Additional Resources Lesson Plan: Geography Matters in History http://www.nationalgeographic.com/xpeditions/lessons/17/g68/history.html The PBS teachers’ website has a lesson on Slave Kingdoms that can be adapted with a narrower focus on African slavery, located at http://www.pbs.org/teachers/connect/resources/1642/preview/. Renaissance: What Inspired This Age of Balance and Order? http://www.learner.org/interactives/renaissance/ Magna Carta: Cornerstone of the U.S. Constitution http://edsitement.neh.gov/lesson-­‐plan/magna-­‐carta-­‐cornerstone-­‐us-­‐constitution Columbian Exchange http://daphne.palomar.edu/scrout/colexc.htm 12 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Assessments “Quick Write:” Given a primary and secondary source, identify each. Then, write a short narrative about each from a perspective different than your own. Brainstorm: Given a map, displaying geographic factors, student will identify two factors and list one way each impedes or promotes movement. Web or Concept Map: http://www. graphic.org/ concept.html Students create concept map comparing and connecting trading centers in African Europe, Americas and Asia Journal Entry: Explain the impact of slavery on African culture/ European empires. Analogy Prompt: Periodically, present students with an analogy prompt: (A designated concept, principle, or process) is like ________ because ______. Advertisement /Newspaper Editorial: Explain the Renaissance. Create a PowerPoint presentation or Google Map multimedia tour of the Renaissance. “Quick Write:” How did transportation or technology facilitate cultural diffusion? (Christianity, Protestant Reformation, Exploration,) Group Debate: Students in small groups debate different sides of a historical topic, (Catholics/Protestants). Neutral member takes notes and summarizes. Write a journal on the views debated. Timeline: Keep track of events leading up to the emergence of nation states. (Feudalism, Black Death, Crusades, Magna Carta, Renaissance) Graphic Organizer: Have students use a graphic organizer to compare the economic costs and benefits for the exploration and colonization among the European countries. Exit Ticket: Identify at least 3 causes and 3 effects for the Protestant Reformation. Diagram: Compare the Protestant faith with the Roman Catholic faith. Students create a written record (e.g., diary, news article, drawing, mural) on a historic event (e.g., European exploration, conquest, colonization) as if the student was alive during the time period. Brainstorm: The students use maps to study trade routes and transportation networks of the European explorers/ European empires. Brainstorm how these routes and networks connect various cultures. Role-­‐play: Students will play different characters such as; colonists, King of England, Native American, African slave, slave trader. They will demonstrate an understanding of how technology and ideas spread, using the perspectives of the various people involved. Group Debate: Students in small groups debate different sides of a historical topic, (European Conquering/Colonization of the Americas). Neutral member takes notes and summarizes. Write a journal on the views debated. 13 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 Classroom Skit: Assign the following roles to students; England, Spain, African Slave, Native American, Colonist. Have students explain their perception of the European exploration and colonization. Graphic Organizer: Have students use a graphic organizer to compare the economic costs and benefits for the exploration and colonization among the European countries. Skit: In a large group (e.g., whole class), conduct an experiential learning bartering activity. Assign one empire (Africans, Native Americans, Colonists, England) to each group of students and role play trade of items (e.g., slaves). Advertisement /Newspaper Editorial: Write a persuasive article or create a drawing that convinces others why European conquest and colonization is positive/negative. Have students form groups and assign them to investigate a particular European monarch who consolidated power into a nation state at the end of the Feudal period. Tell them to identify how the monarch gained and consolidated power and identify the characteristics of the country (e.g., language, culture, religion). Have students examine the succession of power after the death of the monarch, create visuals (e.g., map of the nation, nation’s emblems) and make presentations (e.g., orally, magazine article, news program). 4th Quarter (9 Weeks) District Short Cycle Assessment 14 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards: Social Studies Grade 7 15