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TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
TRENTON PUBLIC SCHOOLS:
CURRICULUM GUIDE FOR: EIGHTH GRADE
Course Description
In Eighth Grade, students will continue their examination of ancient and medieval world history. Topics such as
Rome, the origins and growth of Christianity and Islam, the Byzantines, the Dark Ages, the Crusades and the
Mongols will be thoroughly discussed and analyzed.
The content of the Eighth Grade curriculum is divided into four units of study. The course integrates a variety of
materials such as media, technology, role-playing, and meaningful literature, as well as a range of teaching methods.
Differentiated instruction, technology driven lessons, and a combination of individual and group work will prepare
students to become successful members of their ever-changing community and country.
The following curriculum is aligned with the 2009 New Jersey Core Curriculum Standards (6.2 World History), 21st
Century Life & Career Skills, and the National Common Core Standards for English Language Arts and Literacy in
History/Social Studies.
Pacing Guide
Pacing
# of
Days
Unit
Unit Name
Schedule
1
Ancient Rome
MP1
44
2
The Medieval World Part 1
MP2
44
3
The Medieval World Part 2
MP3
44
4
The Medieval World Part 3
MP4
44
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 1: Ancient Rome
Pacing: MP 1
th
Content Area/Course: 8 Grade/World History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit
6.2.8.A.3.a
6.2.8.A.3.b
6.2.8. A.3.c
6.2.8.A.3.e
6.2.8. B.3.a
6.2.8.C.3.a
6.2.8. C.3.b
6.2.8.C.3.c
6.2.8.D.3.a
6.2.8.D.3.c
6.2.8.D.3.d
6.2.8.D.3.e
6.2.8.D.3.f
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.5
RH.6-8.7
RH.6-8.8
RH.6-8.9
RH.6-8.10
Compare and contrast the methods (i.e. autocratic rule, philosophies, and bureaucratic structures; communication
and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding
empires
Compare and contrast the rights and responsibilities of free men, women, slaves and foreigners in the political,
economic, and social structures of classical civilizations
Determine the foundational concepts and principal of Athenian democracy and the Roman Republic that later
influenced the development of the United States constitution
Compare and contrast the American legal system and the legal systems of classical civilizations, and determines
the extent to which the early systems influenced the current legal systems
Determine how geography and the availability of natural resources influenced the development of the political,
economic, and cultural systems of each of the classical civilizations and provided motivation for expansion
Analyze the impact of expanding land and trade routes through the Mediterranean basin, India, and China
Explain how the development of uniform system of exchange facilitated trade in classical civilizations
Explain how classical civilizations use technology and innovation to enhance agricultural/ manufacturing output
and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of
labor
Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality
Determine common factors that contributed to the decline and fall of the Roman Empire, Gutpa India, and Han
China
Compare the Golden ages of Greece, Rome, India and China, and justify the major achievements that represent
world legacies
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e.
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and the
responses to the current challenges of globalizations
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical
societies
Cite specific textual evidence to support analysis of primary and secondary sources.
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.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic
By the end of grade 8 read and comprehends history/social studies texts in the grades 6–8 text complexity band
independently and proficiently.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Essential Questions
1.
How did the Etruscans and Greeks influence the
Enduring Understandings
•
development of Rome?
2.
What were the characteristics of the Roman Republic and
Tiber River on the Italian Peninsula
•
how did they change over time?
3.
Did the benefits of Roman expansion outweigh the costs?
4.
How did wealth affect daily life in the Roman Empire?
5.
How did the Jews respond to Roman rule?
6.
Why were the life and death of Jesus of Nazareth
important to his followers?
7.
The Romans overthrew the Etruscans and created a
Republic, which lasted for about 500 years
•
The Roman Republic expanded, often at great cost, and
eventually became an empire that lasted 500 years
•
Rome was a thriving capital and life in the empire varied
depending on wealth and social status
•
How did early Christianity spread throughout the Roman
Empire?
Rome was founded by the Latins who settled near the
Rome’s contributions in the area of architecture and
technology identified them as “master builders”.
•
Christianity originated in Judea, was able to spread across
8.
How did Christianity change over time?
the Roman Empire with mass appeal, eventually becoming
9.
How are Christians’ lives shaped by the beliefs and
the world’s largest religion with many denominations
practices of Christianity?
•
10. What factors contributed to the fall of Rome?
Rome declined because of internal weakness and external
invasions, but left a lasting legacy for future civilizations
11. To what extent does Ancient Rome influence us today?
Unit Content:
Cover in This Approximate Order:
1.
Geography of Italy and Rome
2.
Early Romans and Neighbors
3.
Creation of Roman Republic
4.
Roman Expansion
5.
Julius Caesar, Triumvirate
6.
Pax Romana, Other Noteworthy Emperors
7.
Daily Life
8.
Roman Culture
9.
Citizen of Rome Journal
Unit Skills
•
•
•
•
10. Origins and Spread of Christianity
•
11. Core Beliefs of Christianity
•
12. Fall of Rome
13. Legacy
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
• Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
Performance Task & Criteria:
Citizen of Rome Journal Project:
•
Using notes and additional research, students will create journals describing the life of an ancient Roman resident.
Students will write the journal in the first person - thinking like that Roman, describing what life is like. Students must
remain balanced between being creative and demonstrating expertise in Ancient Rome.
•
The journal will have 2 entries, each of which revolve around a major event in Roman history. Students can select 2 from
the following events: (1) the Third Servile War, (2) the Assassination of Julius Caesar, or (3) the End of the Roman
Republic. In each entry, the event must be described in detail as well as exactly how the event affects the life of the
student’s chosen Roman identity. In both entries, knowledge and understanding of daily Roman life must be evident.
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Instructional Activities/Strategies
to enable students
to achieveLearning
desired results:
Stage 3 – Learning
Plan: Student
Objectives:
•
Go over Chronological Order notes with students to clarify BC, AD, BCE, and CE
•
Write a script for the legend about the founding of Rome - Include a list of characters and a setting
•
Draw a pyramid diagram to show the members of the three main Etruscan social classes.
•
Create a web organizer to show Etruscan contributions to the Romans.
•
Diagram each part of the Roman government (include Consuls, Senate, Judges, Assemblies and Tribunes)
•
Read Forms of Republicanism and answer the corresponding questions (Appendix)
•
Read the bio and analyze the painting of Cincinnatus and answer the corresponding questions (Appendix)
•
Imagine life as a well-educated plebian in the early days of the Roman Republic. Write a letter to the Roman Senate
demanding representation and written laws.
•
Read The Twelve Tables of Roman Law and answer the corresponding questions (Appendix)
•
Write a paragraph explaining what part of the Roman Republic can be seen in the US government today
•
Create a chart to show the cause and effects of Roman conquest of Etruscan cities.
•
Develop a chart summarizing the Punic wars - for each, include dates locations of battles and final outcome
•
Read The Battle of Cannae and create a storyboard illustration (Appendix)
•
Draw a diagram to compare Roman agriculture before and after the rise of latifundias
•
Create graphic organizers showing attempts made by reformers to improve conditions in Rome
•
Read the bio and analyze the painting of Cicero and answer the corresponding questions (Appendix)
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
•
Read A Portrait of Julius Caesar and Caesar Crosses the Rubicon and discuss his positive and negative qualities
(Appendix)
•
Read the portion of Shakespeare's Julius Caesar dealing with his assassination and have students present dramatic
readings to the class
•
Read Cleopatra Seduces Antony and discuss their failed attempt to control Rome (Appendix)
•
Create a web organizer to show the achievements of Augustus
•
Draw a diagram to show the effects of the Pax Romana
•
View first 20 minutes from the film Spartacus to gain an understanding of Roman slavery/gladiators
•
Work in pairs to create questions for a game of "Roman Emperor- Who Am I?" and play the game in class
•
Read The Destruction of Pompeii and discuss its similarities to modern day catastrophes (Appendix)
•
View opening scene of Gladiator to gain understanding of Roman expansion/assault on Germanic tribes
•
Draw the Appian Way and other Roman roads on a map. Include names of towns/cities connected
•
Choose from the 5 lessons on Women in Rome provided by the World History For Us All Curriculum and complete as a
class (Appendix)
•
Choose from the 4 lessons on Slavery in Rome provided by the World History For Us All Curriculum and complete as a class
(Appendix)
•
Read Rome Celebrates the Vanquishing of the Jews and discuss the ramifications of the destruction of the 2nd Holy Temple
(Appendix)
•
Read What To Do With the Christians? and discuss the waning popularity of Roman paganism (Appendix)
•
Read the comic The Vision and discuss the significance of the Edict of Milan (Appendix)
•
Diagram changes in the relationship between Christianity & Rome before and after Constantine I
•
Read Dining with Attila the Hun and discuss his legacy in history (Appendix)
•
Draw a diagram to describe important events in the fall of Rome (include dates 378, 410, 455, 476 & 550)
•
Choose from the 3 lessons on Roman Art and Architecture provided by the World History For Us All Curriculum and
complete as a class (Appendix)
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Primary Teacher Textbook (Online):
History Alive! The Ancient World Chapters
•
Microsoft Office Applications
Student Textbook (Class Set):
•
Desktop Computers/Mobile Laptop Carts
History Alive! The Ancient World
•
Online Teacher Bundle: History Alive! The Ancient World
Primary/Secondary Sources:
•
See Social Studies Department Webpage for Comprehensive List of
General Resources
See Appendix
Unit 2: The Medieval World Part I
Pacing: MP 2
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Content Area/Course: 8th Grade/World History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit:
6.2.8.A.4.a
6.2.8.A.4.c
6.2.8.B.4.a
6.2.8.B.4.g
6.2.8.C.4.a
6.2.8.C.4.b
6.2.8.C.4.c
6.2.8.D.4.a
6.2.8.D.4.b
6.2.8.D.4.c
6.2.8.D.4.e
6.2.8.D.4.f
6.2.8. D.4.h
6.2.8.D.4.j
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.7
RH.6-8.9
Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with
diverse populations.
Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta,
parliament, and the development of habeas corpus and an independent judiciary) on modern democratic
thought and institutions.
Explain how geography influenced the development of the political, economic, and cultural centers of each
empire and well as the empires’ relationships with other parts of the world.
Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea
were a source of conflict between civilizations.
Explain the interrelationships among improved agricultural production, population growth, urbanization, and
commercialization.
Analyze how trade, technology, the availability of natural resources, and contact with other civilizations
affected the development of empires in Eurasia and the Americas.
Explain how the development of new business practices and banking systems impacted global trade and the
development of a merchant class.
Explain how contact between nomadic peoples and sedentary populations had both positive and negative
political, economic, and cultural consequences.
Analyze how religion both unified and divided people.
Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact
these hierarchical structures had on the lives of various groups of people
Assess the demographic, economic, and religious impact of the plague on Europe.
Determine which events led to the rise and eventual decline of European feudalism
Determine the extent to which the Byzantine Empire influenced the Islamic World and Western Europe.
Compare the major technological innovations and cultural contributions of the civilizations of this period and
justify which represent enduring legacies.
Cite specific textual evidence to support analysis of primary and secondary sources.
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.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
Analyze the relationship between a primary and secondary source on the same topic.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Essential Questions
•
Enduring Understandings
•
How the Byzantine Empire develop over time? How did
geography shape life in Europe after the fall of Rome?
•
maintaining the Greco Roman legacy.
•
How did Germanic groups build kingdoms in Western
Europe?
•
•
•
•
•
•
How did the Catholic Church influence life in early
Charlemagne united Western Europe when he built an
medieval Europe?
empire reaching across what is now France, Germany,
How did Europeans try to bring order to their society
and parts of Italy
•
Despite being known as the "Dark Ages" a new culture
What is feudalism and how did it affect the people of the
emerged from medieval Europe that set the groundwork
middle ages?
for modern civilization
•
How was the king’s power strengthened and then limited
Early Medieval Europe was an agricultural society that
in medieval England?
assured stability and protection for its people through a
What types of learning and art developed during the
feudal system of responsibilities and the authority of the
Middle Ages?
Catholic Church.
•
How did the Catholic Church affect the lives of Medieval
The Catholic Church played a major role in daily life of
medieval period
Europe?
•
The Byzantine culture and Eastern Orthodox religion
spread to Eastern Europe and Russia.
after the fall of Charlemagne’s empire?
•
The Byzantine Empire developed its own culture while
•
How did the Black Death affect Europe during the late
Increased global contact through trade foster the spread of
the Black Death
Middle Ages?
•
Anti-Semitism was prevalent in Medieval Europe.
Unit Content:
Cover in This Approximate Order:
1.
Byzantine Empire
2.
The Dark Ages
3.
Vikings
4.
Christian Church
5.
Feudalism
6.
Charlemagne and Holy Roman Empire
7.
Medieval Britain
8.
Medieval Life
9.
Medieval Architecture
10. Black Death
Unit Skills
•
•
•
•
•
•
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
• Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
Suggested Performance Task & Criteria:
Quest for the Grail Project:
•
Unfortunately, no journal describing the Quest for the Holy Grail has ever been found. Your job is to create a journal to
tell the story of one knight’s Quest. Your journal must have (1) an introduction describing yourself and the reasons behind
your quest, and (2) a detailed description of one important event from your Quest. You must display your knowledge of
chivalry and medieval life in general.
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Instructional Activities/Strategies
to enable students
to achieveLearning
desired results:
Stage 3 – Learning
Plan: Student
Objectives:
•
Read the comic Theodora and discuss her influence on Justinian and Byzantine politics (Appendix)
•
Complete the project Creating Monuments to Daily Life in Constantinople (Appendix)
•
Create a Venn diagram to compare the cities of Rome and Constantinople
•
Have the class debate the issue of icons in the Byzantine Church and other Christian denominations
•
Write a paragraph explaining the relationship between religion and Byzantine art and architecture.
•
Draw a diagram to show causes/effects of conflicts between Pope in Rome and Patriarch of Constantinople.
•
Create a web organizer to show Byzantine contributions to world civilization.
•
Draw a diagram to show the cause and effects of Clovis' conversion to Christianity.
•
Read The Song of Roland play - use the corresponding teaching guide for activities (Appendix)
•
Debate the following topic: The collapse of Charlemagne's empire was inevitable. Form two teams, one to defend the idea
that collapse was inevitable and one to defend the idea that the collapse could have been prevented. Allow each team time to
research and develop its arguments.
•
Draw a diagram to summarize Charlemagne's political, educational and cultural accomplishments.
•
Draw a diagram to show the cause and effects of Irish isolation from Germanic invasions.
•
Create a Venn diagram to compare the development of Christianity in Ireland and in the Frankish Empire.
•
Read The Rule of Saint Benedict and complete the corresponding Illumination Project (Appendix)
•
Research and draw illustrations of Viking ships or make models of them. Creations should be accompanied by explanations of
ship construction and parts.
•
Create a web organizer to describe geographic features of the Viking homeland.
•
As a class, create a historical account of a medieval village under Viking attack. Have some students take on the role of
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Vikings, who keep records of their voyage and intentions. Others can assume the roles of clergy members, who keep the
official town records. Still others can represent the villagers who records the raid. Have all three groups present their
accounts to the class.
•
Draw a diagram to summarize key dates in Viking history: 900, 911, 954, 978, 1016, 1035, 1040
•
In a paragraph, compare Viking culture before and after the arrival of Christianity in Scandinavia.
•
Write a diary entry describing first impressions of North America from the Viking perspective.
•
Write a list of recommendations of changes to improve government under the system of feudalism.
•
Draw a diagram to show some of the causes of feudalism.
•
Create two columns : Lords & Vassals. Under each, list responsibilities of both. Then write a paragraph explaining why the
relationship between the lords and vassals developed and whether it was a fair one.
•
Work in small groups to create plans for a medieval castle. Research medieval architecture, organize data, write the plans,
and illustrate the finished design on poster board. Then present the finished project to the class, explaining the various
aspects of the castle and your rationale.
•
Draw a diagram to show the steps leading up to knighthood.
•
Write a paragraph explaining the similarities and differences that existed between women in the Middle Ages with the lives of
women today. Write to someone who lived on a European manor.
•
Draw a diagram to show the technological improvements in farming in the Middle Ages.
•
Draw a diagram to show examples of Church powers during the Middle Ages.
•
Research and prepare a report on one of the following: the monks of Cluny, Pope Gregory VII, and the friars. How did the
reformers attempt to change the Church? How successful were they? Read reports to the class.
•
Compare universities in the Middle Ages with universities today using a Venn diagram.
•
As a class, list the steps in joining a medieval guild.
•
Collaborative groups of students view images of the Bayeux Tapestry in order to gather information about the story of the
Battle of Hastings in 1066 between William the Conqueror and Harold, Earl of Wessex. Students note the events depicted by
the tapestry in their own words. In a guided general discussion, students consider the value of primary sources of historical
information, such as this tapestry. The entire Bayeux Tapestry may be viewed online with descriptions of each scene at
www.bayeuxtapestry.org.uk/.
•
As an English newspaper reporter who has just witnessed the Battle of Hastings, create a headline and an account of the
battle. Illustrate your story as well.
•
Read William the Conqueror and the Norman Conquest play (Appendix)
•
Imagine you have gone back in time to England during the late Middle Ages. Write a letter to a friend there explaining what
you think of King John and the new Magna Carta.
•
Read The Magna Carta play and answer the corresponding questions (Appendix)
•
Draw a diagram to show some of the milestones in democracy that took place in medieval England.
•
Create a diagram to summarize the accomplishments of Hugh Capet, Louis VI, Philip II, Louis IX, and Philip IV
•
Choose from the 3 lessons on The Black Death provided by the World History For Us All Curriculum and complete as a
class (Appendix)
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Primary Teacher Textbook (Online):
Suggested Software/Hardware/Websites:
History Alive!
The Medieval World and Beyond
•
Microsoft Office Applications
Student Textbook (Class Set):
•
Desktop Computers/Mobile Laptop Carts
•
Online Teacher Bundle: History Alive! The Medieval World and Beyond
•
See Social Studies Department Webpage for Comprehensive List of
General Resources
History Alive!
The Medieval World and Beyond
Historical Novel:
King Arthur
Primary/Secondary Sources:
See Appendix
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 3: The Medieval World Part 2
Pacing: MP3
th
Content Area/Course: 8 Grade/World History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit:
6.2.8.D.3.e
6.2.8.A.4.a
6.2.8.B.4.d
6.2.8.C.4.e
6.2.8. D.4.a
6.2.8.D.4.b
6.2.8. D.4.d
6.2.8. D.4.f
6.2.8. D.4.h
6.2.8. D.4.i
RH 6-8.1
RH 6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.8
RH.6-8.9
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e.,
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and
their responses to the current challenges of globalization.
Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with
diverse populations.
Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian
trade and fostered the spread of Islam into Africa, Europe, and Asia.
Determine the extent to which interaction between the Islamic world and medieval Europe increased trade,
enhanced technology innovation, and impacted scientific thought and the arts.
Explain how contact between nomadic peoples and sedentary populations had both positive and negative
political, economic, and cultural consequences
Analyze how religion both unified and divided people.
Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of
European political and religious leaders, the crusaders, Jews, Muslims, and traders.
Determine the extent to which the Byzantine Empire influenced the Islamic world and Western Europe.
Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of
learning, and the impact Islam continues to have on African society.
Compare the major technological innovations and cultural contributions of the civilizations of this period and
justify which represent enduring legacies.
Cite specific textual evidence to support analysis of primary and secondary sources.
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
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Essential Questions
•
How does Islam provide guidance to its followers?
•
How did the Arabs spread Islam and create an empire?
•
How did the Arab Empire change after the Umayyads?
•
How did people live and trade in the Islamic world?
•
What are the Muslim contributions to math, science, and
Enduring Understandings
•
trade routes that connected Asia and Africa.
•
Islam spread to many neighboring regions by conquest
and trade
•
The Muslims had many lasting achievements during the
golden age in science and mathematics
the arts?
•
Important cities in the Arabian Peninsula grew up on
•
What role did Islamic culture play in forming the spread
The Crusades changed life in Europe: trade increased,
of Islamic societies?
towns grew, the use of money increased, and the
•
How did the Crusades develop?
learning of the Arab world came to Europe
•
What were the consequences of each crusade and the
•
Crusades as a whole?
•
Nation building in Europe began as feudalism declined
and kings increased their power.
Should the Crusades be considered a positive or
negative event or a combination of both?
Unit Content:
Cover in This Approximate Order:
1. Islam:
•
Origins & Beliefs
•
Expansion
•
European clash
•
Contributions to civilization
•
Islam Letter Writing Project
2. Crusades:
• Causes - Urban II & Clermont
• 1st -4th Crusades, Children’s Crusade
• Impact on Christian, Muslim and Jewish populations in
both Europe and Middle East
• Spread/Mix of cultures and ideas
Unit Skills
•
•
•
•
•
•
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
• Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Stage 2- Assessment
Performance Task & Criteria:
Islam Letter Writing Project:
•
The year is 700 CE. Your name is Ibn Fadlaz. You have been sent by the leader of the Umayyad Caliphate, Abd alMalik, on a diplomatic mission. You are to leave the capital city of Damascus and travel west to Europe. You make
contact with 3 groups, (1) the Vikings in Denmark, (2) the Franks in Gaul, the (3) Byzantines in Constantinople
•
Choose 2 groups to write about. You are instructed to write a letter back to the Caliph Abd al-Malik explaining your
encounter. Your letter should include a description of the group and their way of life, your interactions and exchanges,
including dialogue, and their reactions. The Caliph has three main questions that he would like you to answer. (1) Is the
group open to conversion to Islam or are they hostile to Islam? (2) Would this group be easy to conquer? (3) Is there
anything we as Arabs can learn from them? At the end of each letter, summarize your travel and give a final analysis on
the possible expansion of the Islamic Empire into that part of Europe.
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
Instructional Activities/Strategies
enable students
to achieveLearning
desired results:
Stage 3 – to
Learning
Plan: Student
Objectives
•
Read Muhammad’s Wife Remembers the Prophet and answer the corresponding questions (Appendix)
•
Draw a diagram to describe important events in the rise of Islam (include dates 570, 610, 622, 628).
•
Imagine you are a follower of Muhammad during his lifetime. Create a flier to be put in town to announce the next time
Muhammad would be speaking. Include all information and encourage all people to attend.
•
Compare and contrast how Islam & Christianity emerged by completing a Venn diagram and flow chart Create a poster that
summarizes and illustrates the 5 Pillars of Faith in the Islamic religion.
•
Read The 5 Pillars comic and discuss the details of each pillar (Appendix)
•
Complete the Learning the Form and Function of a Mosque project (Appendix)
•
Complete the illustrated flowchart on the expansion of Islam (Appendix)
•
List reasons that the first hundred years of Abbasids' rule became known as the Golden Age of Islam. Then choose the
reason you think is most important and defend it by writing a paragraph. Share answers as a class.
•
Research and organize a presentation of Arab contributions. Topics: science, mathematics, medicine, philosophy and the
arts. Decide what form the presentation will take and what role each student will take. Make sure students include the impact
of these contributions on their lives.
•
Make a crossword puzzle by using the eastern conquerors of the Arabic Empire. Construct a grid for the puzzle and write
short clues for the conquerors. Exchange and solve each others' puzzles.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
•
Choose from the 4 lessons on Islamic Beliefs and Practices provided by the World History For Us All Curriculum and
complete as a class (Appendix)
•
View the documentary The Crusades: Pilgrims in Arms and discuss as a class
•
View the film Kingdom of Heaven and evaluate its historical inaccuracies as compared to the primary source accounts on
Saladin and the conquest of Jerusalem
•
Debate the following topic in class: Did the Crusades help or hurt western civilization?
•
Create a diagram to show the economic changes that the Crusades brought to Western Europe.
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Primary Teacher Textbook (Online):
History Alive!
The Medieval World and Beyond
Chapters 7-10
Student Textbook (Class Set):
History Alive!
The Medieval World and Beyond
Chapters 7-10
Historical Novel:
Blood Red Horse
Primary/Secondary Sources:
See Appendix
Suggested Software/Hardware/Websites:
•
Microsoft Office Applications
•
Desktop Computers/Mobile Laptop Carts
•
Online Teacher Bundle: History Alive! The Medieval
World and Beyond
•
See Social Studies Department Webpage for
Comprehensive List of General Resources
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit 4 : The Medieval World Part 3
Pacing: MP 4
th
Content Area/Course: 8 Grade/World History
Stage 1- Desired Results: NJCCCS & CCSS Addressed in this Unit
6.2.8.B.4.a
6.2.8.B.4.b
6.2.8.B.4.c
6.2.8.B.4.d
6.2.8.D.4.a
6.2.8.D.4.i
6.2.8.A.3.a
6.2.8.C.3.a
6.2.8.D.3.a
6.2.8.D.3.b
6.2.8.D.3.c
6.2.8.D.3.d
6.2.8.D.3.e
6.2.8.A.4.b
6.2.8.B.4.f
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.7
RH.6-8.9
Explain how geography influenced the development of the political, economic, and cultural centers of each
empire and well as the empires’ relationships with other parts of the world.
Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization,
transportation, communication, and the development of international trade centers.
Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade
and development.
Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade
and fostered the spread of Islam into Africa, Europe, and Asia.
Explain how contact between nomadic peoples and sedentary populations had both positive and negative
political, economic, and cultural consequences.
Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of
learning, and the impact Islam continues to have on African society.
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China.
Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality
Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
Determine common factors that contributed to the decline and fall of the Gupta India, and Han China.
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent
world legacies.
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e.,
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and
their responses to the current challenges of globalization.
Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in
promoting social, economic, and political order
Explain how the geographies of China and Japan influenced their development and their relationship with one
another.
Cite specific textual evidence to support analysis of primary and secondary sources.
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.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Analyze the relationship between a primary and secondary source on the same topic.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Essential Questions
•
Enduring Understandings
How did the landforms, climate, and resources affect the
•
The continent of Africa includes varied kinds of terrain
history of West Africa?
•
Each region in Africa has a different climate and provides
•
Why did areas in Africa become centers of commerce?
•
How did trade routes help to establish powerful city states
different resources for people who live there.
•
within Africa?
•
How did Islam influence the development of Medieval
Ghana, Mali, Songhai and Great Zimbabwe were great
empires within ancient Africa.
•
The Tang dynasty began China’s Golden Age, which
Africa?
increased Chinese territory and Chinese culture and trade
•
How did the Tang dynasty reunify China?
flourished.
•
How did the Song deal with threats from the north?
•
What were the effects of the Mongol invasion and the rise
of the Ming dynasty on China?
•
The Song dynasty expanded the merit system and
promoted the spread of knowledge.
•
The Mongols established a vast empire under the
leadership of Genghis Khan that included China
What internal and external factors shaped Japan's
civilizations?
•
•
•
Chinese inventions such as paper, fireworks, compass,
paper money, and gunpowder have all had a major effect
What characterized Japan's feudal age?
on the world today.
•
Japan’s limited natural resources affected its history
•
Samurai and shoguns took control away from the Japanese
emperor and closed Japan to outsiders.
•
The Japanese developed an economic system of feudalism
in which poor people are legally bound to work for wealthy
landowners.
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Unit Content:
Unit Skills
Cover in This Approximate Order:
1.
Medieval Africa:
•
Axum, East Africa (Swahili)
•
West Africa – Ghana, Mali, Songhai
•
Role of trans-Saharan caravan trade
•
Growth of Islam
2.
Medieval China:
•
Developments during Tang & Song periods
•
Influence of discoveries
•
Mongol Empire – Genghis Khan, Kublai Khan
•
•
•
•
•
•
3.
Medieval Japan:
•
feudal system - shogun
•
Rise of military society, samurai (Bushido)
•
Japanese art (Shikibu's Tale of Genji)
Chronological Thinking
Construct timelines of the events occurring during major
eras.
Explain how major events are related to one another in
time.
Spatial Thinking
Select and use various geographic representations to
compare information about people, places, regions, and
environments.
Use maps and other documents to explain the historical
migration of people, expansion and disintegration of
empires, and growth of economic and political systems
Critical Thinking
Compare and contrast differing interpretations of current
and historical events
Assess the credibility of sources by identifying bias and
prejudice in documents, media, and computer-generated
information.
Presentation Skills
• Select and analyze information from a variety of sources to
present a reasoned argument or position in a written and/or
oral format.
Stage 2- Assessment
Suggested Performance Task & Criteria:
The Trial of the Mongols Project:
•
To this day, the Mongols continue to inspire controversy. Were they bloodthirsty marauders, destroyers of cities, slayers
of innocents? Or were they promoters of trade, supporters of cultural exchange, connectors of East and West? In the
Court of History, the Mongol leaders face indictment on a charge that they were uncivilized conquerors and rulers in the
thirteenth and fourteenth centuries. Each student in the class must act as a lawyer, either for the prosecution or for the
defense. Using the website The Mongols in World History, ( http://afe.easia.columbia.edu/mongols/) have students
research and then prepare a one to two page statement outlining his/her position. Remember, there is no right or wrong
answer. Still, historical evidence must be presented on either side of the argument. As an extension, when done with
the individual student work, have the students re-create an actual mock trial using their position papers. Students can
role play as judges, lawyers, witnesses and jurors.
Other Evidence (Formative & Summative):
Formative:
•
•
•
•
•
Differentiated Interactive Notebook Entries
Student Role-Playing Activities
Teacher Observation
Exit Slips & 3-2-1 Reflections
Quizzes
Summative:
Required:
Common Unit Assessment at end of MP
Suggested:
Teacher-Created Assessment at mid MP
TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE
Instructional Activities/Strategies
enable students
to achieveLearning
desired results:
Stage 3 – to
Learning
Plan: Student
Objectives
•
Read Sundiata: An Epic of Old Mali and answer the corresponding questions (Appendix)
•
Act out a silent barter with a partner using modern objects. Then write a paragraph detailing the level of difficulty met and
why this technique was used in Africa.
•
Divide students into three groups and ask them to pretend they are members of Arab caravans visiting the empires of Ghana,
Mali, and Songhai. Direct them to record their impressions of the journey, including their journey across the Sahara, in the
form of journal entries. Read the entries to the class.
•
Pretend you are an Arab trader. Make a list of the goods you are bringing to trade and the goods you will be trading for.
Which kingdom would you most like to trade with and why? Share your answers with the class.
•
Draw a diagram to summarize the accomplishments of the three great West African kingdoms.
•
Create a web organizer to show the features of Swahili culture.
•
Choose from the 4 lessons on West Africa provided by the World History For Us All Curriculum and complete as a class
(Appendix)
•
Create an illustrated time line describing the conquests of Genghis Khan and the Mongol Empire
•
Choose from the 3 lessons on Mongols provided by the World History For Us All Curriculum and complete as a class
(Appendix)
•
Read the comic Honor – Way of the Samurai and discuss as a class (Appendix)
•
After research, create a poster on the training, armor and code of behavior for Japanese Samurai warrior
•
Read The Pillow Book and answer the corresponding questions (Appendix)
•
Write a comparative essay on European and Japanese feudalism.
Accommodations for ELL and Special Education Students:
See Appendix
Unit Resources
Technology Integration
Suggested Software/Hardware/Websites:
Primary Teacher Textbook (Online):
History Alive!
The Medieval World and Beyond
Chapters 11-21
Student Textbook (Class Set):
History Alive!
The Medieval World and Beyond
Chapters 11-21
Primary/Secondary Sources:
See Appendix
•
Microsoft Office Applications
•
Desktop Computers/Mobile Laptop Carts
•
Online Teacher Bundle: History Alive! The Medieval World and Beyond
•
See Social Studies Department Webpage for Comprehensive List of
General Resources