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Plumsted Township Public Schools Social Studies Program Grade 7 - World History (Pre - 1500) Curriculum PHILOSOPHY: The social studies curriculum fosters a child centered learning environment, which enables students to use knowledge and methods of history, geography, and the social sciences to understand the ideals and realities of past and present societies. Its primary goal is to address the developmental nature of each learner, promote critical thinking skills, make connections across the curriculum, and, address issues at the local, state, national, and international levels, while infusing real life applications to develop students who are lifelong learners. We believe that critical thinking skills, research, writing, cultural appreciation, and geographical skills are vital for all students to obtain. The district advocates courses that provide the student with a variety of activities that will enable him/her to understand and appreciate history as a part of the overall human experience. All courses are aligned to national and New Jersey Core Content Curriculum Standards. OBJECTIVES: The learners will be able to: Synthesize historical content and formulate knowledge as related to social, economic, political, and human change Relate past and present events and evaluate their significance to the modern social system of today Develop an appreciation of cultural differences and develop tolerance Analyze and develop an understanding for the development of human and physical systems over time Construct meaning and apply knowledge of economics within social studies and the real world Use technology as a tool to enhance the implementation of the social studies curriculum Understand the significance of political processes and make authentic judgments to participate in society Apply critical thinking skills to develop and incorporate historical knowledge Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Plumsted Township Public Schools Mission Statement The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society. Plumsted Township Board of Education Herbert Marinari, President Karen Amburgey, Vice President Katherine McCaughey Albert Petroni, III Kathleen Sandford District Administration Dr. Gerald Woehr, Superintendent Jim Edwards CPA, Business Administrator Gerald North, Principal New Egypt High School Lisa Harper, Human Resources Toni Pennell, Assistant Principal New Egypt High School Matt Jennings, Director of Special Services Christine Carlson, Principal New Egypt Middle School Dr. Christopher Tienken, Director of Curriculum and Instruction Jean Morgan, Principal New Egypt Elementary School Thomas Tramaglini, Supervisor of Curriculum and Instruction Lynne Meara, Principal New Egypt Primary School Lead Curriculum Writer Mark Dyba Tom Federici Tom Corby Alicia Frost Sara Boroult Mark Dyba Program Review Committee Donna Westby-Gibson Tracy VanDuyn Jean Petersen Diane Carr Sena Siegler Theresa Russell Tara Rook Patricia Frazier Keith McEvoy 2 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum New Jersey Core Curriculum Content Standards Grades 5 to 8 6.1 Social Studies Skills A. Many Worlds Meet (to 1620) B. Colonization and Settlement (1585-1763) 6.2 Civics A. Civic Life, Politics, and Government C. Revolution and the New Nation (1754-1820) B. American Values and Principles D. Expansion and Reform (1801-1861) C. The Constitution and American Democracy E. Civil War and Reconstruction (1850-1877) D. Citizenship Grade 9 to 12 E. International Education: Global Challenges, A. American History through Reconstruction: Cultures and Connections Foundations of Modern America B. The Industrial Revolution (1870-1900) 6.3 World History C. The Emergence of Modern America (1890-1930) A. The Birth of Civilization to 1000 BCE(BC) D. The Great Depression and World War II (1929B. Early Human Societies to 500 CE (AD) 1945) C. Expanding Zones of Exchange and Interaction to E. Postwar Years (1945-1970) 1400 CE (AD) F. Contemporary America (1968-Present) D. The Age of Global Encounters (1400-1750) E. The Age of revolutionary Change (1750-1914) 6.5 Economics F. The Era of the Great Wars (1914-1945) A. Economic Literacy G. The Modern World (1945-1979) B. Economics and Society H. Looking to the Future (1980-Present) 6.6 Geography 6.4 United States/New Jersey History A. The World in Spatial Terms Grades K to 4 B. Places and Regions A. Family and Community Life C. Physical Systems B. State and Nation D. Human Systems E. Environment and Society 3 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Scope and Sequence 1. Pre-History: The Birth of Civilization to 1000 BC a. The origin of man b. Prehistoric Man c. Migration d. Mesopotamia e. Africa f. China g. Indus River Valley h. Early Mesoamerica 2. The Ancient Period, 1000 BCE to 500 CE (AD); Early Human Societies to 500CE a. World Religions b. Ancient Greece c. Ancient Rome d. Ancient African, Asian and Mesoamerican cultures e. The Spread of Christianity f. Macedonia 3. The Middle Ages, c. 500 to 1400 CD(AD) Expanding Zones of Exchange and Interaction to 1400 CE a. The Early European Empires: The Germanic Tribes b. The Early European Empires: The Nordic Tribes, the Celts, and the Anglo-Saxons c. The Byzantine Empire d. The Development of Islam e. The Rise of Culture in Eastern Slavic Tribes f. The Rise of Western African Empires g. First Century Eastern Asia h. The Feudal Society i. The Catholic Church during the Middle Ages j. The Rise of Trade and New Technology in the Middle Ages k. The Rise of Monarchies in Europe During the 1400’s/1500’s 4. Introduction to the Age of Global Encounters (14001750) a. The Age of Enlightenment and Reason 4 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Topic: Pre-History: The Birth of Civilization to 1000 BC Enduring Understanding: The Learner Will Be Able To: 1. Describe the physical and cultural changes that shaped the earliest human communities as revealed through archeological methods including early hominid development and the migration and adaptation to new environments. 2. Compare and contrast historically significant characteristics of the major ancient civilizations, including Mesopotamia, Egypt, Kush (Nubia), the Yellow River in China, the Indus River Valley and the [Americas] Olmecs in Mesoamerica. Suggested Time Concepts The Learner Will: Explore legends or myths that different cultures have used to explain the origins of man. Identify the significance of science on historical development with regards to the origin of man Review differing religions and beliefs as to their explanation of origination and evaluate progress up to today Synthesize environmental factors and component of physical and human systems to identify simple correlation to the themes of geography The Learner Will: 2. Prehistoric man Essential Question (s): Identify the different uses of dating techniques. Do we have the best means to Describe and critique different primitive tools, determine prehistory? artifacts, and dwellings used by early civilizations. Why is it significant to concentrate and understand the prehistoric Analyze the importance of the acquisition of fire, stages of human development? the construction of a rudimentary language, and the means of obtaining food sources to the construction of an early society. 1. The Origin of Man Essential Question (s): How has man explained his appearance and his relationship to the universe? 6 days 6 days Objectives NJCCCS (CPI) Core Activities 6.3.B.1 6.6.C.1-2 6.6.D.2,6 665.E.1,2,4 6.3.A.1 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 5 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 6 days 6 days 10 days 3. Migration Essential Question (s): Why is migration a viable means of change? What are the factors that led early man’s migration from Africa to the Tigris/Euphrates? 4. Mesopotamia Essential Question (s): How has the development of farming influenced all subsequent civilizations? How was the culture different in Mesopotamia? 5. Africa Essential Question (s): How would the existence of a river influence the development of a civilization? Was African life better than life in other places in the world? Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum The Learner Will: Explore survival and its components Compare and contrast wants and needs and how they correlate to the migration of humans Identify the necessity for food and how to attain it Examine conflicts that resulted over the necessity for food and its implications on survival Determine the importance of resources and how they are attained with the intention of survival Assess the relationship between land and climate The Learner Will: Compare and discriminate the physical and cultural changes that shaped Mesopotamian society Understand the impact of farming Identify the significance of the Fertile Crescent. Analyze the rise and fall of Sumer. Recognize Hammurabi’s effect on society and the lasting effects on the worlds different legal systems Describe how the Mesopotamian civilization contributed to the development of other civilizations. The Learner Will: Compare and discriminate the physical and cultural changes that shaped African society. Breakdown and construct the importance of African society to the development of the modern world Identify the significance of the Nile River region. 6.3.B.1 6.6.C.1-2 6.6.D.2-3,6 6.6.E.1,2,4 6.3.B.2 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 6.3.B.2 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 6 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 6 days 6 days 5 days Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Evaluate the significance of the Pyramids and the Pharaohs on the early Egyptian society. Explore the contributions made by the early and Egyptians. The Learner Will: 6. China Essential Question (s): Compare and discriminate the physical and cultural changes that shaped Chinese society. How has oral tradition through the use of legends and myths Identify the use of legend in regard to the Huang contributed to our understanding Ho River Valley. of early civilizations? Distinguish the importance of the Shang dynasty Was Chinese society different than to the Yellow River Valley. African and Indian society with Construct historical understanding of China and regards to survival systems? its influences on other cultures The Learner Will: 7. Indus River Valley Essential Question (s): Compare and discriminate the physical and How does the depletion of natural cultural changes that shaped Indian society. resources eventually lead to the Recognize the importance of the Harappan decline of a civilization? society Differentiate the difference between life in the Indus River Valley then and today. Analyze the differences between a culture with much information about it (e.g.- the Egyptians) with one that has less known about it ( the Harappans) The Learner Will: 8. Early Mesoamerica Essential Question (s): Compare and discriminate the physical and cultural changes that shaped Mesoamerican How has the establishment of better dating techniques changed society. how scientists and historians view Explain how early Olmec civilization led to the the world? development of Mesoamerican cultures 6.3.B.2 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 6.3.B.2 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 6.3.B.2 6.6.C.1-2 6.6.D.2,6 6.6.E.1,2,4 7 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Topic: The Ancient Period, 1000 BCE to 500 CE (AD); Early Human Societies to 500CE Enduring Understanding: The Learner Will Be Able To: 1. Identify and explain the origins and beliefs of the major world religions, including Judaism and the Ancient Hebrews, Christianity, Confucianism, Hinduism, Buddhism, and Daoism 2. Understand and interpret the growth of Greek democracy and describe the significant contributions of ancient Greece to Western culture. 3. The inter-relationships among the civilizations of the Mediterranean world. 4. Describe the impact of Roman civilization on Mediterranean and western culture. 5. Understand that other important cultures were developing in Asia, Africa and Mesoamerica while the cultures in Ancient Rome and Greece evolved Suggested Time 7 days Concepts Objectives 1. World Religions Essential Question (s): How have the different religions impacted the cultural and political climate of our world? Why is religion so important to so many people? How has religion impacted the physical environment? The Learner Will: Identify the main precepts put forth by each religion and the person/people most responsible for the formulation of said precepts. Define and discuss other religions that developed at the tribal level Generate a connection between contributions to the present day religions in the world Distinguish a general understanding of the different types of religion including: o Judaism and the Ancient Hebrews o Christianity o Confucianism o Hinduism o Buddhism and Daoism Explain how different types of religion relate to a place, region, or country and its culture. Core Activities NJCCCS (CPI) 6.3.C.1 6.6.D.2,5 8 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 10 days 10 days Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Apply knowledge of religions and how they affected the way people lived their lives during this time period. The Learner Will: 2. Ancient Greece Essential Question (s): Explain the development of the Hellenistic Why was the culture and political culture from the early Minoan civilization. of Ancient Greece so influential to Compare and contrast modern government to future civilizations? early Greek civilization. How has the rest of the world Analyze the problems and/or benefits of a citypositively and negatively benefited state system. from Greek civilization? Construct a historical understanding of the Given the way the world is today, Ancient Greek culture and how it still influences could a Greek city-state survive in the world today our geopolitical world today? Design a model of a city-state and identify its components Discuss the origins of the Olympics and its historical development Explain significant Grecian advancements in philosophy, science, and the arts. Diagram political structure within different citystates and critique its successes and failures The Learner Will: 3. Ancient Rome Essential Question (s): Develop a historical understanding of Ancient Rome and its significance within the ancient Was Ancient Rome glorified? world If you were to live in Ancient Rome, how could you change Compare and contrast Ancient Rome culturally, society? politically, economically, and socially with other civilizations of the present day. How did Roman civilization impact many other continents? Compare and contrast Ancient Rome culturally, politically, economically, and socially with other What influence does Ancient 6.3.C.2 6.5.B.3-5 6.3.C.4 6.5.B.3-5 9 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Rome still have on society today? 5 days 6 days 4. Ancient African, Asian and Mesoamerican cultures Essential Question (s): How was culture different in Africa, Asia and Mesoamerican society different than that of the Ancient Greece and Rome? How did warfare help to promote the change of an existing culture? 5. The Spread of Christianity Essential Question (s): Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum civilizations of the ancient period. Categorize the early Roman dynasty into a Republic or an Empire. Explore the influence of technology on the empire and how it was used militarily and culturally Relate the early Roman government to the Greeks as well as to our own. Identify the outreaches of the Roman Empire and how it spread its influences to other civilizations Relate the effect of the Roman civilization to the spread of Christianity. The Learner Will: Define and discriminate the physical and cultural changes that shaped the Assyrian, the Chaldean, the Persian, the Kushite, and the Mayan societies. Explore the meanings of polytheism and pantheism and their significance to human systems Identify a culture given to polytheism and pantheism. Compare and contrast the civilizations given to military endeavors to those that were more steeped in trade. Generate a general understanding of evolution as per military importance and how the use of military was much different than that within the Roman and Greek societies The Learner Will: Identify the facets of the life of Jesus as man and 6.3.C.5 6.6.D.14,6,7 6.3.C.1 6.6.D.1-7 10 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 4 days Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum originator of the Christian faith, and how this What made the spread of influenced the spread of Christianity in other Christianity so successfully? societies Did Christianity lead to superiority Explore the significance of the Bible and how it be some people? was used as a base to social and governmental How did the spread of Christianity development eventually lead to the unification Describe the effect that early Christianity had on of the early European the outlying Asian and European civilizations. civilizations? Analyze the effect of Christianity on the Ancient world Construct a historical understanding of Christianity and distinguish the positive and negative aspects that occur when religions spread. Critique how Christianity was spread and predict whether it could be spread in the same way today. Compile an understanding of how governments found it acceptable to adapt to more Christian societies The Learner Will: 6. Macedonia Essential Question (s): Compare and discriminate the physical and cultural changes that were brought about by the How is it that some civilizations are able to survive outside cultural Macedonian civilization influences? Identify how far reaching the Macedonian Kingdom was. Analyze the Empire of Alexander the Great and explore his significance on the Middle Ages Appraise the influence of Alexander the Great on the Mediterranean world and how he changed the lives of so many Define and discuss the rise and fall of 6.3.C.3 6.6.D.2,5 11 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Alexander’s empire and what elements of cultural diffusion were permanent 12 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Topic: The Middle Ages, c. 500 to 1400 CE (AD) Expanding Zones of Exchange and Interaction to 1400 CE Enduring Understanding: The Learner Will Be Able To: 1. Understand the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including Catholic and Byzantine churches, feudalism, manorialism, the changes that occurred due to the rise of cities, and how technology during this time period affected these changes. 2. Explain the development of Islam as a religion, a political system, and a culture, including scientific and artistic achievements, impact of trade, and conflict with Europe. 3. Describe the importance and impact of increased trade among the societies in Africa, Asia and Europe. 4. Understand the significance of the developing cultures of South and East Asia, including Buddhism, The Golden Age in China, The Mongol Empire and Japan. 5. Analyze the rise of the West African states/Empires of Ghana, Mali and Songhay and compare with changes in Asia, Europe, and the Americas. Suggested Time 5 days Concepts Objectives 1. The Early European Empires: The Germanic Tribes Essential Question (s): Was Charlemagne great? How did the rule of the Early European nations affect the world today? Why did Charlemagne’s attitudes about education and religion help the lower classes establish their identity? The Learner Will: Identify how the rule of Charlemagne and other leaders changed Europe and influenced the rest of the world Differentiate progress in Europe to the rest of the world and identify reasoning for the differences Explore how the time period affects today Compare and discriminate the physical and cultural changes that shaped the early Germanic tribes. Compare the similarity in attitude about warfare between the early Germanic tribes and the Spartans. Explain how the early Germanic tribes helped Core Activities NJCCCS (CPI) 6.3.D.1 6.6.D.2-3,6 13 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 5 days 5 days 2. The Early European Empires: The Nordic Tribes, the Celts, and the Anglo-Saxons. Essential Question (s): Why is the term “The Dark Ages” appropriate for this time period in history on many different levels? How would our country be different if the Vikings, led by Leif Eriksson, had decided to colonize North America when they landed here? 3. The Byzantine Empire Essential Question (s): What are the advantages to having a civilization that contains many different types of people and their cultures? Why is geographic location such an integral component in whether or not a civilization will be successful or not? Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum lead to the taking down of the Roman Empire and open the region to new rule Analyze the reconstruction of a social order that had to take place after the fall of the Roman rule. Identify and develop an understanding of the development of the feudal society The Learner Will: Explain the reasons why the Romans had problems conquering the Celts. Generate ideas about how Christianity traveled to the British Isles. Compare the rule of Charlemagne in mainland Europe to that of Alfred the Great in England. Evaluate the two-class system in England during this time period. Explain what role the Danish Vikings played in the histories of France and England. The Learner Will: Identify the establishment of Constantinople as the ‘Eastern Rome’. Compare and discriminate the physical and cultural changes that shaped the Byzantine Empire. Analyze the effect of the Eastern Orthodox Church on the Byzantine Empire. Criticize the later emperors’ decisions that eventually led to the downfall of the Byzantine Empire. Identify the outreaches of the Byzantine Empire. 6.3.D.1 6.6.C.1-2 14 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 6.3.D.1 6 days 5 days 5 days 4. The Development of Islam Essential Question (s): How was Islam different than other religions? Why is Islam such a popular religion? How has the spread of religion resulted in the establishment of new countries or the expansion of existing borders? 5. The Rise of culture in Eastern Slavic tribes Essential Question (s): How were the early Muscovites able to eventually overtake the Mongols as a result of their diplomacy? 6. The Rise of the Western African Empires Essential Question (s): How can trade keep a country Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum The Learner Will: Explain how the teachings of Muhammad eventually became the tenets of the Islamic faith. Describe the teachings of the Koran, especially emphasizing the 5 Pillars of Faith. Identify the academic and artistic contributions made by the early Arabian civilization. Explore the intricacies of the religion and how it influenced the people Apply the principles of Islam and explore if the religion could have spread to other parts of the world that were heavily ingrained in other religions The Learner Will: Explain how the early Slavs established their communities using the abundant timber resources at their disposal. Summarize how early Rus states developed around the Kiev. Compare and discriminate the physical and cultural changes that shaped the Byzantine Empire. Analyze how the separation between the Rus Church from other Christian churches during the time of the Mongol conquest strengthened the Rus culture. The Learner Will: Identify the physical and cultural changes that shaped the empires of Ghana, Mali, and Sonhai. Describe the commodities that each of these 6.3.D.2 6.5.D.1-3,7 6.6.D.6 6.3.D.4 6.5.B.3-5 6.5.D.1-3,7 6.6.D.6 6.3.D.5 6.5.B.3-5 6.5.D.1-3,7 15 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. from developing enemies? 8 days 6 days 7. First Century Eastern Asia Essential Question (s): The Chinese during the Tang dynasty were able to not only exist, but prosper in a culture with three main religions (or, more appropriately, philosophies). What would that take to be successful? What are the different ways that civilizations have been built (by what monetary means), and do they have the right to undertake these operations? 8. The Feudal Society Essential Question (s): How does the acquisition of land determine lifestyle, both in the Middle Ages as well as today? Why did feudalism not work then, but could still exist in the world today? Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum nations used for trade. Analyze how Mansa Musa’s pilgrimage united the people of his country. Tell how the advent of new technologies in warfare led to the fall of the Shonghai Empire. The Learner Will: Compare and contrast the Buddhist, Confucian, and Tao philosophies. Explain how the philosophy of Confucianism affected the daily ritual of the Chinese during the Tang and Sung dynasties. Explore the lasting effects of the Golden Age of Chine on modern history. Interpret how art reflected the civilization around it during the Tang dynasty. Explain how the building of the Great Wall and other construction projects during the Qin dynasty crippled the dynasty into extinction. The Learner Will: Identify and discuss the meaning and significance of three-tiered system of Feudalism. Explain the circumstances that brought about Feudalism. Devise an understanding of how classes were separated and the feudal societies failed to help the lower tiers of government Interpret the reasons for the fall of feudalism in Europe Construct an explanation of how wealth shifted from the land system to the money system 6.3.D.4 6.5.D.1-3,7 6.6.D.6 6.3.D.1 6.5.B.3-5 65.A.1,3-5,7 6.5.B.1-4,6 6.5.D.1-3,7 6.6.D.2-7 16 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. 7 days 6 days 9. The Catholic Church during the Middle Ages Essential Question (s): How have the Crusades affected the world today? Why did the Crusades fall short of their mark and what can we learn from waging a Holy War? 10. The Rise of Trade and new Technology during the Middle Ages. Essential Question (s): Was trade positive or negative for society during the Middle Ages? How did the breaking away of the burghers threaten the nobility and Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Outline the components that made up the Manor during the Feudal times and the responsibilities of each person located therein. Identify the principles and lifestyle necessary to become a knight. Explore the rise of the merchant in feudal society The Learner Will: Develop a historical understanding of history during the middle ages and how Catholic values dominated European society Examine and discuss the components of the manor system Describe how the Roman Catholic Church influenced life during the Middle Ages. Explore the reasons why the manor system was a perfect outlet for the church and society Tell of the workings of the Inquisition and how it effected how the Church was viewed. Analyze the need for reform in the turn of the century Church. Explain why the Crusades took place the outcomes of the major Crusades. The Learner Will: Analyze how trade affected the rise of towns in Europe during the Middle Ages. Explore how the rise of a trading society encouraged the development of the specialized artisan. Relate the formation of the guilds to the modern day unions. 6.3.D.1 6.5.A.1,35,7 6.5.B.1-4,6 6.5.D.1-3,7 6.6.D.2-7 6.3.D.3 6.5.A.1,35,7 6.5.B.1-4,6 6.5.D.1-3,7 6.6.C.1-2 6.6.D.1-7 17 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. the Church and how did that mindset eventually foster the development of capitalism Was it moral to be a merchant? 11. The Rise of Monarchies in Europe during the 1400/1500’s Essential Question (s): Was the fall of feudalism in Europe a centralization of power to retain order and control by the wealthy? Why is it necessary for a ruler to be accommodating and just in order to survive politically? 6 days Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Identify the cultural changes that took place in Europe during the 1400’s. Illustrate the significance of trade and its differences in the major societies Appraise the importance of money as an advantage over land in the system of wealth How were Asian traders treated in foreign lands as compared to the European traders The Learner Will: Identify the rise of the monarchies as a reaction to the Feudal system. Explain the line of the English monarchy during the Middle Ages. Evaluate how the Magna Carta was the first step towards the establishment of the British Parliament and a more democratic society for England. Critique the Magna Carta and its impact on the medieval world. Compare and contrast the Magna Carta to other historical documents including the declaration of the rights of man, the Seneca falls declaration, and the Declaration of Independence Explore how the tensions between England and France resulted in the Hundred Years’ War and look at how it impacted the rest of Europe at that time. Examine and assess the development of a push to secure foreign lands to attain resources and riches 6.3.D.1 6.5.A.1,3-5 6.5.B.1-4,6 6.6.D.2-7 18 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Topic: The Age of Global Encounters (1400-1750) Enduring Understanding: The Learner Will Be Able To: 1. Understand the significance of the Age of Reason as it signified the change of western society 2. Identify and discuss the purpose of the change in life in the west, and how life became focused on a rebirth of a more open system while other places in the world did not advance 3. Examine and assess major contributions of thinkers during the period and how they influenced the birth of new expeditions that fostered colonies such as the Americas Suggested Time 8 days Concepts 1. The Age of Enlightenment and Reason Essential Question (s): Is reasoning rational government? How had the heavy influences of both the Church and the reigning political powers brought about a reaction from the newly established middle classes? How did the Enlightenment Thinkers influence society during the Age of Reason? Why did many people begin to question how things were and realize a vision of changing things for the better? How did desire change from need to want? Objectives The Learner Will: Relate the weakness of the ruling classes to its eventual demise Interpret the significance of the scientific revolution Explain the some of the Enlightenment thoughts of thinker such as Hobbs, Locke, Voltaire, and Kant and how their philosophies served an impetus to the cause for independence. Interpret how the humanistic movement was expressed in both art and literature. Connect the democratic movement to the Enlightenment Core Activities NJCCCS (CPI) 6.3.E.1 6.5.A.1,3-5 6.5.B.1-4,6 6.5.D.1-5,7 6.6.D.2-7 19 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Social Studies Content Matrix Civics K 1 2 3 4 5 6 7 Civic Life, Politics, and Government American Values and Principles The Constitution and American Democracy Citizenship X International Relations World History Historical Understanding Pre-history The Ancient Period The Middle Ages The Age of Global Encounters The Age of Revolutionary Change The Era of the Great Wars The Modern World K 1 2 3 4 5 8USI 9 USII 10 USIII 11 WH X X X X X X X X X X X X X X 8USI X 9 USII X 10 USIII X 11 WH 6 7 X X X X X X X X X X X X X X X X 20 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Untied States History/New Jersey History Family and community life State and nation Historical understanding Three worlds meet Colonization and settlement Revolution and the new nation Expansion and reform Civil war and reconstruction American history through reconstruction: Foundations of Modern America The Industrial Revolution The emergence of modern America The Great Depression and World War II K 1 2 3 4 5 6 7 8USI 9 USII 10 USIII 11 WH X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 21 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Postwar years Contemporary America Economics K 1 2 3 4 5 Economic Literacy Economics and Society X X X X 6 7 8USI 9 USII 10 USIII 11 WH X X X X X X X X X X X X Personal Financial Management Geography The world in Spatial Terms Places and Regions Physical Systems Human Systems Environment and Society X K 1 2 3 4 5 6 7 8USI 9 USII 10 USIII 11 WH X X X X X X X X X X X X X X X X X X X X X X 22 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Reading Forms Matrix Text K 1 2 3 4 5 6 7 8 Biography/Autobiography X X X Reference/Research X X X Historical Fiction X X X Mystery X X X X X Science Fiction 9/I 10/II 11/III 12/IV X X X X X X X X X X X X Fantasy X X X X X Realistic Fiction X X X X Fairy Tales X X X Folk Tales X X X Myth X X X Play X X X X X X X X X X Poetry X X X X X X X Short Story X X X X X X X Picture Book X X X Novels How To/Technical X X X X X X X X X X General Non-Fiction X X X X X X X X X News Articles/Informational Text X X 23 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum 24 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum Writing Forms Matrix Form K 1 2 3 4 5 6 7 8 9/I 10/II Letter X X X X X Free writing exploration X X X X X Report X X X X Journal X X X X X X X Essay X X X X X X X X X X X Play/Skit 11/III 12/IV X X X X Editorial X X X X Story X X X X X X X Poem X X X X X X X Advertisement X X X X X Review/Critique X X X X X Article X X Speech X X X X X X X How to Sequence X X X X X Narrative X X X X X Expository X X X X X X X Persuasive X X X X X X X X 25 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives. Plumsted Township Public Schools Social Studies Program World History (Grade 7) Curriculum 26 Last Revised: August 2005 *All concepts and objectives (except for the Age of Enlightenment and Reason (Introductory Level)) are mastery learning objectives. All areas in this curriculum are aligned to the New Jersey State Core Curriculum Content Standards **Professional staff will differentiate instruction to ensure students achieve the stated objectives.