Download berkeley heights public schools

BERKELEY HEIGHTS PUBLIC SCHOOLS
BERKELEY HEIGHTS, NEW JERSEY
COLUMBIA MIDDLE SCHOOL
SOCIAL STUDIES DEPARTMENT
7TH GRADE SOCIAL STUDIES
#7000
Curriculum Guide
September 2013
Mrs. Judith Rattner, Superintendent
Mrs. Patricia Qualshie, Assistant Superintendent
Stephen Hopkins, District Supervisor
Developed by: Dawn McGann
Michael Roof
This curriculum may be modified through varying techniques,
strategies, and materials, as per an individual student’s
Individualized Educational Plan (IEP)
Approved by the Berkeley Heights Board of Education
at the regular meeting held on
9/26/13 .
TABLE OF CONTENTS
Page
Vision Statement ......................................................................................................................... 1
Mission Statement....................................................................................................................... 2
Course Proficiencies ................................................................................................................... 3
Course Objectives ........................................................................................................... 3
Student Proficiencies .................................................................................................... 5
Methods of Evaluation .................................................................................................. 6
Course Outline/Student Objectives ...................................................................................... 7
Suggested Materials ................................................................................................................... 12
Resources for Students ................................................................................................ 12
Resources for Teacher.................................................................................................. 13
VISION STATEMENT
The social studies curriculum provides consistent and enriched teaching and learning of content
and skill, throughout high school. The curriculum fosters various skills, such as reading, writing,
research, and critical-thinking. In addition, students should develop a broad understanding, of
historical issues and appropriate content knowledge. Students will participate in activities that
enhance their lives and provide opportunities, to apply this knowledge to new situations. The
ultimate goal is to educate students, to become informed citizens of the global age. The
curriculum is designed to meet the New Jersey Core Curriculum Content Standards, address the
tasks of the High School Proficiency Assessment, and practice skills contained in the Cross
Content Workplace Readiness Standards.
Berkeley Heights Public Schools
1
MISSION STATEMENT
Seventh grade social studies is a survey course that examines world history, from the Roman
Republic through the Age of Exploration. The course will emphasize geography, politics,
economics, social history and culture of the civilizations studied and the impact of the past on
the world today.
Lessons are designed to promote critical-thinking skills and combine traditional emphasis on
developing the formal written essay and public presentations, with student driven exploration
of the past.
Berkeley Heights Public Schools
2
COURSE PROFICIENCIES
COURSE OBJECTIVES
1. Examine the historical development and spread of Roman culture. (6.2/8A3a,b,c,e,
B3a,4a,b,g, C3c, D3a,c,d,4b,c,h; 8.1/2A4,5, B1, D1,2; 8.1/4A2, E2; 8.1/8A5, D3; 9.1/8A1, B1,
C1,2,3, D2, F1)
A.
B.
C.
D.
Discuss the settlement of the Italian peninsula and its early civilizations.
Analyze the rise, development, and decline of the roman Republic.
Analyze the rise, development, and fall of the Roman Empire.
Analyze the rise, development, and fall of the Byzantine Empire.
2. Describe the origins of the Early Middle Ages throughout Europe. (6.2/8A3b,4a, B3a,4a,b,g,
D4b,c; 8.1/2A4, B1. D1; 8.1/4D2, E2; 8.1/8A5, 9.1/8A1, B1, C1,2,3, D2, F1)
A. Discuss the co-mingling of Germanic and Roman culture.
B. Analyze the rise of the Franks.
C. Investigate Viking expansion and its influence or European culture and society.
D. Explore the development of Moscow and Eastern Slav culture.
3. Examine, research, and present the origins, practices, history, god(s)/goddess(es), and
statistical information on the following world religions. (6.2/8D3e,f; 8.1/2A4, B1, D1;
8.1/4A3, D2, E2; 8.1/8A3,5, D3)
A. Judaism
B. Christianity
C. Islam
D. Buddhism
E. Hinduism
F. Taoism
G. Shinto
H. Zoroastrianism
I. Sikhism
J. Confucianism
K. Jainism
4. Describe the societal changes throughout Europe during the Middle Ages. (6.2/8A4a,b,c,
B4a,b,g, C4c,e, D4b,c,d,e,f; 8.1/2A4, B1, D1; 8.1/4A2, D2, E2; 8.1/8A5, D1; 9.1/8A1, B1,
C1,2,3, D2,3, F1)
A. Define feudalism, the lifestyle of the people, and the social hierarchy.
Berkeley Heights Public Schools
3
COURSE PROFICIENCIES (continued)
4. (continued)
B. Examine the role of the Roman Catholic Church in medieval life.
C. Research how the revival of trade, during the Middle Ages, led to the revival of towns in
Western Europe.
D. Evaluate the development of strong national governments under monarchs in France,
England, Germany, and Spain.
5. Analyze the development and spread of Renaissance ideas and culture. (6.2/12B2a,
D2a,b,d,e; 8.1/2A4, B1, D1, 8.1/4A2. D2, E2; 8.1/8A5; 9.1/8A1, B1, C1,2,3, D2, F1))
A. Investigate the foundation and spread of Renaissance ideas.
B. Survey the development of art, architecture, science, technology, and literature in the
Renaissance.
C. Make conclusions about the Renaissance, as the beginning of “Modern History”.
6. Analyze the significance of the Reformation, development of new churches, and religious
wars. (6.2/12F1,b,d,e; 8.1/2A4, B1, D1; 8.1/4A2, D2. E2; 8.1/8A5; 8.1/PC2, E1; 9.1/8A1, B1,
C1,2,3, D2, F1)
A. Describe the changes made to the Catholic Church.
B. Examine the reformers, their ideas, and the new churches that arose.
C. Summarize the religious wars that occurred in Europe during this time period.
7. Cite discoveries made during the Age of Exploration. (6.2/12B1b, D3e, 8.1/2A4, B1, D1;
8.1/4D2, E2; 8.1/8A5; 9.1/8A1, C1,2,3, D2, F1)
A. Assess why Europeans had a desire to explore in the 1400 and 1500s.
B. Identify explorers and the routes, lands, and people they founded.
C. Analyze the significance of Triangular Trade.
Berkeley Heights Public Schools
4
STUDENT PROFICIENCIES
The student will be able to:
1. Take notes.
2. Prepare a bibliography utilizing the MLA format.
3. Use news sources: newspapers, news magazines, television, radio, videotapes, and
artifacts.
4. Interpret history through artifacts.
5. Identify relevant and factual material.
6. Detect and chart cause and effect relationships.
7. Read for comprehension and to answer questions.
8. Read to formulate an opinion.
9. Read a selection to find relevant or important facts.
10. Use mental mapping to solve problems.
11. Evaluate different sources of information (print, visual, or electronic).
12. Use the Internet as a resource for research projects.
13. Utilize presentation software for visual aids.
14. Develop word processing skills.
15. Group data in appropriate categories.
16. Place and interpret data in appropriate charts, graphs, and illustrations.
17. Compare, contrast, and draw inferences, from factual material and primary sources.
18. Separate information into appropriate categories, using specific criteria.
19. Compare works of art or illustrations.
20. Combine critical concepts into a conclusion, based upon provided information.
21. Interpret the attitudes of people in an historical time period, by reading samples of
literature and poetry.
22. Summarize the main ideas related to an historical event.
23. Comprehend and communicate the pros and cons of an issue through debates.
24. Present individual and group oral reports.
25. Divide research tasks efficiently when working in cooperative groups.
26. Make inferences concerning the alternate course history might have taken had some
key event been altered.
Berkeley Heights Public Schools
5
METHODS OF EVALUATION
1. Teacher observation/questioning/monitoring.
2. Teacher developed tests and quizzes.
3. Homework and class work.
4. Class participation.
5. Activities and projects.
6. Notebooks, journals, and portfolios.
7. Performance assessment.
8. Self-assessment.
Berkeley Heights Public Schools
6
SCOPE AND SEQUENCE
COURSE OUTLINE/STUDENT OBJECTIVE
The student will be able to:
NJ Core
Curriculum
Strands &
Standards/
Indicators Course Outline/Student Objectives
Grade
6.2/8
A3a-e
I. Examine The Historical Development And Spread Of Roman
B3a,4a,b,g,h
Culture (10 Weeks)
C3c
A. Discuss the Settlement of the Italian Peninsula and Its
D3a,c,d
Early Civilizations
8.1/2
A4,5
1. Examine the culture of the Etruscans
B1
2. Discuss the impact of Greek and Etruscan civilization
D1,2
upon the development of Roman civilization
8.1/4
A2
B. Analyze the Rise, Development, and Decline of the
E2
Roman Republic
8.1/8
A5
1. Describe how the government of the Roman Republic
D3
was formed
9.1/8
A1
2. Explain how the Roman Republic was able to expand
B1
and protect its territory
C1,2,3
3. Map the Punic Wars and describe their impact upon
D2
the Roman Republic
F1
4. Analyze the impact of conquest upon Roman economy
and government
5. Describe the events that led to the collapse of the
Roman Republic
6. Examine the impact of Julius Caesar’s leadership upon
the collapse of the Republic
C. Explore the Rise, Development, and Fall of the Roman
Empire
1. Explain how Augustus ruled the Empire
2. Analyze the impact of the Pax Romana on trade and
culture
3. Map the expansion of the Roman Empire
4. Summarize the daily life of Roman citizens, during the
golden age of Rome
5. Examine the contributions of roman civilization in the
areas of art, architecture, literature, law, engineering,
and government
Berkeley Heights Public Schools
7
I.
6.2/8
8.1/2
8.1/4
8.1/8
9.1/8
A4a
B4a,b,g
D4a-c
A4
B1
D1
D2
E2
A5
A1
B1
C1,2,3
D2
F1
Berkeley Heights Public Schools
Examine The Historical Development And Spread Of Roman
Culture (continued)
6. Analyze the problems facing the Roman Empire, which
led it its decline
7. Evaluate the various efforts to reform the empire, to
stop its decline
D. Survey the Rise, Development, and Fall of the Byzantine
Empire
1. Describe the importance of Constantinople as the
“New Rome”
2. Identify Byzantine contributions to government and
law
3. Evaluate the effects of Orthodox Christianity on
Byzantine and eastern European culture
4. Determine how invaders, technology, and issues with
trade contributed to the downfall of the empire
II. Describe The Origins Of The Early Middle Ages Throughout
Europe (7 Weeks)
A. Discuss the Co-Mingling of Germanic and Roman Culture
1. Assess the role of the Germanic tribes in the decline of
the Roman Empire
2. Examine the foundation of the new Germanic states in
Western Europe
B. Analyze the Rise of the Franks
1. Examine the unification of the Franks under Clovis
2. Analyze the impact of Clovis’ conversion to Roman
Christianity
3. Identify the causes and consequences of Charles
Martel’s victory of the Moors at Tours
4. Discover the culture in Charlemagne’s Empire
C. Investigate Viking Expansion and Its Influence on
European Culture and Society
1. Detail the influence of geography upon the
development of Viking culture and society
2. Examine the daily life of the Vikings
3. Map Viking explorations, raids, and conquests
4. Analyze the impact of the Vikings on England, France,
Russia, and the islands of the North Atlantic
D. Explore the Development of Moscow and Eastern Slav
Culture
1. Describe the transformation of Slavic settlements into
trading centers
8
6.2/8
8.1/2
8.1/4
8.1/8
9.1/8
6.2/8
8.1/2
8.1/4
8.1/8
9.1/8
D3e,f
B1
D1
A3
D2
E2
A3,5
D3
B1
A4b,c
C4e
D4b-f
A4
B1
D1
A2
D2
E2
A5
D1
A1
B1
C1,2,3
D2,3
F1
Berkeley Heights Public Schools
II. Describe The Origins Of The Early Middle Ages Throughout
Europe (continued)
2. Identify the contributions of various rulers of the
Kievan Rus State
3. Devise how the impact of the Mongol invasions
effected the Rus states
III. Examine, Research, And Present The Origins, Practices,
History, God(s)/Goddess(es), And Statistical Information On
The Following World Religions: (3 Weeks)
A. Judaism
B. Christianity
C. Islam
D. Buddhism
E. Hinduism
F. Taoism
G. Shinto
H. Zoroasterism
I. Sikhism
J. Confucianism
IV. Describe The Societal Changes Throughout Europe During
The Late Middle Ages (8 Weeks)
A. Define Feudalism, the Lifestyle of the People, and the
Social Hierarchy
1. Explain why the political system of feudalism
developed in Western Europe
2. Describe the roles of lords and vassals
3. Discuss the training and duties of a knight
4. Characterize manor life by identifying the relations
between nobles, peasants, and serfs
5. Analyze how the black plague spread and the impact it
had upon Europe
B. Examine the Role of the Roman Catholic church in
Medieval Life
1. Explain why the Crusades took place
2. Analyze the impact of the crusades on medieval
Europe and the Middle East
C. Research How the Revival of Trade During the Middle
Ages Led to the Revival of Towns in Western Europe
1. Summarize how merchants became an important part
of European life
2. Explain the formation of guilds
9
6.2/8
6.2/12
8.1/2
8.1/4
8.1/8
9.1/8
D4c
B2a
D2a,b,d,e
A4
B1
D1
A2
D2
E2
A5
D1
A1
B1
C1,2,3
D2
F1
Berkeley Heights Public Schools
IV. Describe The Societal Changes Throughout Europe During
The Late Middle Ages (continued)
D. Evaluate the Development of Strong National
Governments Under Monarchs in France, England,
Germany, and Spain
1. Describe how the Capetian kings strengthened the
French monarchy
2. Analyze the development of the English monarchy, the
influence of the Magna Carta, and the development of
Parliament
3. Chart the causes and consequences of the Hundred
Years War
4. Examine the development of Catholic Spain
V. Analyze The Development And Spread Of Renaissance Ideas
And Culture (4 Weeks)
A. Investigate the Foundation and Spread of Renaissance
Ideas
1. Describe the origin of the Renaissance in the Italian
city-state of Florence
2. Identify ways in which France was influenced by the
Italian Renaissance
3. Enumerate the ways in which the Renaissance spread
to Germany and Flanders
4. Interpret the influences of the Roman Catholic Church
in the Renaissance in Spain
5. Summarize the manner in which the English monarchy
promoted the Renaissance in England
B. Survey the Development of Art, Architecture, Science,
Technology, and Literature in the Renaissance
1. Investigate the advances in art and architecture,
during the Renaissance
2. Examine the developments in literature, during the
Renaissance
3. Analyze the scientific and technological developments
of the Renaissance
C. Make Conclusions About the Renaissance as the
Beginning of “Modern History”
1. Discuss how the technology, developed in the
Renaissance, paved the way for modern times
2. Debate whether or not we are experiencing a modern
Renaissance
10
6.2/8
6.2/12
8.1/2
D4b
D2b,d,e
A4
B1
D1
D2
E2
A5
A1
C1-3
D2
F1
VI. Analyze The significance Of The Reformation, Development
Of New Churches, And Religious Wars (1 Weeks)
A. Describe the Changes Made to the Catholic Church
1. Explain the doctrine of the Council of Trent and their
motivation for the changes
8.1/4
2. Determine the success of the counter-reformation
B. Examine the Reformers, Their Ideas, and the New
8.1/8
Churches That Arose
9.1/8
1. Contrast the beliefs of the Catholic church with those
who called for reform
2. Outline how Protestantism developed
C. Summarize the Religious Wars That occurred in Europe
During This Time Period
1. Assess how the religious wars in Europe compare to
the Crusades
2. Analyze the consequences of the Wars of Religion
6.2/12
B1b
VII. Cite Discoveries Made During The Age of Exploration (1
D3e
Week)
8.1/2
A4,5
A. Assess Why Europeans had a Desire to Explore in the
B1
1400 and 1500s
D1
1. Describe how the desire for spices, spreading religion,
8.1/4
D2
and technology fueled exploration
E2
2. Outline technological innovations that drove the Age
9.1/8
A1
of Exploration
C1-3
B. Identify Explorers and the Routes, Lands, and People
D2
They Founded
F1
1. Explain the race for new trade routes and overseas
claims
2. Interpret the impact explorers had upon people in the
Americas
C. Analyze the Significance of Triangular Trade
1. Identify the products, technology, and ideas
exchanged
2. Evaluate the slave trade and predict why demand grew
over time
Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us
Berkeley Heights Public Schools
11
SUGGESTED MATERIALS
Resources for Students
Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: A World History. New York, NY:
McGraw-Hill Companies, Inc. 2006.
Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: A World History (Online Edition).
New York, NY: McGraw-Hill Companies, Inc., 2006.
Retrieved at www.humanheritage.glencoe.com
This Website contains resources both for the student and teacher. The student center
includes:
Beyond the Textbook
State Resources
TIME Current Events Update
NGS MapMachine
Textbook Resources
Online Student Edition
Multi-Language Glossaries
Web Links
Chapter Activities
Chapter Overviews
Student Web Activities
Self-Check Quizzes
ePuzzles and Games
Vocabulary eFlashcards
Langley, Myrtle. Religion. New York: Dorling Kindersley, 2005.
Macaulay, David. Castle. Boston: Houghton Mifflin, 1977.
National Geographic. Ancient Rome: 500 B.C. – A.D. 500. Washington, D.C.: National
Geographic Society, 2005.
National Geographic. The Middles Ages: A.D. 450 – 1450. Washington, D.C.: National
Geographic Society, 2005.
National Geographic. Renaissance and Reformation: A.D. 1350 – 1600. Washington, D.C.:
National Geographic Society, 2005.
Berkeley Heights Public Schools
12
SUGGESTED MATERIALS (continued)
Resources for Students (continued)
Rossi, Ann. The Viking World. Washington, D.C.: National Geographic Society. 2004.
Schlitz, Laura Amy, and Robert Byrd. Good Masters! Sweet Ladies!: Voices from a Medieval
Village. Somerville, MA: Candlewick, 2008.
Resources for Teacher
Bower, B. J. Lobdell, and S. Owens. Bring Learning Alive. Palo Alto, CA: Teacher’s Curriculum
Institute, 2005.
Coletti, Sharon, and Nancy Coakley. Everything You Need to Teach InspirEd World History:
Middle Ages & Renaissance. Atlanta, GA: InspirEd Educators, 2006.
DiGiacomo, Richard. Short Role-Playing Simulations for Middle School World History. San
Jose, CA: Magnifico Publications, 2006.
Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: A World History. New York, NY:
McGraw-Hill Companies, Inc., 2006.
Journey Across Time: the Early Ages: In Graphic Novel. New York: Glencoe/McGraw-Hill,
2005.
Pearson Prentice Hall. Historian’s Apprentice Activity Pack. Upper Saddle River, NJ: Prentice
Hall, 2009.
Williams, William. DBQ Practice: AP Style Document-Based Questions Designed to Help
Students Prepare for the World History Examination. Culver City, CA: Social Studies
School Services, 2004.
Greenblatt, Miriam, and Peter S. Lemmo. Human Heritage: A World History (Online Edition).
New York, NY: McGraw-Hill Companies, Inc. 2006. Retrieved at:
www.humanheritage.glencoe.com
The Teacher Center Includes:
Partners’ Sites
Teacher Forum
Berkeley Heights Public Schools
13
SUGGESTED MATERIALS (continued)
Resources for Teacher (continued)
Teaching Today
Literature Connections
Web Activity Lesson Plans
Textbook Updates
Resource Kit Included with Teachers’ Edition:
Teacher Planning and Support
Reproducible Lesson Plans
Block Scheduling
Activity Book – Teacher’s Edition
Teacher Tech Tools CD-ROM
Student Tech Tools CD-ROM
Review and Reinforcement
Reteaching Activities
Vocabulary and Guided Reading Activities
Chart and Graph Skill Activities
Reading Essentials and Study Guide – Student Workbook
Active Reading Note Taking Guide – Student Workbook
Spanish Summaries and Glossary
Application
Hands-on History Lab Activities
Human Heritage Daily Questions in Social Studies
Enrichment
Primary Source Readings
Enrichment Activities
Cooperative Learning Activities
Glencoe Social Studies – Foods Around the World
Character Education in Social Studies
Interdisciplinary Connections
World Literature Readings
Dinah Zike’s Reading and Study Skills – Foldables
Dinah Zike’s Reading and Study Skills – Foldables (Video Support)
Berkeley Heights Public Schools
14
SUGGESTED MATERIALS (continued)
Resources for Teacher (continued)
Reading in the Content Areas: Social Studies by Jamestown Education
Timed Reading Plus in Social Studies by Jamestown Education
Geography Activities
Geography and Map Activities
National Geographic World Atlas
Glencoe Social Studies – Outline Map Resource Book
Assessment
Section Quizzes
Chapter Tests
Performance Assessment Activities
Berkeley Heights Public Schools
15