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Course of Study

SOCIAL STUDIES, Grade 5

SOCIAL STUDIES CURRICULUM – Grade 5

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I. COURSE DESCRIPTION

The fifth grade course is designed to provide learners with the knowledge, skills, and perspectives needed to understand their local, national and global communities. Students will investigative the physical, political, and thematic maps of North and South America and Europe. They will also define and analyze the culture to include government, religion, language, economy, arts, and daily living. Lessons are aligned with the core curriculum content standards and will infuse common core standards, technology, and 21st Century Life and Career Skills within projects, activities, and written products.

II. PREREQUISITE: Historical, social, and political content curriculum of Grade 4. III. GRADE LEVEL: 5


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IV. MARKING PERIOD SCOPE AND SEQUENCE (NJCCCS Cross Reference)

MARKING PERIOD 1 MARKING PERIOD 2 MARKING PERIOD 3

Unit 1: Basic Maps Skills and Kinds of Maps • Title • Symbols • Lines of Longitude • Lines of Latitude • Compass Rose • Scale • Key • Hemispheres • Time Zones • Elevation • Prime Meridian • Earth’s Rotation • Identify Political and Thematic

Maps

Unit 2: Geography, Structure of Earth• Earth’s Structure • Forces of Earth’s Structure • Landforms (weathering, valleys,

erosion, plateaus, plains, deltas, deserts, etc.

• Climate and Weather • Zones of Latitude (polar, tropics,

temperate zones

Unit 3: Geography (North America) • Kinds of Maps

o Physical o Political o Thematic o Location o Climates

• History (Past and Present) • Culture • Natural Resources • Economics

Unit 4: Geography (South America)

• Kinds of Maps o Physical o Political o Thematic o Location o Climates

• History (Past and Present) • Cultural • Natural Resources • Economics

Unit 5: Geography (Europe)

• Kinds of Maps o Physical o Political o Thematic o Location o Climates

• History (Past and Present) • Culture • Natural Resources • Economics


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VIII. NEW JERSEY CONTENT STANDARDS

Content Social Studies Standard

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Strands

A. Civics, Government, and Human RightsB. Geography, People, and the Environment C. Economics, Innovation, and TechnologyD. History, Culture, and Perspectives

Standard 6.2 World History/Global: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Strands

A. Civics, Government, and Human RightsB. Geography, People, and the Environment C. Economics, Innovation, and TechnologyD. History, Culture, and Perspectives

Content Social Studies Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who

value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

Strands

A. Civics, Government, and Human Rights B. Geography, People, and the EnvironmentC. Economics, Innovation, and Technology D. History, Culture, and Perspectives

Content Technology Standard 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts B. Creativity and Innovation C. Communication and Collaboration D. Digital Citizenship


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Subject(s): Social Studies Grade: 5 Approximate Timeline: 1st Marking Period Unit: 1 Basic Map Skills

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How is a world physical map

read? o What do the symbols, scale, and

key mean? o What do the lines of latitude and

longitude mean? o What is a political map and a

thematic map?

• Recognize the physical features of a map. • Describe the meanings of symbols, scales, and keys. • Differentiate features on various maps. • Read and create maps utilizing features such as a key, compass rose, scale,

latitude and longitude, boundaries, and landforms. • Identify, read, and create various types of maps.

• 6.1.4.B.1 • 6.1.4.B.2 • 6.1.4.B.3

SUGGESTED STRATEGIES, RESOURCES, ASSESSMENTS

ASSESSMENTS LESSONS / LABS / RESOURCES • Quizzes • Worksheets • Map Projects/Activities • Tests

• Map Skills Book • Online Research • Current Databases • Application Activities


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Subject(s): Social Studies Grade(s): 5 Approximate Timeline: 1st Marking Period Unit: 2 Geography: Structure of the Earth

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What are the parts of the Earth

and describe how they differ from each other?

o How do the forces of the Earth create the different landforms?

o How do zones of latitude impact climate, economic, and weather conditions?

• Describe the parts of the Earth. • State how the forces within the Earth create the different landforms. • Identify the different landforms. • Compare and contrast the different landforms. • Construct a world map showing various landforms. • Differentiate climates based on latitude zones.

• 6.1.4.B.4 • 6.1.8.B.1.b • 8.1.8.A.5


ASSESSMENTS LESSONS / LABS / RESOURCES

• Quizzes • Map Activities/Projects • Models • Tests

• Map Skills Book • Packet • Models • Internet Research • Application Activities


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Subject(s): Social Studies Grade(s): 5 Approximate Timeline: 2nd Marking Period Unit: 3 Geography, History, and Culture of North America

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What are the physical features of

North American countries? o What common landforms are

shared in North American countries?

o What are the major countries and cities within North America?

o How did the first people arrive in North America and what were the settlement patterns of the Native Americans?

o What social, political, and technological impact did the Europeans have on Native Americans?

o What were the interactions among Natives Americas, European, and African groups?

o What is the relationship between natural resources and the economy?

• Identify North America in world spatial terms. • Recognize the locations and placement of important landforms and

waterways. • Recognize the location and placement of important countries and cities. • Describe the land formations and how it impacts the lifestyles of groups of

people. • Compare and contrast the physical features of the North American

countries. • Analyze the historical maps to determine what led to the exploration of new

water and land routes. • Describe the migration and settlement patterns of Native American groups,

and their interactions with different regions. • Describe the European discovery and settlement of North America. • Evaluate the impact of science, religion, and technology as a result of

European exploration. • Recognize the natural resources of North America and how they were

utilized in the expansion and growth of certain regions. • Assess the agricultural and industrial revolution to population growth and

the subsequent development of societies. • Examine the cultural and economic growth and its impact on growing

countries.

• 6.1.8.A.1.a • 6.1.8.B.1.a • 6.1.8.B.1.b • 6.1.8.C.1.a • 6.1.8.C.1.b • 6.1.8.D.1.a • 6.1.8.D.1.b • 6.2.8.B.2.a • 6.2.8.C.1.a • 6.2.8.C.1.b • 6.2.8.B.1.a • 6.2.8.B.1.b • 6.2.8.A.4.a • 8.1.4.A.3 • 8.1.4.A.5


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• Projects/Activities • Worksheets • Tests

• Trade Book Resources • Online Research • Current Databases • 21st Century Life and Career Skills • Videos • Time for Kids • Read Alouds


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Subject(s): Social Studies Grade(s): 5 Approximate Timeline: 2nd Marking Period Unit: 4 Geography, History and Culture of South America

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT

o What are the physical features of

South American countries? o What common landforms are

shared in South American countries?

o What are the major countries and cities within South America?

o How did the first people arrive in South America and what were the settlement patterns of the Native Americans?

o What social, political, and technological impact did the Europeans have on Native Americans?

o What are the interactions among North America, European, and African Countries?


• Identify South America in world spatial terms. • Recognize the locations and placement of important landforms and

waterways. • Recognize the location and placement of important countries and cities. • Describe the land formations and how it impacts the lifestyles of groups of

people. • Compare and contrast the physical features of the South American

countries. • Analyze the historical maps to determine what led to the exploration of

new water and land routes. • Describe the migration and settlement patterns of Native American groups,

and their interactions with different regions. • Describe the European discovery and settlements of South America. • Evaluate the impact of science, religion, and technology as a result of

European exploration. • Recognize the natural resources of South America and how they were

utilized in the expansion and growth of certain regions. • Assess the agricultural and industrial revolution to population growth and

the subsequent development of societies. • Examine the cultural and economic growth and its impact on growing

countries.

• 6.1.8.A.1.a • 6.1.8.B.1.a • 6.1.8.B.1.b • 6.1.8.C.1.a • 6.1.8.C.1.b • 6.1.8.D.1.a • 6.1.8.D.1.b • 6.2.8.B.2.a • 6.2.8.C.1.a • 6.2.8.C.1.b • 6.2.8.B.1.a • 6.2.8.B.1.b • 6.2.8.A.4..a • 8.1.4.A.3 • 8.1.4.A.5


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• Online Research • Current Databases • 21st Century Career Skills • Videos • Time for Kids • Read Alouds • Novels


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Subject(s): Social Studies Grade(s): 5 Approximate Timeline: 3rd Marking Period Unit: 5 Geography, History, and Culture of Europe

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What are the physical features of

European Countries? o What common landforms are

shared in European countries? o How do the landforms affect the

social-economic conditions of Europe?


o What are the major countries and cities within Europe?

o What is the impact of the social, economic, political, and technological climate of the Europeans with the rest of the Western World?

o How do the interactions among Europeans and the rest of the Western World affect social, economic, political and technological conditions?

• Identify Europe in world spatial terms. • Recognize the locations and placement of important landforms and

waterways. • Compare and contrast the physical features of the European countries. • Recognize the location and placement of important countries and cities. • Describe the land formations and how it impacts the social and

economic lifestyles of groups of people. • Analyze the historical maps to determine what led to the exploration of

land routes to different countries. • Evaluate the impact of science, religion, and technology among

European countries. • Recognize the natural resources of Europe and how they were utilized

in the expansion and growth of certain regions. • Assess the agricultural and industrial revolution to population growth

and the subsequent development of societies. • Examine the cultural and economic growth and its impact on growing

countries.

• 6.1.8.A.1.a • 6.1.8.B.1.a • 6.1.8.B.1.b • 6.1.8.C.1.a • 6.1.8.C.1.b • 6.1.8.D.1.a • 6.1.8.D.1.b • 6.2.8.B.2.a • 6.2.8.C.1.a • 6.2.8.C.1.b • 6.2.8.B.1.a • 6.2.8.B.1.b • 6.2.8.A.4.a • 8.1.4.A.3 • 8.1.4.A.5


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• Trade Books • Online Research • Seminars • Current Databases • 21st Century Career Skills • Videos • Time for Kids • Read Alouds • Novels

Course of Study

Social Studies Grade 6

SOCIAL STUDIES CURRICULUM – Global Studies (Eastern World), Grade 6

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I. COURSE DESCRIPTION Global Studies is designed to introduce students to the countries and cultures of the Eastern World and to develop the necessary

skills to examine global and cultural awareness. Throughout the year students will develop and practice geography and social studies skills through contact and interaction with the various histories, cultures and countries of Africa, the Middle East, and Asia. Students will analyze the development of human origins and the migratory patterns which led to the establishments of the Eastern societies.

Each unit is designed to provide students with the skills necessary to compare and contrast the histories and evolution of the various Eastern countries being studied. The content of the course includes human culture, basic geography skills, pre-history and archeology, human origins and evolution, Africa and Asia.

Lessons are aligned with the core curriculum content standards and will infuse common core standards, technology, and 21st Century Life and Career Skills within projects, activities, and written products.

II. PREREQUISITE -

III. GRADE LEVEL - 6


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IV. MARKING PERIOD SCOPE AND SEQUENCE (NJCCCS Cross Reference)

MARKING PERIOD 1 MARKING PERIOD 2 MARKING PERIOD 3 MARKING PERIOD 4 Unit 1: Human Culture

• Culture and Tolerance • American Culture • Student Cultures

Unit 2: World Geography

• Geography Basic Skills • The Seven Continents and

Oceans

Unit3: Pre-History & Archeology • History and Pre-History • Prehistoric Times • Archeology

Unit 4: Evolution & Human Origins • Human Origins • Development of Species • Human Migration • Stone Age and Human

Technology • Agriculture Revolution

and Civilization Unit 5: Africa • Western and Central

African Geography • Western and Central

African Cultures and Histories

• Modern Western and Central Africa

• Southern and Eastern African Geography

• Southern and Eastern African Cultures and Histories

• Southern and Eastern Africa

• Northern Africa: Geography, History, Cultures, and Modern

Unit 6: The Middle East • Geography • Histories and Cultures • The Islamic Religion

and the spread of Islam • Modern Middle East Unit 7: India • Geography • Histories and Cultures • Hinduism and

Buddhism • Modern India

Unit 8: China • Geography • Histories and Cultures • Confucianism and Daoism • Modern China

Unit 9: Japan & Southeast Asia • Geography • Histories and Cultures • Modern Japan and Southeast

Asia


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CONTENT SOCIAL STUDIES Standard 6.2 World History/Global Studies

All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Strands (Applied to All Eras of Study)

A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives

Eras The Beginnings of Human Society Early Civilizations and the Emergence of Pastoral Peoples (4000 – 1000 BCE) The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE – 600 CE) Expanding Exchanges and Encounters (500 CE – 1450 CE)

Standard 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

Strands

A. Civics, Government, and Human RightsB. Geography, People and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 2 Weeks Unit: Human Culture

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What is culture? o What effects do geography and

environment have on the development of culture?

o How can we characterize American culture?

o What are the common characteristics of our cultures?

o What is my culture?

• Compare and contrast the different cultures of the world and the

classroom. • Understand the meaning of cultural tolerance. • Practice and demonstrate cultural tolerance. • Justify the importance of cultural tolerance. • Assess how culture is developed and determine the internal and external

influences on cultural development. • Identify and categorize different aspects of culture. • Recognize and describe American culture and individual student culture. • Create and design collages based on individual cultures.

• 6.1.8.A.1.a



• Discussion • Student Questioning • Cultural collage • Tests, Quizzes

• Lectures and Discussion • Readings • Activities and Projects • Presentations • Research activities


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 1 to 2 weeks Unit: World Geography

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What is geography? o What are the different physical

features of the seven continents? o What is the geography of

Waldwick?

• Review and discuss basic geography terms. • Demonstrate understanding of basic map skills. • Identify and display understanding of the following: plain, plateau, hill,

mountain, river, lake, sea, and ocean. • Compare and contrast local, state, country, and world geographic features. • Locate and identify the seven continents and the four oceans.

• 6.1.8.B.1.b • 6.2.8.B.2.b



• Discussion • Student questioning • Geography quizzes • Map skills activities • Research assignment

• Lecture • Map skills activities • Geography group work


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Subject(s): Social Studies Grade(s): 6 Approximate Timeline: 2 to 3 Weeks Unit: Prehistory and Archeology

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What is history? o What are prehistory and/or

prehistoric times? o How do we know/learn about

prehistoric times? o What is archeology and what do

archeologists do? o What are some of the most

important archeological discoveries throughout modern history?

o How have archeological discoveries impacted what we know about our past?

• Examine the meaning of history and demonstrate understanding as to why

we study history. • Understand the meaning of prehistory and recognize the difference

between history and prehistory. • Experiment, handle, and record facts about various artifacts. • Explain and understand how archeological discoveries have influenced

our understanding of prehistoric times. • Identify modern archeological discoveries and analyze their influence on

our understanding of history.

• 6.2.8.D.1.c • 6.2.8.B.1.b • 6.2.8.C.1.b • 6.2.8.D.1.a



• Discussion and Questioning • Traditional quizzes and exams • Essays • Learning station work packets • Reading and questions

• Lecture • Group work • Learning Stations - Cooperative learning • Reading and Questions • PowerPoint/Smartboard lessons with notes and discussion • Artifact replicas


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 4 to 5 Weeks Unit: Evolution and Human Origins

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What is the theory of Evolution? o Where did human beings come

from? o What common characteristics do

humans share with other mammals?

o What characteristics separate humans from other mammals

o What is a hominid? o How did the different human

species develop? o What are hunter gatherer tribes? o Why did humans migrate

throughout the earth? o What is agriculture, and what

events led to the agriculture revolution?

• Examine the process of human evolution and demonstrate and

understanding of human origins. • Compare and contrast the various species of early humans including:

Australopithecus, homo Habilis, homo Erectus, Neanderthals, and homo Sapiens.

• Evaluate the social organization of the early hunter gatherer tribes • Study and analyze the migratory patterns of the early humans and the

hunter gatherer societies. • Recognize how nomadic tribes of early humans used the land and

natural resources. • Determine how geography influenced the settlement and development

of humans. • Evaluate to development of agriculture and understand the significance

of the agricultural revolution.

• 6.2.8.A.1.a • 6.2.8.B.1.a • 6.2.8.B.1.b • 6.2.8.C.1.b • 6.2.8.D.1.a



• Traditional tests and quizzes • Human species identification and charts • Essays • Venn Diagrams

• Class readings • Group reading, highlighting, and notes


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Subject(s): Social Studies Grade(s): 6 Approximate Timeline: 5 to 6 Weeks Unit: Africa

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What are the major geographic

features of Africa o How has Africa’s history

influenced the modern world? o How did interactions between

African and European societies lead to cultural transformations throughout the continent?

o How have the different world religions influenced the history and culture of Africa?

o How have the world religions influenced Africa’s history and modern countries today?

• Examine the geographic features of the African continent. • Study, list, and categorize various political maps of modern Africa. • Analyze the development of various African societies and cultures

throughout history. • Evaluate the different forms of governance, belief systems, and family

structures among different African societies. • Assess the impact of the Slave Trade and the African caravan on the

development of international trade centers. • Determine how the relationship between trade routes (African caravan)

affected the development of powerful city-states and kingdoms of Africa. • Understand the significance of European imperialism in Africa. • Justify how interactions between European and African societies led to

cultural transformations. • Demonstrate understanding of how Africa’s geography and natural

resources created both opportunity and posed challenges in development for the different societies of the continent.

• Measure the influence of different religions on the diverse populations of the African continent.

• Recognize how the spread of Islam in Africa influenced development in learning both historically and in modern times.

• 6.1.8.A.1.a • 6.1.8.C.1.b • 6.1.8.D.1.b • 6.2.8.B.1.a • 6.2.8.B.1.b • 6.2.8.D.3.f • 6.2.8.B.4.e • 6.2.8.C.4.d • 6.2.8.D.4.i • 6.2.8.D.4.a • 6.2.8. D.4.b • 6.2.8.D.4.c • 6.2.8.D.4.g • 6.2.8.D.4.i • 6.2.8.D.4.j • 8.1.8.E.1


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• Geography quizzes • Traditional tests and quizzes • Discussion and student questioning • Essay writing with rubric • Research projects • Readings with content questions • Student presentations

• Lecture • Class readings and discussion • Videos and discussion • Research based learning stations/group work • Research projects • Current events homework/projects


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 4 to 5 Weeks Unit: The Middle East

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did the geography of the

Middle East influence the history and development of the various cultures?

o What are the basic beliefs of the Islamic religion

o How has the spread of Islam affected the world?

o What are the modern issues within the Middle East that affect our world today?

• Examine the geographic features of the Middle East. • Study, list, and categorize various political maps of the modern Middle

East. • Analyze the development of various Middle Eastern societies and

cultures throughout history. • Explain the impact of trade (The Silk Road) on the development of

Middle Eastern societies. • Develop an understanding of the Islamic Religion. • Assess the impact of the spread of Islam on both the Middle East and the

world. • Judge how the Arabian Peninsula’s physical features and location led to

development of trade and promoted the spread of the Islamic religion. • Justify how religion has both unified and divided the peoples of the

Middle East. • Evaluate the modern controversial issues in the Middle East.

• 6.2.8.D.3.f • 6.2.8.B.4.e • 6.2.8.D.4.a • 6.2.8. D.4.b • 6.2.8.B.4.b • 6.2.8.B.4.d • 6.2.8.D.4.c • 6.2.8.D.4.g • 6.2.8.D.4.i • 6.2.8.D.4.j • 8.1.8.E.1



• Middle East geography quizzes • Traditional quizzes or tests • Discussions and conversations • Student questioning • Essay writing with rubric • Current event assignments • Student presentations

• Lecture and notes • Reading and discussions • Videos and discussions • Group work for presentations • Cooperative learning activities • Research based assignments/projects • Current event assignments/projects


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 4 to 5 Weeks Unit: India

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did India’s geography affect

the development of the people and culture?

o What are the basic beliefs of the Hindu religion?

o How did Hinduism and the Caste System effect Indian government, economy, and society?

o What are the basic teachings of Buddhism, and how has the religion influenced eastern Asia?

o How did British Imperialism impact Indian society?

o Who was Gandhi, what were his accomplishments, and why is his teachings/message so important?

• Examine the geographic features of India. • Study, list, and categorize a political map of modern India. • Analyze the development of Indian society and culture throughout

history. • Judge the impact of India’s geography on the development of its people

and relationships with other cultures. • Understand the importance of the Indus and Ganges river valleys in the

development of the Indian nation. • Compare and contrast the technological advances of ancient India to that

of other cultures studied thus far. • Develop an understanding for both the Hindu and Buddhist religions and

their influence on Eastern Asia. • Assess the role of the Hindu religion on India government and society

(The Caste System). • Interpret the effect of British Imperialism on India’s history. • Appraise the accomplishments of Gandhi and evaluate his teachings and

message. • Analyze current event topics and develop opinions on modern

controversial issues affecting India today.

• 6.2.8.D.3.f • 6.2.8.D.3.c • 6.2.8.D.3.d • 6.2.8.B.4.e • 6.2.8.D.4.a • 6.2.8. D.4.b • 6.2.8.D.4.c • 6.2.8.D.4.g • 6.2.8.D.4.j • 8.1.8.E.1


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• India geography quiz • Traditional tests and quizzes • Essays with rubrics • Discussion and student questioning • Student and group presentations • Current event assignments/projects

• Lecture and notes • Reading and content questions • Video and discussion • Classroom scavenger hunt (note taking activity) • Group work • Cooperative learning


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 5 to 6 Weeks Unit: China

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did China’s geography

affect the development of the Chinese people and society?

o How did the dynastic cycle impact Chinese government, economy, and society?

o What were the major achievements, inventions, and accomplishments of the different Chinese dynasties?

o What are the similarities and differences between Chinese and Japanese culture and society?

o What are the basic teachings of Confucianism and Daoism?

o What affects did WWII have on China and its people?

o What was the Communist revolution in China?

o How did the Chinese Communist revolution affect World History?

o What are the modern issues facing China today?

o What is the international relationship between the U.S. and China?

• Examine the geographic features of the China. • Study, list, and categorize a political map of modern China. • Analyze the development of various Chinese societies and cultures

throughout history. • Understand the role of geography in the development of Chinese culture

and society. • Evaluate the importance of the dynastic cycle on Chinese society and

understand the longevity of authoritarian rule. • Compare and contrast the various achievements of the Chinese dynasties. • Develop an understanding of Confucianism and Daoism. • Assess the importance of the Silk Road and the eventual exchange between

Europe and the Yuan (Mongol) dynasty. • Evaluate how the geographies of China and Japan influenced their

development and relationship with one another. • Compare and contrast the development of the various world religions and

their patterns of expansion, relationships with one another, and the impact of globalization.

• Evaluate how the geographies of China and Japan influenced their development and relationship with one another.

• Compare and contrast Chinese history and society with that of the cultures and societies studied thus far.

• Analyze this impact of World War II on China. • Demonstrate an understanding of the Communist revolution in China and

its influence on the people and the world. • Analyze current event topics and develop opinions on modern

controversial issues affecting China and the U.S. today.

• 6.2.8.D.3.f • 6.2.8.D.3.b • 6.2.8.D.3.d • 6.2.8.B.4.f • 6.2.8.B.4.e • 6.2.8.D.4.g • 6.2.8.D.4.a • 6.2.8. D.4.b • 6.2.8.D.4.c • 6.2.8.D.4.g • 6.2.8.D.4.i • 6.2.8.D.4.j • 8.1.8.E.1


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• China geography quiz • Traditional tests and quizzes • Discussion and student questioning • Writing assignments • Essays with rubrics • Group work • Learning station work packets • Current event and controversial issues assignments • Student presentations

• Lecture and notes • Reading and discussion • Reading with content questions • Videos and discussion • Videos with writing assignments • Group work • Cooperative learning activity • Research based learning stations • Current event assignments/projects • Controversial issues discussions/lectures


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Subject(s): Social Studies Grade: 6 Approximate Timeline: 4 to 5 Weeks Unit: Japan & Southeast Asia

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did Japan’s geography

impact the development of its government, people and society?

o What similarities and differences exist between the countries of eastern Asia?

o What impact did the Japanese emperors have on the people and economy?

o What impact did WWII have on Japanese society, government, and economy?

o What is life like in Japan today? o What are the major issues facing

the Japanese nation today? o How did the history of Southeast

Asia shape the nations that exist today?

o What is life like in Southeast Asia today?

• Examine the geographic features of Japan and southeast Asia. • Study, list, and categorize various political maps of Modern Japan and

Southeast Asia. • Analyze the development of various Japanese and Southeast Asian

societies and cultures throughout history. • Understand how geographic features impacted the histories and cultures

of Japan and other countries of Southeast Asia. • Assess the impact of various Japanese emperors, shoguns, and the

samurai on society, economics and cultures. • Analyze the effects of Japanese isolation. • Measure the impact of World War II on Japanese government, society,

and economy. • Analyze current events topics and develop opinions on modern

controversial issues affecting Japan today. • Analyze and discuss the histories and modern issues facing the various

countries of Southeast Asia.

• 6.2.8.D.3.f • 6.2.8.B.4.f • 6.2.8.B.4.e • 6.2.8.D.4.a • 6.2.8. D.4.b • 6.2.8.D.4.c • 6.2.8.D.4.g • 6.2.8.D.4.i • 6.2.8.D.4.j • 8.1.8.E.1


17



• Japan and Southeast Asia geography quiz • Traditional tests and quizzes • Discussion and student questioning • Research projects and presentations • Essays with rubrics • Group presentations and projects • Current events assignments/projects

• Lecture and notes • Reading and content questions • Class readings and discussion • Videos and discussion • Research assignment/project • Current events assignments • Controversial issues assignment

Course of Study

SOCIAL STUDIES, Grade 7 Beginnings of the United States

SOCIAL STUDIES CURRICULUM – Beginnings Of The United States

2


Beginnings of the United States is designed to give students a general background of United States history from colonization through the Civil War. The course content includes the early settlement period, the Revolutionary War, the Bill of Rights, the Battle of Federalism, Expansion and Conflict, and the Civil War. It is presented as a chronological narrative to the development of our burgeoning democracy. Lessons are aligned with the core curriculum content standards and will infuse common core standards, technology, and 21st Century Life and Career Skills within projects, activities, and written products.

II. PREREQUISITE - NA III. GRADE LEVEL – Grade 7 IV. PERIODS PER WEEK - 5


3

V. MARKING PERIOD SCOPE AND SEQUENCE (NJCCCS Cross Reference)

MARKING PERIOD 1 MARKING PERIOD 2 MARKING PERIOD 3 MARKING PERIOD 4

Unit: Colonization • Jamestown • Thirteen Colonies • Puritanism • English Bill of

Rights/Magna Carta Unit: Native Americans • Cultures • Tribes around the United

States • New Jersey tribes • Beliefs • Conflict with European

settlers • Disease brought by

Europeans

Unit: Slavery • Plantations/Crops • Transportation via Trade

Routes (Middle Passage) • Impacts

Unit: Revolutionary War

• Colonial Government • Conflicts Leading to War • Declaration of

Independence • Key Turning Points of the

Revolution • Victory and post-

Revolution politics: The Articles of Confederation

Unit: The Constitution • Creating the Constitution • Who were the Framers • Conflict between the

Federalists and Anti-Federalists

• Struggle for Ratification • The Bill of Rights

Unit: Branches of Government

• Legislative Branch • Powers and

Responsibilities of Congress

• Executive Branch • Roles and Duties of the

President • Judicial Branch • The purpose of the

Supreme Court

Unit: Expansion • Nationalism • Manifest Destiny • Louisiana Purchase • War of 1812 • Inventions and

Transportation

Unit: Civil War • Sectional Economic

Differences • The North and South

Culturally • Abolitionist Movement • Key Battles • Lincoln Presidency • Starting of

Reconstruction


4


CONTENT SOCIAL STUDIES Standard 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how

past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.



Eras Three Worlds Meet (Beginnings to 1620) Colonization and Settlement (1585 – 1763) Revolution and the New Nation (1754 – 1820s) Expansion and Reform (1801 – 1861) Civil War and Reconstruction (1850 – 1877)


Strands



5

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: Colonization

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did colonists interact with

the Native Americans? o What were the thirteen original

colonies and what were their strengths economically?

o How did the colonies utilize the framework of government found in the English Bill of Rights?

• Compare where and when various European nations settled in North

America. • Assess the impact of European colonization on various Native American

tribes. • Evaluate the motivations behind the colonial powers use of the colonies. • Measure the economic output of each of the thirteen colonies. • Interpret the similarities of early colonial governments to their

counterparts in Europe.

• 6.1.12.A.1a • 6.1.12.A.1b • 6.1.12.B.1a • 6.1.12.C.1a • 6.1.12.D.1a


ASSESSMENTS LESSONS / RESOURCES

• Tests • Essays • Colony Project • Group Presentations • Charts/Graphs

• Interpretation of charts and graphs • Internet research • Primary Source Readings • Class discussions and comparisons • Use of technology


6

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: Revolutionary War

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What factors influenced the

decision of the colonists to go to war with Britain?

o How did the topography of the colonies affect the key battles?

o Who were the key figures in the war effort for the colonists?

• Identify the sequence of events that led to the Revolution. • Assess the impact of both Constitutional Conventions. • Evaluate the key turning points in the battle for Independence. • Judge the Declaration of Independence as to Jefferson’s intent. • Analyze the contributions of women, Africans, and Natives during the

Revolution. • Assess the Articles of Confederation and ensuing Shay’s Rebellion

• 6.1.12.A.2a-f • 6.1.12.B.2a,b • 6.1.12.C.2a,b • 6.1.12.D.2a-e



• Writing Assignments • Essays • Tests, Quizzes • Research Activity

• Creation of Revolution timeline • Internet research • Global connections/activities • Constitutional Convention teams • 21st Century Life and Career skills activities


7

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: The Constitution

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o Who were the framers of the

Constitution? o How did the failures of the

Articles of Confederation influence the choices made in the Constitution?

o How was the conflict between the Federalists and Anti-Federalists settled?

• Explain the discontent with the Articles of Confederation. • Analyze the arguments of the Federalists and Anti-Federalists and the

emergence of political parties. • Evaluate the difficulty of balancing state’s rights in a constitutional

republic. • Assess the struggle for ratification of the United States Constitution. • Examine and discuss the writings of Adam Smith, Montesquieu and

Thomas Paine in influencing the framers of the Constitution.

• 6.1.12.A.2a-f • 6.1.12.B.2a,b • 6.1.12.C.2a,b • 6.1.12.D.2a-e



• Writing Assignments • Re-Order of Bill Of Rights • Essays • Tests, Quizzes • Research Paper

• Charts/Graphs/Maps • Primary Source Readings • Internet research • Debate


8

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: Branches of Government

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How is the Legislative Branch

organized? o How does the Executive Branch

carry out its role in government? o How is the Supreme Court

supposed to decide the cases it hears?

• Compare the branches of government using checks and balances and the

ideas of Montesquieu. • Evaluate the process of a legislative bill from start to becoming law. • Appraise the jobs done by various Presidents in the history of this

country. • Justify the relatively small number of Supreme Court justices with the

power they hold. • Examine the qualifications to become a member of Congress and

President.

• 6.1.8.A.3.a • 6.1.8.A.3.b • 6.1.8.A.3.c • 6.1.8.A.3.d • 6.1.8.A.3.e • 6.1.8.A.3.f • 6.1.8.A.3.g



• Writing Assignments • Essays • Tests, Quizzes • Research Paper

• Charts/Graphs/Maps • Primary Source Readings • Position Paper • Global Connections/activities • Local Ordinances


9

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: Expansion

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did technological

improvements contribute to the Industrial Revolution?

o Why was improved transportation the key to facilitating westward movement?

o What impact did the War of 1812 have on the feeling of nationalism in the country and divisions about economics and equality?

• Analyze why and how industrial growth began in New England. • Describe how New England’s geography supported the growth of

industries. • Identify and evaluate the elements of the free enterprise system. • Assess how cotton farming affected slavery. • Examine various forms of transportation and their effect on the economy

and growth of cities. • Compare issues regarding the power of the federal government and

states. • Compare agriculture in the different regions of the country. • Analyze the impact of the Erie Canal of transportation and industry

• 6.1.12.A.3a-i • 6.1.12B.3a • 6.1.12C.3a-b • 6.1.12D.3a-e



• Writings Assignments • Essays • Tests, Quizzes • Research Paper • Projects

• Charts/Graphs/Maps • Primary Source Readings • Internet Research • Debate • Databases


10

Subject(s): Beginnings of the United States Grade(s): 7 Approximate Timeline: 4-5 weeks Unit: Civil War and Reconstruction

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did the ideological,

economic, and political differences of our nation contribute to the Civil War?

o What were the conditions and contributions of soldiers and civilians during the Civil War?

o What were the major battles and turning points of the War?

• Evaluate the goals of the North and the South and the strengths and

weaknesses of each. • Analyze the effect of the Emancipation Proclamation. • Identify the changes in lifestyle during the Civil War. • Assess why the South had the advantage at the beginning of the War. • Evaluate the contribution of African Americans as soldiers during the

War. • Describe the conditions of the hospitals and the prison camps during the

Civil War. • Discuss the major battles and events that occurred during the Civil War. • Compare and contrast life in both the North and South during the war

years.

• 6.1.12.A.4a-d • 6.1.12.B.4a-b • 6.1.12.C.4a-c • 6.1.12.D.4a-e



• Writings Assignments • Essays • Tests, Quizzes • Research Paper • Projects

• Charts/Graphs/Maps • Primary Source Readings • Class discussion • Databases

Course of Study

Social Studies, Grade 8 Early World History

SOCIAL STUDIES CURRICULUM – Early World History

2


The Early World History course is designed to provide middle school students with the skills and knowledge necessary to deal with the issues in world history from early civilizations to the Middle Ages. Students will be introduced to major civilizations and gain knowledge of how they have influenced the rest of the world all the way to our present times. Emphasis will be placed on both knowledge of events and the ability for the students to compare and contrast the ancient world with our modern world. Far-reaching research and writing assignments will make up a better part of the required assignments for this class. There will also be a strong emphasis on topics and activities that integrate all subject areas, specifically, Language Arts, Mathematics, and Science. Units of study will include the beginnings of human society, Mesopotamia, Indus River Valley civilization, Ancient Egypt, Ancient Greece, Ancient Rome, and Europe during the Middle Ages. Early World History is aligned with the Core Curriculum Content Standards and will integrate the Common Core Standards, Technology, and 21st Century Career and Life Skills within projects and activities that will provide the students with skills and understanding to promote wide applicability outside the classroom.

II. PREREQUISITE - 7th Grade Social Studies III. GRADE LEVEL - 8 IV. PERIODS PER WEEK - 5


3

V. MARKING PERIOD SCOPE AND SEQUENCE

MARKING PERIOD 1 MARKING PERIOD 2 MARKING PERIOD 3 MARKING PERIOD 4 Unit 1: Early Human Societies • Migratory Patterns • Social Organization • Use of Natural Resources • Agricultural Revolution • Development of Written

and Spoken Languages Unit 2: Mesopotamia • Location and Geographical

Influences • Technological

Advancements • Achievements and their

effects on our society • Code of Law and

Government • Daily Life (Religion and

Art) • Factors contributing to the

rise and fall • Compare and contrast with

modern times

Unit 3: Ancient Egypt • Location and Geographical

Influence • Technological

Advancements • Compare and Contrast with

modern world • Factors contributing to the

rise and fall • Daily Life (Religion and

Art) Unit 4: Indus River Valley • Location and Geographical

Influences • Achievements and how

they affect us today • Daily Life (Religion and

Art)

Unit 5: Ancient Greece • Geography and

Development • Role of religion and beliefs

in daily life • Influence of government on

the United States • Factors dealing with the

ride and fall • Hierarchical society • Effects on the modern

world Unit 6: Ancient Rome • Effects on American legal

system and government • Rights of citizens • Influence of geography • Rise of Christianity

Unit 7: Europe during the Middle Ages • Feudalism • Crusades • Interaction between the

Muslim and Christian world

• Development of banking and global trade

• Influence of geography in developing cultural centers


4


CONTENT SOCIAL STUDIES Standard 6.2 World History/Global Studies

All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.



Eras The Beginnings of Human Society Early Civilizations and the Emergence of Pastoral Peoples (4000 – 1000 BCE) The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE – 600 CE) Expanding Exchanges and Encounters (500 CE – 1450 CE)


Strands



5

Subject(s): Early World History Grade(s): 8 Approximate Timeline: 4-5 weeks Unit 1: Early Human Societies - Paleolithic and Neolithic Societies


o How did geography affect the movement of the hunter/gatherer societies?

o What effect did the agricultural

revolution have on human society and development?

• Describe the geography of the hunter/gatherer societies and how it

affected their movements. • Visualize the migration patterns of hunter/gatherers as they moved from

Africa to other parts of the world. • Discuss the impact that the agricultural revolution had on the

development of future cultural groups. • Describe the impact that technologies played in the transition from a

hunter/gatherer society to an agrarian society. • Interpret the development of both written and spoken language during

early civilizations. • Explain how traveling societies interacted with their environment.

• 6.2.8.B.1.b • 6.2.8.C.1.a • 6.2.8.C.1.b • 6.2.8.D.1.b • 6.2.8.D.1.c



• Tests • Interpreting graph, charts, and maps • Research Essays • PowerPoint presentations • Projects

• Creation of art from the time period • Research on how the agricultural revolution changed the world • Creation of maps showing human movement • Creating reproductions of technology of the time period


6

Subject(s): Early World History Grade(s): 8th Approximate Timeline: 3 weeks Unit: Mesopotamia

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o What were the geographical

factors that lead to the formation of the Mesopotamian society?

o What were the historical

accomplishments of the people of Mesopotamia?

o How do the cultural and social

advancements compare and shape our modern world?

• Explain how Mesopotamian laws formed the basis for other early law

codes. • Examine the role that geography played in the formation of this

civilization. • Distinguish the factors that led to the rise and the fall of Mesopotamia. • Identify major achievements in the arts and daily life of Mesopotamian

society that have affected our modern societies. • Give examples of how Mesopotamian written language formed the basis

for other languages.

• 6.2.8.A.2.a • 6.2.8.A.2.b • 6.2.8.B.2.a • 6.2.8.B.2.b • 6.2.8.C.2.a • 6.2.8.D.2.b • 6.2.8.D.2.c • 6.2.8.D.2.d • 8.1.8.E.1



• Tests • Research Projects • Creation of maps • Analyzing graphs and charts • Interpreting pictures and documents

• Internet resources • Compare-and-contrast essays on Mesopotamia and modern

Iraq • Maps of the region during that time and modern time • Create examples of cuneiform


7

Subject(s): Early World History Grade(s): 8 Approximate Timeline: 2-3 weeks Unit: Ancient Egypt


o How was the success of the Egyptian civilization tied to the Nile River?

o How did life differ in ancient

Egypt through the three major kingdoms

• Compare and contrast the old kingdom, the middle kingdom, and the

new kingdom. • Identify Egyptian achievements and the effect that they have on the

world today. • Understand and describe the role that geography played in the rise and

decline of early Egypt. • Analyze the factors that lead to the fall of the Egyptian empire.

• 6.2.8.A.2.a • 6.2.8.A.2.c • 6.2.8.B.2.a • 6.2.8.B.2.b • 6.2.8.C.2.a • 6.2.8.D.2.a • 6.2.8.D.2.b • 6.2.8.D.2.c • 6.2.8.D.2.d




• Research on early Egyptian gods/goddesses • Creation of maps showing physical features and empire

expansion


8

Subject(s): Early World History Grade(s): 8 Approximate Timeline: 5 weeks Unit: Indus River Valley


o How does India’s rich history and culture affect the world today?

o How are both Buddhism and

Hinduism the same and different?

o What are some similarities and

differences between the Mauryas and Gupta civilizations?

o What were the major

contributions to the arts and sciences developed by the people of ancient India

• Analyze maps and graphs showing the beginnings and expansion of the

empires that made up ancient India. • Identify major advancements in the arts and sciences that were

developed by the people and societies of ancient India. • Compare and contrast the important aspects of the Mauryas and Gupta

empires. • Distinguish the important aspects of both the Hindu religion and

Buddhist religion. • Explain the main reasons why these ancient societies fell.

• 6.2.8.A.2.a • 6.2.8.A.2.c • 6.2.8.B.2.a • 6.2.8.B.2.b • 6.2.8.C.2.a • 6.2.8.D.2.a • 6.2.8.D.2.b • 6.2.8.D.2.c • 6.2.8.D.2.d




• Research essays on the Mauryas and Gupta empires • Design a children’s story book showing the life of Buddha and

the eight fold path. • Draw a map of the areas that formed ancient India.


9

Subject(s): Early World History Grade(s): 8 Approximate Timeline: 4-5 weeks Unit: Ancient Greece


o What factors shaped government in Greece?

o How did Greece’s geography and location influence the development of ancient Greece?

o What are the lasting influences of the Greek culture?

o What were the contribution of Alexander the Great and other important leaders on the ancient world and our modern societies

• Identify the extent of the principles of Athenian democracy on the

development of the United States Constitution. • Recall the names of important leaders of the time and how they affected

the time period. • Interpret graphs, charts and maps to understand the geographical impact

on Greek civilization. • Determine how religion and mythology shaped Greek society and

culture. • Present examples of Greek architecture in our modern world.

• 6.2.8.A.3b • 6.2.8.A.3.c • 6.2.8.A.3.b • 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.d • 6.2.8.D.3.f • 6.3.8.A.2 • 6.3.8.C.1 • 6.3.8.D.1



• Tests • Research Projects • Creation of maps • Analysis of graphs and charts • Interpretation of pictures and documents

• Compare-and-contrast report on the city-states of Athens and Sparta • Research important Greek gods and goddesses and design an

advertisement for them. • Color and label maps of the area showing growth and decline of the

civilization.


10

Subject(s): Early World History Grade(s): 8 Approximate Timeline: 5-6 weeks Unit: Ancient Rome

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did Rome become the

dominant power in the Mediterranean world?

o What were the effects of Rome’s laws and government on its society?

o What factors led to the fall of the Roman Empire and what is its legacy?

o How did the Roman Republic differ from the Roman Empire?

o How did the rise of Christianity affect the Roman world?

• Analyze charts, graphs and maps showing the expansion of the Roman

world. • Identify the role religion played in the “average” person’s life during the

Roman Empire. • Classify the factors that changed Rome from a republic to an empire. • Identify the areas of our modern world that were directly influenced by

the Roman Empire. • Research important battles and events that impacted the Roman world

and other parts of the world. • Conclude how the Roman Republic influenced the development of the

United States government and the Constitution. • Show how the legal system in Rome is similar to the legal system in our

country.

• 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.c • 6.2.8.D.3.d • 6.2.8.D.3.f • 6.3.8.A.2 • 6.3.8.C.1 • 6.3.8.D.1 • 8.1.8.A.3




• Label and identify key physical features on a map and then recognize how they

would affect the empire. • Design oral presentations focusing on important figures of the time. • Create models showing important art and architecture


11

. Subject(s): Early World History Grade(s): 8 Approximate Timeline: 5 weeks Unit: Europe in the Middle Ages

ESSENTIAL QUESTIONS OBJECTIVES NJCCCS AUDIT o How did life change in Europe

after the fall of the Roman Empire?

o What role did Christianity play in Europe during this time period?

o What were the Crusades and how did they affect Europe and the rest of the world both positively and negatively?

o What were some political and social changes of the time period?

o How did popes and kings show their authority?

o What were the different levels found in a Feudal society?

o In what way did Europeans interact with the rest of the world?

• Describe the components of European feudal society. • Compare and contrast the structures of European and Japanese feudal

systems and how they imposed various forms of social order. • Explain how geography influenced trade and the development of

individual cities as cultural centers. • Give details how people during this time changed their physical

environment to meet their needs and how it is similar to modern times. • Conclude how the interaction between the Islamic World and the

European world increased trade and technological advancements between the two societies.

• Examine the causes and outcomes of the Crusades and their effect on different societies.

• Show how religion unifies people and divides people. • Appraise how this time period acts a bridge from the Roman world to

the Renaissance.

• 6.2.8.A.4.a • 6.2.8.A.4.b • 6.2.8.B.4.a • 6.2.8.B.4.b • 6.2.8.B.4.d • 6.2.8.B.4.e • 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.C.4.e • 6.2.8.D.4.a • 6.2.8.D.4.b • 6.2.8.D.4.c • 6.2.8.D.4.d • 6.2.8.D.4.f • 6.2.8.D.4.j • 8.2.8.B.2 • 8.1.8.A.1


12




• Illustrate different trade routes used during the time period on a

wall size map. Students will also identify products traded between societies.

• Create a chart on the Crusades showing how it affected the Christian and the Muslim worlds.

• Generate a timeline of events including visuals and art of the time period.

course of study social studies, grade 5 · social studies curriculum ... strands a. civics,...

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