curriculum guide - spokane public...

Grade 7 Social Studies Curriculum Guide

Content Summary In the seventh grade, students will continue in their study of world history from 6th grade, focusing on major societies, world religions, events and movements that existed from 600 CE to 1450 CE. Through this study, students will develop enduring understandings of core concepts and ideas in civics, economics, geography, and history. Students will also develop skills in the areas of research, reading, and writing, including writing a guiding research question, selecting sources, evaluating information for relevancy and accuracy, drawing conclusions, evaluating primary and secondary sources, distinguishing among fact, opinion, and reasoned judgment, and writing expository and argumentative texts. Skill Summary Students will develop multiple skills while taking the 7th Grade Social Studies course. Students will learn each step of the research process focusing on using textual-based evidence. Students will independently conduct research projects--both short and sustained. In addition to the research process, students will also utilize technology in a variety of different ways to gather, organize and present information learned. Students will also learn how to write multi-paragraph essays centered around cause and effect, compare and contrast, and argumentation. Reading skills will be taught to students to meet proficiency on Common Core standards using best practices along with AVID strategies. End-of-Unit Writing Tasks

• Unit 1 Research Article Using Textual Evidence: Write an article detailing the major contributions made by a leader or scholar you studied in this unit on world civilizations, using evidence from your research and visuals with captions.

• Unit 2 Cause and Effect Essay: (SPS Pre-AP Agreement) Write a multi-paragraph cause-and-effect essay or article. Possible topics: Desertification, Bantu Migration, Slave trade, Decline of East African city-states, Portugal’s impact on the development of the kingdom of the Congo, Impact of trade in Africa, Impact of technology in Africa

• Unit 3 Compare and Contrast Essay: Write a multi-paragraph compare-and-contrast essay, and create a graphic/table to provide additional support to your topic. Possible topics: how the climates of Mesoamerica’s highlands and lowlands differ; Aztec, Incan, Mayan civilizations; the emergence of the Olmec and emergence of another ancient civilization such as Mesopotamia, Egypt, India, or China; or how civilizations adapt to their environments.

• Unit 4 Argumentative Essay: Write a multi-paragraph argumentative essay in response to one of the following prompt options: Was Mongol rule good or bad for China? OR Was China’s influence on Japan beneficial or harmful? OR Did outside influences positively impact Southeast Asia and/or Korea? Support your claim with research and textual evidence.

• Unit 5 Research Paper: Research the impact of the Renaissance on a topic of your choice. Produce a well-researched paper with graphics to enhance your information including a biography. Possible topics: science, art, architecture, religion, other.

Hyperlinked Instructional Resources in Blackboard This curriculum guide has a variety of instructional resource hyperlinked to the 2017-2018 SPS Social Studies Blackboard course. To access these resources, you may be asked to log into Blackboard after you click on the link in this curriculum guide.

Additional Notes • PRE – AP ALIGNMENT: In Grade 7 Social Studies, the pre-AP reading strategy is OPTIC. OPTIC is a reading

strategy used for reading graphic images like maps, graphics, and info-graphics.

• PRIMARY DOCUMENT ANALYSIS: Each chapter has a set of primary or secondary documents to provide students the opportunity to practice reading these reading skills.

• WRITING MINI-TASKS: Each unit has a set of mini-writing assignments that scaffold the writing or thinking skills needed for the end of the unit writing assignments.

• LEVELED READING PASSAGES: Each unit has a set of reading passages that are tied to a topic or subject in the unit. These passages are written for multiple grade levels and provide students practice in close reading and responding to CCSS-aligned questions.

• AVID STRATEGIES: The AVID resources aligned in this curriculum guide are: AVID Critical Reading and AVID The Write Path in Social Studies and History.

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Spokane Public Schools 7th Grade History Pacing Overview

Unit Name Unit Theme Suggested # of days

Byzantine and Islamic Civilizations The Byzantine Empire 7

Byzantine and Islamic Civilizations The Islamic World 8

Byzantine and Islamic Civilizations Byzantine and Islamic Civilizations End of Unit Writing Task 2

African Civilizations North and West Africa 7

African Civilizations East, Central, and Southern Africa 8

African Civilizations African Civilizations End of Unit Writing Task 2

American Civilizations Mesoamerica 7

American Civilizations North and South America 8

American Civilizations American Civilizations End of Unit Writing Task 2

Empires of Asia Dynasties of China 5

Empires of Asia Japanese Civilization 5

Empires of Asia Korea and Southeast Asia 5

Empires of Asia Empires of Asia End of Unit Writing Task 2

Medieval and Renaissance Europe Feudalism and The Middle Ages 5

Medieval and Renaissance Europe Renaissance and Reformation 5

Medieval and Renaissance Europe The Age of Science and Exploration 5

Medieval and Renaissance Europe Medieval and Renaissance Europe End of Unit Writing Task 2

Total Number of Days 85

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Spokane Public Schools 7th Grade Writing Scope and Sequence Overview Writing Mini-Task Suggestions Writing Task

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d Is

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ic C

ivili

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ns Finding Textual Evidence: Pull evidence from a text to write an explanation answering

the essential question. (Ch12) Embedding Textual Evidence: Embed evidence from a text to write a summary surrounding an objective for this unit. (AVID CR Strategy QR 10.7/10.10/10.8) Analyzing and Evaluating the Source: Provide information about a primary or secondary source document, assessing its credibility (AVID CR Strategy QR 11.2/11.3/11.4/11.5) Writing a Text for a Graphic: Create a photo gallery of Muslim art and architecture as a class with each student providing one image with caption. (Ch13)

Research: Using Textual Evidence

Write an article detailing the major contributions made by a leader or scholar you studied in this unit on world civilizations, using evidence

from your research and visuals with captions.

Afr

ican

Civ

iliza

tions

Organize Cause and Effect Notes: Take Cornell Notes on how the desertification of the Sahara shaped settlement patterns. (Ch14) Organize a Cause and Effect Outline: Create a cause-and effect-outline detailing what caused the decline of the East African city-states OR the impact Portugal had on the development of the kingdom of the Congo OR analyzing cause and effect for another topic from the unit. (Ch15) 3-Part Source Integration: Take a piece of writing that has already been done, and use the AVID CR Handout 11.2 OR another template to practice different ways to integrate textual evidence.

Cause and Effect (SPS Pre-AP Agreement)

Write a multi-paragraph or article cause and effect essay.

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an

Civ

iliza

tions

Organize a Compare and Contrast Outline: Create a compare-and-contrast outline on how the climate of Mesoamerica’s highlands and lowlands differ OR how the emergence of the Olmec was similar to the rise of the ancient civilizations of Mesopotamia, Egypt, India, and/or China OR how civilizations adapt to their environments. (Ch16) Citing Sources: Have students select two of the cultures represented in the chapter and research more information. Create a works cited list of the resources used using MLA 7. (Ch17) Creating a visual graphic: Create a graphic/table comparing the two cultures or topics in this chapter.

Compare and Contrast Write a multi-paragraph compare-and-contrast essay, and create a graphic/table to provide additional

support to your topic.

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of A

sia

Explain A Position (WHST 7.1a): After completing the activity sheet, assign three corners with one of the inventions and ask to stand in the corner assigned to the invention that they think is most important. Create triads or pairs with students with different opinions. Once students have paired up, as them to explain their choice of an invention. Encourage students to refer to evidence and examples when defending their stance. Take a quick corner poll at the end to see if anyone changed their mind. Have students write simple claim statement and most relevant evidence to support that claim. Writing a Claim (WHST 7.1b): Write a claim in response to the following prompt – Was Mongol rule good or bad for China? Use textual evidence from the chapter to support your thinking. After sharing and evaluating claims from the class, select one claim to use with the class. Use the Evaluating Evidence strategy to provide students with the opportunity to sort and sift through evidence. (Ch18) Supporting a Claim: Was China’s influence on Japan beneficial or harmful? Support your claim with textual evidence from the text. Use the Relevant or Not strategy to provide practice in distinguishing between evidence that is relevant to support an argument and evidence that is not relevant to support an argument. (Ch19) Writing an Introduction: Draft the introduction to your argumentative essay. Be sure to include the following elements: Hook, Background Information, Thesis/Claim

Argumentation Write a multi-paragraph

argumentative essay in response to one of the prompt options.

Support your claim with research

and textual evidence.

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l and

R

enai

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e Notetaking for Research: Review and apply the note-taking expectations for research. Possible notetaking strategies include: note cards, research journal, OneNote, Cornell Notes, etc. Summarize and Paraphrase: Have students practice summarizing and paraphrasing to support their note-taking. Paraphrase and summarize a topic of your choice from this unit. (Ch 21) Providing Information About a Source: Embed textual evidence, in writing, surrounding a topic from this unit and include correct citations. (AVID CR QR 11.2)

Research Paper Research the impact of the

Renaissance on an area of your choice. Produce a well-researched paper with graphics to enhance your information including a bibliography.

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Byzantine and Islamic Civilizations

Chapter 12 The Byzantine Empire Time Frame: 7 Days

Washington State Standards Learning Objectives

Vocabulary • crossroads • diversity • divine • heresy • creed • excommunicate • icon • patriarch • schism

Vocabulary Notebook Pages • CH 12 Section 1 • CH 12 Section 2

Resources • National

Geographic World History Great Civilizations Chapter 12

• Global Issues NG Explore

AVID • Vocabulary

Awareness Chart

Geography 3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. History 4.2.1 Understands and analyzes how individuals and movements have shaped world history. History 4.2.2 Understands and analyzes how cultures and cultural groups contributed to world history. CCSS RH 7.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

1.1 Objective: Identify the geographic features of the Byzantine Empire.

1.2 Objective: Identify key characteristics and events of the reign of Justinian and Theodora.

PRE-AP READING STRATEGY: OPTIC • Analyze the mosaic on page 355 using the OPTIC strategy and

answer the following question: What can you infer about Justinian’s reign from the people portrayed in the mosaic?

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from the Justinian Code [document] LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about Byzantine

riots and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [560L] [810L] [1080L] [1200L] [MaxL]

1.3 Objective: Identify the importance of the Hagia Sophia to the Byzantine Empire.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt about The Beauty of the Hagia Sophia

[document] 1.4 Objective: Describe the ways in which Constantinople was modeled on ancient Rome.

NOTE-TAKING • Have students work in pairs. Assign each pair one paragraph to

read together and to provide an accurate summary. Then have students form larger groups made up of numbered pairs. Have students share and provide feedback. CCSS RH 7.2

MODEL WRITING: • Model using textual evidence from the text to answer the

Chapter 12 Essential Question: How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire?

Writing Mini-Tasks Finding Textual Evidence: Pull

evidence from a text to write an explanation

answering the essential question.

Embedding Textual Evidence: Embed

evidence from a text to write a summary surrounding an

objective for this unit using AVID strategies.

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https://bb.spokaneschools.org/bbcswebdav/xid-6054184_2











Essential Question: How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire?

2.1 Objective: Explain how differences in the development of Christianity in the East and the West led to a split in the church.

2.2 Objective: Describe the distinctive Byzantine style of mosaic art.

2.3 Objective: Explain the factors that weakened the Byzantine Empire and ultimately destroyed it.

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Byzantine and Islamic Civilizations

Chapter 13 The Islamic World Time Frame: 8 Days


Vocabulary • caliph • clan • imam • mosque • oasis • pilgrimage • prophet • shari’a • bureaucracy • janissary • mercenary • shah • sultan • tolerance • arabesque • calligraphy • medieval • minaret

Vocabulary Notebook Pages • CH 13 Section 1 • CH 13 Section 2 • CH 13 Section 3

Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. History 4.2.1 Understands and analyzes how individuals and movements have shaped world history. Social Studies Skills 5.2.2 Evaluates the breadth of primary and secondary sources and analyzes notes to determine the need for additional information while researching an issue or event. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Explain how the Arabian Peninsula became an important crossroads for trade among the continents of Asia, Africa, and Europe by the early 600s. 1.2 Objective: Discuss Muhammad as a great religious, political, and military leader who preached the religion of Islam and unified much of Arabia. 1.3 Objective: Describe how Islamic religious practices are based on Islam’s holy book and the life of Muhammad. 1.4 Objective: Synthesize information about the Qur’an and Hadith from primary source documents. 1.5 Objective: Explain how the Muslim state recovered from a period of disorder after Muhammad’s death and expanded to form a powerful empire. 2.1 Objective: Identify opposing groups that competed for power in the Muslim empire and explain how a major split developed in Islam in the late 600s. 2.2 Objective: Explain how the Umayyads transformed Muslim Spain into a center of power, learning and culture between 756 and 1031. 2.3 Objective: Explain the significance of the Alhambra to both Muslim and Christian rulers. 2.4 Objective: Explain the significance of the Alhambra to both Muslim and Christian rulers.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1

Chapter 13 Essential Question: What major contributions did medieval Muslim leaders and scholars make to world civilization?

Writing Mini-Tasks

Analyzing and Evaluating the Source: Provide

information about a primary or secondary

source document, assessing its credibility using AVID strategies.

Writing a Text for a Graphic: Create a

photo gallery of Muslim art and architecture as

a class, with each student providing one image with a caption.

6






• NG Explore Archaeology

AVID • Vocabulary

Awareness Chart

• Analyze an excerpt from a letter written about Sultana [document] 2.5 Objective: Identify rival Muslim empires that arose in Persia and India during the time of the Ottoman Empire. 3.1 Objective: Identify rival Muslim empires that arose in Persia and India during the time of the Ottoman Empire. 3.2 Objective: Describe how scientist Hayat Sindi is following Muslim tradition by promoting a medical device that benefits the world’s poor people. 3.3 Objective: Describe how medieval Muslim dynasties produced distinctive forms of architecture, art, and writing that are highly admired today.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt of a poem by Khayyάm [document]

3.4 Objective: Identify different examples of art from medieval Muslim civilization.

7





Byzantine and Islamic Civilizations: Writing Tasks

Common Core State Standards in Content Literacy Mid-Unit Writing Task Suggestions

End-of-Unit Writing Task

WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Finding Textual Evidence: Pull evidence from a text to write an explanation answering the essential question. (Ch12) Embedding Textual Evidence: Embed evidence from a text to write a summary surrounding an objective for this unit using AVID strategies.

AVID Critical Reading Resources • Quick Reference 10.7: Strategies for

Summarizing Informational Texts • Quick Reference 10.8: Sample Summary of an

Expository Text • Student Handout 10.10: Summarizing Sections of

Informational Texts Analyzing and Evaluating the Source: Provide information about a primary or secondary source document, assessing its credibility using AVID strategies.

AVID Critical Reading Resources • Quick Reference 11.2: Providing Information About a

Source • Quick Reference 11.3: Citing Sources Directly-Using

Quotation Marks and Parenthetical Citations • Quick Reference 11.4: 3-Part Source Integration • Quick Reference 11.5: Introducing the Source and the

Author Writing a Text for a Graphic: Create a photo gallery of Muslim art and architecture as a class, with each student providing one image with a caption. (Ch13)

• Examples of Captions and Interview with NG editor: Writing a Text for a Graphic

Research: Using Textual Evidence Write an article detailing the major contributions made by a leader or scholar you studied in this unit on world civilizations, using evidence from your research and visuals with captions.

• [Prompt and Rubric]

8
















END OF UNIT WRITING TASK

The Byzantine and Muslim Empires spanned the time period from 565‐1683. Throughout this history, many influential leaders and scholars made lasting contributions. For this assignment, think about the names and places we have discovered from this region and time period. Your task is to research a leader or scholar that interests you and write about their contributions.

Directions to Students

Write an article detailing the major contributions made by a leader or scholar you studied in this unit on world civilizations, using evidence from your research and visuals with captions.

Possible topics:

Use the following steps to guide your work: 1. Review the rubric to make sure that you understand all of the elements of the assignment

2. Select a leader or scholar and write a guiding research question related to the writing prompt.

3. Gather research you can use in your article

4. Use a notetaking strategy to organization your information, either created by you or provided by your teacher

5. Write a well‐organized article using evidence from your research

6. Provide at least one visual with a caption to enhance your article for the reader

7. Create a correctly formatted bibliography of resources used in your article

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Scoring Elements

Emerging Approaches Expectations Meets Expectations Advanced 1 1.5 2 2.5 3 3.5 4

Controlling Idea

Article presents an unclear or unfocused controlling idea.

Article presents a general controlling idea that addresses the prompt, with an uneven focus.

Article presents and maintains a clear controlling idea that addresses all aspects of the prompt.

Article presents and maintains a clear and specific controlling idea that addresses all aspects of the prompt and takes into account the complexity of the topic.

Selection & Citation of Evidence

Includes minimal details from sources. Sources are used without

citation.

Includes details, examples, and/or quotations from sources that are relevant to the controlling idea. Inconsistently cites sources.

Includes details, examples, and/or quotations from sources that are relevant to the controlling and supporting ideas. Consistently cites sources with

minor formatting errors.

Includes well-chosen details, examples, and/or quotations from sources that support the controlling and supporting ideas. Consistently cites sources using appropriate

format.

Development / Explanation of Sources

Explanation of ideas and source material is irrelevant, incomplete, or inaccurate.

Explanation of ideas and source material is minimal or contains minor errors.

Accurately explains ideas and source material and how they support the controlling idea.

Thoroughly and accurately explains ideas and source material, using reasoning to support and develop the controlling idea.

Organization

Lacks an evident structure. Makes unclear connections among ideas, concepts, and information.

Groups ideas and uses some transitions to connect ideas, with some lapses in coherence or organization.

Groups and sequences ideas to develop the controlling idea. Uses transitions to clarify the relationships among ideas, concepts, and information.

Groups and sequences ideas logically to develop the controlling idea and create cohesion. Uses varied transitions to clarify the relationships among ideas, concepts, and information.

Conventions Major errors in standard

English conventions interfere with the clarity of the writing.

Errors in standard English conventions sometimes interfere with the clarity of the writing.

Consistently applies standard English conventions; minor errors, while noticeable, do not interfere with the clarity of the writing.

Consistently applies standard English conventions, with few errors. Demonstrates varied syntax and precise word choice.

Visual/Graphic Does not provide

additional visual or graphic to support the article.

Provides a visual or graphic without a caption or source

Visual or graphic with caption adequately supports the article

Visual or graphic with caption effectively strengthens the clarity and development of the article.

Bibliography

Does not provide a bibliography or provides only a list of URLs

Attempts to provide a bibliography

Provides a bibliography with some errors

Provides an error-free bibliography

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African Civilizations

Chapter 14 North and West Africa Time Frame: 7 Days Washington State Standards Learning Objectives

Vocabulary • caravan • commodity • desertification • savanna • scarcity • trans-Sahara • griot • iron • mansa • oral tradition • terra cotta





Economics 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. History 4.1.2 Understands how themes and developments have defined eras in world history by explaining and comparing the development of major societies from 600 to 1450 in two or more regions of the world. History 4.2.3 Understands and analyzes how technology and ideas have impacted world history. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Identify the Sahara and other landforms that characterize North Africa.

NOTE-TAKING • Review how to take notes for cause and effect using a graphic

organizer or placing the notes in their Cornell Notes. CCSS RH 7.3

• Cause and Effect Focus: How did the desertification of the Sahara shape settlement patterns?

1.2 Objective: Summarize the development of trade in North Africa and across the Sahara. 1.3 Objective: Analyze the importance of gold, salt, and slaves as commodities of trade.

READING LIKE A HISTORIAN LESSON: • In this lesson, students read one recent blog post about Musa I

of Mali's wealth, followed by two historical documents from the fourteenth-century, to answer the question: Was Mansa Musa the richest person ever? [Lesson Plan] [PowerPoint] [Original Documents]

NOTE-TAKING • Cause and Effect Focus CCSS RH 7.3: How did abundant

resources in West Africa help shape the nature of trans-Saharan trade?

1.4 Objective: Explain how Islam spread throughout North and West Africa. 2.1 Objective: Identify and explain the importance of terra cotta and iron smelting to Nok civilization.

NOTE-TAKING • Cause and Effect Focus CCSS RH 7.3: How did the use of

Chapter 14 Essential Question: What impact did trade and technology have on North and West Africa?

Writing Mini-Tasks

Organize Cause and Effect Notes: Analyze

cause and effect relationships throughout

Chapter 14.

11






iron tools affect Nok culture? 2.2 Objective: Describe the rise of the kingdom of Ghana and the events that led to its decline.

NOTE-TAKING • Cause and Effect Focus CCSS RH 7.3: What was one effect

of Ghana taxing the gold and salt trade? PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from Books of Highways and of Kingdoms

[document] 2.3 Objective: Explore the factors that helped the empire of Mali become powerful.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from a book, Description of Africa

[document] 2.4 Objective: Explain the contribution of oral history and the griot tradition in North and West African cultures. 2.5 Objective: Synthesize information about trans-Saharan travel from primary source documents.

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African Civilizations

Chapter 15 East, Central, and Southern Africa Time Frame:

8 Days Washington State Standards Learning Objectives

Vocabulary • city-state • dhow • hub • mariner • monsoon • sultan • deplete • lingua franca • migration • tribute


Resources • National Geographic

World History Great Civilizations Chapter 15

• Global Issues

NG Explore

Economics 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. History 4.2.2 Understands and analyzes how cultures and cultural groups contributed to world history. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Examine the role of trade in the development of Aksum.

ORGANIZE A CAUSE-AND-EFFECT OUTLINE CCSS RH 7.3/WHST 7.2,7.4: • Use the lessons and activities in the Chapter 15 Cause and Effect

Skills Sheet to model the creation of a cause and effect outline for students. [Chapter 15 Skills Sheet]

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an inscription on a stone pillar [document]

LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about the rise and fall of

the Aksum Empire and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [670L] [800L] [950L] [1110L] [MaxL]

1.2 Objective: Analyze the importance of monsoon winds and

advances in sailing technology to East African trade.

NOTE-TAKING • Review how to take notes for cause and effect using a graphic

organizer or placing the notes in their Cornell Notes. CCSS RH 7.3 • Cause and Effect Focus: How did advances in sailing make long-

distance trade across the Indian Ocean possible? 1.3 Objective: Describe the culture that developed in East African city-states.

NOTE-TAKING • Cause and Effect Focus: What factors helped Kilwa become one of

the richest and most powerful city-states in Africa?

Chapter 15 Essential Question: How did trade influence the growth and culture of East, Central, and Southern Africa?

Writing Mini-Tasks

Organize a Cause-and-Effect Outline: Create a cause-and

effect-outline detailing what caused the

decline of the East African city-states OR the impact Portugal

had on the development of the

kingdom of the Congo OR analyzing cause

and effect for another topic from the unit.

(Ch15)

13










2.1 Objective: Understand the movement of the Bantu peoples and the lasting effect they had on sub-Saharan Africa. 2.2 Objective: Analyze the importance of Great Zimbabwe’s location in its development as a trading empire. 2.3 Objective: Examine the kingdom of Congo’s growth and interaction with Portugal.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze a letter on the slave trade [document]

14


African Civilizations: Writing Tasks

Common Core State Standards in Content Literacy

Mid-Unit Writing Task Suggestions End-of-Unit Writing Task

WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Organize Cause-and-Effect Notes: Take Cornell Notes on how the desertification of the Sahara shaped settlement patterns. (Ch14)

• [Cause and Effect Writing Unit from National Graphic]

Organize a Cause-and-Effect Outline: Create a cause-and effect-outline detailing what caused the decline of the East African city-states OR the impact Portugal had on the development of the kingdom of the Congo OR analyzing cause and effect for another topic from the unit. (Ch15)

• [Chapter 15 Skills Sheet]

3-Part Source Integration: Take a piece of writing that has already been done, and use the AVID Strategy: Providing Information About a Source OR another template to practice different ways to integrate textual evidence.

AVID Writing Resources • Quick Reference 11.2: Providing Information About a


Quotation Marks and Parenthetical Citations • Quick Reference 11.4: 3-Part Source Integration • Quick Reference 11.5: Introducing the Source and the

Author ELA Embedding Quotations Strategy • TLQ - The TLQ strategy is a technique that cues students

to use transitions coupled with details in their writing. Share with students examples of how to use the transitions. Remind students that most of their writing will be academic writing, and using precise language and formal style are required for academic writing. [TLQ]

Cause and Effect (SPS Pre-AP Agreement) Write a multi-paragraph cause-and-effect essay or article about a topic of your choice. Possible topics:

• Desertification • Bantu Migration • Decline of East African

city-states • Portugal’s impact on the

development of the kingdom of the Congo

• Impact of trade in Africa • Impact of technology in

Africa

• [Prompt and Rubric]

15













Historians analyze cause and effect to figure out why events happen. They consider how an event led to changes over time or one effect may have more than one cause. For this assignment, think about the people and topics you discovered from this region and time period. Your task is to write a cause and effect essay or article about a topic of your choice from any of the five regions of Africa.


Write a multi-paragraph cause-and-effect essay or article about a topic of your choice from any of the five regions of Africa.

Possible topics:

Desertification

Bantu Migration

Decline of East African city‐states Portugal’s impact on the development of the kingdom of the Congo Impact of trade in Africa Impact of technology in Africa Other: ___________________

Use the following steps to guide your work:

1. Review the rubric to make sure that you understand all of the elements of the assignment

2. Select a topic and write a guiding research question related to the writing prompt.

3. Gather research you can use in your essay to discuss the cause and effect of your subject/topic

4. Use a notetaking strategy to organization your information, either created by you or provided

by your teacher


6. Create a correctly formatted bibliography of resources used in your essay

16

Scoring Elements


Controlling Idea

Essay/Article presents an unclear or unfocused controlling idea.

Essay/Article presents a general controlling idea that addresses the prompt, with an uneven focus.

Essay/Article presents and maintains a clear controlling idea that addresses all aspects of the prompt.

Essay/Article presents and maintains a clear and specific controlling idea that addresses all aspects of the prompt and takes into account the complexity of the topic.

Organization





Cause and Effect

Demonstrates a lack of organizational strategy; creates a confusing presentation of ideas

Presents an inconsistent organizational strategy; creates illogical presentation of causes and effects

Presents a clear organizational strategy with occasional inconsistencies to show cause and effect

Presents a clear, consistent organizational strategy to show cause and effect






Bibliography





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American Civilizations

Chapter 16 Mesoamerica Time Frame: 7 Days Washington State Standards Learning Objectives

Vocabulary • cacao • highland • lowland • maize • mother culture • slash-and-burn

agriculture • terrace • codex • creation story • glyph • chinampa • communal • conquistador • noble • serf



Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. History 4.1.2 Understands how themes and developments have defined eras in world history by explaining and comparing the development of major societies from 600 to 1450 in two or more regions of the world. Social Studies Skills 5.2.2 Evaluates the breadth of primary and secondary sources and analyzes notes to determine the need for additional information while researching an issue or event. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Discuss how geographic factors influenced the development of civilizations in Mesoamerica.

PRE-AP READING STRATEGY: OPTIC • Analyze the mosaic on page 460 using the OPTIC strategy and

answer the following question: Why do you think the Olmec and Zapotec civilizations developed along the coastal areas?

NOTE-TAKING • Review how to take notes for compare and contrast using a graphic

organizer or placing the notes in their Cornell Notes. CCSS RH 7.3 • Compare and Contrast Focus: How does the climate of

Mesoamerica’s highlands and lowlands differ? • Compare and Contrast Focus 1.1-1.3: Identify the similarities and

different between the Olmec and the Zapotec. [Skills Sheet] [Y-Chart] [Venn]

1.2 Objective: Discuss the Olmec civilization and explain how it influenced later cultures.

NOTE-TAKING • Compare and Contrast Focus: How was the emergence of the Olmec

similar to the rise of the ancient civilizations of Mesopotamia, Egypt, India, and China?

1.3 Objective: Explain how the Zapotec established a civilization and controlled the Oaxaca Valley for more than 1,000 years.

NOTE-TAKING • Compare and Contrast Focus: How did the daily life of farmers differ

from that of people belonging to the wealthier class?

2.1 Objective: Describe the class system in Maya society and the importance of religion in daily life.

Chapter 16 Essential Question: How did Mesoamerican civilizations adopt and adapt the cultures of earlier civilizations?

18









2.2 Objective: Describe the cities, structures, and art of the Maya in the Classic Period.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an account of the Spanish Conquest [document]

2.3 Objective: Discuss how archaeologist William Saturno’s discoveries are challenging ideas about the early Maya. 2.4 Objective: Describe the important advances the Maya made in mathematics, astronomy, and writing. 2.5 Objective: Synthesize information about creation stories from three sacred texts.

NOTE-TAKING • Compare and Contrast Focus: How is God’s formation of light in the

Bible excerpt similar to how the Maya god form Earth in the Popol Vuh?

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from Popol Vuh [document]

3.1 Objective: Explain how the Aztec built a mighty empire in central Mexico.

3.2 Objective: Explain how class structure and religious practices defined Aztec culture.

NOTE-TAKING • Compare and Contrast Focus: In what ways were some Aztec

religious practices similar to practices of other Mesoamerican cultures?

3.3 Objective: Describe the defeat of the Aztec and the rich cultural legacy they left behind.

LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about the fall of the

Aztecs to Cortes and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [540L] [690L] [850L] [930L] [MaxL]

Writing Mini-Tasks Organize a Compare-and-Contrast Outline: Create a compare-and-contrast outline on how

the climate of Mesoamerica’s

highlands and lowlands differ OR how the emergence of the

Olmec was similar to the rise of the ancient

civilizations of Mesopotamia, Egypt,

India, and/or China OR how civilizations adapt to their environments.

19








American Civilizations

Chapter 17 North and South America Time Frame:


Vocabulary • geoglyph • quarry • quinoa • terrace farming • adobe • confederation • kiva • mound builder • potlatch • shaman • totem pole • wigwam





Civics 1.2.3 Understands various forms of government and their effects on the lives of people in the past or present. Geography 3.2.1 Understands and analyzes how the environment has affected people and how people have affected the environment in the past or present. History 4.2.2 Understands and analyzes how cultures and cultural groups contributed to world history. History 4.2.3 Understands and analyzes how technology and ideas have impacted world history. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Explore pre-Inca civilizations in South America.

NOTE-TAKING • Compare and Contrast Focus: In what ways were these four

pre-Inca cultures similar? 1.2 Objective: Learn about the extraordinary artisanship of pre-Inca cultures. 1.3 Objective: Examine the Inca Empire in South America.

PRE-AP READING STRATEGY: OPTIC • Analyze the mosaic on page 490 using the OPTIC strategy

and answer the following question: Why do you think the Inca Empire only expanded to the north and south?

1.4 Objective: Discover the Inca’s extraordinary building skills in mountain surroundings.

NOTE-TAKING • Compare and Contrast Focus: What challenges did Inca

engineers face that the Roman engineers did not have to face?

1.5 Objective: Identify how the Spanish defeated the Inca and conquered their empire.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1/2 • Analyze an excerpt from a letter sent by Hernando Pizarro

[document] 2.1 Objective: Explore the Native American cultures of the Northwest Coast.

NOTE-TAKING • Compare and Contrast Focus: How were the materials

available to the Northwest Coast tribes different from the

Chapter 17 Essential Question: In what ways do civilizations adapt to the environments in which they live?

20




materials available to the Inca? 2.2 Objective: Explore the ancient Pueblo of the Southwest.

NOTE-TAKING • Compare and Contrast Focus: IN what ways were Pueblo

Bonito and Mesa Verde similar? How were they different? 2.3 Objective: Explore cultures that lived on North America’s expansive plains.

NOTE-TAKING • Compare and Contrast Focus: How and why were the

homes of the Plains peoples different from those of the ancient Pueblo?

2.4 Objective: Explore the mound builders of the Mississippi River Valley and the city of Cahokia. 2.5 Objective: Explore Native American cultures in the East and Southeast.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from the Iroquois Constitution

[document]

21


American Civilizations: Writing Tasks



WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Organize a Compare-and-Contrast Outline: Create a compare-and-contrast outline on how the climate of Mesoamerica’s highlands and lowlands differ OR how the emergence of the Olmec was similar to the rise of the ancient civilizations of Mesopotamia, Egypt, India, and/or China OR how civilizations adapt to their environments. (Ch16) [Skills Sheet] [Y-Chart] [Venn] [Compare and Contrast Organizer with Thesis Practice] Citing Sources: Have students select two of the cultures represented in the chapter and research more information about them. Create a Works Cited list of the resources used using MLA 7. (Ch17)

AVID Writing Resources • Quick Reference 11.2: Providing Information About a


Quotation Marks and Parenthetical Citations

Creating a Visual/Graphic: Create a graphic/table comparing the two cultures or topics in this chapter. [Create Charts and Graphs] {Models and Diagrams]

Compare and Contrast Essay Write a multi-paragraph compare-and-contrast essay, and create a graphic/table to provide additional support to your topic. Possible topics: • how the climates of

Mesoamerica’s highlands and lowlands differ

• Aztec, Incan, Mayan civilizations

• the emergence of the Olmec and emergence of another ancient civilization such as Mesopotamia, Egypt, India, and China.

• how civilizations adapt to their environments

[Prompt and Rubric]

22













One of the most common essay you will write is the compare and contrast essay. Historians use compare and contrast to analyze how people, nations, and cultures are connected. For this assignment, think about the cultures and topics you discovered from this region and time period. Your task is to write a compare and contrast essay about a topic(s) of your choice from the American Civilization unit.


Write a multi‐paragraph compare‐and‐contrast essay, and create a graphic/table to provide additional support to your topic.

Possible topics:

how the climates of Mesoamerica’s highlands and lowlands differ Aztec, Incan, and/or Mayan civilizations the emergence of the Olmec and emergence of another ancient civilization such as

Mesopotamia, Egypt, India, and China. how civilizations adapt to their environments

Other: ___________________

Use the following steps to guide your work:

1. Review the rubric to make sure that you understand all of the elements of the assignment


3. Gather research you can use in your essay to discuss the similarities and differences of

your subjects/topics

4. Use a notetaking strategy to organization your information, either created by you or

provided by your teacher



23

Scoring Elements


Controlling Idea

Essay/Article presents an unclear or unfocused controlling idea.

Essay/Article presents a general controlling idea that addresses the prompt, with an uneven focus.

Essay/Article presents and maintains a clear controlling idea that addresses all aspects of the prompt.

Essay/Article presents and maintains a clear and specific controlling idea that addresses all aspects of the prompt and takes into account the complexity of the topic.

Organization





Compare and Contrast

The paper compares or contrasts, but does not include both. There is no supporting information or support is incomplete. contains minimal or

irrelevant facts, evidence, details, and examples

The paper compares and contrasts items clearly, but the supporting information is incomplete. The paper may include information that is not relevant to the comparison. Contains insufficient or

vague facts, evidence, details, and examples that confuse the reader’s understanding of the main ideas

The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information the is basic or unbalanced. Uses adequate facts, evidence,

details, and examples to guide the reader’s understanding of the main ideas

The paper compares and contrasts items clearly. The paper points to specific examples to illustrate the comparison. The paper includes only the information relevant to the comparison. Incorporates specific and relevant facts,

evidence, details, and examples to guide the reader’s understanding of the main ideas


additional visual or graphic to support the essay.


Visual or graphic with caption adequately supports the essay

Visual or graphic with caption effectively strengthens the clarity and development of the essay.






Bibliography





24

Empires of Asia

Chapter 18 Dynasties of China Time Frame: 5 Days


Vocabulary • commerce • movable type • nirvana • porcelain • reincarnation • reunify • staple • khanate • steppe • isolationism





Civics 1.2.3 Understands various forms of government and their effects on the lives of people in the past or present. History 4.2.1 Understands and analyzes how individuals and movements have shaped world history. Social Studies Skill 5.2.2 Evaluates the breadth of primary and secondary sources and analyzes notes to determine the need for additional information while researching an issue or event. CCSS WHST 7.1a Introduce claim(s) about a topic or issue…and organize the reasons and evidence logically CCSS WHST 7.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Explain how the Sui Dynasty reunited China and helped it flourish. 1.2 Objective: Describe why Buddhism took a strong hold in China. 1.3 Objective: Identify ways in which China grew and prospered under the Tang and Song dynasties. 1.4 Objective: Identify how Chinese inventions have shaped our own world

NOTE-TAKING COLLECTING EVIDENCE (WHST 7.9) • Collect notes about important inventions in

Chinese history. [document] EXPLAIN A POSITION (WHST 7.1a) • After completing the activity sheet, assign three

corners with one of the inventions and ask to stand in the corner assigned to the invention that they think is most important. Create triads or pairs with students with different opinions. Once students have paired up, as them to explain their choice of an invention. Encourage students to refer to evidence and examples when defending their stance. Take a quick corner poll at the end to see if anyone changed their mind. Have students write simple claim statement and most relevant evidence to support that claim. [document] [Simple claim activity]

Chapter 18 Essential Question: What legacy did China leave to the modern world?

Writing Mini-Tasks Explain a Position Students select the

most important Chinese invention

and refer to evidence to support their

thinking. Write a Claim

Students will write a simple claim and relevant textual

evidence to support their thinking.

25







2.1 Objective: Describe how Genghis Khan, the Mongol ruler, conquered China and created the largest land empire in history. 2.2 Objective: Identify how the Mongols ruled China.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from the book The Travels of

Marco Polo [document] 2.3 Objective: Synthesize information about the travels on the Silk Roads from primary and secondary source documents. 3.1 Objective: Identify how the Ming dynasty restored China’s greatness. 3.2 Objective: Identify how Chinese spread their influence across the world by sea.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze a temple inscription [document] PRE-AP READING STRATEGY: OPTIC • Analyze the map on page 538 using the OPTIC

strategy and answer the following question: What was the most important impact of Zheng He’s explorations?

LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about

the seven voyages of Zheng He and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [630 L] [800L] [1010L] [1150] [MaxL]

3.3 Objective: Identify how China isolated itself and eventually lost its dynastic system.

26








PRE-AP READING STRATEGY: OPTIC • Analyze the map on page 541 using the OPTIC

strategy and answer the following question: How does the time line illustrate the recurring theme of the “dynastic cycle” in Chinese history?

3.4 Objective: Explain how bio-archaeology helps people learn about ancient China and Mongolia.

27

Empires of Asia

Chapter 19 Japanese Civilization Time Frame:


Vocabulary • archipelago • aristocracy • calligraphy • clan • embassy • regent • ritual • haiku • kabuki • meditation • noh • bushido • daimyo • feudalism • samurai • shogun • shogunate • vassal



Civics 1.2.3 Understands various forms of government and their effects on the lives of people in the past or present. Economics 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. CCSS WHST 7.1.a Introduce claim(s) about a topic or issue…and organize the reasons and evidence logically CCSS WHST 7.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Discover how Japan’s geography affected its historical and cultural development. 1.2 Objective: Identify how the Shinto religion tied Japan together and the society became organized into family groups. 1.3 Objective: Identify how Prince Shotoku unified Japan using a Chinese model of centralized government.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from the first Japanese

Constitution [document] WRITE A CLAIM CCSS WHST 7.1.a • Consider the most important accomplishment of

Prince Shotoku. Write a claim and support it with evidence from the text. [Biography: Prince Shotoku]

1.4 Objective: Identify the ideas that the Japanese borrowed from China and adapted to fit their own culture. 2.1 Objective: Describe the new forms of literature and art that Japan developed.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from The Pillow Book [document]

2.2 Objective: Appreciate the examples of literature excerpted in three primary documents written in Japan’s golden age of literature during the Heian period.

Chapter 19 Essential Question: How was Japanese civilization influenced by neighboring cultures?

Writing Mini-Tasks Write a Claim

Students will write a simple claim and relevant textual

evidence to support their thinking.

28









PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze three primary source documents and

complete the Synthesize and Write prompts on page 559.

2.3 Objective: Identify how Zen Buddhism was adopted by many and influenced Japanese culture. 3.1 Objective: Identify how large landowning families ruled Japan using armies of samurai warriors. 3.2 Objective: Identify the weapons and protection that the samurai wore in battle. 3.3 Objective: Identify how Japan became reunified but isolated from foreign contact.

29

Empires of Asia

Chapter 20 Korea and Southeast Asia Time Frame: 5 Days Possible Standards and Learning Objectives

Vocabulary • adapt • celadon • hanbok • kimchi • ondol • rivalry • bas-relief • cultivate • impose





Geography 3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. History 4.2.2 Understands and analyzes how cultures and cultural groups contributed to world history. CCSS WHST 7.1.a Introduce claim(s) about a topic or issue…and organize the reasons and evidence logically CCSS WHST 7.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Identify the Chinese cultural influences on the three kingdoms of early Korea.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze a bronze statue or an excerpt of a legend

[document] 1.2 Objective: Describe the style of and materials used in Korean artifacts. 1.3 Objective: Describe the rule of the Koryo and Choson dynasties before Korea’s loss of independence. 1.4 Objective: Describe the distinctive culture developed in Korea. 2.1 Objective: Explain how Vietnam experienced a thousand years of independence after more than a thousand years of foreign occupation. 2.2 Objective: Explain how rice agriculture helped the Khmer dominate Southeast Asia. 2.3 Objective: Describe how the Khmer culture peaked with the building of Angkor Wat.

Chapter 20 Essential Question: How did Korea and Southeast Asia adapt to outside influences?

30




Empires of Asia: Writing Tasks

Common Core State Standards in Content Literacy

Mid-Unit Writing Task Suggestions End-of-Unit Writing Task

WHST.6-8.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. WHST.6-8.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.6-8.1.d: Establish and maintain a formal style. WHST.6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented. RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.

EXPLAIN A POSITION (WHST 7.1a): After completing the activity sheet, assign three corners with one of the inventions and ask to stand in the corner assigned to the invention that they think is most important. Create triads or pairs with students with different opinions. Once students have paired up, as them to explain their choice of an invention. Encourage students to refer to evidence and examples when defending their stance. Take a quick corner poll at the end to see if anyone changed their mind. Have students write simple claim statement and most relevant evidence to support that claim. [document] [Simple claim activity] Writing a Claim (WHST 7.1b): Write a claim in response to the following prompt – Was Mongol rule good or bad for China? Use textual evidence from the chapter to support your thinking. After sharing and evaluating claims from the class, select one claim to use with the class. Use the Evaluating Evidence strategy to provide students with the opportunity to sort and sift through evidence. (Ch18) [document]

Supporting a Claim: Was China’s influence on Japan beneficial or harmful? Support your claim with textual evidence from the text. Use the Relevant or Not strategy to provide practice in distinguishing between evidence that is relevant to support an argument and evidence that is not relevant to support an argument. (Ch19) [document]

Writing an Introduction: Draft the introduction to your argumentative essay. Be sure to include the following elements:

·Hook (the attention grabber) ·Background Information (the situation that establishes the topic and its importance) ·Thesis/Claim (the position on the topic) Chapter 17-20 [document]

Argumentative Essay Write a multi-paragraph argumentative essay in response to one of the following prompt options: • Was Mongol rule good or bad

for China? • Was China’s influence on

Japan beneficial or harmful? • Did outside influences

positively impact Southeast Asia and/or Korea?

Support your claim with research and textual evidence.

[Prompt and Rubric]

31








All cultural interactions have positive and negative impacts. Whether it is the impact of the Mongol rule over China or China influence on Japan and Korea, all historians look back at the impact societies and cultures have on one another. As a student, you must learn how to sort out “What is my perspective on this issue or topic?” and learn how to support your thinking with historical evidence.


Write a multi‐paragraph argumentative essay in response to one of the following prompt options:

▪ Was Mongol rule good or bad for China? ▪ Was China’s influence on Japan beneficial or harmful? ▪ Did outside influences positively impact Southeast Asia and/or Korea?

Support your claim with research and textual evidence. Possible claims:


2. Generate a list of potential evidence for and against your claim to focus your research

3. Gather research you can use in your essay




32

Scoring Elements


Controlling Idea/Claim

Makes an unclear or unfocused claim.

Makes a general claim that addresses the prompt, with an uneven focus.

Establishes and maintains a clear

claim that addresses all aspects of the prompt.

Establishes and maintains a clear, specific,

and credible claim that addresses all aspects of the prompt.



citation.





format.




Accurately explains ideas and source material and how they support the argument.

Thoroughly and accurately explains ideas and source material, using reasoning to support and develop the argument.

Organization Lacks an evident structure. Makes unclear connections among claim, reasons, and evidence.


Groups and sequences ideas to develop the controlling idea. Uses transitions to clarify the relationships among claim(s), reasons, and evidence.

Groups and sequences ideas logically to develop the controlling idea and create cohesion. Uses varied transitions to clarify the relationships among claim(s), reasons, and evidence.






Bibliography





33

Medieval and Renaissance Europe

Chapter 21 Feudalism and The Middle Ages Time Frame: 5 Days


Vocabulary • chivalry • convert • feudalism • knight • lord • manor • medieval • serf • vassal • bubonic plague • burgher • cathedral • clergy • common law • guild • longbow • monastery • parliament



Economics 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. History 4.1.1 Analyzes a major historical event and how it is represented on timelines from different cultural perspectives. History 4.2.2 Understands and analyzes how cultures and cultural groups contributed to Washington State or world history. CCSS WHST 7.7 Conduct short research projects to answer a questions 9includng a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Identify how Western Europe changed after Rome fell. 1.2 Objective: Discuss Charlemagne’s rule and empire.

Notetaking for Research CCSS WHST 7.7 • Review and apply the note-taking expectations by having

students find an additional resource for information about Charlemagne. Check for understanding by having students create notecards and cite source information using your chosen method.[document]

1.3 Objective: Discuss who buried a great treasure in England in the late 600s and why. 1.4 Objective: Describe feudalism and how it developed. 1.5 Objective: Identify the equipment medieval knights wore and carried into battle. 1.6 Objective: Describe what life was like on a medieval manor.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt of a dialogue in the Middle Ages [document]

2.1 Objective: Explain that, during the Middle Ages, the Church controlled lives and challenged the authority of kings. 2.2 Objective: Explain how the Magna Carta marked the first step toward democratic government in Western Europe. 2.3 Objective: Synthesize the democratic ideas expressed in

Chapter 21 Essential Question: How did Europe change during the Middle Ages?

Writing Mini-Tasks Notetaking for

Research Review and apply the

note-taking expectations for

research. Possible notetaking strategies include: note cards,

research journal, OneNote, Cornell

Notes, etc.

34







three important primary documents from England and the United States 2.4 Objective: Discuss the steps Christians in Europe took to conquer Palestine and retake Spain. 2.5 Objective: Discuss how war and disease killed so many Europeans in the 1300s and fundamentally changed society.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from The Decameron [document]

2.6 Objective: Analyze a painting that demonstrates the impact of widespread death in the Middle Ages. 2.7 Objective: Discuss how the growth of towns and trade led to changes that brought the Middle Ages to an end.

35



Chapter 22 Renaissance and Reformation Time Frame: 5 Days


Vocabulary • classical • humanism • patron • perspective • Renaissance man • secular • vernacular • cartography • printing press • woodcut • denomination • heresy • indulgence • missionary • nation-state



Geographic World History Great

Geography 3.2.2 Understands examples of cultural diffusion in the world from the past or in the present. History 4.2.1 Understands and analyzes how individuals and movements have shaped world history. History 4.2.3 Understands and analyzes how technology and ideas have impacted world history. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Explain how the growth of humanism, with its emphasis on the individual, led to a rebirth of the arts and learning.

Notetaking: Summarize and Paraphrase Review the difference between summary and paraphrase with students. Ask students to practice writing a summary of the growth of humanism. AVID Critical Reading Resources • Quick Reference 10.7: Strategies for Summarizing

Informational Texts • Quick Reference 10.10: Summarizing Sections of

Informational Texts AVID Working with Sources • Student Handout 1.13a: Paraphrase, Summary, and

Synthesis 1.2 Objective: Describe how the Renaissance inspired new forms of expression in art, literature, and architecture. 1.3 Objective: Describe Raphael’s fresco School of Athens. 1.4 Objective: Tell how wealthy and powerful families supported Renaissance artists and thinkers in many Italian cities. 1.5 Objective: Discuss the accomplishments of Leonardo da Vinci in the arts and other fields.

LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about Leonardo da

Vinci and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [500L] [750L] [1000L] [1170] [MaxL]

Chapter 22 Essential Question: How did new ways of thinking transform European culture?

Writing Mini-Tasks Summarize and

Paraphrase Have students

practice summarizing and paraphrasing to support their note-taking. Paraphrase and summarize a

topic of your choice from this unit.

36















Civilizations Chapter 22


1.6 Objective: Describe the efforts of researchers to find a long-lost painting by Leonardo da Vinci. 2.1 Objective: Describe how Renaissance ideas spread from Italy and influenced art and literature across northern Europe.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from Utopia [document]

2.2 Objective: Summarize the achievements of William Shakespeare and analyze the influence he has had during and after his life. 2.3 Objective: Describe how the printing press greatly quickened the spread of Renaissance ideas and information. 2.4 Objective: Discuss how Renaissance advances in the arts and sciences continue to influence thinking today.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt from The Prince [document]

3.1 Objective: Describe how Martin Luther’s protests against the Roman Catholic Church in the 1500s led to the Reformation 3.2 Objective: Synthesize information about the conflict in the Catholic Church during the Reformation from primary source documents. 3.3 Objective: Describe how reforms and a new religious order established during the Counter Reformation helped strengthen Catholicism. 3.4 Objective: Discuss the religious, social, and political impacts of the Reformation on Europe.

37




Chapter 23 The Age of Science and Exploration Time Frame:


Vocabulary • elliptical • geocentric theory • heliocentric theory • hypothesis • scientific method • scientific

rationalism • theory • caravel • colony • exploit • quinine • rivalry • smallpox • conquistador • plantation • racism • triangular trade


Resources

Economics 2.2.1 Analyzes the production, distribution, and consumption of goods, services, and resources in societies from the past or in the present. Geography 3.1.2 Understands how human spatial patterns have emerged from natural processes and human activities in the past or present. History 4.2.3 Understands and analyzes how technology and ideas have impacted world history. CCSS WHST 7.7 Conduct short research projects to answer a questions 9includng a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS RH 7.1 Cite specific textual evidence to support analysis of primary and secondary sources.

1.1 Objective: Describe how Europeans answered scientific questions by relying on the works of ancient Greek thinkers and medieval Muslim scholars. 1.2 Objective: Identify how technology and a focus on direct observation led to important scientific discoveries from the 1500s through the 1600s

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt of a letter written by Galileo [document]

1.3 Objective: Explain how Sir Francis Bacon and René Descartes helped advance a new approach to science in the 1600s. 2.1 Objective: Explain how the desire to control trade encouraged Europeans to explore the word 2.2 Objective: Identify the five European nations that competed for trade, land, and riches during the Age of Exploration. 2.3 Objective: Identify the significance of October 12, 1492, on Europeans’ view of the world. 2.4 Objective: Synthesize information about the changes in Europeans’ view of the world from primary source documents. 2.5 Objective: Describe the effect of a global exchange of foods, plants, animals, and diseases that occurred in the period after Columbus arrived in the Americas.

LEVELED READING PASSAGE (CCSS Reading) • Provide students with grade level passages about tea and the

Chapter 23 Essential Question: How did new ideas affect Europeans’ views of the world?

38





• National Geographic World History Great Civilizations Chapter 23


development of a global economy and practice CCSS reading questions. These passages and quizzes can be found on Newsela.com. [780L] [880L] [950L] [1070L] [MaxL]

3.1 Objective: Explain how Spain created a large American empire in parts of the Caribbean and Central and South America by the mid-1500s.

PRIMARY DOCUMENT ANALYSIS CCSS RH 7.1 • Analyze an excerpt of a letter written to Charles V [document]

3.2 Objective: Describe how Portugal built a powerful trading empire along the coasts of Africa and South America. 3.3 Objective: Explain why Europeans imported and enslaved millions of Africans in the New World.

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Medieval and Renaissance Europe: Writing Tasks



WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose... WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. WHST.6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. WHST.6-8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic. WHST.6-8.2.e: Establish and maintain a formal style and objective tone. WHST.6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Notetaking for Research: Review and apply the note-taking expectations for research. Possible notetaking strategies include: note cards, research journal, OneNote, Cornell Notes, etc. See examples provided with evidence logs and notecards [document]

Summarize and Paraphrase: Have students practice summarizing and paraphrasing to support their note-taking. Paraphrase and summarize a topic of your choice from this unit. (Ch 21)

AVID Critical Reading Resources • Quick Reference 10.7: Strategies for

Summarizing Informational Texts • Quick Reference 10.10: Summarizing

Sections of Informational Texts AVID Working with Sources • Student Handout 1.13a: Paraphrase,

Summary, and Synthesis Providing Information About a Source: Embed textual evidence, in writing, surrounding a topic from this unit and include correct citations using the AVID Critical Reading Strategy.

AVID Critical Reading Resources • Quick Reference 11.2: Providing

Information About a Source • Quick Reference 11.3: Citing Sources

Directly-Using Quotation Marks and Parenthetical Citations

Research Paper Research the impact of the Renaissance on a topic of your choice. Produce a well-researched paper with graphics to enhance your information, including a bibliography. Possible topics:

• Science • Art • Architecture • Religion • other

[Prompt and Rubric] AVID Write Path Strategy Writing an “I” Search Paper is an opportunity for the student to describe and reflect on the process of research that was used to complete a project. An “I” Search paper fosters original thought, reduces plagiarism, and builds research skills.

• “I” Search Paper • Samples

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Europe experience a “rebirth” around the1300s, a time when writing, thinking, and the arts flourished. This movement, known as the Renaissance, was one of the most influential times in history. Your task is to research the Renaissance and study its impact on a topic of your choice.


Research the impact of the Renaissance on a topic of your choice. Produce a well‐researched paper with graphics to enhance your information, including a bibliography. Possible topics: o Science o Art o Architecture o Religion

Possible topics additional:



3. Gather research you can use in your work



6. Provide graphics with captions to enhance your article for the reader

7. Create a correctly formatted bibliography of resources used in your work

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Scoring Elements


Controlling Idea

Article presents an unclear or unfocused controlling idea.

Article presents a general controlling idea that addresses the prompt, with an uneven focus.

Article presents and maintains a clear controlling idea that addresses all aspects of the prompt.

Article presents and maintains a clear and specific controlling idea that addresses all aspects of the prompt and takes into account the complexity of the topic.

Determine Helpful Sources

Consults one or two relevant sources that share point of view.

Consults sources relevant to

research that mostly share point of view.

Consults multiple sources relevant

to the inquiry and that represent multiple points of view regarding research/topic.

Consults multiple relevant sources of

various types (e.g., primary, secondary, print, digital, visual, graphic) that represent varied and significant points of view.



citation.





format.




Accurately explains ideas and source material and how they support the controlling idea.

Thoroughly and accurately explains ideas and source material, using reasoning to support and develop the controlling idea.

Organization











additional visual or graphic to support the research.


Visual or graphic with caption adequately supports the research

Visual or graphic with caption effectively strengthens the clarity and development of the research.

Bibliography





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