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Timeline |Big Idea |Next Generation CSO |Student I Can Statement(s) / Learning Target(s) |Academic Vocabulary |Strategies/
Activities/
Resources |Assessments |Notes / Self - Reflection | |Forth Nine Weeks
(week 28 & 29) |How did life in Europe change after the fall of Rome?
(Chapter 17) |SS.7.C.3
SS.7.G.1
SS.7.G.2
SS.7.G.4
SS.7.G.5
SS.7.H.CL1.2
SS.7.H.CL2.1
SS.6-8.L.2
SS.6-8.L.4
SS.6-8.L.7
SS.6-8.L.9
SS.6-8.L.10
SS.6-8.L.15
SS.6-8.L.16
SS.6-8.L.17 |Explain that after the Roman Empire fell, Europe became an unstable and violent place
Discuss how feudalism emerged as a new social order of the Middle Ages.
|role
elements |*Evaluating Sources
Pg. 494
Interactive Student Notebook
Building vocabulary
Textbook
Chapter Resource File
Read aloud using digital textbook
Timelines
Guided Reading Workbook for re-teach/intervention
Co-operative groups
Graphic Organizers
Videos
PowerPoint
*Life on a Manor
p.508
*Interpreting Diagrams p. 516
Maps:
Europe physical
The Spread of Christianity
Charlemagne’s Empire
Invasions of Europe AD 800-1000
Biography:
Patrick
Charlemagne
Eleanor of Aquitaine
Charles Martel
Leif Ericsson
William the Conqueror
Primary Source:
The Benedictine Rule
The end of Charlemagne’s Life
*Task Driven Instruction
|Formative:
Complete reading check questions following each passage to check for understanding.
Online quizzes following each section
Teacher created section quiz
Section assessments
Graphic organizers
Writing
Summative:
Chapter Review
Chapter 17 Assessment; (include DOK level questions 1-4: see Exam View)
Modified Test (for differentiated planning)
*Performance task assessments | | |Fourth Nine Weeks
(week 30 & 31)
|How did religion affect Europe’s political and social life during the later Middle Ages?
(Chapter 18)
|SS.7.C.1
SS.7.C.3
SS.7.E.5
SS.7.G.2
SS.7.G.4
SS.6-8.L.5
SS.7.H.CL1.1
SS.7.H.CL2.2
SS.6-8.L.2
SS.6-8.L.4
SS.6-8.L.7
SS.6-8.L.9
SS.6-8.L.10
SS.6-8.L.15
SS.6-8.L.16
SS.6-8.L.17 |Explain that during feudalism popes of the Roman Catholic Church and kings dominated society
Discuss the Crusades, the bubonic plague, and the Hundred Years’ War as important events that shook European society. |authority
policy |*Stereotypes and Bias in History pgs. 522-523
Interactive Student Notebook
Building vocabulary
Textbook
Chapter Resource File
Read aloud using digital textbook
Timelines
Guided Reading Workbook for re-teach/intervention
Co-operative groups
Graphic Organizers
Videos
PowerPoint
*The Black Death
Pgs. 544-545
*Video: Traders carry the Plague
*Understanding Transportation Maps pg. 550
*Multicultural Connections: The Crusades pgs. 553-554
Maps:
Europe 1000
The Major Crusades
The Reconquista
Biography:
Richard I
Saladine
Frances of Assisi
Thomas Aquinas
Queen Isabella
Blanche of Castille
Christine de Pisan
Primary Sources:
Use of Power
Magna Carta
The Siege and capture of Nicea
The Black Death Strikes Sicily
*Task Driven Instruction |Formative:
Complete reading check questions following each passage to check for understanding.
Online quizzes following each section
Teacher created section quiz
Section assessments
Graphic organizers
Writing
Summative:
Chapter Review
Chapter 18 Assessment; (include DOK level questions 1-4: see Exam View)
Modified Test (for differentiated planning)
*Performance task assessments | | |Fourth Nine Weeks
(weeks 32 & 33)
|What political and economic changes led to the Renaissance?
(Chapter 19) |SS.7.C.3
SS.7.E.5
SS.7.G.1
SS.7.G.2
SS.7.G.4
SS.7.H.CL2.3
SS.7.H.CL3.1
SS.7.H.CL3.2
SS.6-8.L.2
SS.6-8.L.4
SS.6-8.L.5
SS.6-8.L.7
SS.6-8.L.10
SS.6-8.L.15
SS.6-8.L.16
SS.6-8.L.17 |Point out that feudalism provided a social and political structure in Europe during the Middle Ages.
State that Roman Catholicism was the dominant religion.
Explain that renaissance means rebirth and list what sort of rebirth Europe might have experienced after the Middle Ages. |classical
affect
agreement |*Greek and Latin Word Roots pgs. 556-557
Interactive Student Notebook
Building vocabulary
Textbook
Chapter Resource File
Read aloud using digital textbook
Timelines
Guided Reading Workbook for re-teach/intervention
Co-operative groups
Graphic Organizers
Videos
PowerPoint
*Understanding Graphs p. 578
Maps:
Major Trading Cities
Biography:
William Shakespeare
Martin Luther
John Calvin
Miguel de Cervantes
Joann Gutenberg
Jeanne d’Albret
Primary Source:
The Prince
Luther’s 95 Theses
Portrait of Giuliano de Medici
Letter to the Grand Duchess of Tuscany by Galileo Galilei
*Task Driven Instruction |Formative:
Complete reading check questions following each passage to check for understanding.
Online quizzes following each section
Teacher created section quiz
Section assessments
Graphic organizers
Writing
Summative:
Chapter Review
Chapter 19 Assessment; (include DOK level questions 1-4: see Exam View)
Modified Test (for differentiated planning)
*Performance task assessments | | |Fourth Nine Weeks
(weeks 34-35)
|To demonstrate comprehensive content knowledge mastered through Project Based Learning. |SS.6-8.L.15
SS.6-8.L.16
SS.6-8.L.17
SS.6-8.L.18 |Will demonstrate mastery of content knowledge by constructing a project. |N/A |Research
Analyze information
Co-operative learning
|Rubric | | |Fourth Nine
Weeks
(week 36) |Progress Assessment | |Complete post-test with 70% mastery or above. | |Post-test |Textbook/Teacher created Post-test | | |
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Grade: 7th Grade Content Area Social Studies
*All maps, biographies, primary source documents, and skilled activities are located within Textbook or CRF
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