Randolph County Schools - Home



[pic]

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 | | |

-----------------------

Grade: 7th Grade Content Area Social Studies

*All maps, biographies, primary source documents, and skilled activities are located within Textbook or CRF

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download