Lesson/Content - Portland Public Schools
Lesson/Content |Mode of Writing |Writing
Standard | |
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|Unit 1 Europe During Medieval Times |
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|Unit Essential Questions ~ Writing Prompts* |
|How do political, religious, and economic institutions affect social structures? |
|How and why do societies organize themselves into hierarchical structures? |
|How (why) do developing societies adapt earlier institutions to meet their needs? |
|Why do social, economic, and political systems fail and how do societies cope with their collapse? |
|What are the causes of urbanization? |
|How do geography and location impact the development of cities? |
|What causes societies and their institutions to become divided? |
|Lesson 1 The Legacy of the Roman Empire |Expository |7.13.2 |
| |Captions | |
|Students play a game or create a bulletin board to learn the reasons for the fall of the Roman Empire | | |
|and how Roman culture affects life today. | | |
|Lesson 2 The Development of Feudalism in Western Europe |Expository |7.13.2 |
| |Compare/contrast graphic organizer | |
|Experiential Exercise: Students assume roles to learn about feudalism and create a diagram comparing | | |
|relationships in modern society with those of European feudal society. | | |
|Lesson 3 The Role of the Church in Medieval Europe |Illuminated Poetry |7.13.2 |
| |or other RAFT format | |
|Writing for Understanding: Use stations and write illustrated poem or jigsaw the ISN/Reading and use a | | |
|RAFT to write an illuminated poem, letter, or other format. | | |
|Lesson 4 Life in Medieval Towns |Narrative/expository |7.13.6 |
| |Journal entries from perspective of character/role. | |
|Problem Solving Groupwork: Create dramatizations or a Storyline about six aspects of life in medieval | | |
|European towns. | | |
|Lesson 5 The Decline of Feudalism |Parallel Sequence & Cause/effect flow chart (illustrated) |7.13.2 |
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|Experiential Exercise: Take on the roles of individuals affected by the three key events that | | |
|contributed to the decline of feudalism. | | |
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|Unit 2 The Rise of Islam |
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|Unit Essential Questions ~ Writing Prompts* |
|How does geography impact culture? |
|What is Islam and how does it continue to shape the world we live in? |
|Why are Muhammed’s ideas so compelling and influential today? |
|What are the roots of the technology and culture of the modern world? |
|Why are some people willing to die for a cause? |
|Lesson 6 The Byzantine Empire |Four expository paragraphs in a real estate ad |7.13.2 |
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|Visual Discovery: Create real estate advertisements that encourage people to move to Constantinople; | | |
|learn how a separate religious tradition developed | | |
|Lesson 7 The Geography of the Arabian Peninsula |Expository cause/effect paragraphs on human/environment interactions |7.13.2 |
| |using signal/transition words | |
|Response Group: Examining four environments to discover how they affected ways of life on the Arabian | | |
|Peninsula. | | |
|Lesson 8 The Prophet Muhammad |Narrative retelling | 7.13.6 |
| |Illustrated with colorful geometric shapes and appropriate | |
|Writing for Understanding: Listen to a dramatic telling of Muhammad’s life, move through 4 stations, |illustrations (no humans or animals). | |
|and create an illustrated manuscript. | | |
|Lesson 9 The Teachings of Islam |Newspaper column or |7.13.2 |
| |Narrative/Expository | |
|Problem Solving Group work: Present on the eight beliefs and practices of Islam and complete sections |Day in Life of Muslim Teen | |
|of an eight pointed star with pictures, symbols, and summary statements about Islam. | | |
|Lesson 10 Contributions of Muslims to World Civilizations |Persuasive paragraphs: |7.13.1 |
| |Choose most important contribution and defend it | |
|Contributions in such areas as science, geography, mathematics, philosophy, medicine, art, and | | |
|literature. | | |
|Lesson 11 From the Crusades to New Muslims Empires |Graphic Organizer telling WHY each fact is important. |7.13.1 |
| |Practice for Persuasion or |7.13.2 |
|Problem Solving Group work: Panel debate or character collage about the impact of the Crusades. |Expository/Imaginative: |7.13.6 |
| |How life changed for Jews, Muslims, & Christians. | |
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|Unit 3 The Culture and Kingdoms of West Africa |
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|Unit Essential Questions ~ Writing Prompts* |
|What role does geography play in the development of societies? |
|How does economic power support political institutions? |
|How do cultures change to accommodate different ideas and beliefs? |
|How do cultures transmit their ideas and values? |
|Lesson 12 Early Societies in West Africa |Expository |7.13.3 |
|Read and use the ISN to learn how African kingdoms developed from extended-family communities |Summary or Compare/Contrast: | |
| |Impact of geography on civilization of Arabian Peninsula & West | |
| |Africa | |
|Lesson 13 Ghana: A West African Trading Empire |Persuasive: Point of view RAFT paragraph |7.13.1 |
|Experiential Exercise: Role-play the African trade in gold and salt, exploring how it made Ghana a |Role- Trader Audience: King | |
|powerful kingdom. |Format: written speech Topic: Gold vs. Salt | |
|Lesson 14 The Influence of Islam on West Africa |Illustrated 5 senses poem based on (ISN p. 192). Publish |7.13.2 |
|Social Studies Skill Builder: Read and use new knowledge to analyze photographs of West Africans and | | |
|identify the Islamic influences. | | |
|Lesson 15 The Cultural Legacy of West Africa |Narrative, poetry, expository |7.13.6 |
|Writing for Understanding: Read in pairs about West Africa’s oral and written traditions, music, and |1-Griot tale | |
|visual arts, and their impact on the world today |2-Call-and-response song | |
| |3-Analysis of artwork | |
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|Unit 4 Imperial China |
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|Unit Essential Questions ~ Writing Prompts* |
|How do societies adapt to change? |
|How does a government reflect the values of a society? |
|Is isolation a viable option for a society? |
|Lesson 16 The Political Development of Imperial China |Persuasive job applicaton letter (See ISN p. 107) |7.13.1 |
|Experiential Exercise: Debate the advantages and disadvantages of three methods used to select | | |
|officials during this time period. Learn about the difficulties of ruling China and about the | | |
|governments of successive dynasties from 220 to 1644 C.E. | | |
|Lesson 17 China Develops a New Economy |Illustrated Brochure including cause/effect: Agriculture, |7.13.2 |
|Visual Discovery: Analyze three images to identify characteristics of agriculture, commerce, and |Trade/Commerce, and Urbanization. | |
|urbanization in China during the 10th to the 13th centuries. Learn about several dramatic changes in | | |
|China’s economy. | | |
|Lesson 18 Chinese Discoveries and Inventions |Expository, and also |7.12.2 |
|Social Studies Skill Builder: Study nine Chinese achievements in the areas of exploration and travel, |persuasive practice or | |
|industry, military technology, everyday objects, and disease prevention made between 200 and 1400 C.E. |Visual Chinese Scroll. See ISN p.116-121 as source. | |
|Create scrolls for the four you believe have had the greatest effect on the world. | | |
|Lesson 19 China’s Contacts with the Outside World |Persuasive outline could be developed into a full essay | 7.13.1 |
|Response Group: Listen to recorded conversations about the benefits and drawbacks of foreign contact |Common Assignment: | |
|during the Tang, Yuan, and Ming dynasties, or use the information to engage in a debate to support | | |
|development of a persuasive essay. | | |
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|Unit 5 Japan During Medieval Times |
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|Unit Essential Questions ~ Writing Prompts* |
|Can a culture advance without cultural diffusion? |
|Why might two cultures that are isolated from one another develop similar systems of government/military/social structure? |
|Lesson 20 Japan During Medieval Times |Expository |7.13.3 |
|Social Studies Skill Builder: Create playing cards with pictures of aspects of culture and play a game |Short summaries (see ISN p. 142) could be used to write an essay | |
|to learn about the impact of cultural diffusion (India, China, and Korea) in Japan, or use cards during|explaining cultural diffusion in Japan. | |
|guided reading without the matching game. | | |
|Lesson 21 Heian-kyo: The Heart of Japan’s Golden Age |Expository/narrative |7.13.6 |
|Writing for Understanding: Walk through a mock “home” of a medieval Japanese aristocrat. |Journal entry | |
| |Diary: See Lesson Guide 2: p. 499 | |
|Lesson 22 The Rise of the Warrior Class in Japan |Venn Diagram |7.13.2 |
| |Could be used for Compare/contrast writing | |
|Experiential Exercise: “Visit” a samurai school, perform skits to demonstrate various aspects of | | |
|samurai training, and compare and contrast Western Europe in the middle ages to samurai society in | | |
|Japan. | | |
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|Unit 6 Civilizations of the Americas |
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|Unit Essential Questions ~ Writing Prompts* |
|What are identifying characteristics of a culture? |
|How does environment influence the development of a culture? |
|How do cultures change the environment to meet their needs? |
|How do societies organize themselves to create and manage wealth and resources? |
|How do we define and describe the stages of development in a civilization? |
|What are some solutions used by empires to acquire natural resources and wealth? |
|How do empires and societies assimilate new cultures? |
|How do innovations solve problems and shape societies? |
|Lesson 23 The Maya |Expository: |7.13.4 |
| |Illustrated Postcards-4 paragraph/postcards (Tikal, Copan, Chichen | |
|Experiential Exercise: After reading about several aspects of Mayan culture, assume roles of groups in |Itza, and Palenque) include notes from their experiences | |
|Mayan society, act out tasks related to culture | | |
|Lesson 24 The Aztecs |Expository: Captions |7.13.2 |
| |Aztec Map Artwork | |
|Visual Discovery: Learn about the rise of the Aztecs through a series of images and “step into” |See ISN p. 167 | |
|selected images to bring the images to life. | | |
|Lesson 25 Daily Life in Tenochtitlan |Expository/Narrative |7.13.4 |
| |Illustrated Journal |7.13.6 |
|Writing for Understanding: Study daily life in Tenochtitlan; enact a mock “Great Market” to trade | | |
|information and drawings; and write an illustrated journal. | | |
|Lesson 26 The Incas |Venn Diagram (See ISN 178) |7.13.2 |
| |Compare/contrast writing opportunity | |
|Experiential Exercise: Work in groups to role-play Inca messengers in order to communicate information | | |
|about Inca culture. | | |
|Lesson 27 Achievements of the Maya, Aztecs, and Incas |Comparison Chart: |7.13.2 |
| |Science/Technology, Art/Architecture, and Language/Writing | |
|Social Studies Skill Builder: Identify and categorize a series of artifacts and create a mosaic or | | |
|class bulletin board (see Curriculum Guide) of the key achievements of these three civilizations. | | |
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|Unit 7 Europe’s Renaissance and Reformation |
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|Unit Essential Questions ~ Writing Prompts* |
|Can the arts thrive without a thriving economy? |
|How do religious/philosophical views within a society affect what gets accomplished in a society? |
|How can one individual change the world? What would be necessary in order for an individual to “change the world”? |
|What leads to corruption? |
|Lesson 28 The Renaissance Begins |Expository |7.12.2 |
| |Paragraphs identifying and describing elements of classical, medieval| |
|Visual Discovery: Explore the elements of classical, medieval, and Renaissance art and trace the |& Renaissance art | |
|changes in European life that led to the birth of the Renaissance. |Paragraph explaining an illustration | |
|Lesson 29 Florence: The Cradle of the Renaissance |Expository: Letter writing. |7.13.2 |
| |(See Lesson Guide 2, p. 687) | |
|Writing for Understanding: Take a virtual walking tour (or watch a DVD—see the Curriculum Guide) to | | |
|learn about various aspects of Renaissance life in Florence and then write a letter. | | |
|Lesson 30 Leading Figures of the Renaissance |Persuasive writing practice idea: After seating leading Renaissance |7.13.1 |
| |figures at a dinner party table, students explain/defend their | |
|Response Group: Create busts and illustrated pedestals for a “gallery” of 10 prominent Renaissance |seating choices. Choose one pair of diners and explain why they are | |
|figures and identify which Renaissance figure each represents, or conduct a “Tea Party” (see Curriculum|good dining companions. Choose another two who should be separated | |
|Guide.) |and defend your view. | |
|Lesson 31 The Reformation Begins | | |
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|Causes of the Reformation (See the Curriculum Guide) | | |
|Lesson 32 The Spread and Impact of the Reformation |Expository: Complete Venn Diagram as a class: See ISN, p. 222. |7.13.2 |
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|Problem Solving Group work: Groups learn about one of three Reformation religions and share what they | | |
|learn by creating collages about each religion’s origins, beliefs, and practices. (See Curriculum | | |
|Guide.) | | |
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|Unit 8 Europe Enters the Modern Age |
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|Unit Essential Questions ~ Writing Prompts* |
|What were the circumstances that enabled the Age of Exploration to begin and how did this era help reshape the world? |
|What was the Scientific Revolution and who were some contributors and their achievements? |
|How do the key ideas from the Enlightenment continue to shape the fundamental beliefs about governments? |
|Lesson 33 The Age of Exploration |Illustrations & captions for map |7.13.3 |
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|Experiential Exercise: Work in teams to explore “uncharted territory,” map the routes of the European | | |
|voyages of discovery, and make connections between their classroom experience and the Age of | | |
|Exploration. | | |
|Lesson 34 The Scientific Revolution |Persuasive: |7.13.1 |
| |Defend Galileo against the Inquisition. | |
|Visual Discovery: Analyze a series of images and “step into” a historic image and use the information |OR, | |
|they have learned to bring the image to life. |Biographical papers on Renaissance leaders/innovators of all areas. | |
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|Lesson 35 The Enlightenment |Expository: |7.13.2 |
| |Explain how the excerpts represent the Enlightenment ideas | |
|Read, take notes, and then play a game to analyze excerpts from important historical documents and to | | |
|match them to the ideas represented in them. | | |
*Ideas for using unit essential questions as writing prompts:
• Develop social studies reflective journals (address how these questions relate to life today and why addressing these questions might be important)
• Model writing (first charting information and ideas as they develop)
• Guide practice (include mini-lessons)
• Support group collaborative writing
• Focus Socratic seminars
• Create articles for publication in a class social studies newsletter
• On-demand writing practice
• Unit assessments
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