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Central Dauphin School DistrictCurriculum Unit MapSubject : World HistoryGrade Level: 7th gradeTopic: Unit 8 Rise and Fall of Feudal Europe Priority PA Core Standards: ReadingCC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary .8.5.6-8.B: Determine the central ideas or information of a primary or secondary source? provide an accurate summary of the sourcedistinct from prior knowledge or .8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related tohistory/social .8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and .8.5.6-8.H: Distinguish among fact, opinion, and reasoned judgment in a .8.5.6-8.I: Analyze the relationship between a primary and secondary source on the same .8.5.6-8.J: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independentlyand proficientlyWritingCC.8.6.6-8.A: Write arguments focused on discipline-specific content.Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize thereasons and evidence logically.Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic ortext, using credible sources.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument .8.6.6-8.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.Introduce a topic clearly, previewing what is to follow? organize ideas, concepts, and information into broader categories asappropriate to achieving purpose? include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful toaiding comprehension.Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style and objective tone.Provide a concluding statement or section that follows from and supports the information or explanation presented.Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporatenarrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able toincorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects,students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technicalwork that others can replicate them and (possibly) reach the same .8.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, .8.6.6-8.D: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been .8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the relationships between information andideas clearly and .8.6.6-8.F: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources andgenerating additional related, focused questions that allow for multiple avenues of .8.6.6-8.G: Gather relevant information from multiple print and digital sources, using search terms effectively? assess the credibility andaccuracy of each source? and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standardformat for citation.PA Academic Standards (if applicable): 5.1.7.A: Cite functional examples of how the rule of law protects property rights, individual rights, and the common good.5.1.7.B: Identify the different types of government and the processes they use in making laws.5.2.7.A: Compare and contrast rights and responsibilities of citizenship in the community, state, and nation.5.2.7.C: Describe the role of political leadership and public service.5.2.7.D: Describe the citizen’s role in the political process6.2.7.G: Examine how various economic systems address the three basic questions.What to produce? How? For whom?6.4.7.A: Explain why people specialize in the production of goods and services and divide labor.6.4.7.B: Analyze how changes in trade affect standards of living.6.4.7.D: Explain how transportation, communication networks, and technology contribute to economic interdependence.6.5.7.A: Describe how people are compensated for their production of goods and services7.3.7.A: Describe the human characteristics of places and regions using the following criteria:Population Culture Settlement Economic activities Political activities8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for historical events.8.4.7.A: Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.8.4.7.B: Explain the importance of historical documents, artifacts, and sites which are critical to world history.8.4.7.C: Differentiate how continuity and change have impacted world history.Belief systems and religions Commerce and industry Technology Politics and government Physical and human geography Social organizations8.4.7.D: Explain how conflict and cooperation among groups and organizations have impacted the history of the world.KEY LEARNING:Feudalism developed as the result of the need for government and organization after the fall of Rome.UNIT ESSENTIAL QUESTION:How did Feudalism develop after the fall of Rome?Texts/Resources/Materials:CONCEPT: CharlemagneCONCEPT: Feudal StructureCONCEPT: Feudal lifeCONCEPT: The influence of the ChurchLesson Essential Questions:1. How did Charlemagne bring all of Western Europe under his rule?Lesson Essential Questions:1. Why did Feudalism develop?Lesson Essential Questions: 1. How were roles established in feudal society?Lesson Essential Questions:1. How did the church influence feudal society?VocabularyAcademic Specific:(examples: analyze, trace, identify)Domain (Content) Specific: (examples: drama, characterization, theme)ManorFeudalismLordVassalCountSerfMinstrelLadyFiefCastleAct of HomageCode of ChivalryPageKeepDubbingSquireTournamentsJoustBailiffSeneschalKnightMassTithesCathedralsUnionChancellorCrusadeKUD’s (know—understand—do)Concepts—nouns: (What do students need to know/understand?)RR FrameworkSkills—verbs: (What do students need to be able to do? In which quadrant do the skills belong?)*see page 19 of SAP Learning Environment guide*1. Impact of CharlemagnePositive impacts of educationNegative impacts of development of serfdom2. Feudal StructureDistribution of landRelationship between Lord and VassalNobility structure3. Feudal lifeSteps to knighthoodCastle lifeLife on manor4. Influence of the ChurchChurch and clergyPolitical influence of churchCrusadesPower of PopeAnalyze the development of feudalism under Charlemagne Diagram feudal structureDiagram church structureDifferentiate the roles in feudal lifeExplain the cause and effects of the CrusadesExplain the influence of the church and church structure in feudal societyExplain how Charlemagne brought all of Western Europe under his rule C Design a classroom layout incorporating role play to simulate feudal societyD Describe impact of Charlemagne educational ideasATrace the steps in becoming a knightRole Play life in Feudal societyBUnit Assessment PlanCommon Summative Activities/Performance Tasks/Assessments (from assessment bank):Common assessment ................
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