Instructional alignment



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Public Schools of Robeson County 6th Grade


SOCIAL STUDIES

INSTRUCTIONAL ALIGNMENT

Unit 8- The World in the Middle Ages

Essential Standard:

History: 6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.

6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.



Geography: 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas). 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.

Economics: 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions.

Civics & Governance: 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas).

6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions



Culture: 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.

Clarifying Objective(s):

  • 6.H.2.1 - Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).

  • 6.H.2.2 - Compare historical and contemporary events and issues to understand continuity and change.

  • 6.H.2.3 - Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication).

  • 6.H.2.4 - Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi).

  • 6.G.1.1 - Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).

  • 6.G.1.2 - Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).

  • C&G.1.4 - Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.

  • 6.E.1.2 - Explain how quality of life is impacted by economic choices of civilizations, societies and regions.

  • 6.C.1.2 - Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism).




Essential Question(s):

  • 6.H.2.1 - Why do civilizations and eras (Rome, the Middle Ages) end?

  • 6.H.2.2 - Why does history (Greece, Rome, Europe, the US) repeat itself?

  • 6.H.2.3 - How do new technologies (the printing press, the internet) hasten the speed of change and is this a good thing?

  • 6.H.2.4 - Can one man (Charlemagne, Martin Luther) really change the world?

  • 6.G.1.1 - How important are location and place to a society's (Rome) longevity and impact.

  • 6.G.1.2 - How has disease (The Black Death) shaped the history of mankind?

  • 6.C&G.1.4 - Does an increase in individual freedoms (the Magna Carta) lead to societies that are more or less "free"?

  • 6.E.1.2 - Is protection worth poverty or servitude (Feudalism)?

  • 6.E.1.2 - Are wealth and artistic expression linked?

  • 6.C.1.2 - Which has a greater impact on individuals and society: religion, wealth, or power?




Pacing Guide: 3rd & 4th Nine Weeks

3 Weeks




Unit of Study

World in the Middle Ages


Major Concepts

History, Civilizations, Language, Government Systems , Economic, Trade, Religion, Beliefs, Technology, Hierarchy


Instructional Task

  • Explain how and why civilizations used and modified environments to suit the needs of the people.

  • Understand the impact of the Bubonic plague; population decline, scarcity of labor, etc.

  • Discuss how competition, conflict, and compromise over the availability of natural, human, and capital resources impacted economic development.

  • Summarize the ideas that shaped political thought in various civilizations, societies, and regions.

  • Compare the role and evolution of laws and legal systems in various regional civilizations.




Essential

Vocabulary

Pre:

Current:

Bubonic plague, scarcity of labor, taxation, monetary systems

Introductory:

Charlemagne, Joan of Arc, Montezuma, Tang Dynasty, the Song Dynasty

Important Places:

Empires of Europe, China, and Africa, etc.


Instructional Resources

Middle Ages

H.2.1 - Barbarian invasions led to the collapse of the Roman Empire and the development of feudalism.

  • Charlemagne readings: Students will utilize secondary sources to analyze the impact that various cultural groups had on Rome and Europe. An emphasis is placed on literacy strategies such as context clues, comparing/contrasting and vocabulary.

  • Rome/Middle Ages DBQ : Students will utilize multiple primary and secondary sources in order to evaluate the causal factors of the fall of Rome and the beginnings of the Middle Ages in Europe.

G.1.2 - The Black Death began in Asia and spread through Europe with devastating consequences for the populations, economies, and lives of those affected.

  • The Black Death PDF - PowerPoint - Word: This lesson highlights the impact that individuals can have in shaping the actions and thoughts of societies by examining the spread of The Black Death.

  • The Black Death Secondary Source Reading: Students will utilize various literacy strategies in order to better understand the causes, events, and effects of the plaque in Europe.

C&G.1.4 - The Magna Carta was a revolutionary document which limited the power of the English King and it is the foundation for many of the democratic principles found in Western democracies today, including the Constitution of the United States of America.

  • Compare and Contrast the Magna Carta to the US Bill of Rights : Students will examine and evaluate the similarities between the Magna Carta 1215 and the US Bill of Rights 1789. This activity will utilize primary and secondary texts and video.

  • King John Decision Game : In this decision making game, students act as advisors to King John. They must decide wisely as medieval kings can be very unforgiving and people who advise them badly could find themselves in a whole lot of trouble.

E.1.2 - Feudal society was characterized by a pyramid social hierarchy and was based on the exchange of goods and services produced by the poor (serfs) for protection (knights, Vassals, Lords) all under the control of the King.

  • Life in the Middle Ages This lesson focuses on the Feudal System and uses primary resource text as well as maps to study the lives of peasants in Europe during the Middle Ages.

  • Medieval Europe #1224 (from SAS® Curriculum Pathways®): Students will build background knowledge about the history, politics, religion, economics, and daily life in medieval Europe, analyze the relevant primary-source documents and identify arguments with varying points of view, and evaluate whether the Middle Ages in Europe are characterized more by hope or despair.

  • Feudalism Diagrams: Students will use various charts and guiding questions to make inferences about the feudal system.

C.1.2 - Daily life for almost everyone living within feudal society was dominated by the power of the Catholic Church.

  • Christianity PowerPoint - PDF -Word: Christianity was the dominant religion of Europe during the Middle Ages. This lesson covers the fundamental beliefs of Christianity using excerpts from the Old and New Testament of the Bible.

  • Joan of Arc Reading : Students will utilize secondary sources to examine the influence of the Catholic Church on feudal France. An emphasis is placed on the life and legacy of Joan of Arc.

Renaissance

6 H.2.2 - The Renaissance was a reawakening of interest in art, literature, and science, as well as in the classical civilizations of Greece and Rome.

  • The Renaissance Man: After students have learned about the Renaissance this lesson will give them exposure to the concept of the "Renaissance Man" and allow them to delve into some deeper analysis of its meaning and apply their learning to determining if Steve Jobs qualified as a modern Renaissance Man.

  • Renaissance Man: Leonardo #1355 (from SAS® Curriculum Pathways®): Students will activate and build knowledge about Leonardo da Vinci's interests and accomplishments and how they help define the Renaissance, analyze relevant primary-source documents, maps, and images to reinforce understanding, and demonstrate an understanding of Leonardo da Vinci's role in the advancement of learning and the arts during the Renaissance.

  • Renaissance Art: Influence of Math and Science #185 (from SAS® Curriculum Pathways®): Students will analyze the impact that math and science had on the use of perspective, pyramid composition, and other new techniques in Renaissance art.

6 G.1.1 - The geography of Northern Italy and its location connecting Asia and the Mediterranean world to central and western Europe lead to the birth of the Renaissance and the expansion of Renaissance ideas.

  • Map: Venetian Renaissance Trade Routes: Students will view the map from Discovery Ed and discuss the implications of the geographic location of Venice.

  • Create a Renaissance Map: Students create a map of Renaissance Europe that illustrates the answer to the guiding question "Where did the Renaissance originate, and how was it spread?" Follow up questions are included.

6.E.1.2 - Banking, the growth of trade networks from Venice to China, and the influence of wealthy benefactors led to the Renaissance of art, philosophy, and science and the rise of a middle class.

  • The Renaissance Comes to Italy: Students will view this Discovery Ed. Video clip and write a short answer constructed response answering the question "What factors led to a rebirth of learning and trade in Northern Italy.

  • Florence - The Birthplace of the Renaissance : Students will analyze the website information to formulate a response to the question "What factors led to a rebirth of learning and trade in Northern Italy".

Reformation

6.H.2.3 - The invention of the printing press helped spread Protestant ideas more easily, quickening the new religion's spread across the continent.

  • The Printing Press - Discovery Ed. Social Studies Tech Book: Students read (or listen) to passage and respond to the prompt "How do new technologies hasten the speed of change and is this a good thing?"

  • How Did the Printing Press Change History? : Scholastic News Article. Students read and annotate article (makes a great AOW). Comprehension questions follow.

6.H.2.4 - The Reformation was led by Martin Luther and other members of the Roman Catholic Church and resulted in the creation of the Protestant faith, which aimed to make Christianity more accessible to the individual follower.

  • The 95 Theses of Martin Luther : Students will review how powerful the Catholic Church became during the Middle Ages, what impact it had on society, and how "reformers" such as Martin Luther weakened its power during the Renaissance and Reformation Era.

Text Resources:

Primary and Secondary Source Documents:


  • The Black Death

  • Lords and Vassals

  • A Speech by Pope Urban II

  • Dante's Divine Comedy

  • John Tetzel & Indulgences

Digital Resources:

Literary Connections:


Sample Assessment Prompts

Middle Ages

H.2.1 - Barbarian invasions led to the collapse of the Roman Empire and the development of feudalism.

  • Feudalism: Cause and Effect Chart - Students will use Discovery Education Social Studies Tech Book (17. 1) Medieval Society and Politics (Lesson 1 and 2) to answer the guiding question "How did the fall of Rome impact Europe?" Assessment: Students will complete a cause and effect graphic organizer.

G.1.2 - The Black Death began in Asia and spread through Europe with devastating consequences for the populations, economies, and lives of those affected.

  • Black Death Raft - Students will research the Black Death and complete a RAFT writing assignment that demonstrates their understanding of this historical event. Edmodo will serve as the "spring board" for collaborating with classmates (teachers may wish to redesign this aspect). Students can use the attached links to research an answer to..."How did the Black Death impact Europe"? They will post their answers on Edmodo. Following the research, students will choose (differentiated) roles with various audiences and formats. Student writing should illustrate an understanding and synthesis of the Black Death.

  • http://www.history.com/topics/middle-ages






  • Eye Witness to History Primary Source - The Black Death

  • The Black Death Path - Students complete a map outlining the path of the Black Death and complete inferential questions. The "Assessment" tab on this resource offers multiple ways to assess student learning regarding the black death.

C&G.1.4 - The Magna Carta was a revolutionary document which limited the power of the English King and it is the foundation for many of the democratic principles found in Western democracies today, including the Constitution of the United States of America.

  • Magna Carta Constructed Response: Students will respond to the following prompt after evaluating the document Magna Carta. "Why is the Magna Carta referred to today as the cornerstone of constitutional governments?

E.1.2 - Feudal society was characterized by a pyramid social hierarchy and was based on the exchange of goods and services produced by the poor (serfs) for protection (knights, Vassals, Lords) all under the control of the King.

  • Digital Feudal Poster or Brochure: Students will analyze the development and need of feudalism and appraise the parts of the structure as it relates to the exchange of goods and services for military protection. A poster or brochure (challenge) using MS Publisher will be created according to an outlined rubric.

C.1.2 - Daily life for almost everyone living within feudal society was dominated by the power of the Catholic Church.

  • Acrostic Poem - Roman Catholic Church: Students will complete an acrostic poem that demonstrates their understanding of the role of "the Church" in Medieval life. Teachers may wish to develop a rubric or expectation outline guide students.

  • Constructed Response - The Power of the Church: Students will respond to the prompt "What role did the Roman Catholic Church play in everyday medieval European life?

  • Eye Witness to History Primary Source - The Crusaders Capture Jerusalem

  • Eye Witness to History Primary Source - Richard the Lionheart Massacres the Saracens

Renaissance

6 H.2.2 - The Renaissance was a reawakening of interest in art, literature, and science, as well as in the classical civilizations of Greece and Rome.

  • A Reawakening - Discovery Board: Students will create a discovery board that defines the Renaissance, examines and highlights the art, literature and science of the era. Students should compare the Renaissance to the classic works of Greece and Rome. Discovery Board Builder Rubric.

  • Eye Witness to History Primary Source - Michelangelo Paints the Sistine Chapel

6 G.1.1 - The geography of Northern Italy and its location connecting Asia and the Mediterranean world to central and western Europe lead to the birth of the Renaissance and the expansion of Renaissance ideas.

  • Italian City-States Map Analysis: Students analyze a map of Europe and complete questions that assess their understanding Italy's prime geographic location as it relates to the Renaissance. This assessment works well as a "Ticket Out" or "Ticket In" task.

6.E.1.2 - Banking, the growth of trade networks from Venice to China, and the influence of wealthy benefactors led to the Renaissance of art, philosophy, and science and the rise of a middle class.

  • A Patrons Role: Students will describe the role of patrons in Renaissance art and literature. They will use Edu-Creations as a format for showcasing their learning. Students will assume the role of a wealthy benefactor and explain why he/she has financed an artist. A rubric for the assessment is provided. Teachers may choose to have students complete the task using a power point or writing an essay.

Reformation

6.H.2.3 - The invention of the printing press helped spread Protestant ideas more easily, quickening the new religion's spread across the continent.

  • Impact of the Printing Press Paper Slide Show: Students will create a paper slide show with the following slide topics (1) Printing Press Facts (2) Printing press role in spreading Protestant ideas (3) Comparison of the Printing Press to the Internet. A rubric is provided for the assessment; however teachers may wish to create their own.

6.H.2.4 - The Reformation was led by Martin Luther and other members of the Roman Catholic Church and resulted in the creation of the Protestant faith, which aimed to make Christianity more accessible to the individual follower.

  • Goals of the Reformation: Students will create a Glogster presentation outlining the goals of Martin Luther. Students should include Martin Luther's motivation, his actions and the outcome of his protests. Arubric to assess the Glogster presentation is provided.





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