7-8+Yr1+Qtr3

7-8 Yr1 Qtr3 Resources

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Unit 4: Fuedalism
** Year 1 Quarter 3 ** Resources: 1. Resources from around the world contributed to specializing, trade and interdependence of people. |||||| **Essential Questions:** 1. Explain how Europe was influenced by the Islamic civilization during the Renaissance. || (7.14) Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
 * ** Unit 4: Feudalism & Transitions (Islamic Cultural Influence) ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__Geography__**

(7.15) Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.

(7.20) The variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
 * __Economics__**

(7.21) The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies.

(7.4)Mongol influence led to unified states in China and Korea, but the Mongol failure to conquer Japan allowed a feudal system to persist. |||| **__Geography__** (7.14)Explain how trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions.
 * __History__**

(7.15) Select examples of improvements in transportation, communication and technology and explain how they have facilitated cultural diffusion among peoples around the world.

(7.20) Discuss how the variability in the distribution of productive resources in the various regions of the world contributed to specialization, trade and interdependence.
 * __Economics__**

(7.21) Explain how the growth of cities and empires fostered the growth of markets. Describe how market exchanges encouraged specialization and the transition from barter to monetary economies.

(7.4) Explain how the Mongol influence led to unified states in China and Korea and how their failure to conquer Japan allowed a feudal system to persist. || ** BENCHMARK VOCAB **
 * __History__**

-Muslim traders traveled silk roads -Islam expanded using trade routes __Resources:__ -Productive resources - lack -cities led to markets -development of money-based systems __13th and 14th century Mongol influence in China and Korea__ -Mongol dynasty and trade (porcelain and silk) -United most of present day China and Korea -Foreign influence in the overthrow of Mongols -Japan’s system of Feudalism -insular and isolated until the 19th century -Muslim traders traveled silk roads -Islam expanded using the current trade routes ||
 * Abundance**
 * Specialization**
 * Interdependence**
 * Dynasty**
 * Insolated**
 * Insular** || __Diffusion of cultural elements__


 * Extended Standards: **
 * ** Feudalism & Transitions ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.68.3a Explain how changes in the home, school, community or country can have positive or negative consequences. Content Connection Examples: historic achievements in medicine, science, mathematics and geography (Gr. 7).

__Key terms__: all of (b), (c), and - Discuss how wanting resources from around the world contributed to specializing, trade and interdependence of people. || HIS.68.3b Identify why or how things change in the home, school or community.

__Key terms__: all of (c), and -improving transportation, communication, and technology connects people || HIS.68.3c Identify a recent change in the home, school or community.

__Key terms__: insular and isolated ||
 * ** Spatial Thinking and Skills ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.68.4a Draw/trace an alternate route and identify if it is shorter or longer.

__Key terms__: all of (b), (c), and explain how the trade routes were connecting Africa, Asia, and Europe || GEO.68.4b Draw/trace the route between two given locations on a map.

__Key terms__: all of (c), -improving transportation, communication, and technology connects people || GEO.68.4c Locate on a map the route between two locations

__Key terms__: trade routes ||
 * ** Scarcity ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * ECON.68.3a Describe how the wants of people determine what goods and services are produced. || ECON.68.3b Identify different methods of production for given goods.

__Key terms:__ -bartering goods and services to money system. || ECON.68.3c Identify who the intended consumer is for a given product. ||
 * ** Markets ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * ECON.68.5a Explain why some goods are easier to find than others and how this affects price. || ECON.68.5b Identify goods that are hard to find and not readily available in the local community || ECON.68.5c Identify goods that are readily available in your environment (e.g., milk in cafeteria, pencils in school store). ||

Unit 4: Renaissance& Reformation
** Year 1 Quarter 3 ** Resources: 2. Feudalism’s decline led to the Renaissance and Reformation. |||||| **Essential Questions:** 2. Explain the decline of the Roman Catholic Church. 3. Explain how changes in transportation fostered the spread of technology and ideas, and created market places. || (7.5)Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.
 * ** Unit 4: Feudalism and Transition (Renaissance & Reformation ) ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(7.6)The Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes. (7.7)The Reformation introduced changes in religion including the emergence of Protestant faiths and a decline in the political power and social influence of the Roman Catholic Church.

(7.18) With the decline of feudalism, consolidation of power resulted in the emergence of nation states. |||| **__History__** (7.5) Describe achievements by the Islamic civilization and how these achievements were introduced into Western Europe.
 * __Government__**

(7.6) Analyze how revolutionary ideas introduced during the Renaissance in Europe led to cultural, scientific and social changes. (7.7)Analyze how the rise of Protestant faiths during the Reformation resulted in the decline of the political power and social influence of the Roman Catholic Church.

(7.18) Explain how the decline of feudalism in Western Europe and consolidation of power resulted in the emergence of nation states. || ** BENCHMARK **
 * __Government__**
 * VOCAB **

-sciences: anatomy, physiology, medicine, chemistry, mathematics -astronomy /calendar -improvement of astrolabe -world map production -navigation for European explorers __Spread of Islamic Achievements__ -Crusades and trade - money based economy __European Renaissance 14th-17th centuries__ -scientific theories& conflicts with Roman Catholic Church. __Reformation 16th and 17th centuries__ -Christian Denominations (Lutheran, Anglican, Presbyterian, Anabaptists) -resistance from the Roman Catholic Church - rise of nation states - Magna Carta starts pulling authority from the king -sovereign states develop ||
 * Navigation**
 * Crusade**
 * Renaissance**
 * Theory**
 * Reformation**
 * Resistance**
 * Nation**
 * Sovereign** || __Impact of Islamic civilization__
 * -** Trade routes exchange of technology
 * -** rebirth of Greco-Roman ideas
 * Extended Standards: **
 * ** Feudalism & Transitions ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.68.3a Explain how changes in the home, school, community or country can have positive or negative consequences. Content Connection Examples: historic achievements in medicine, science, mathematics and geography (Gr. 7).

__Key terms__: all of (b), (c), and explain how different denominational ideas impact cultural, scientific and social change. || HIS.68.3b Identify why or how things change in the home, school or community.

__Key terms__: all of (c) and compare denominations and list what they introduced(Islamic, Protestant, Muslim, Catholic). || HIS.68.3c Identify a recent change in the home, school or community.

__Key terms__: cultural, political, social, faith. || GVT.68.3a Explain ways the different people/groups in government can limit each other’s powers (i.e., checks and balances).
 * ** Roles and Systems of Government ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GVT.68.2a Compare and contrast the traits of monarchs and elected leaders.

__Key terms__: all of (b), (c), and sovereign states. || GVT.68.2b Identify traits of monarchs and elected leaders where they would rule. GVT.68.3b Identify a power of each branch of government (e.g., Congress makes laws, courts interpret laws).

__Key terms__: all of (c) and nation states. || GVT.68.2c Identify the president and kings/queens as political leaders. GVT.68.3c Identify the three branches of government or the people who represent them.

__Key terms__: specialization, interdependence, nation, and states. || Unit 5: Global Age   ** Year 1 Quarter 3 ** Resources:

Transoceanic linking of all major regions of the world led to economic, political, cultural and religious changes. |||||| **Essential Questions:** 1. How did trade routes impact the growth of African and Asian empires? 2. What were the effects of the trans-Saharan slave trade upon West and Central Africa? What were the effects upon the receiving societies? || (7. 8)Empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes. (7.9)The advent of the trans-Saharan slave trade had profound effects on both West and Central Africa and the receiving societies. (7.13) Geographic factors promote or impede the movement of people, products and ideas. (7.14) Trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions. |||| **__ History __** (7.8)Describe how empires in Africa (Ghana, Mali and Songhay) and Asia (Byzantine, Ottoman, Mughal and China) grew as commercial and cultural centers along trade routes. (7.9)Describe the trans-Saharan slave trade and explain the effects on both West and Central Africa and the receiving societies. (7.13) Describe how geographic factors can promote or impede the movement of people, products and ideas.
 * ** Unit 5: First Global Age ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__ History __**
 * __Geography__**
 * __Geography__**

(7.14) Explain how trade routes connecting Africa, Europe and Asia fostered the spread of technology and major world religions. || ** BENCHMARK VOCAB **

-trade goods and wealth -Islam and West Africa -Timbuktu: commercial & cultural setting (scholars- religion, mathematics, music, law, and literature)
 * Commercial**
 * Empire**
 * Rationale** || __African Empires (Ghana, Mali, and Songhay)__

__Asia__ -Mughal empire (art architecture and culture) -Khyber Pass trade route
 * -**commercial & cultural centers

__China__ -Silk Road impact: commercial & cultural centers

__Slave trade__ -16th century slave trade based on debt or being captured in war -trans-Saharan slave trade in Africa; creation of states and wealth of rulers -European rationale for the trans-Atlantic slave trade ||


 * Extended Standards: **
 * ** First Global Age ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.68.4a Identify and explain a reason you want or need to go to a place you have never been. Content Connection Examples: ancient trade routes, Marco Polo and the Columbian Exchange (Gr. 7).

__Key terms:__ all of (b), (c), and explain trans-Saharan slave trade and its effects || HIS.68.4b Identify places you have never been or would like to go.

__Key terms__: all of (c) and describe how the empires grew African Empires(Ghana, Mali and Songhay), and Asia(Byzantine, Ottoman, Mughal and China). Choose at least one from each. || HIS.68.4c Locate familiar places you go to for a specific purpose.

__Key terms:__ define commercial and cultural setting ||
 * ** Spatial Thinking and Skills ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.68.4a Draw/trace an alternate route and identify if it is shorter or longer. || GEO.68.4b Draw/trace the route between two given locations on a map || GEO.68.4c Locate on a map the route between two locations. ||

Unit 5: Global European ** Year 1 Quarter 3 ** Resources: Transoceanic linking of all major regions of the world led to economic, political, cultural and religious changes. |||||| **Essential Questions:** 3. What were the economic and cultural impacts of European exploration, conquests and colonization? 4. What was the Columbian Exchange? What was its international impact? || (7.10)European economic and cultural influence dramatically increased through explorations, conquests and colonization. (7. 11) The Columbian Exchange (e.g., the exchange of fauna, flora and pathogens) between previously unconnected parts of the world reshaped societies in ways still evident today.
 * ** Unit 5: First Global Age (European Exploration) ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(7.16)The ability to understand individual and group perspectives is essential to analyzing historic and contemporary issues. |||| **__History__** (7.10)Describe how European economic and cultural influence increased through explorations, conquests and colonization. (7.11)Explain how the Columbian Exchange reshaped previously unconnected societies in ways still evident today.
 * __Government__**

(7.16) Demonstrate how understanding individual and group perspectives is essential to analyzing historic and contemporary issues. || ** BENCHMARK VOCAB **
 * __Government__**

(England, France, Portugal, Netherlands, and Spain) __Effects of European cultures__ -government -Christianity -language -technology __Impact of Columbian Exchange__ (fauna, flora, and pathogens) -Trade routes: caravans connected Africa, Asia & Europe - European animals to the Americas -Foodstuffs (bananas, beans, citrus fruits, coffee, grapes, olives, rice and sugar cane) -spread of disease -Cultural impact (potato/ Irish, horse/ American Indians) -continuing impact contemporary time ||
 * Exploration** **Conquests** **Colonization**
 * Caravan**
 * Contemporary** || __Exploration, conquests, and colonization__


 * Extended Standards: **
 * ** First Global Age ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.68.5a Explain the results of making a change. Content Connection Examples: colonizing North America, slave trade, Enlightenment and causes of the American Revolution (Gr. 8)

__Key terms:__ all of (b), (c) and explain the Columbian Exchange and its impact culturally, economically, and biologically into current times (Africa, Asia, Europe, Americas). || HIS.68.5b Identify how you would change something.

__Key terms:__ all of (c) and explain how the cultures (European Powers, England, France, Portugal, Netherlands, and Spain) increased because of exploration, conquest, and colonization. || HIS.68.5c Identify something you would like to change.

__Key terms:__ explain exploration, conquest and colonization ||