Northampton County Schools Curriculum Maps

Transcription

1 Northampton County Schools Curriculum Maps 7 th Grade Social Studies UNIT NAME: Reform, Change, and Exploration Essential Questions: (1-2 maximum) Supporting Questions: Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standa rds A. Renaissance: -Time period indicators -influential individuals: Michelangelo, da Vinci, Medici family RESOURCES: A. Identify Italian City States to gather inferences in writing on a map. A. Critique works of art by Michelangelo and da Vinci A. Select members of the Medici family to determine how the student s characteristics compare to those Renaissance family members in writing and orally. A. Teacher made assessment. A. Catholic Church circle wheel of information A. Label Italy map A. Which Medici is you? A. Research Catholic Church topics: role of pope, St. Peter s Basilica, Sistine Chapel, Pope Nicholas V, Pope Sixtus IV, Pope Julius II A. Research Michelangelo, da Vinci A. 7.H.1, 7.H.1.3, 7.C.1.2, B. Reformation: -influential individuals: Martin Luther, John Calvin, Henry VII, and Elizabeth I, Galileo -Conflicts: Inquisition, Catholic Reformation -Printing Press-Johann Gutenberg RESOURCES: B. Distinguish in a graphic organizer comparing the catholic church to the reformation church in writing. B. Describe in writing what the role of the printing press played in the spread of new ideas. B. Compare the difference b/t the Counter Reformation and Protestant Reformation in writing. B. Reflect in writing and verbally whether or not the Counter Reformation was needed? Elaborate on your reasoning. B. Line up activity and short answer assessment about agree/disagree with Martin Luther s 95 theses. B. Reflect in writing on Calvin s model Christian city. B. Teacher made testmultiple choice and short answer B. Graphic organizer comparing immediate/modern result of the printing press B. Invention research & invention convention B. Read The Crayon Box that Talked to explain Calvin s philosophy. B. 7.H.2.1-4, 7.C1.1-2,

2 UNIT NAME: Reform, Change, and Exploration Essential Questions: (1-2 maximum) Supporting Questions: Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standa rds B. Define by illustrating images of Galileo; differences b/t heliocentric and geocentric. B. Read short text out of Rats, Bulls, & Flying Machines. B. Trial of Galileo play 7.H.1.2 C. Age of Discovery: -Trade patterns -Goods exchanged -Religions -Motivations of Explorers -Migration from Europe to Americas -Columbian Exchange/Triangle Trade -Global Trade RESOURCES: C. Draw and label an explorer map to represent the different explorer routes in writing. C. Draw and explain in writing push and pull factors of migration. C. Sketch environmental conditions that plague regions (ie: desertification, deforestation, irrigation, drought) in writing C. Plot latitude and longitude points C. Construct a compass and manipulate it according to the directions C. Organize explorer information into a timeline in writing C. Determine the positive and negative effects of Columbus interactions with the Tainos society in writing. C. Create a postcard and write a description C. Generate lists of products carried from New World to the Old World (vice versa) C. Describe in writing the impact of the Columbian Exchange b/t the Europeans and indigenous cultures. C. Draw the triangular trade and label it in interactive notebook. C. Teacher made tests/weekly quizzes C. Exit tickets C. Daily reflections C. Cooperative learning assignments-sharing out C. Explorer maps labeled and color coded for each explorer C. Environmental conditions station assignment C. Latitude/Longitude practice-indiv. & with a partner C. Making a Compass (with needle, magnet, etc.) C. Explorer s Timeline booklet C. Graphic organizers C. Postcard and written part as a sailor on Magellan s voyage from 1 st person pt. of view. C. Current weeds that plague North America video C. Potato & Horse C. 7.G H.2.1-4, 7.G E C&G. 1.1

3 UNIT NAME: Reform, Change, and Exploration Essential Questions: (1-2 maximum) Supporting Questions: Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standa rds similarities Don t forget intra-alignment coding

4 Map Writing with Design in Mind Exercise Map Type: World History: Curriculum Map Course: 7 th Social Studies UNIT NAME:Reform, Change, and Exploration Teacher Name(s): April DeBerry, India Martin Enduring Understandings (Big Ideas) A. Renaissance B. The Reformation C. Age of Discovery Stage 1 Desired Results Essential Question(s) / Supporting Question(s): A. What were the artistic, literary, and intellectual ideas of the Renaissance? A. How did the ideas of the Renaissance shape the future? B. What was the role of inventions in the spread of change? B. What were the problems and issues that provoked religious reforms? B. What were the major political and theological issues involved in the Reformation? B. How did the conflicts that occurred b/t the church and the scientific community affect society. C. Why are explorers interested in discovering new lands and markets? C. How do environmental conditions shape societies and regions? C. How/Why does migration affect the people, land, and cultures of both new and old places? C. How/why do things change when people move? C. How and why do people/things migrate? C. What impact did the early explorers have on explorers of today. C. What was the impact of the Columbian exchange on the Europeans and indigenous cultures? C. How has the slave trade impacted the Age of Discovery?

5 Content (Students will know...) A. Renaissance: -Time period indicators -influential individuals: Michelangelo, da Vinci, Medici family B. Reformation: -influential individuals: Martin Luther, John Calvin, Henry VII, and Elizabeth I, Galileo -Conflicts: Inquisition, Catholic Reformation -Printing Press-Johann Gutenberg C. Age of Discovery: -Trade patterns -Goods exchanged -Motivations of Explorers -Migration from Europe to Americas -Columbian Exchange/Triangle Trade -Global Trade Standards A. 7.H.1, 7.H.1.3, 7.C.1.2, B. 7.H.2.1-4, 7.C1.1-2, 7.H.1.2 C. 7.G.1.37.H.2.1-4, 7.G.2.2, 7.E.1.17.C&G.1.1 Skills (Students will be able to do) A. Identify Italian City States on a map to gather inferences. A. Critique works of art orally by Michelangelo and da Vinci A. Select members of the Medici family to determine in writing & orally how the student s characteristics compare to those Renaissance family members. B. Distinguish in a graphic organizer in writing comparing the catholic church to the reformation church. B. Describe in writing what the role of the printing press played in the spread of new ideas. B. Compare the difference b/t the Counter Reformation and Protestant Reformation in writing. B. Reflect in writing and verbally whether or not the Counter Reformation was needed? Elaborate on your reasoning. B. Define by illustrating images of Galileo; differences b/t heliocentric and geocentric. C. Draw and label an explorer map to represent the different explorer routes. C. Draw and explain in writing push and pull factors of migration. C. Sketch environmental conditions that plague regions (ie: desertification, deforestation, irrigation, drought) C. Plot latitude and longitude points C. Construct a compass and manipulate it according to the directions C. Organize explorer information in writing into a timeline C. Determine the positive and negative effects of Columbus interactions with the Tainos society in writing. C. Create a postcard and write a description C. Generate lists of products carried from New World to the Old World (vice versa) in writing C. Describe in writing the impact of the Columbian Exchange b/t the Europeans and indigenous cultures. C. Draw the triangular trade and label it in interactive notebook.

6 Assessment Evidence Performance Task(s) Defined Noun (Evaluation: ) Teacher made tests (mc, short answer), exit tickets, project assignments Stage 2 Acceptable Evidence Assessment Evidence (Other Evidence) Defined Noun (Evaluation: ) Interactive notebook reflections, Cooperative learning assignments, oral discussion Activities/Strategies A. Label Italy map A. Which Medici is you? A. Research Catholic Church topics: role of pope, St. Peter s Basilica, Sistine Chapel, Pope Nicholas V, Pope Sixtus IV, Pope Julius II A. Research Michelangelo, da Vinci B. Graphic organizer comparing immediate/modern result of the printing press B. Invention research & invention convention B. Read The Crayon Box that Talked to explain Calvin s philosophy. B. Read short text out of Rats, Bulls, & Flying Machines. B. Trial of Galileo play C. Explorer maps labeled and color coded for each explorer C. Environmental conditions station assignment C. Latitude/Longitude practice-indiv. & with a partner C. Making a Compass (with needle, magnet, etc.) C. Explorer s Timeline booklet C. Graphic organizers C. Postcard and written part as a sailor on Magellan s voyage from 1st person pt. of view. C. Current weeds that plague North America video C. Potato & Horse similarities Stage 3 Plan Learning Experiences and Instruction Resources Teacher made assignments, ideas taken from internet sites, SACS lessons

7 Don t forget intra-alignment coding