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Syllabus (16-17)   

7th Grade Social Studies Syllabus

Chuckey Doak Middle School

2015-2016 School Year

 

Dear Parents and Students,

Welcome back! I am excited about the 2015-2016 school year and our journey into world history and geography as we study intriguing topics such as: the fall of the Roman Empire, the Islamic World, China, Japan, Africa, Western Europe in the Middle Ages, Renaissance Reformation Europe, the Scientific Revolution and Enlightenment, the Age of Exploration and much more. The textbook, Discovering Our Past: A History of the World published by McGraw Hill, and the corresponding workbook will be supplemental to the various lessons we will explore throughout the year.

The most effective learning environment is one that promotes positive interactions, safety, and acceptance of different viewpoints. As the classroom teacher, I will strive to accommodate all learners in an equitable manner with minimal disruption to the learning process. Feel free to contact me at any time throughout the year. I am best reached via email at thornton.miller@gcstn.org . I look forward to working with you and your child for a successful year!

Thank you,

Thornton Miller

Instructor Info:

Thornton Miller

thornton.miller@gcstn.org

(423) 787-2038

 

TOPICS OF STUDY:

 

In this course, we will study world history and geography. We will explore historical events, notable figures, and important places as well as how these details have connections to our society today. There will be a focus on literacy and writing as we explore and read various excerpts and passages.

 

TOPICS OF STUDY:

 

1. Fall of the Roman Empire

2. Islamic World

3. Africa

4. China

5. Japan

6. Middle Ages in Europe

7. Renaissance and Reformation

8. The Enlightenment and Scientific Revolution

9. The Age of Exploration

 

GRADING SCALE:

 

A 93-100

B 85-92

C 75-84

D 70-74

F below 70

 

GRADING BREAKDOWN:

 

Tests and projects- 30%

Homework and class work- 50%

Quizzes and exit slips/quizzes- 10%

Bellringers- 10%

 

LATE WORK:

 

There will a ten point per day deduction on homework and projects up to a full week from which the assignment was originally due after which the assignment will no longer be accepted.

 

ABSENTEE WORK:

 

When a student is absent it is his or her responsibility to come and see me to get makeup work. The due date for any work missed while absent is the number of days absent plus one. For example a student absent for two days would get three days to turn in their makeup work beginning with the day the student returns to school and not including weekends.

 

CLASSROOM RULES:

 

1.      Be  respectful

2.      Be responsible

3.      Be safe

4.      Follow classroom rules


7th Grade Social Studies Pacing Guide   

First Nine Weeks           August 3rd  – October 7th

Fall of the Roman Empire, Islamic World, Africa, and China

 

Fall of the Roman Empire

Textbook Chapter

Major Assignments

Analyze the legacy of the Roman Empire. (C, H)

Chapter 3

 

Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance of Constantinople. (C, E, G, H, P).   

Chapter 3

 

Vocabulary: Strait, Moat, Successor, Justinian, Discriminate, Missionary, Byzantine, Constantinople

 

 

Primary Documents and Supporting Texts to Read: excerpts from Eusebius of Caesarea, "Ecclesiastical History," that describes Constantine

 

 

 

Islamic World

(400 A.D./C.E. – 1500s)

Textbook Chapter

Major Assignments

Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, Mediterranean Sea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River. (G)

Chapter 5

 

Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language. (C, E, G, H)

 

Chapter 5

 

Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity. (C, H)

 

Chapter 5

 

Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law and their influence in Muslims’ daily life. (C, H, P)

Chapter 5

 

Analyze the origins and impact of different sects within Islam, Sunnis and Shi’ites. (C, H)

Chapter 5

 

Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature. (C, G, H)

Chapter 5

 

Describe the establishment of trade routes among Asia, Africa, and Europe and the role of merchants in Arab society. (E, G, H)

Chapter 5

 

Gather relevant information from multiple print and digital sources to examine the art and architecture, including the Taj Mahal during the Mughal period. (C, H)

Chapter 5

 

Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. (H, P)

Chapter 5

 

Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise of the Safavid Empire. (C, H, P)

Chapter 5

 

Vocabulary: oasis, Kaaba, Hijra, Qur’an, Sunnah, mosque, caliph, sultan, textile, calligraphy

 

 

Primary Documents and Supporting Texts to Consider: excerpts from The Hadith, Muhammad; excerpts from The Book of Golden Meadows, Masoudi

 

 

 

 

Africa

(400 A.D./C.E. – 1500s)

Textbook Chapter

Major Assignments

Analyze the growth of Ghana, Mali, and Songhai kingdoms including trading centers such as Timbuktu and Jenne, which would later develop into centers of culture and learning. (C, E, G, H, P).

Chapter 6

 

Draw evidence from informational texts to describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law. (C, E, G, H, P)

Chapter 6

 

Examine the importance of written and oral traditions in the transmission of African history and culture. (C, H)

Chapter 6

 

Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. (C, E, G, H, P)

Chapter 6

 

Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324. (C, G, H, P)

Chapter 6

 

Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. (C, H)

Chapter 6

 

Vocabulary: plateau, savanna, labor specialization, caravan, griots, caste, proverb, ethnic group, oral tradition, lineage, kinship

Chapter 6

 

Primary Documents and Supporting Texts to Read: excerpts from Sundiata: An Epic of Old Mali

Chapter 6

 

 

 

 

China

(400 A.D./C.E. – 1500s)

Textbook Chapter

Major Assignments

Create a visual or multimedia display to identify the physical location and major geographical features of China including the Yangtze River, Yellow River, Himalayas, Plateau of Tibet, and the Gobi Desert. (G)

Chapter 8

 

Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism. (C, G, H, P)

Chapter 8

 

Analyze the role of kinship and Confucianism in maintaining order and hierarchy. (C, H, P)

Chapter 8

 

Summarize the significance of the rapid agricultural, commercial, and technological development during the Song Dynasties. (C, E, H)

Chapter 8

 

Trace the spread of Chinese technology to other parts of Asia, the Islamic world, and Europe including papermaking, wood-block printing, the compass and gunpowder. (C, E, G, H)

Chapter 8

 

Describe and locate the Mongol conquest of China including Genghis Khan, Kublai Khan. (G, H, P)

Chapter 8

 

Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo-Confucianism). (C, H, P)

Chapter 8

 

Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City and the reconstruction of the Great Wall , isolationism, and sea voyages. (C, E, H, P)

Chapter 8

 

Vocabulary: bureaucracy, scholar-official, urbanization, money economy, porcelain, merit system, nomad, steppe, khan, compass, block printing

 

 

Primary Documents and Supporting Texts to Read: excerpts from The Analects, Confucius

 

 

 

 

*The inclusion of religion is strictly for educational purposes only; such studies are not used to proselytize or establish any religion or religious belief.

 

 

** You may view instructional materials by making arrangements with the teacher.

 

 

 

Key: C= Culture,         E=Economic      G=Geography,          H=History,                P=Politics, Government, and Civic

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Second Nine Weeks  October 17th - December 16th

Japan, Middle Ages in Western Europe Israel, and India

 

Japan:

(400 A.D./C.E. – 1500s)

Textbook Chapter

Major Assignments

Compare the major features of Shinto, Japan’s indigenous religion, and Japanese Buddhism. (C, H)

Chapter 9

 

Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted. (C, G, H)

Chapter 9

 

Trace the emergence of the Japanese nation during the Nara, 710-794, and the Heian periods, 794-1180. (H, P)

Chapter 9

 

Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world’s first novels. (C, H)

Chapter 9

 

Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society. (C, H, P)

Chapter 9

 

Vocabulary: archipelago, clan, kami, regent, figurehead, shogun, feudalism, daimyo, bushido, Kabuki, consensus, shrine, mantra

 

 

Primary Documents and Supporting Texts to Read: excerpts from The Tale of Genji

 

 

 

 

 

 

 

Middle Ages in Western Europe

(400 A.D./C.E. – 1500s)

Textbook Chapter

Major Assignments

Identify the physical location and features of Europe including the Alps, the Ural Mountains, the North European Plain, and the Mediterranean Sea and the influence of the North Atlantic Drift. (G)

Chapter 10

 

Describe the development of feudalism and manorialism, its role in the medieval European economy, and the way in which it was influenced by physical geography (the role of the manor and the growth of towns). (C, E, G, H, P)

Chapter 10

 

Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII, and Emperor Henry IV. (H, P)

Chapter 10

 

Examine the Norman Invasion, Battle of Hastings, and the impact of the reign of William the Conqueror on England and Northern France. (H, G, P)

Chapter 10

 

Examine the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire. (C, G, H)

Chapter 10

 

Analyze the causes, course, and consequences of the European Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world. (C, G, H)

 

 

 

Chapter 10

 

Explain the importance of the Catholic church as a political, intellectual, and aesthetic institution, including founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, Thomas Aquinas’s synthesis of classical philosophy with Christian theology and the concept of “natural law.” (C, H, P)

Chapter 10

 

Describe the economic and social effects of the spread of the Black Death (Bubonic Plague) from Central Asia to China, the Middle East, and Europe, and its impact on the global population. (C, E, G, H)

Chapter 10

 

Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns, and a merchant class. (C, E, H)

Chapter 10

 

Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition, and the rise of Spanish and Portuguese kingdoms. (C, G, H)

Chapter 10

 

Conduct a short research project explaining the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions including trial by jury, the common law, Magna Carta, parliament, habeas corpus, and an independent judiciary in England. (H, P)

 

 

 

 

 

 

Chapter 10

 

Vocabulary: topography, medieval, clergy, monastery, convent, pagan, missionary, saint, sacrament, vassal, fief, knight, chivalry, manor, serf, secular, pilgrimage, excommunicate, common law, habeas corpus, writ, parliament, heresy, inquisition, Iberian Peninsula, Moors, crop rotation, fallow, three-field system, guild, university, natural law, bubonic plaque

 

 

Primary Documents and Supporting Texts to Read: excerpts from The Life of Charlemagne: The Emperor Himself, Einhard; selected accounts of the Black Death; excerpts from Summa Theologica, Thomas Aquinas

 

 

Primary Documents and Supporting Texts to Consider: excerpts from "Frank-land": An Islamic View of the West, Al-Qazwini; excerpts from Walter of Henley’s Husbandry (describes manor life)

 

 

 

 

 

 

*The inclusion of religion is strictly for educational purposes only; such studies are not used to proselytize or establish any religion or religious belief.

 

** You may view instructional materials by making arrangements with the teacher.

 

 

 

Key: C= Culture,         E=Economic      G=Geography,          H=History,                P=Politics, Government, and Civics

 

Third Nine Weeks         January 3rd  – March 10th

The Renaissance and Reformation, The Enlightenment and Scientific Revolution, Age of Exploration

 

The Renaissance and Reformation

Textbook Chapter

Major Assignments

Trace the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. (C, H)

Chapter 11

 

Cite evidence in writing explaining the importance of Florence, Italy and the Medici Family in the early stages of the Renaissance and the growth of independent trading cities, such as Venice, and their importance in the spread of Renaissance ideas. (C, E, G, H)

Chapter 11

 

Summarize the effects and implications of the reopening of the ancient Silk Road between Europe and China, including Marco Polo’s travels and the location of his routes. (C, E, G, H)

Chapter 11

 

Describe how humanism led to a revival of classical learning and fostered a new interest in the arts including a balance between intellect and religious faith. (C, H)

Chapter 11

 

Analyze the growth and effects of new ways of disseminating information, ability to manufacture paper, translation of the Bible into vernacular, and printing. (C, H)

Chapter 11

 

Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy, including Leonardo da Vinci (Last Supper, Mona Lisa), Michelangelo (Sistine Chapel, The David), Johann Gutenberg, and William Shakespeare. (C, G, H)

Chapter 11

 

Gather relevant information from multiple sources about Henry V, Hundreds Year War, and Joan of Arc. (H, G, P)

Chapter 11

 

Conduct a research project drawing on several resources to investigate the Tudor dynasties of Henry VIII, Mary I, and Elizabeth I, including their family heritage, line of succession, religious conflicts, Spanish Armanda, and the rise of English power in Europe. (H, G, P)

Chapter 11

 

Explain the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods. (C, G, H)

Chapter 11

 

Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World. (C, G, H)

Chapter 11

 

Explain the heightened influence of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge and the Church’s reaction to these developments. (C, H, P)

Chapter 11

 

List and explain the significance of the causes for the internal turmoil within and eventual weakening of the Catholic Church including tax policies, selling of indulgences, and England’s break with the Catholic Church. (C, H, P)

Chapter 11

 

Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith), John Calvin (predestination), Desiderius Erasmus (free will), and William Tyndale (translating the Bible into English),

and their attempts to reconcile what they viewed as

God’s word with Church action. (C, H, P)

 

 

Chapter 11

 

Engage effectively in collaborative discussions explaining Protestants’ new practices of church self government and the influence of those practices on the development of democratic practices and ideas of federalism. (C, H, P)

Chapter 11

 

Analyze how the Catholic Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement, including St. Ignatius of Loyola and the Jesuits, and the Council of Trent. (C, H)

Chapter 11

 

Identify the voyages of discovery, the locations of the routes (Da Gama, Dias, Magellan), and the influence of cartography in the development of a new worldview. (C, G, H)

Chapter 11

 

Vocabulary: mercantile, patron, humanism, secularism, vernacular, individualism, utopia, satire, engraving, censor, proportion, linear perspective, sonnet, indulgence, recant, sect, predestination, theocracy, ghetto, annulment, armada, edict, Huguenots, federalism,

Chapter 11

 

Primary Documents and Supporting Texts to Read: excerpts from “Ninety-Five Theses”, Martin Luther; excerpts from The Travels of Marco Polo

Chapter 11

 

Primary Documents and Supporting Texts to Consider: excerpts from In Praise of Folly, Erasmus; selected pieces from William Shakespeare; excerpts from The Prince, Machiavelli

Chapter 11

 

 

The Enlightenment and Scientific Revolution

Textbook Chapter

Major Assignments

Describe the roots of the Scientific Revolution based upon Christian and Muslim influences. (C, H)

 

Chapter 13

 

Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Sir Frances Bacon, Nicolaus Copernicus, Rene Descartes, Galileo Galilei, Johannes Kepler, and Sir Isaac Newton, and new inventions, including the telescope, microscope, thermometer, and barometer. (C, H)

Chapter 13

 

Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity. (C, H, P)

Chapter 13

 

Describe the accomplishments of major Enlightenment thinkers, including Locke and Charles-Louis Montesquieu. (C, H)

Chapter 13

 

Explain the origins of modern capitalism, the influence of mercantilism, and the cottage industry; the elements and importance of a market economy in 17th century Europe; the changing international trading and marketing patterns; including their locations on a world map; and the influence of explorers and mapmakers. (C, E, G, H, P)

Chapter 13

 

Vocabulary: rationalism, heresy, inductive reasoning, heliocentric theory, scientific method, natural rights, social contract, tolerance, feminism, separation of powers,

 

 

Primary Documents and Supporting Texts to Read: excerpts from Two Treatises of Government, John Locke; excerpts from The Spirit of Law, Montesquieu

 

 

Primary Documents and Supporting Texts to Consider: excerpts from Galileo Discovers the Moons of Jupiter, Galileo Galilei; excerpts from The Principia and The Correspondence of Isaac Newton, Sir Isaac Newton

 

 

 

Age of Exploration

(Will continue into the 4th Nine Weeks)

Textbook Chapter

Major Assignments

Identify the locations of the Olmecs, Mayans, Aztec, and Incas and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations. (C, E, G, H, P)

Chapter 7

 

Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states. (C, H, P)

Chapter 7

 

Create a graphic organizer or concept map explaining how and where each empire arose (how the Aztec and Incan empires were eventually defeated by the Spanish in the 16th century). (C, G, H, P)

Chapter 7

 

Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices, and slavery. (C, H)

Chapter 7

 

Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four civilizations (Olmecs, Mayan, Aztec, and Incan civilizations). (C, H)

Chapter 7

 

Cite several pieces of textual evidence to support the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems. (C, H)

 

 

Chapter 7

 

Compare the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions. (C, E, G, H, P)

Chapter 12

 

Identify the European countries responsible for North American exploration and the modern day countries in which they settled, including France, Spain, England, Portugal, and the Dutch. Summarize the reasons for the success of these countries in colonization or North and South America. (E, G, H, P)

Chapter 12

 

Analyze why European countries were motivated to explore including religion, political rivalry, and economic gain. (C, E, H, P)

Chapter 12

 

Identify the voyages of discovery, the locations of the routes, and the influence of technology in the developments of a new European worldview including cartography, compass, caravel, and astrolabe. (C, E, G, H, P)

Chapter 12

 

Examine the impact of the exchanges of plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent. (C, E, G, H)

Chapter 12

 

Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. (C, H)

 

 

 

 

 

Chapter 12

 

Vocabulary: circumnavigate, cartography, caravel, conquistador, colonization, bullion, immunity, mercantilism, capitalism, inflation, cottage industry, market economy, traditional economy, obsidian, quetzal, slash-and-burn agriculture, drought, hieroglyphic, observatory, basin, chinampa, dike, aqueduct, terrace, quipu, hierarchy, mita system, artifact, drought, wigwam, longhouse, tepee, igloo, potlatch,

 

 

Primary Documents and Supporting Texts to Read: excerpts from the journals of Christopher Columbus

 

 

Primary Documents and Supporting Texts to Consider: excerpts from Indigenous Peoples of North America, James D. Torr

 

 

 

*The inclusion of religion is strictly for educational purposes only; such studies are not used to proselytize or establish any religion or religious belief.

 

** You may view instructional materials by making arrangements with the teacher.

 

 

Key: C= Culture,         E=Economic      G=Geography,          H=History,                P=Politics, Government, and Civics

 

 

 

 

 

 

Fourth Nine Weeks            March 13th – May 24th

The Age of Exploration

 

The Age of Exploration

(Continued from the 3rd Nine Weeks)

Textbook Chapter

Major Assignments

Cite several pieces of textual evidence to support the analysis of the impacts of the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems. (C, H)

Chapter 7

 

Compare the varied economies and trade networks within and among major indigenous cultures prior to contact with Europeans and their systems of government, religious beliefs, distinct territories, and customs and traditions. (C, E, G, H, P)

Chapter 7

 

Identify the European countries responsible for North American exploration and the modern day countries in which they settled, including France, Spain, England, Portugal, and the Dutch. Summarize the reasons for the success of these countries in colonization or North and South America. (E, G, H, P)

Chapter 7

 

Analyze why European countries were motivated to explore including religion, political rivalry, and economic gain. (C, E, H, P)

Chapter 7

 

Identify the voyages of discovery, the locations of the routes, and the influence of technology in the developments of a new European worldview including cartography, compass, caravel, and astrolabe. (C, E, G, H, P)

 

Chapter 7

 

Examine the impact of the exchanges of plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent. (C, E, G, H)

Chapter 7

 

Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. (C, H)

Chapter 7

 

Vocabulary: circumnavigate, cartography, caravel, conquistador, colonization, bullion, immunity, mercantilism, capitalism, inflation, cottage industry, market economy, traditional economy, obsidian, quetzal, slash-and-burn agriculture, drought, hieroglyphic, observatory, basin, chinampa, dike, aqueduct, terrace, quipu, hierarchy, mita system, artifact, drought, wigwam, longhouse, tepee, igloo, potlatch,

 

 

Primary Documents and Supporting Texts to Read: excerpts from the journals of Christopher Columbus

 

 

Primary Documents and Supporting Texts to Consider: excerpts from Indigenous Peoples of North America, James D. Torr

 

 

 

*The inclusion of religion is strictly for educational purposes only; such studies are not used to proselytize or establish any religion or religious belief.

 

** You may view instructional materials by making arrangements with the teacher.

 

 

Key: C= Culture,         E=Economic      G=Geography,          H=History,                P=Politics, Government, and Civics


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