BCPS Curriculum Alignment

Essential Question for Enduring Understanding

Essential Question:

How did a particular group or institution influence the culture during the Middle Ages?

Grade 7 - Unit - Regional Study: Europe

Grade 7 - Content Curriculum Indicators:

• examine European society during the Middle Ages in order to analyze how groups and institutions sustain and influence culture. MLOs 1.4, 1.9, 2.14, 6.1
  
• describe the problems of daily life in the Early Middle Ages after the collapse of the Roman Empire
  
• define and examine the system of feudalism
  
• examine the manorial system and analyze its role in providing stability in the Middle Ages
  
• identify the social, economic, and political role of the church in medieval society.
  analyze the causes and effects of the Crusades
• examine the early history of the English monarchy in order to draw conclusions about its influence on basic underlying principles of American society. MLOs 1.4, 1.5, 5.2
  
• recall from prior knowledge rights of US citizens
  
• identify reasons for the decline in power of the church
  
• draw conclusions about the changing role of the English monarchy
  
• analyze the English Bill of Rights for its impact on the English monarchy and English citizens

Maryland State Curriculum for Grade 7 Social Studies
(MSDE)

Grade 7 - Social Studies:

Standard 1.0 Political Science
Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on democratic skills and attitudes necessary to become responsible citizens.

Indicator 2: Analyze the historic events, documents, and practices that are the foundations of political systems around the world.

Objective
a. Examine and report examples of historic events, documents and practices that have influenced individuals and groups around the world, such as the UN Declaration of Rights, German reunification, the formation of NATO, and Apartheid

Indicator 3: Analyze the roles of governments around the world regarding public policy and issues

Objectives
a. Evaluate the effectiveness of the various policies of governments in addressing issues, such as health, poverty, crime, security, and environmental concerns

Standard 2.0- People and Nations of the World:
Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through a multicultural and a historic perspective.

Topic: Elements of Culture

Indicator 1: Analyze characteristics that are used to organize people into cultures

Objectives:
a. Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs

Standard 3: Geography
Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

A. Using Graphic Tools

Indicator 1: Use geographic tools to locate places and describe the human and physical characteristics in the contemporary world

Objective
b: Use photographs and thematic maps to compare human and physical characteristics of places and regions

Standard 5.0 History:
Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.

Topic B: Emergence, Expansion and Changes in Nations and Empires

Indicator 1: Analyze the growth and the development of nations in the contemporary world

Objectives:
a. Describe the social, political and economic impacts of various world religions on a global society, such as Judaism, Christianity, Islam, Hinduism, Taoism and Buddhism

Standard 6.0: Social Studies Skills and Processes:
Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

Topic a.: Read to Learn and Construct Meaning about Social Studies

Indicator 1: Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

Objectives:
a. Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
b. Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
c. Use context clues to understand new social studies vocabulary
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

Indicator 2: Use strategies to prepare for reading (before reading)

Objectives:
a. Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
b. Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
c. Set a purpose for reading the text
d. Ask questions and make predictions about the text
e. Make connections to the text using prior knowledge and experiences

Indicator 3: Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

Objectives:
a. Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
b. Reread slowly and carefully, restate, or read on and revisit difficult parts
c. Use a graphic organizer or another note-taking technique to record important ideas or information
d. Look back through the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions about the text
f. Periodically summarize or paraphrase important ideas while reading
g. Visualize what was read for deeper meaning
h. Explain personal connections to the ideas or information in the text

Indicator 4: Use strategies to demonstrate understanding of the text (after reading)

Objectives:
a. Identify and explain what is directly stated in the text
b. Identify, paraphrase, or summarize the main idea of the text
c. Determine and explain the author's purpose
d. Distinguish between facts and opinions
e. Explain whether or not the author's opinion is presented fairly
f. Explain what is not directly stated in the text by drawing inferences
g. Confirm or refute predictions made about the text to form new ideas
h. Connect the text to prior knowledge or personal experiences
i. Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

Topic B: Write to Learn and Communicate Social Studies Understandings

Indicator 1: Select and use informal writing strategies, such as short/response/essay answer/ brief constructed responses, journal writing, note taking, and graphic organizers, to clarify, organize, remember, and/or express new understandings

Objectives:
a. Identify key ideas
b. Connect key ideas to prior knowledge (personal experience, text and world)

Indicator 2: Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters, summaries, to inform

Objectives:
a. Identify form, audience, topic, and purpose before writing
b. Organize facts and/or data/statistics to support a topic
c. Provide introduction, body, and conclusion
d. Cite sources when paraphrasing, summarizing, and quoting
e. Enhance text with graphics, such as charts, maps, and diagrams

Topic D: Acquire Social Studies Information

Objectives:
a. Gather and read appropriate print sources, such as journals, periodicals, government documents, timelines, databases, reference works, and web sites
b. Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
c. Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, multimedia, interviews, and oral histories
d. Access and process information that is factual and reliable from readings, investigations, and/or oral communications

Topic E: Organize Social Studies Information

Indicator 1: Organize information from non-print sources

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Standards for the 21st-Century Learner
(AASL)

• 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
• 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
• 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
• 2.1.2 Organize knowledge so that it is useful.
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• 3.1.6 Use information and technology ethically and responsibly.