7.1 Analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. Power standard: 7.1.1 Study the early strengths and lasting contributions of Rome and its ultimate internal weaknesses. Skills* (as covered in TCI) CST: sequencing events selecting useful information; ; selecting credible primary sources; drawing conclusions; view and bias. making predictions; role of chance, error, and oversight 7-8 class (of one 50-minute period of history per day) 1: Chap. 1: pgs. 7-17 Chap. 6: pgs. 61-67 (Byzantium) Toolkit: pgs. 7, 8, 10, 11, 12, 13, 15, 16, 18, 19, 20 ISN: pgs. 7-10 (suggestion: have students add own notes on Fall of Rome from pgs. 8-9 in textbook) pgs. 31-35 (Byzantium) Videos/DVDs: Roman City (PBS); Rome in the 1 st Century (PBS); Rome: The Power and the Glory (Questar); Julius Caesar (with Marlon Brando as Mark Antony in scene after Caesar s death has famous speech, Friends, Romans ); Rome: Just the Facts; Spartacus (gladiator fight scene); Ben Hur (chariot race); Decisive Battles: The Birth of the Roman Empire (History Channel); Byzantium (Discovery Channel) TCI simulations (not part of the adoption): Trading in the Roman Empire and 10 Reasons for the Fall of Rome www.historyalive.com/historyalive Investigating Biographies: Empress Theodora (497-548) Did Rome Fall or Was It Pushed? http://score.rims.k12.ca.us/activity/rome See all websites for Rome suggested by TCI at Including: www.metmuseum.org/explore/ Byzantium/byzhome.html A World In Transition (Holt): The Roads to the Spiceries ; A Persecuted Faith Becomes a World Religion ; The Fall and the Legacy (This is the history companion series to the Holt Literature adoption.) Pg. 1
7.2 Analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages. 7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity; 7.2.3 Explain the significance of the Qur an and the Sunnah. Skills* (as covered in TCI) to research; fact vs. opinion; selecting useful info.; selecting credible primary and secondary sources; drawing sound conclusions; view and bias predicting; costbenefit analysis; 20-21 class 2: Chaps. 7-11, pgs. 75-129 Toolkit: all pages except 12 and 22 ISN: pgs. 40-73 Videos/DVDs: Empire of Faith (PBS); Inside Mecca (Nat l Geographic); Muhammad: Biography (A&E); The Story Of Islam (A&E); Conquest of Spain: History s Turning Points (Ambrose Video); Malcom X (with Denzel Washington the scene when Malcolm X makes his hajj to Mecca) Non-TCI Simulation: Islam Interact game (Social Studies Services) Investigating Biographies: Suleyman I (1494-1566) Investigating Literature: Shahnama (Epic of Kings) (940-1020) and The Rubaiyat by Omar Khayyam (1048-1123) Investigating Primary Sources: Travels in Asia and Africa by Ibn Battuta (1304-1368) Internet Project: directions on how to design a museum exhibit that addresses the question: How were people s lives affected by the Spread of Islam? Enrichment Essay: Jews and the Reconquista See all websites for Islam suggested by TCI at http://www.pbs.org/empires/islam/ http://www.islam-guide.com/frm-ch3-12.htm Art Connection: Patterns of Islam A World in Transition: Travel through the Empire ; Cordoba: Jewel of the World ; The Magic of Mathematics Pg. 2
7.3 Analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages. 7.3.1 Describe the unification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. 7.3.5 Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder. Skills* (as covered in TCI) to research; fact vs. opinion; selecting useful info.; selecting credible primary and secondary sources; drawing sound conclusions; view and bias predicting; costbenefit analysis; recognizing role of chance, error, and oversight in history. 17 class 4: Chaps. 16-19, pgs. 176-212 Toolkit: all pages except pg. 22 (cartoons) ISN: pgs. 100-133 Videos/DVDs: Buddhism (Schlesinger Video); Confucious (A&E); Genghis Khan (A&E); Marco Polo (A&E); The Great Wall of China (Teacher s Video); Ancient China: Journey Back in (Teacher s Video); Tomb of the Terra Cotta Soldiers (History Channel); The Silk Road (PBS); 1421: The Year China Discovered America? (PBS) Investigating Biographies: Empress Wu Chao (625-705) Investigating Literature: Poetry from the Tang Dynasty Investigating Primary Sources: The Travels of Marco Polo as told by Marco Polo(1254-1324) Internet Project: You are a mural artist. Prepare a presentation to the Ming Emperor on a design to answer the question: Which Chinese Dynasty has made the most significant impact on history? Enrichment Essay: See all websites for Imperial China suggested by TCI at http:// http://www.askasia.org http://www.mnsu.edu/emuseum/index.shtml A World in Transition: Land of Discovery ; The Biggest Wall of All ; The Search for Genghis Khan ; The Paper Revolution Pg. 3
7.4 Analyze the geographic, political, economic, religious, and social structures of the civilizations of the sub-saharan civilizations of Ghana and Mali in Medieval Africa. Power standard: 7.4.1 Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires. Skills* (as covered in TCI) to research; info.; selecting credible primary and secondary sources; drawing sound conclusions; view predicting; costbenefit analysis;. 17 class 3: Chaps. 12-15, pgs. 134-173 Toolkit: all pages except 12, 14, and 20 ISN: pgs. 76-97 Videos/DVDs: Part 3 of Africa: Caravans of Gold (Teacher s Video); Wonders of the African World: the Road to Timbuktu with Henry Louis Gates, Jr. (PBS); African Story Journey (Churchill Films); Music of Africa (Teacher s Video) Investigating Biographies: Askia Muhammad Toure Investigating Literature: West African Oral Story Investigating Primary Sources: Account of Ghana by Abu Ubayd Al-Bakri Internet Project: You are a travelor to the Songhai Empire. Create a travel journal that addresses the question: How is the time of Askia Mohammad a Golden Age? See all websites for Medieval Africa suggested by TCI at http://mali.pwnet.org/index.htm http://www.nmafa.si.ecu/ Picture Books: Mansa Musa: The Lion of Mali by Khephra Burns Sundiata: Lion King of Mali by David Wisniewski Traditional African Instruments: McCabe s Guitar Shop A World in Transition: The Coming of Islam ; Mali Empire of the Mandingoes ; Talking Drums Pg. 4
7.5 Analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan. 7.5.3 Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the 20 th century. 7.5.6 Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society. Skills to research; info.; selecting credible primary sources; drawing sound conclusions; view predicting; 17 class 5: Chaps. 20-22, pgs. 216-252 Toolkit: pgs. 7, 8, 9, 10, 11, 13, 15, 16, 18, 19 ISN: pgs. 136-157 Videos/DVDs: Buddhism (Schlesinger Video); Mongol Invasion (Discovery Channel); In Search of History: Samurai Warrior (History Channel); Japan s Living Treasures (Nat l Geographic); Miyasaki s Spirited Away (Disney good for explaining Shintoism) Investigating Biographies: Lady Muraskai Shikibu (978-1030) Investigating Literature: Poems about Warriors Investigating Primary Sources: The 17 Article Constitution by Prince Shotoku (574-622) Internet Project: You are a daimyo. Create aan instruction booklet for new samurai. Address the question: What must a Samurai know in order to be successful? See all websites for Medieval Japan suggested by TCI at http:mcel.pacificu.edu/as/home/as.html http://www.pbs.org/empires/japan/ A World in Transition: Prince Taishi Shotoku: Japan ; Muraski Shikibu Pg. 5
7.6 Analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe. 7.6.3 Understand the development of feudalism, its role in the medieval European economy, its geographic influences (development of manors and towns), and how feudal relationships provided order. 7.6.4 Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs. 7.6.6 Discuss the causes and course of the Crusades, their effects on Christians, Muslims, and Jews, particularly with cultural exchanges. Skills: to research; info.; selecting credible primary sources; drawing sound conclusions; view and bias predicting; costbenefit analysis; recognizing role of chance, error, and oversight in history. 17 class 1: Chaps. 2-15, pgs. 19-60 Toolkit: all pages except 14, 17, and 22 ISN: pgs. 11-37 Videos/DVDs: The Black Death: History s Turning Points (Ambrose); Robin Hood (Disney song about King John); Castle (PBS); Cathedral (PBS); Medieval Siege (NOVA); Crusades with Terry Jones (History Channel); The Middle Ages (Just the Facts); Middle Ages (3 videos): Church/Town, Traders, Peasant s Revolt/Castle (Teacher s Video); Barbarians (History Channel); Becket (good scene about conflict between monarch and church) Investigating Literature: The Canterbury Tales(1340-1400) Investigating Primary Sources: Medieval Fairs and Markets Internet Project: You are a scholar evaluating a 7 th grade textbook on Medieval Europe. Prepare an expert report to the publisher explaining why the term Dark Ages should not be used to describe Europe during medieval times. Enrichment Essay: What is History? And Tips on Using Your Library or Media Center. See all websites for Medieval Europe suggested by TCI at http://learner.org/exhibits/middleages/ http://www.netserf.org A World in Transition: Viking Luck ; Plague ; Brother Sun Sister Moon ; Anna Comena ; The Children s Crusade ; Armor: Getting Dressed Pg. 6
7.7 Compare and contrast the geographic, political, economic, religious, and social structures of the Meso- American and Andean civilizations. 7.7.2 Study the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery. 7.7.3 Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish. Skills to research; info.; selecting credible primary sources; drawing sound conclusions; view and bias predicting; costbenefit analysis 21 class 6: Chaps. 23-127, pgs. 256-308 Toolkit: ISN: pgs. 106-185 Videos/DVDs: Guns, Germs, and Steel, Pt. 2 (PBS-explores the conquest of the Inca); The Aztecs and the Mayans: A Journey Back in (Ambrose); Mexico: Courage and Conquest (History Channel); Spirit of the Jaguar: the Fifth World of the Aztecs (PBS Nature); Lost Kingdoms of the Maya (Nat. Geographic) The Conquest of the Inca: History s Turning Points (Ambrose) Investigating Biographies: Pachacuti Inca Yupanqui (1438-1471) Investigating Literature: Poem by Nezahualcoyoti (1402-1472) Investigating Primary Sources: The Popul Vuh Internet Project: Become the main character in a day in the life narrative of the Maya, Aztecs or Incas. Clearly address the question: What was daily life like in your civilization? See all websites for Meso-American and Andean civilizations suggested by TCI at http://www.indians.org/resource/natlit/natlit.html http://www.pantheon.org http://www.mayankids.com/mkintro.htm A World in Transition: Ancient Healing ; A Strange, Funny-Looking Vegetable ; Let s Play Ball Pg. 7
7.8 Analyze the origins, accomplishments, and geographic diffusion of the Renaissance. 7.8.1 Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism. 7.8.5 Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g. Dante, da Vinci, Michelangelo, Gutenberg, Shakespeare). History and Social Science CST: to research; info.; selecting credible primary sources; drawing sound conclusions; view predicting 15 class 7: Chaps. 28-30, pgs. 312-333 Toolkit: pgs. 7, 10, 11, 13, 15, 16, 18, 19 ISN: pgs. 188-211 Videos/DVDs: Masters of Illusion (National Gallery of Art); The Medici: Godfathers of the Renaissance (PBS); the first scene of The Hunchback of Notre Dame with Charles Laughton discusses introduction of the printing press; Michelangelo (A&E Biography); Leonardo da Vinci (A&E Biography); Shakespeare (A&E Biography); The Renaissance (Just the Facts) Investigating Literature: Don Quixote by Miguel Cervantes (1547-1616) Investigating Primary Sources: Boke of Nurture by Hugh Rhodes (1577) Internet Project: You are the owner of one of the first printing presses. Create a newspaper that clearly addresses the question: How did innovation and reform during the Renaissance and Reformation change life in Europe? See all websites for the Renaissance suggested by TCI at http://www.mega.it/fbnen.htm (city of Florence) http://www.mos.org/leonardo/index.html A World in Transition: Leonardo da Vinci ; Michelangelo Picture Books: The Canterbury Tales; The Bard of Avon (came with last history adoption); Marguerite Makes a Book (Getty Trust Publications) Pg. 8
7.9 Analyze the historical developments of the Reformation. 7.9.1 List the causes for the internal turmoil in and weakening of the Catholic church; 7.9.2 Describe the theological, political, and economic ideas of the major figures during the Reformation (Erasmus, Luther, Calvin, Tyndale). 7.9.4 Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World. History and Social Science events; timelines to research; information; selecting credible primary sources; view making predictions 9 class 7: Chaps. 31 and 32, pgs. 347-368 Toolkit: Pgs. 7, 8, 9, 10, 11, 12, 15, 16, 19 ISN: pgs. 213-225 Videos/DVDs: Martin Luther (PBS); Luther (with Joseph Fiennes)(MGM); Protestanism (Schlesinger Video) Internet Project: You are the owner of one of the first printing presses. Create a newspaper that clearly addresses the question: How did innovation and reform during the Renaissance and Reformation change life in Europe? Enrichment Essay: The Reformation Plants Seeds of Modern Democracy and Federalism See all websites for the Reformation suggested by TCI at http://www.pbs.org/empires/martinluther/ A World in Transition: Martin Luther and the Reformation ; Pg. 9
7.10 Analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. 7.10.1 Discuss the role of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; humanism; new knowledge from global exploration) 7.10.2 Understand the significance of the new scientific theories (Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (telescope, microscope, thermometer, barometer). History and Social Science fact vs. opinion; information; view and bias making predictions 4 class 8: Chap. 34, pgs. 389-398 Toolkit: pgs. 7, 8, 9, 10, 11, 14, 15, 19, 20 ISN: pgs. 237-240 Videos/DVDs: The Medici-section on Galileo (PBS); Islam: Empire of Faith-segments on scientific exploration; Scientific Revolution (Teacher s Video) See all websites the Scientific Revolution suggested by TCI at http://www.astr.ua.edu/4000ws/ (The University of Alabama created this site on 4000 years of women in science.) http://www.pbs.org/wgbh/nova/galileo/ A World in Transition: Galileo Galilei: Inventor, Astronomer, and Rebel ; Making Archaeology a Science ; Newton: Discovering Laws that Govern the Universe Pg. 10
7.11 Analyze political and economic change in the 16 th, 17 th, and 18 th centuries (the Age of Exploration, the Enlightenment, and the Age of Reason). 7.11.1 Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. 7.11.3 Examine the origins of modern capitalism; mercantilism; market economies; changing trading patterns; and the influence of explorers and map makers. 7.11.5 Discuss how democratic thought and institutions were influenced by Enlightenment thinkers. Skills to research; fact vs. opinion; selecting useful info.; selecting credible primary sources; drawing sound conclusions; view and bias predicting; costbenefit analysis; recognizing role of chance, error, and oversight in history. 14 class 8: Chaps. 33 and 35 Toolkit: all pages except 17 ISN: pgs. 230-235 and pgs. 241-247 Videos/DVDs: 1492: Conquest of Paradise (Paramount); The Enlightenment (Just the Facts) Investigating Literature: Robinson Crusoe by Daniel Defoe (1660-1731) Investigating Primary Sources: Freedom of Thought and Religion by Baruch Spinoza Internet Project: You are a children s book author commissioned to write a narrative about the European Age of Exploration. Create an adventure story about the voyage of one ship across the Atlantic Ocean to the New World. Your story must clearly address the question: What successes and challenges did European explorers face? Enrichment Essay: European Missionaries and the Spread of Christianity Enrichment Essay: Biological and Cultural Exchanges During the age of Exploration See all websites for the Age of Exploration, the Enlightenment, and the Age of Reason suggested by TCI at http://www.fordham.edu/halsall/mod/modsbook.html A World in Transition: Prince Henry the Navigator ; All That Glitters Pg. 11
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