7th Grade World History and Geography
Syllabus
Mr. Leon Gray
Course Justification: World history and geography is the focus for 7th grade Social Studies. Geography is for life! Historical analysis leads to better choices for a better quality of life. We integrate both physical and cultural features attempting to understand relationships between people, places, and their environments. The intent is to understand the-who, what, why, where, when, how-of people and places from the past and present to better understand how to plan for the future. Geographic thinking does not limit the vision to simple memorization because geography literally entices us to investigate the “where” in our lives. We are citizens of the world, so we must understand and actively participate in exercising our rights and responsibilities by reflecting on the past. So, the goal is to become actively and intelligently involved!
Course Description: Students will explore the social, cultural, geographical, political and technological changes that occurred after the fall of the Roman Empire and in Medieval Europe. Students will also study the period from the fifteenth to the eighteenth century, including the Islamic world, Africa, China, and Japan, but with a heavier emphasis on western civilization in Europe during the Renaissance and Reformation. Students will compare and contrast the history and geography of civilizations that were developing concurrently throughout these continents during medieval times. They will examine the growth in economic interactions among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. Students will learn about the resulting spread of Enlightenment philosophies and the examination of new concepts of reasoning toward religion, government, and science that continue to influence our world today. Students will analyze geography’s influence on the development of these civilizations as they continue their study of world history and geography. Seventh grade students will end the year by examining the Meso-American and Andean civilizations, and the age of European explorations. Appropriate informational texts and primary sources will be used in order to deepen the understanding of how these civilizations influence the modern world.
Course Goals:
1. To gather knowledge about people, places, and the environment from the past and present to anticipate the future
2. To develop skills necessary to process and utilize information (thinking, organizing, reading, writing, etc.)
3. To formulate personal perspectives/attitudes about the world and your participation as an active, social participant
4. To unlock inner creativity and find your path to success
5. To follow Goals and Objectives of Knox County http://www.knoxschools.org/Domain/1013 and Tennessee http://www.state.tn.us/education/standards/social_studies/SS_Seventh_Grade.pdf.
Instruction
Instruction Topics, Competencies and Skills Covered for 9 Modules:
1: The Fall of the Roman Empire
2: Islamic World, 400 A.D/C.E. – 1500s
3: Africa, 400 A.D./C.E. – 1500s
4: China, 400 A.D./C.E. – 1500s
5: Japan, 400 A.D./C.E. – 1500s
6: Middle Ages in Western Europe,400A.D./C.E.1500s
7: The Renaissance and Reformation
8: The Enlightenment and Scientific Revolution
9: The Age of Exploration
Materials Needed
(#3-8 may be used in all classes):
1. (7) Folder with pockets and metal prong 2.Regular, lined, paper 3. Black or blue ink pen 4.Calculator (basic)
5. Glue stick 6. Two or more sharpened pencils 7. Colored pencils- 8 or 12 pack 8. Ruler (helpful)
Expectation:
Students are expected to come to class everyday with textbook, #2 pencils/pens, notebook paper, a folder with prongs to put papers for each unit totaling 4 for the year that will be used as their interactive notebooks for the year, hand held pencil sharpener, & any other materials required for the day. Other materials include colored pencils/crayons or markers, scissors, & glue stick.
Resources
o Textbook: (Spielvogel, Jackson J.) Discovering Our Past: A History of the World-Modern Times (2014) Columbus,
OH: McGraw-Hill Education and all supplemetal material provided by McGraw-Hill
o Compliance with Instructional Materials Policy & Procedure IFAB:
Ø I utilize a varitey of video and media source excerpts from National Geographic, Planet Earth, World Population, History Channel, PBS and BBC, Discovery Education, National Parks videos, Scholastic, Discovery,. www.npr.org.
Ø All objectionable content flagged as per guidelines in Policy IFAB (KCS Board Policy)
Ø The protocol for accessing equitable alternative assignment explains the contribution this work makes to the curriculum. What about this work provides material that is not already available in currently adopted/approved works?
o Option of alternatives: If you do not approve of a specific resource listed in this syllabus, please make your request to me in writing and an alternative assignment and/or materials will be provided. The request should include your name, the student’s name, the specific activity/materials in which you do not want your child to participate or to which you do not want them exposed, and the nature of your objection.
Assessment
Skills: Students will be expected to know Basic Map Skills (latitude/longitude, scale, etc.), Comprehend Sequencing, Cause & Effect, Data Analysis, Map & Graph Analysis, Compare & Contrast, as well as summarize. There will be an added emphasis on a variety of note taking skills as well as writing skills in this course.
Grades: Students will be graded based on a variety of assignments, including quizzes, tests, daily assignments, map projects, and overall class participation. The number of points will vary depending on length and importance of the assignment.
Formative Assessments will make up 40% of your grade and Summative grades will account for the remaining 60% and TCAP will each count as 15% of the second semester grade. Grades will be determined according to the Knox County Schools Grading Scale.
A 93%-100%
B 85%-92%
C 75%-84%
D 70%-74%
F 0%-69%
Assignments & Projects: All assignments and projects will be clearly described and given specific due dates. Please have your assignment completed and ready on the due date.
Make-Up/Absent Work Policy:
Refer to student handbook.
Parent Portal: Has been replaced with Canvas. Please be patient as Canvas is new and will take me a couple of weeks before I have become comfortable with the new software.
General Expectations
Students Attendance: As there is a direct correlation between student’s grade and attendance, it is important that you attend class. There will be several in class assignments in this course. Please refer to the Knox County School Board Policy for further information regarding attendance.
Class Expectations: Your participation in class discussion and on assignments is a vital part of making this class a success. All discipline and attendance policies described in the Student Handbook will be enforced. Students are expected to be on time to class, prepared for the day, be respectful of others, and be willing to learn each day.
Honor Code: Students are expected to complete this course with integrity, responsibility, respect, and trust.
Teacher Communication Contact: You can reach me by email at
School Fusion: Has been replaced with canvas. Please be patient as Canvas is new and will take me a couple of weeks before I have become comfortable with the new software.
CHEATING
PLAGIARISM According to Harbrace Handbook, 15th edition:
“Plagiarism is defined as presenting someone else’s ideas, research, or opinion as your own without proper documentation, even if it has been rephrased. It includes, but is not limited to the following:
1) Copying verbatim all or part of another’s written work; 2) Using phrases, figures, or illustrations without citing the source 3) Paraphrasing ideas, conclusions, or research without citing the source; 4) Using all or part of a literary plot, poem, or film without attributing the work to its creator.”
CONSEQUENCES OF PLAGIARISM
Plagiarism is a form of stealing and academic fraud. Students who are found guilty of plagiarism will have the option of either redoing the assignment within a specified time period and accepting a grade letter drop or taking a zero on the assignment. Parents should be involved in making the decision.
Scope of Study Students will:
Ø explore the social, cultural, geographical, political and technological changes that occurred after the fall of the Roman Empire and in Medieval Europe.
Ø study the period from the fifteenth to the eighteenth century, including the Islamic world, Africa, China, and Japan, but with a heavier emphasis on western civilization in Europe during the Renaissance and Reformation.
Ø compare and contrast the history and geography of civilizations that were developing concurrently throughout these continents during medieval times.
Ø examine the growth in economic interactions among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities.
Ø learn about the resulting spread of Enlightenment philosophies and the examination of new concepts of reasoning toward religion, government, and science that continue to influence our world today.
Ø analyze geography’s influence on the development of these civilizations as they continue their study of world history and geography.
Ø end the year by examining the Meso-American and Andean civilizations, and the age of European explorations.
Ø Appropriate informational texts and primary sources will be used in order to deepen the understanding of how these civilizations influence the modern world.
Sequence of Study in 9 Modules
Introduction to the Social Sciences: Learning How to Learn
i. Content: Information. Disciplines. Content will be presented from a social science approach specifically geography. The focus of study will be on the cultural and physical regions today’s world emphasizing the Western Hemisphere.
ii. Skill: The method of how we learn content and find evidence is called skill development.
A. Communicating: Speaking & Listening for Comprehension-make connections
B. Creative & Critical Thinking, Processing, & Rehearsing (i.e., questioning: Who, What, Where When, Why, How, Importance)
C. Analyzing, Organizing pp R6-7, & Evaluating: The search for evidence: researching, surveying, reviewing, reading by using a variety sources (primary & secondary); note taking & recording evidence
D. Succeeding, Collaborating & Communicating (Listening and Speaking)
iii. Perspective: Determining author’s Point of View (POV) & Forming POV based on evidence.
We will practice these concepts throughout our studies.
The percent refers to how much time is devoted to topics of study.
Module 1: The Fall of the Roman Empire
The legacy of the Roman Empire and the consequences of the fall of the Roman Empire
7.1 Analyze the legacy of the Roman Empire. (C, H)
7.2 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).
Primary Documents and Supporting Texts to Read: excerpts from Eusebius of Caesarea,
"Ecclesiastical History," that describes Constantine
Module 2: Islamic World, 400 A.D/C.E. – 1500s
Students analyze the geographic, political, economic, social, and religious structures of the civilizations.
7.3 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)
7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language. (C, E, G, H)
7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity. (C, H)
7.6 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)
7.7 Analyze the origins and impact of different sects within Islam, Sunnis and Shi’ites. (C, H)
7.8 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)
7.9 Describe the establishment of trade routes among Asia, Africa, and Europe and the role of merchants in Arab society. (E, G, H)
7.10 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)
7.11 Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. (H, P)
7.12 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)
Primary Documents and Supporting Texts to Consider: excerpts from The Hadith, Muhammad; excerpts from The Book of Golden Meadows, Masoudi
Module 3: Africa, 400 A.D./C.E. – 1500s
Students analyze the geographic, political, economic, social, and religious structures of the civilizations.
7.13 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).
7.14 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)
7.15 Examine the importance of written and oral traditions in the transmission of African history and culture. (C, H)
7.16 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)
7.17 Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324. (C, G, H, P)
7.18 Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. (C, H)
Primary Documents and Supporting Texts to Read: excerpts from Sundiata: An Epic of Old Mali