Central Dauphin School District
Curriculum Unit Map
Subject : World History / Grade Level: 7th grade / Topic: Unit 8 Rise and Fall of Feudal EuropePriority PA Core Standards:
Reading
CC.8.5.6-8.A: Cite specific textual evidence to support analysis of primary and secondary sources.
CC.8.5.6-8.B: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
CC.8.5.6-8.H: Distinguish among fact, opinion, and reasoned judgment in a text.
CC.8.5.6-8.I: Analyze the relationship between a primary and secondary source on the same topic.
CC.8.5.6-8.J: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently
and proficiently
Writing
CC.8.6.6-8.A: Write arguments focused on discipline-specific content.
· Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
· reasons and evidence logically.
· Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or
· text, using credible sources.
· Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
· Establish and maintain a formal style.
· Provide a concluding statement or section that follows from and supports the argument presented.
CC.8.6.6-8.B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
· Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as
· appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
· aiding comprehension.
· Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
· Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
· Use precise language and domain-specific vocabulary to inform about or explain the topic.
· Establish and maintain a formal style and objective tone.
· Provide a concluding statement or section that follows from and supports the information or explanation presented.
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate
narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to
incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects,
students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical
work that others can replicate them and (possibly) reach the same results.
CC.8.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
CC.8.6.6-8.D: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CC.8.6.6-8.E: Use technology, including the Internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
CC.8.6.6-8.F: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
CC.8.6.6-8.G: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
·
PA Academic Standards (if applicable):
5.1.7.A: Cite functional examples of how the rule of law protects property rights, individual rights, and the common good.
5.1.7.B: Identify the different types of government and the processes they use in making laws.
5.2.7.A: Compare and contrast rights and responsibilities of citizenship in the community, state, and nation.
5.2.7.C: Describe the role of political leadership and public service.
5.2.7.D: Describe the citizen’s role in the political process
6.2.7.G: Examine how various economic systems address the three basic questions.
· What to produce?
· How?
· For whom?
6.4.7.A: Explain why people specialize in the production of goods and services and divide labor.
6.4.7.B: Analyze how changes in trade affect standards of living.
6.4.7.D: Explain how transportation, communication networks, and technology contribute to economic interdependence.
6.5.7.A: Describe how people are compensated for their production of goods and services
7.3.7.A: Describe the human characteristics of places and regions using the following criteria:
· Population
· Culture
· Settlement
· Economic activities
· Political activities
8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events.
8.1.7.B: Identify and use primary and secondary sources to analyze multiple points of view for historical events.
8.4.7.A: Summarize the social, political, cultural, and economic contributions of individuals and groups in world history.
8.4.7.B: Explain the importance of historical documents, artifacts, and sites which are critical to world history.
8.4.7.C: Differentiate how continuity and change have impacted world history.
· Belief systems and religions
· Commerce and industry
· Technology
· Politics and government
· Physical and human geography
· Social organizations
8.4.7.D: Explain how conflict and cooperation among groups and organizations have impacted the history of the world.
KEY LEARNING:
Feudalism developed as the result of the need for government and organization after the fall of Rome. / UNIT ESSENTIAL QUESTION:
How did Feudalism develop after the fall of Rome? / Texts/Resources/Materials:
CONCEPT: Charlemagne / CONCEPT: Feudal Structure / CONCEPT: Feudal life / CONCEPT: The influence of the Church
Lesson Essential Questions:
1. How did Charlemagne bring all of Western Europe under his rule? / Lesson Essential Questions:
1. Why did Feudalism develop? / Lesson Essential Questions:
1. How were roles established in feudal society? / Lesson Essential Questions:
1. How did the church influence feudal society?
Vocabulary
Academic Specific:
(examples: analyze, trace, identify) / Domain (Content) Specific:
(examples: drama, characterization, theme)
Manor
Feudalism
Lord
Vassal
Count
Serf
Minstrel
Lady
Fief
Castle
Act of Homage
Code of Chivalry
Page
Keep
Dubbing
Squire
Tournaments
Joust
Bailiff
Seneschal
Knight
Mass
Tithes
Cathedrals
Union
Chancellor
Crusade
KUD’s (know—understand—do)
Concepts—nouns:
(What do students need to know/understand?) / RR Framework
Skills—verbs:
(What do students need to be able to do? In which quadrant do the skills belong?)
*see page 19 of SAP Learning Environment guide*
1. Impact of Charlemagne
· Positive impacts of education
· Negative impacts of development of serfdom
2. Feudal Structure
· Distribution of land
· Relationship between Lord and Vassal
· Nobility structure
3. Feudal life
· Steps to knighthood
· Castle life
· Life on manor
4. Influence of the Church
· Church and clergy
· Political influence of church
· Crusades
· Power of Pope / Analyze the development of feudalism under Charlemagne
Diagram feudal structure
Diagram church structure
Differentiate the roles in feudal life
Explain the cause and effects of the Crusades
Explain the influence of the church and church structure in feudal society
Explain how Charlemagne brought all of Western Europe under his rule
C / Design a classroom layout incorporating role play to simulate feudal society
D
Describe impact of Charlemagne educational ideas
A / Trace the steps in becoming a knight
Role Play life in Feudal society
B
Unit Assessment Plan
Common Summative Activities/Performance Tasks/Assessments (from assessment bank):
Common assessment