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Social Studies Curriculum

Grade 7: Unit Two

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Course Description

This course is designed to build on prior knowledge, skills, and values essential to understand world history, divided into 5 Units – The five

major world religions, China, the Renaissance & Reformation, the Enlightenment, and Revolutions.

This course targets global systems and processes, sources of conflict and cooperation, and major movements influencing the modern world.

Students will focus on comparisons in the geographic forces, economies, political systems, cultural achievements, technological

advancements, and social relations evident in religious movements and civilizations representing diverse geographic locations with a focus

on the major Religions of the world, China and the Far East, the Renaissance and Reformation, Enlightenment, and scientific and Industrial

Revolutions.

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Pacing Chart

Unit Topic Suggested Timing

Unit 1 World Religions: Christianity, Judaism,

Islam, Buddhism and Hinduism 7

Unit 2 China and the Far East 7

Unit 3 Middle Ages, The Renaissance &

Reformation 7

Unit 4 The Enlightenment 7

Unit 5 The Scientific and Industrial Revolutions 8

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Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

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Computer Science and Design Thinking

Standards

8.1, 8.2

Standard 8.1 Computer Science

Computer Science, previously a strand entitled ‘Computational Thinking: Programming’ in standard 8.2 of the 2014 NJSLSTechnology,

outlines a comprehensive set of concepts and skills, such as data and analysis, algorithms and programming, and computing systems.

Standard 8.2 Design Thinking

8.2 Technology Education of the 2014 NJSLS –

Technology, outlines the technological design concepts and skills essential for technological and engineering literacy. The new framework

design, detailed previously, includes Engineering Design, Ethics and Culture, and the Effects of Technology on the Natural world among

the disciplinary concepts.

Practice Description 1

Fostering an Inclusive Computing and Design Culture

Building an inclusive and diverse computing culture requires strategies for incorporating perspectives from people of different genders,

ethnicities, and abilities. Incorporating these perspectives involves understanding the personal, ethical, social, economic, and cultural

contexts in which people operate. Considering the needs of diverse users during the design process is essential to producing inclusive

computational products. When engaging in this practice, students:

• Include the unique perspectives of others and reflect on one’s own perspectives when designing and developing computational

products.

• Address the needs of diverse end users during the design process to produce artifacts with broad accessibility and usability.

• Employ self- and peer-advocacy to address bias in interactions, product design, and development methods.

Practice Description 2

Collaborating Around Computing and Design

Collaborative computing is the process of performing a computational task by working on pairs in teams. Because it involves asking for the

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Computer Science and Design Thinking

contributions and feedback of others, effective collaboration can lead to better outcomes than working independently. Collaboration

requires individuals to navigate and incorporate diverse perspectives, conflicting ideas, disparate skills, and distinct personalities. Students

should use collaborative tools to effectively work together and to create complex artifacts. When engaging in this practice, students:

• Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities.

• Create team norms, expectations, and equitable workloads to increase efficiency and effectiveness.

• Solicit and incorporate feedback from, and provide constructive feedback to, team members and other stakeholders. Evaluate and

select technological tools that can be used to collaborate on a project. New Jersey Department of Education June 2020 13

Practice Description 3

Recognizing and Defining Computational Problems

The ability to recognize appropriate and worthwhile opportunities to apply computation is a skill that develops over time and is central to

computing. Solving a problem with a computational approach requires defining the problem, breaking it down into parts, and evaluating

each part to determine whether a computational solution is appropriate. When engaging in this practice, students:

• Identify complex, interdisciplinary, real-world problems that can be solved computationally.

• Decompose complex real-world problems into manageable sub-problems that could integrate existing solutions or procedures.

• Evaluate whether it is appropriate and feasible to solve a problem computationally.

Practice Description 4

Developing and Using Abstractions

Abstractions are formed by identifying patterns and extracting common features from specific examples in order to create generalizations.

Using generalized solutions and parts of solutions designed for broad reuse simplifies the development process by managing complexity.

When engaging in this practice, students:

• Extract common features from a set of interrelated processes or complex phenomena.

• Evaluate existing technological functionalities and incorporate them into new designs.

• Create modules and develop points of interaction that can apply to multiple situations and reduce complexity.

• Model phenomena and processes and simulate systems to understand and evaluate potential outcomes.

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Computer Science and Design Thinking

Practice Description 5

Creating Computational Artifacts

The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and

solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond.

Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of

computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps. When engaging in this

practice, students:

• Plan the development of a computational artifact using an iterative process that includes reflection on and modification of the plan,

taking into account key features, time and resource constraints, and user expectations.

• Create a computational artifact for practical intent, personal expression, or to address a societal issue.

• Modify an existing artifact to improve or customize it.

Practice Description 6

Testing and Refining Computational Artifacts

Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process includes debugging

(identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also respond to the changing needs and

expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts. When engaging in this practice,

students:

• Systematically test computational artifacts by considering all scenarios and using test cases.

• Identify and fix errors using a systematic process.

• Evaluate and refine a computational artifact, multiple times, to enhance its performance, reliability, usability, and accessibility.

Practice Description 7

Communicating About Computing and Design Communication

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Computer Science and Design Thinking

In computer science, students communicate with diverse audiences about the use and effects of computation and the appropriateness of

computational choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of

media. Clear communication includes using precise language and carefully considering possible audiences. When engaging in this practice,

students:

• Select, organize, and interpret large data sets from multiple sources to support a claim.

• Describe, justify, and document computational and/or design processes and solutions using appropriate terminology consistent with

the intended audience and purpose.

• Articulate ideas responsibly by observing intellectual property rights and giving appropriate attribution.

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Career Readiness, Life Literacies and Key Skills

Standards

Mission Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career

and financial decisions, engage as responsible community members in a digital society, and to successfully meet the challenges and

opportunities in an interconnected global economy.

Vision An education in career readiness, life literacies, and key skills fosters a population that: • Continually self-reflects and seeks to

improve the essential life and career practices that lead to success; • Uses effective communication and collaboration skills and resources

to interact with a global society; • Possesses financial literacy and responsibility at home and in the broader community; • Plans, executes,

and alters career goals in response to changing societal and economic conditions.

Standard 9.1: Personal Financial Literacy:

This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed

decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students

to achieve fulfilling, financially-secure, and successful careers.

❖ 9.1.12.A.1 Differentiate among the types of taxes and employee benefits.

❖ 9.1.12.A.2 Differentiate between taxable and nontaxable income.

❖ 9.1.12.A.3 Analyze the relationship between various careers and personal earning goals.

❖ 9.1.12.A.4 Identify a career goal and develop a plan for and for achieving it, including educational/training requirements, costs, and

possible debt.

❖ 9.1.12.A.5 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

❖ 9.1.12.A.6 Summarize the financial risks and benefits of entrepreneurship as a career choice.

❖ 9.1.12.A.7 Analyze and critique various sources of income and available resources and how they may substitute for earned income.

❖ 9.1.12.A.8 Analyze different forms of currency and how currency is used to exchange goods and services.

❖ 9.1.12.A.9 Analyze how personal and cultural values impact spending and other financial decisions

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Career Readiness, Life Literacies and Key Skills

Standard 9.2: Career Awareness, Exploration, Preparation and Training.

This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about

postsecondary and career options, career planning, and career requirements.

❖ 9.2.12.C.1 Review career goals and determine steps necessary for attainment.

❖ 9.2.12.C.2 Modify Personalized Student Learning Plans to support declared career goals.

❖ 9.2.12.C.3 Identify transferable career skills and design alternate career plans.

❖ 9.2.12.C.4 Analyze how economic conditions and societal changes influence employment trends and future education.

❖ 9.2.12.C.5 Research career opportunities in the United States and abroad that require knowledge of world languages and diverse

cultures.

❖ 9.2.12.C.6 Investigate entrepreneurship opportunities as options for career planning and identify the skills required for owning and

managing a business.

❖ 9.2.12.C.7 Examine the professional, legal, and ethical responsibilities for both employers and employees in the global workplace.

❖ 9.2.12.C.8 Assess the impact of litigation and court decisions on employment laws and practices.

❖ 9.2.12.C.9 Analyze the correlation between personal and financial behavior and employability.

Standard 9.3: CTE Program of Study

This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.

https://www.state.nj.us/education/cccs/2014/career/93.pdf

Standard 9.4: Life Literacies and Key Skills.

This standard outline key literacies and technical skills such as critical thinking, global and cultural awareness, and technology literacy*

that are critical for students to develop to live and work in an interconnected global economy.

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❖ 9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or practice.

❖ 9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

❖ 9.4.12.CT.3: Collaborate to analyze a variety of potential solutions to climate change effects and determine why solutions may work

better

❖ 9.4.12.CT.4: Enlist input from a variety of stakeholders to design a service learning activity that addresses a local or global issue

❖ 9.4.12.CT.5: Participate in online planning sessions for school-based project and determine the strategies that contribute to

effective outcomes.

❖ 9.4.12.DC.1: Explain the beneficial and harmful effects that intellectual property laws can have on the creation and sharing of

content.

❖ 9.4.12.DC.2: Compare and contrast international differences in copyright laws and ethics.

❖ 9.4.12.DC.3: Evaluate the social and economic implications of privacy in the context of safety, law, or ethics.

❖ 9.4.12.DC.4: Explain the privacy concerns related to the collection of data (e.g. cookies) and generation of data through automated

processes that may not be evident to users

❖ 9.4.12.DC.5: Debate laws and regulations that impact the development and use of software

❖ 9.4.12.DC.6: Select information to post online that positively impacts personal image and future college and career opportunities.

❖ 9.4.12.DC.7: Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects

of society.

❖ 9.4.12.DC.8: Explain how increased network connectivity and computing capabilities of everyday objects allow for innovative

technological approaches to climate protection.

❖ 9.4.12.TL.1: Assess digital tools based on features such as accessibility options, capacities and utility for accomplishing a specified

task • 9.4.12.TL.2: Generate data using formula-based calculations in a spreadsheet and draw conclusions about the data.

❖ 9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.

❖ 9.4.12.TL.4: Collaborate in online learning communities or social networks or virtual worlds to analyze and propose a resolution to

a real-world problem.

❖ 9.4.12.GCA.1: Collaborate with individuals analyze a variety of potential solutions to climate change effects and determine why

solutions may work better than others (e.g., political. economic, cultural).

❖ 9.4.12.IML.1: Compare search browsers and recognize features that allow for filtering of information.

❖ 9.4.12.IML.2: Evaluate digital sources for timeliness, accuracy, perspective, credibility of the source, and relevance of information,

in media, data, or other resources.

❖ 9.4.12.IML.3: Analyze data using tools and models to make valid and reliable claims, or to determine optimal design solutions.

❖ 9.4.12.IML.4: Assess and critique the appropriateness and impact of existing data visualizations for an intended audience.

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce

or use:

6- Reaching

● Specialized or technical language reflective of the content areas at grade level

● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified

grade level

● Oral or written communication in English comparable to proficient English peers

5- Bridging

● Specialized or technical language of the content areas

● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or

reports

● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

● Specific and some technical language of the content areas

● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain

much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

● General and some specific language of the content areas

● Expanded sentences in oral interaction or written paragraphs

● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of

its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

● General language related to the content area

● Phrases or short sentences

● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when

presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

● Pictorial or graphic representation of the language of the content areas

● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or

statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

The teacher can ask students how they

would handle a situation from the

perspective of a muslim, Buddhist or

someone who believes in Hinduism.

Teachers can encourage students to be

cognizant of their own feelings when faced

with difficult situations and develop

solutions for real life problems from

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Assist students with managing their own

emotional states

multiple perspectives. They will respect the

differences.

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

Teacher can teach students about the

importance of traditions, history, and

culture.

Students can examine their own traditions,

history, and culture.

Self-Awareness

Self-Management

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

Example practices that address

Relationship Skills:

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Model and promote active listening

• Help students develop communication

skills

Teacher could encourage and set up class

meetings. Students could review the

calendar, day of the week, or schedule for

the day. Students could map out activities

accordingly.

Students could work with different buddies

throughout the lesson. Timed activities

could be used throughout the lesson with

rotating students around. Think Pair Share

is a great strategy to use in this manner

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SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Demonstrate value for a diversity of

opinions

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Educators play a vital role in guiding the

practice and implementation of student

responsible decision making practices.

Responsible decision making is a process

that students learn. It is important for

teachers to consistently reinforce the

practices, give feedback and allow for

growth.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

● Leveled Text

● Chunking text

● Choice Board

● Cubing

● Socratic Seminar

● Tiered Instruction

● Small group instruction

● Sentence starters/frames

● Writing scaffolds

● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

● Tiered learning stations

● Tiered questioning

● Data-driven student partnerships

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Interdisciplinary Connections

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Enrichment

Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements

● Evaluate Vocabulary

● Elevated Text Complexity

● Additional Projects

● Independent Student Options

● Projects completed individual or with Partners

● Self-Selection of Research

● Tiered/Multilevel Activities

● Learning Centers

● Individual Response Board

● Independent Book Studies

● Open-ended activities

● Community/Subject expert mentorships

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Assessments

● Timelines, Maps, Charts, Graphic Organizers

● Unit Assessments, Chapter Assessments, Quizzes

● DBQ, Essays, Short Answer

● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

● Projects, Portfolio, Presentations, Prezi, Gallery Walks

● Homework

● Concept Mapping

● Primary and Secondary Source analysis

● Photo, Video, Political Cartoon, Radio, Song Analysis

● Create an Original Song, Film, or Poem

● Glogster to make Electronic Posters

● Tumblr to create a Blog

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New Jersey Student Learning Standards By the end of Grade 8

6.2 World History: Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past

interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make

informed decisions as socially and ethically responsible world citizens in the 21st century.

A. Civics, Government, and Human Rights

6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse

populations.

B. Geography, People, and the Environment

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as

the empires’ relationships with other parts of the world.

6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation,

communication, and the development of international trade centers.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered

the spread of Islam into Africa, Europe, and Asia.

C. Economics, Innovation, and Technology

6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade enhanced technology

innovation, and impacted scientific thought and the arts.

D. History, Culture, and Perspectives

6.2.8.D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism,

Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of

globalization.

6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.

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6.2.8.D.4.b Analyze how religion both unified and divided people

6.2.8.D.4.c Aalyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical

structures had on the lives of various groups of people.

6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political

and religious leaders, the crusaders, Jews, Muslims, and traders.

6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.

6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the

impact Islam continues to have on African society.

6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which

represent enduring legacies.

English Language Arts & History/Social Studies Grades 6-8 Companion Standards

Key Ideas and Details:

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2 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.

RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates

are raised or lowered).

Craft and Structure:

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to

history/social studies.

RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular

facts).

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Integration of Knowledge and Ideas:

RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and

proficiently.

Text Types and Purposes:

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical

processes.

Production and Distribution of Writing:

WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and

ideas clearly and efficiently.

Research to Build and Present Knowledge:

WHST.6-8.8 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.

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Grade: Seven Unit: 2

7 Weeks

Topic: China and the Far East

New Jersey Student Learning Standards: 6.2.12.A.1.a, 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e, 6.2.12.D.1.b, 6.2.12.D.2.c

ELA Companion Standards:

NJSLS: NJSLS: 6.2.12.A.1.a; 6.2.12.C.1.a 6.2.12.C.1.b; 6.2.12.C.1.e 6.2.12.D.1.b’ 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,

WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Identify the development of

society and the achievements of

China's first dynasties.

What is the role of the Dynastic

Cycle in Chinese government?

How does the Mandate of Heaven

bring Dynasties to power?

Mandate of Heaven Webquest:

Your job as diplomatic visitors to

China is to evaluate the idea of

the Mandate of Heaven, using the

public policy analysis steps. The

information gathered will then be used to create a Power Point

presentation of at least four

slides.As consultants for your

government you will be charged

with researching China’s public

policy regarding the Mandate of

Heaven to discover what it is,

how it came about and its

effectiveness, in other words: was

it a good idea?

Your presentation will be delivered

in the form of a PowerPoint

presentation.

Visual Arts: Create an original

work of art, painting, sculpture,

film, or poster depicting the

Dynastic Cycle.

1.3.8.D.1

29 | P a g e

NJSLS: NJSLS: 6.2.12.A.1.a; 6.2.12.C.1.a 6.2.12.C.1.b; 6.2.12.C.1.e 6.2.12.D.1.b’ 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,

WHST.6-8.8

http://www2.maxwell.syr.

edu/plegal/tips/t6prod/me

doriwq1.html

PowerPoint Presentation/Prezi:

In groups of 2-3 students will

illustrate the Dynastic Cycle

Resources:

Common Core Social Studies Companion:China

http://www.socialstudiesc ms.com/#!ancient- china/c77o

PBS Mandate of Heaven

http://www.pbslearningm edia.org/resource/1891eb 39-db32-42b9-a455-58331a34357d/_2000-years-of-chinese-history-the-

mandate-of-heaven- and-confucius-crash- course-world-history-7/

Khan Academy 2000 Years of Chinese History:

https://www.khanacademy.org/humanities/history/ CrashCourse-WorldHistory/so-thats-where-that-comes-from- 2/v/crash-

course-world-history-07

30 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b,6.2.12.C.1.e 6.2.12.D.1.b,6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,

WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Explain how Tang and Song

rulers ensure Chinese unity and

prosperity.

• How did Tang and Song

rulers ensure Chinese unity

and prosperity?

• What were the cultural

achievements of the Tang and

Song dynasties?

• How did economy improve

under the Song rule?

• What factors led to the

decline of the Song Empire?

• What were the literary and

artistic achievements of both

dynasties?

• How does art reflect culture?

• Why are the Tang and Song

Dynasties referred to as the

Golden Age of China?

DBQ: Golden Age of China

Read each document carefully

and completely answer the

question or questions after each

document. Be sure to address all

parts of a question.

(Documents in resources)

Venn Diagram: Compare and

Contrast the Tang and Song

Dynasties

Essay: Compare and contrast

cultural achievements of Tang

and Song dynasties.

ELA Poetry/Art: Poetry and art

thrived during the Tang and Song

dynasties. Three Tang writers are

considered among the greatest

Chinese poets of all time. They are

Li Bai, Du Fu, and Wang Wei.

Tang artists produced beautiful

pottery figurines. During Song

times, landscape painting became

an important art form.

Write a poem, paint a poster, or

create an original work of art that

illustrates the Golden Age of

China.

NJSLSA.W3

1.3.8.D.1

Resources:

Asian Art Museum: http://education.asianart.org/explore-resources/lesson-or-activity/life-china-tang-and-song-dynasties-activities

Asia for Educators Primary Documents: http://afe.easia.columbia.edu/main_pop/ps/ps_china.htm

Timeline of Chinese History and Dynasties: http://afe.easia.columbia.edu/timelines/chinatimeline.htm

Song Dynasty Asia for Educators Columbia University: http://afe.easia.columbia.edu/song/

The Song Economic Revolution: http://afe.easia.columbia.edu/song/econ/money.htm

China’s Golden Age: http://afe.easia.columbia.edu/main_pop/kpct/kp_song.htm

31 | P a g e

NJSLS: 6.2.12.A.1.a, 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6, WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Explain how Chinese society and

government reflected Confucian

traditions.

How did Chinese society and

government reflect Confucian

traditions?

How did Confucianism impact

government?

Why are the teachings of

Confucius still relevant today?

DBQ Confucianism: Read the

documents and answer the

questions after each document.

Then write your answer to the essay

question below, using the

information from those documents

and your general knowledge of

Global History and Geography.

http://www.historyteache

r.net/GlobalStudies/msoh

tml1/DBQs/DBQ-

Chinese%20Philosophies. Pdf

Confucius Says Gallery Walk:

Introduce confucianism via an

interactive PowerPoint.

1) Following the PPT assign each

group and saying and put this

famous saying in their own words

tell what it means.

2) Choose one of these wise

sayings and write a letter with a

modern problem to Confucius that

might be answered with this

particular piece of advice.

Sayings:

❖ “To see and listen to the wicked

is already the beginning of

wickedness” — Confucius

ELA: Writing Prompt

“By three methods we learn

wisdom: First by reflection,

which is noblest: Second,

by imitation, which is

easiest: and third by

experience, which is the

bitterest.” – Confucius

Write an essay about life’s

biggest lesson.

NJSLSA.W1

32 | P a g e

❖ “He who knows all the answers

has not been asked all the

questions.” Confucius

❖ “Our greatest glory is not in

never falling, but in rising every

time we fall.” Confucius

❖ “If what one has to say is not

better than silence, then one

should keep silent.” Confucius

❖ “Worry not that no one knows

you; seek to be worth

knowing.” Confucius

❖ “To be wronged is nothing,

unless you continue to

remember it.” — Confucius

Resources:

Beginner’s Guide to Imperial China: https://www.khanacademy.org/humanities/art-asia/imperial-china/beginners-guide- imperial-

china/a/introduction-to-china

Confucianism: http://afe.easia.columbia.edu/at/conf_teaching/ct01.html

Confucioims Handout: https://www.asian-studies.org/eaa/Confucianism_Handouts.pdf

33 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6, WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Discuss the effect of the Silk Road

trade on the economies of the

Mongolian and Ming empires, and

surrounding states, as well as

Europe.

• What changes took place in

China, in the areas of

government, economics and

culture under the Mongolian

rule?

• What factors led to the decline

of the Mongol Empire and the

rise of the Ming in China?

• How did Chinese isolation,

beginning in the 1400s,

influence the area’s history

and foreign policy?

• How did trade on the Silk

Road affect the way people

lived in ancient China during

that time and how does this

type of trade continue to affect

us today?

• Silk Road Webquest:

https://silkroadsagepark.

wordpress.com

• Bartering Along the Silk

Road:

http://msh.councilforecon

ed.org/documents/978-1-

56183-758-8-activity- lesson-

07.pdf

• Quick Write: Think of the

longest trip you have taken,

either by time or distance.

Where did you go and why?

How long did it take? What

form of transportation did you

use to get there? How would

have your travel been different

if you went by camel or by

foot?

ELA: Write a story or poem set

along the Silk Road.

NJSLSA.W3

Resources:

Silk Road Lesson Plans: http://www.indiana.edu/~iaunrc/content/journeys-along-silk-road-unit-1-middle-high-school

Art Institute of Chicago Silk Road Lesson Plan: http://www.artic.edu/aic/collections/citi/resources/Rsrc_001878.pdf

Silk Road Educator’s Guide: http://www.amnh.org/education/resources/rfl/web/silkroadguide/resources.php

Mapping the Silk Road: http://education.asianart.org/explore-resources/lesson-or-activity/mapping-silk-road-lesson

34 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6, WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Explain the major

achievements of the Choson

dynasty.

• How did geography affect

Korea’s development?

• Which Chinese practices

did Korea borrow and how

did they adapt them to their

own culture?

• What were the major

achievements of the

Choson dynasty and how

did they shape Korean

history?

• What were the differences

and similarities between

Chinese and Korean

cultures and government?

Venn Diagram: compare and

contrast the Korean, Italian, and

Chinese Renaissance.

Photo Essay: Create a photo

essay proving that Choson Korea

was undergoing an artistic

renaissance.

ELA: Chosŏn Koreans highly

prized values such as

righteousness, filial piety, and

integrity. Parents and teachers

instilled these values into children

at a young age.

Art was one of the primary means

by which they taught these values.

(孝 ) Hyo for filial piety

(悌 ) Che for respect

(忠 ) Ch’ung for loyalty (

信 ) Shin for trust

(禮 ) Yae for rites

(義 ) Ŭi for righteousness (

廉 ) Yŏm for honesty

(恥 ) Ch’i for meekness

Draw your own paintings in the

language of your choice that

express and teach about a

Confucian virtue. Use common

symbols or animals that will help

others visualize the value you are

trying to teach about.

NJSLSA.W1

Resources:

Asia for Educators Choson Dynasty: http://afe.easia.columbia.edu/main_pop/kpct/kp_choson.htm

35 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a, 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6- 8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6, WHST.6-8.8

Korea History Time Map: https://www.youtube.com/watch?v=S6XyDAh4EUo

Ancient Korean Civilization: http://ancientkoreacivilization.weebly.com/map.ht ml

Korea Asia for Educators: http://afe.easia.columbia.edu/tps/1000ce_ko.htm

Timeline for Korean History: http://afe.easia.columbia.edu/timelines/korea_timeline.htm

Choson Dynasty: https://www.youtube.com/watch?v=bPAj7ft4jU0

36 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4, WHST.6-8.6,

WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Explain how Japan’s

geography set it apart from

the rest of Asia.

• How did Japan’s

geography set it apart

from the rest of Asia?

• What role did

isolationism play in

Japanese culture?

• How was Japanese

culture influenced by

Chinese civilizations?

Journal: How does living on

an island isolate you from the

rest of the world?

Research Project: How does

Japan’s geography impact its

economy in the 21st century?

ELA Picture Prompt:

Time/General

• Extra time for assigned

tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Write a story telling the founding

of Japan based on the above

image. Be as creative as possible.

NJSLSA.W3

Resources:

Japan’s Geography Asia for Educators: http://afe.easia.columbia.edu/japan/japanworkbook/geography/japgeo.html

Map Japan: http://www.mapsofworld.com/japan/geography-japan.html

37 | P a g e

NJSLS: 6.2.12.A.1.a 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6, WHST.6-8.88

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Explain how the Tokugawa

shoguns ruled Japan.

• How did Tokugawa

change the feudal system

in Japan?

• How did Zen Buddhism

and its values shape

Japanese culture?

• How was the hierarchy of

the Japanese feudal

system reflective of Asian

culture?

Tokugawa Japan through Art:

http://www.colorado.edu/

cas/tea/curriculum/imaging-

japanese-

history/tokugawa/lesson.html

ELA Journal: “The true

samurai refused to learn

arithmetic because it smelled

of commerce; he was proud

of his ignorance and

stupidity like so many ruling

classes all over the world”

George Mikes, The Land of

the Rising Yen what does

this quote mean to you? Put

it in your own words.

NJSLSA.W1

Resources:

TOKUGAWA PERIOD AND MEIJI RESTORATION: http://www.history.com/t opics/meiji-restoration

Tokugawa Japan Asia for Educators: http://afe.easia.columbia.edu/at/tokugawa/tj01.htm l

38 | P a g e

NJSLS: 6.2.12.A.1.a, 6.2.12.C.1.a 6.2.12.C.1.b, 6.2.12.C.1.e 6.2.12.D.1.b, 6.2.12.D.2.c

RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7,RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.2,WHST.6-8.4,

WHST.6-8.6,WHST.6-8.8

Student Learning Objectives Essential Question Sample Activities Interdisciplinary Connections

Compare and contrast the

influence of Confucianism and

Zen Buddhism on the social

structures of China, Korea and

Japan.

• How does religion

influence society?

• What is the relationship

between Zen Buddhism and

Japanese society?

• How does Confucianism

impact modern Chinese and

Korean society?

Venn Diagram: Compare and

Contrast Confucianism and Zen

Buddhism

• PowerPoint Presentation:

Create a presentation depicting

Confucius and Zen Buddhism

images and their impact on

Asian society.

Art Analysis: How does the

image of the Buddha in Japan

Below reflect the tenets of Zen

Buddhism?

1.4.8.B.1

Resources:

Metropolitan Museum of Art Zen Buddhism: http://www.metmuseum.org/toah/hd/zen/hd_zen.htm

Khan Academy Buddhism: https://www.khanacademy.org/partner-content/asian-art-museum/buddhism/a/introduction-to-

buddhism

Three Teachings of Ancient China: http://people.uncw.edu/kanoy/nctan/IPSamples/NuhnJohnson_three_teachings.pdf

39 | P a g e

Amistad Curriculum

The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

A Brief History of North Africa A PowerPoint on the History of

North Africa http://www.njamistadcurriculum.net/history/unit/ancient-

africa/navigations/3449

The Asksumite Empire A reader on the Asksumite Empire http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4349/7410

Griot A Dialogue about the Ancient Oral

tradition of Africa.

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4339/7153

Imhotep A reader on Imhotep, an important

ancient Egyptian. He served as the

chief architect to the Egyptian

Pharaoh Djoser.

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4348/7404

40 | P a g e

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the

homepage of the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal,

Industrialization and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to

Republic (1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments &

America Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

41 | P a g e

Holocaust Curriculum

In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary

education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including

bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in

Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Victims of Nazi Persecution Students will examine the article and videos on victims of

the Nazi regime. Students will create a chart of the various

groups that were persecuted by Nazi Germany. Students will

also catalogue the ways in which these groups could have

been saved from persecution

https://encyclopedia.ushmm.org/

content/en/article/mosaic-of-victims-an-

overview

Interpretations of the

Holocaust in Film

Students will listen to the podcast with actor Sir Ben

Kingsley. Students will analyze Ben Kingsley’s

interpretations of the various characters he has played in

films centered on the Holocaust. Students will create their

own movie depicting the lives of Jewish victims of the

Holocaust

https://www.ushmm.org/confront-

antisemitism/antisemitism-podcast/sir-ben-

kingsley

Jewish Population in Europe

(1933)

Students will analyze the Jewish population graphs for

Europe in 1933. Students will create their own graphs for the

Jewish population by country. Students will present their

findings to the class

https://encyclopedia.ushmm.org/content/en/ar

ticle/jewish-population-of-europe-in-1933-

population-data-by-country

Changes in European Jewish

population

Students will research the Jewish populations in Europe

today. Students will contrast these populations with the pre-

World War II Jewish population in Europe. Students will

synthesize their findings into a presentation on Jewish life in

Europe today

https://encyclopedia.ushmm.org/content/en/

article/jewish-population-of-europe-in-1933-

population-data-by-country

42 | P a g e

Social Contributions of Persons with Disabilities and the LGBTQ Community

In 2019 the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social

contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of

middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards. We will

explore the ways in which people are made invisible by society through history including LGBT and persons with disabilities. We

will also explore the impact of invisibility on communities and learn how such groups have been marginalized in society.

Topics/People to Study Suggested Activity Resource

A Close examination of the concept of

invisibility. What does it mean to be

invisible in society? What does it mean for a

community to be invisible/marginalized by

society? Have you ever felt invisible?

• Close read of an excerpt from “The

Invisible Man”

• Class Discussion

• Follow up questions

• Journal writing- a time when I felt

invisible.

• Excerpt from “The invisible Man”-

Ralph Ellison

• Follow up questions

• Journal entry writing

Students will research marginalized groups

in history or made invisible in some way.

Students will create a display describing the

person/group by way of a poster, poem,

display

Examples of marginalized groups in society

include but are not limited to women, native

Americans, People with Disabilities,

Laborers, Immigrants, LGBT community,

Minority religious groups.

43 | P a g e

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich

in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice

with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

44 | P a g e

Unit 2 Vocabulary

China

Gentry

Tang Taizong Wu Zhao

Tang Dynasty Song

Dynasty Empress Wu

Chan/Zen Buddhism Pure Land

Buddhism Emperor Wuzong

Grand Canal Hangzhou

Foot Binding

Movable Type Printing Neo-

Confucianism Gunpowder

Compass Junks

Korea

yangban

Chung'in

Sang'min

Ch'onmin

Hangul

Japan

daimyō

shogun

Fueldal

Samurai

Ninja

Edo

Ukiyo-e

Zen

Buddhism

Bushido

Haiku

45 | P a g e

Unit Project (Choose 1)

Project 1 (Suggested) Project 2 (Suggested)

Suggested Unit Project

Students will present information about a piece of art from the

Tokugawa Period, and complete a 7-10 page piece of fiction set in

the Tokugawa period that targets a young-adult audience. This

assignment will include an additional preliminary overview (200-

300 words) that situates the fictional scene within a larger plot.

This piece of fictional writing must integrate an art object in an

imagined context, and the 200-300 word overview, in conjunction

with the

creative writing, should demonstrate how the student

understands the answer to one of the essential questions of

this unit:

How was the government of Japan structured in the Tokugawa

Period?

•How did the ruling class attempt to control economic

production, and how was the increasingly empowered

merchant class threatening this control?

•How does art produced in this period embody cultural values of its

time?

Suggested Unit Project 2:

Read the poems by Basho. Copy your favorite poem and explain

what it means. (If working in pairs, each of you should have a

favorite)

Write a short Zen poem of your own. Type your poem on a

separate page. Search for images of the Buddha and paste your

favorite one on the page with your poem. Choose “Landscape”

orientation under the print options. Increase the font size to fill the

page. Students will share thee by posting them in the room. (If

working in pairs, each of you should write one.)