Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• People and events are organized chronologically to increase understanding of historical relationships.
• Primary and secondary sources and processes of historical inquiry allow for interpreting the past and analyzing present day issues.
• Societies are diverse and change over time.
• Technological developments have impacted individuals and societies throughout history.
• Religious beliefs and philosophical ideas change societies.
• Different forms of government have been developed, practiced, and changed throughout history.
• Geographic tools are used to locate and derive information about the past.
• Physical and human characteristics of places define regions.
• Migration and immigration affect the location and distribution of human activity.
• Knowledge of geography increases understanding of past and present.
• Trade specialization, and interdependence influence relationships among individuals, groups and societies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• How does the chronology lead to the understanding of historical relationships?
• How did the major events affect the development of a civilization?
• What is the difference between primary and secondary document? How can we use them to interpret information about the past?
• Which civilization studied was the most advanced, and why?
• How did technological changes impact each civilization? Which changes had the most impact and in which civilization?
• How were ancient civilizations governed?
• What major religious beliefs and philosophical ideas developed? (Judaism, Christianity, mythology)? What impact did these religious beliefs have on each civilization?
• How do physical and human characteristics define and identify region and place?
• How did the physical characteristics of regions influence human characteristics?
• How do migration and trade routes affect location/distribution of human activity?
• How did trade and specialization result in interdependence?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Benchmark B: Students use chronology to organize historical events and people.
History 2: Students know how to use the processes and resources of historical inquiry.
Benchmark A: Students know how to formulate questions and hypotheses regarding what happened in the past and how to obtain and analyze historical data to answer questions and test hypotheses.
Benchmark B: Students know how to interpret and evaluate primary and secondary sources of historical information (e.g., letters, diaries, literature, text, newspaper, art, music, technology, oral history, interviews).
History 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark A: Students understand political institutions and theories that developed and changed over time.
History  6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark  B: Students know how societies have been affected by religions and philosophies.   Geography1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark A: Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.
Geography S2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark 2 A: Students know the physical and human characteristics of places.
Benchmark B: Students know how and why people define regions.
Benchmark C: Students know how culture and experience influence people's perceptions of places and regions.
Geography 4: Students understand how economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark A: Students know the characteristics, location, distribution, and migration of human populations.
Geography  6: Students apply knowledge of people, places, and environments to understand the past and present, and to plan for the future.
Benchmark A: Students know how to apply geography to understand the past.
Civics 4: Students understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels.
Benchmark A: Students know what citizenship is.
Benchmark D: Students know how citizens can participate in civic life.
Economics 2: Students understand how different economic systems employ different means to produce, distribute, and exchange goods and services.
Benchmark B: Students understand how a country's monetary system facilitates the exchange of resources.
Economics 3: Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.
Benchmark A: Students understand that the exchange of goods and services creates economic interdependence and change.

Middle School D-11 Social Studies Indicators 

History
1. Chronological Organization: Organize events and people in chronological order and use this data to determine cause/effect relationships.
2. Historical Inquiry: Identify, interpret, compare, and evaluate primary and secondary sources, including documents, eyewitness accounts, letters and diaries, literature, and newspapers.
3. Diverse and Changing Societies: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
4. Science, Technology, and Economic Activity: Identify and explain changes in technology and evaluate their impact on historical events.
5. Political Institutions and Theories: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
6. Religious and Philosophical Ideas: Describe religious beliefs and philosophical ideas, and how they changed societies.

Geography
1. Use and Construction of Geographic Tools: Interpret maps, globes, charts, and geographic databases.
2. Characteristics of Place and Region: Define and identify regions by describing physical and human characteristics of places.
3. Physical Processes Shape the Earth’s Surface: Describe physical processes that shape the earth’s surface.
4. Patterns of Human Population and Interaction: Explain how migration and immigration affect the location and distribution of human activity.
5. Human and Physical Systems:  Explain how humans modify the environment and how the environment influences human activity.
6. Apply Knowledge of Geography: Describe how characteristics of places and environments influence events in the past and present.

Civics
1. Purpose of Government and US Constitutional Principles: Explain the purposes of government and
       identify the principles stated in the Constitution.
2. Structure and Function of Government: Describe the structures and functions of national, state, and 
 local governments.
3. Political Relationships: Define foreign policy and describe ways nations interact (ed) diplomatically in
 the past and present.
4. Citizenship Participation: Explain roles, rights, and responsibilities of citizens (including students as
 citizens).

Economics
1. Scarcity and Decision Making: Identify and give examples of economic resources and make decisions
       involving opportunity costs.  
2. Resources and Production of Goods and Services: Describe the roles of supply, demand, and price in
 the production and distribution of goods and services.
3. Trade, Exchange, and Economic Interdependence: Describe how trade, specialization, and
       interdependence influence relationships among individuals, groups, and societies.

Watch the video about the Lost Temple of Angkor Wat in Asia.

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lesson 8:  The Beginnings of Islam
Duration:   2 -3 days
Facet(s) of Understanding:  

Standards/Indicator(s):  
History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding(s):  Religious beliefs and philosophical ideas change societies.
Essential Question(s):   What are the major beliefs of Islam?   How do these beliefs impact Muslim life?
Assessment:   What are the major beliefs of Islam?   How do these beliefs impact Muslim life?

Activities: 

·                     Read Medieval Times To Today pages18-21 (Headings:  The Arabian Peninsula and The Prophet Muhammad) and take notes about Muhammad and the rise of Islam.  How did Muhammad follow his mission from God?

·                     Watch video clip:  “The Rise of Islam” and take notes. 

·                     Writing Assignment:  You are a Bedouin herder at the time of Muhammad.  Write a speech to deliver to fellow Bedouins.  Tell why you think Muhammad's teachings will help improve your life.

Resources: Medieval Times To Today pages18-21; Video clip: “The Rise of Islam”

Differentiation:
Support (RtI tiers 2 & 3):  Read “Links to Economics” in Medieval Times To Today page 20.  Draw a comic strip that illustrates how merchants bought and sold items on credit. 
Extensions: http://www.teachtci.com/resources/ha/MWH/primarysources/MWH_U2Primary.aspx             
Read selection and complete activity.
Writing Activity page 23

Supplemental Education Resources:  Research the Shrine of the Rock in Jerusalem. 
http://www.sacred-destinations.com/israel/jerusalem-dome-of-the-rock.htm Read about the Shrine of the Rock and write a description.  Permission granted to use this material  by Teacher Curriculum Institute, June 2008

Lesson 9:  The Beginnings of Islam
Duration: 2-3 days
Facet(s) of Understanding:  

Standards/Indicator(s):   
History 6:   Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding(s): Religious beliefs and philosophical ideas change societies.
Essential Question(s):    What are the major beliefs of Islam?   How do these beliefs impact Muslim life?  What are two beliefs shared by Jews, Christians, and Muslims? 

Assessment:  What are the major beliefs of Islam?   How do these beliefs impact Muslim life?  What are two beliefs shared by Jews, Christians, and Muslims?

Activities

·                     Watch video clip:  “Islam: A Challenge to Christianity”, and take notes.

·                     Read Medieval Times To Today pages 21-23 and take notes on Islam.

·                     Watch video clip: "Muslim Ramadan: The Holiest Festival" and take notes.

·                     Writing Assignment:  A friend has has asked you to explain the Muslim religion.  Write a letter describing the Five Pillars of Islam.

·                     Watch video clip:  'Honoring Temple to Three Religions" and take notes.

·                     Complete "Focus on Bedouin Life" pages 24-25.

Resources:  Medieval Times To Today pages 21-23; Three video clips:  "Islam: A Challenge to Christianity”   "Muslim Ramadan: the Holiest Festival" and "Honoring Temple to Three Religions"

Differentiation
Support (RtI tiers 2 & 3):  Read Medieval Times To Today page 21 “The Five Pillars of Islam”.  Draw five pillars or columns and write the five pillars of Islam.  Make an illustration for each pillar.
Extensions:  Research Ramadan, the fourth pillar of Islam. 
http://www.submission.org/ramadan/about-R.htm   Make a poster with the important facts about Ramadan.

Lesson 10:  The Golden Age of Muslim Civilization
Duration:  3 days
Facet(s) of Understanding:  

Standards/Indicator(s):   
History 4:  Identify and explain changes in technology and evaluate their impact on historical events
Enduring Understanding(s):   Technological developments have impacted individuals and societies throughout history.
Essential Question(s):   What major Islamic contribution to science, mathematics and literature had the greatest impact on society? 

Assessment:   What major Islamic contribution to science, mathematics and literature had the greatest impact on society?
Unit Assessment:  Complete Medieval Times To Today page 31-32.

Activities:

·                     Watch video clip ”Islam” and take notes.

·                     Islam’s golden age is a time of greatness.  Copy the time line on page 26 and read pages 26-30. Fill in the time line and take notes on the Islamic achievements. 

·                     Write an acrostic poem, using the words “Golden Age”.  Include achievements of the Golden Age.

Resources:  Medieval Times to Today pages 26-30; Video clip:  "Islam"

Differentiation
Support (RtI tiers 2 & 3):  Make a poster advertising a traveling exhibit of Islam’s golden age.  Include historic details and artifacts of Islam.
Extensions:   Create a mosaic to summarize key details on Islam’s golden age and the contributions to science, math, and literature.  Use pages 28-30.  The mosaic should include an appropriate title, at least five sections, key words or phrases for each section, and a picture.  

Supplemental Education Resources: http://www.teachtci.com/resources/ha/MWH/literature/title03.aspx Read the selection about Khayyam’s poems and complete activity.
http://encarta.msn.com/encyclopedia_761579420/Sindbad_the_Sailor.html   Read the tale “Sinbad the Sailor” from The Thousand and One Nights.  What is the moral of the story?  How did the sailor become wealthy?  Draw a picture to illustrate the moral.
Permission granted to use this material by Teacher Curriculum Institute, June 2008

Parent Resources