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Grade 7, The Eastern Hemisphere to
1450 C.E.
Great Mughal Empire Unit
Overview
View the
Video Introduction. In seventh grade, students study the Eastern
Hemisphere focusing on history, geography, civics, and economics. Asia,
Africa, Europe, Pacific Rim and Australia will be studied through 1450.
Students will learn how forms of government can be very different, and how ways of
governing people in societies has changed over time. They will learn about
the technologies that significantly impacted communication and travel, how major religious beliefs and philosophical ideas developed
and how those religious
beliefs impacted each civilization.
Rigor and Relevance Rating:
Quadrant
D Adaptation -
provides opportunities for higher order thinking and provides opportunities
to apply in and across disciplines, and to apply in real-world unpredictable
situations.
Career Connection: This course introduces students
to the types of work performed by
Sociologists
and
Historians.
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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Religious beliefs and philosophical ideas change
societies.
Essential Questions - most important “big picture” questions
students should be able to answer after completing learning activities.
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What impact did Hinduism have on Muslim
rulers? Why was Akbar a wise and great ruler?
District 11 curriculum is designed to prepare and equip students to be
successful in the 21st Century. Curriculum resources and lessons included
here have been aligned to the Colorado Standards for each content area. In
addition, the entire program has been aligned with the knowledge, skills,
and learner attributes the
Partnership for
21st Century Skills promotes as necessary for success in the 21st
Century. You will see the highlighted core values embedded in these lessons
and activities.
Standards and Benchmarks
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.
Grade 7 Conceptual
Vocabulary
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architecture
civilization
culture
Hindu
Mughal
primary/secondary sources |
Research confirms that students must have at least 6
opportunities through varied means to experience the same vocabulary before
it can be applied. Here are 6 sample methods for teaching the vocabulary for
this unit:
These examples are endorsed by the
Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy
to Improving Vocabulary. Read more about
Research on Teaching
Vocabulary.
Step 1: Teacher Defines Word
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication
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Sample Lessons
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Lesson 14:
The Great Mughal Empire
Duration:
3 days
Standards/Indicator: History
6: Describe religious beliefs and philosophical ideas, and how they changed
societies.
Enduring Understanding:
Religious beliefs and philosophical ideas change societies.
Essential Question:
Unit Assessment:
Medieval Times To Today page 113-114.
Activities
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Watch the video clip:
The Spread of Islam, The Mogul Empire, The British Empire, and India's
Independence (3:53) and take notes.
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Copy
the timeline on page 108 and fill in the important events.
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Read
Medieval Times To Today pages 108-112, and take notes.
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Draw a
large pyramid to show the social classes of the caste system. There are
five social classes in the Hindu caste system. Label the classes and
illustrate them. Draw heads and facial expressions that convey the
feelings of the Mongols, the Hindus, and government officials, and the
artists when the Mongols invaded India. Make thought bubbles above their
heads showing what each group is thinking.
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Discuss the Essential Questions for this lesson
as a class, then write your own summary paragraph answering each
question.
Use the
Four Point Rubric as a guide so you know how your response will be
graded.
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Continuous Improvement Process - Your teacher
wants feedback on this unit so it can constantly
be improved. Print the
Continuous Quality Improvement Survey and
answer each question, or answer online.
Differentiation
Support (RtI tiers 2 & 3): Listen to or read the audio book,
The Taj Mahal. Draw a caricature of Akbar, and write 4-5
details about how his people perceived him. (pages 110-111)
Extensions: Watch the
Welcome to the Taj Mahal
video (1:34) Read about the Encarta Encyclopedia information about the
Taj Mahal.
Write a postcard from the Taj Mahal, describing it. Draw a picture on the
postcard. Read the Encarta Encyclopedia information about
Akbar: Greatest Mughal Emperor. Write
a eulogy for Akbar. Include his accomplishments and how his people perceived
him.
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