The Middle Ages Feudal Society, developed for seventh grade students, focuses on what life was like in a Middle Ages feudal society. During the unit, students will have the opportunity to write a feature article.
Academic Expectations
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
2.15 Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.
2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.
2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.
Program of Studies
Write transactive pieces (writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning), based on inquiry and/or personal experience that show independent thinking and incorporate ideas and information from reading, listening, observing, and inquiry.
Apply organizational skills and delivery techniques to produce oral messages and products with and without technology.
Apply listening, speaking, and observing skills to conduct authentic inquiry tasks and to create products.
Recognize that all societies must address the questions of production, distribution, and consumption.
Explain how resources were used in early world civilizations to produce goods and services and explore ways productivity was increased.
Examine relationships between personal and national economic activities.
Examine the essential roles of government in early civilizations (establishing order, providing security, achieving common goals).
Examine cultural aspects (e.g., language, art, religious beliefs) of major past civilizations.
Investigate the emergence of social institutions and how they responded to human needs.
Core Content for Assessment
SS-M-3.4.1 The basic economic issues addressed by producers are production, distribution, and consumption of goods and services.
SS-M-3.4.2 Productivity can be improved by specialization, new knowledge, and technology/tools.
SS-M-3.4.3 Personal, national, and international economic activities are interdependent.
SS-M-2.1.1 Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives.
SS-M-2.3.1 Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments).
WR-M-1.4 Students will develop transactive writing pieces based on forms and characteristics in Core Content for Assessment.
Performance Standards: The targeted Performance Level Descriptions include:
Student demonstrates broad knowledge of culture and society and economics in reference to ancient civilizations.
Student makes reasonable decisions, addresses issues, explains concepts and/or solves problems using relevant examples. The skills student uses include making comparisons, drawing conclusions and justifying explanations, and organizing, analyzing, and synthesizing answers.
Student demonstrates a broad understanding of social studies vocabulary and concepts. Examples of vocabulary or concepts include rights, social institutions, elements of culture, economic systems, and interdependence.
Student communicates ideas or concepts effectively in an organized manner in reference to the five strands of social studies.
Student demonstrates a basic ability to connect social studies concepts using critical thinking skills, such as analyzing various perspectives, synthesizing, and comparing and contrasting.