| Curriculum Map 2006-2007 |  |
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Ancient Greece : | The students will be introduced to the Ancient Greece Civilization. They will learn about the early Greek civilizations, the religion, philosophy, science, and art that developed, the daily life of the people, comparing and contrasting life in Athens and Sparta, and the spread of Greek culture and how it still affects our lives today. |
Students will learn about: 1. the geography of Greece. 2. the rise of civilization and the beginning of government. This includes Minoan and Mycenaean civilizations, as well as, the mythology and the historical aspects of the Trojan War. The students will also learn about the roots of a democratic form of government. 3. the Golden Age of Athens when the arts and sciences flourished, Pericles and democracy, the pantheon of Greek gods and goddesses, Socrates, Plato, Aristotle and pre-Socratic philosophers, the Acropolis, the architecture of the Parthenon (the Golden Rectangle), the Greek theater and writers. 4. how the people of Athens spent their time at home, the difference in the lives of men and women, and about slavery. 5. the different life-styles in Sparta and Athens, the Persian invasion, and the Peloponnesian War. 6. Alexander the Great and his empire, and the spread of Greek culture. 7. the concept of “B.C.” on a timeline. |
Students will: -create two newspaper articles that reports on major events that occurred during Ancient Greece. (Homo-Faber) -learn Cornell and Mind-mapping note-taking strategies. (ATL) -write a description comparing and contrasting life today and life in Athens. -answer questions in small groups about the chapter readings. -watch an educational DVD about Ancient Greece. -take a guided tour of the Dahesh Museum for a special exhibit on art related to Homerian legends and myths. -read Greek Myths in their English class concurrently. |
Health and Social Education: How does life in Ancient Greece compare to life today? How does slavery affect everyday life? How does Ancient Greece still affect us today terms of government (Community and Service), the arts (Homo-Faber), and sciences (Community and Service, Health and Social)? |
Formative: Quizzes, note-taking, daily questions, group work. Summative: Test |
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| "Week in Review" : | Periodically, throughout the year, the students will read an article from the New York Times Sunday editorial section "Week in Review." They will choose an article and present it to the class. |
1. Current events: Students will get acquainted with national and international news items from the New York Times. 2. Oral presentation: Students will present to the class. Students could ask questions to the presenter. |
The students will: -read an article and write a summary . -present individually or in small groups the news item to the class. -discuss the area(s) of interaction that the news covers. |
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Oral presentation and written summary of the news item. |
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| Ancient Greece : | continues. See September. |
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| Ancient Rome : | The students will be introduced to the Ancient Roman Civilization. They will learn about the legends of the founding of Rome, the Roman Republic, the Roman Empire, Christianity, and the fall of Rome. |
Students will learn about: 1. the geography and early settlement of Rome. 2. the founding of the Roman Republic. 3. the decline of the Roman Republic. 4. Identifying the causes that led to the Roman Empire and understanding the methods of Roman adaptation that led to their empire. 5. the influence of Greece on Rome. 6. Roman advances in architecture, technology, and science. 7. daily life, gladiators, and slavery. 8. the beginning of Christianity and fall of the Roman Empire. - |
-Creative historical projects- Travel Brochures -Educational DVD on Ancient Rome. |
Community and Service: What are the similarities and differences between the U.S. and the Roman Empire's form of government? How did the Roman methods of adaptation influence their empire’s success? |
Formative: Quizzes, note-taking, daily questions, group work. Summative: Test |
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| Ancient Rome : | continuation. See October. |
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| The Byzantine Empire : | The students will be introduced to the Byzantine Empire and the importance of Constantinople. |
The students will learn about: 1. the geographic importance of Constantinople. 2. the rise and eventual fall of the Byzantine Empire. 3. the contributions to world culture made by the Byzantine Empire. 4. the great emperor Justinian. 5. the religious dispute which eventually brought down the Empire. |
-Creative historical projects: Talk-show dialogue between a host and the Emperor Justinian. -Create two newspaper articles that reports on major events that occurred during the time of the Byzantine Empire. -Educational DVD on the Byzantine Empire. -Guided tour of the Byzantine collection at the Metropolitan Museum. |
Environment: How did physical geography affect the rise of the Byzantine Empire? Homo-Faber: What contributions were made to world culture by Byzantine Empire? |
Formative: Talk-show dialogues; charts showing contributions of Byzantine Empire to world culture Summative: Test on the Byzantine Empire |
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| The Muslim Empire : | The students will be introduced to the religion of Islam and how it spread and became an Empire. They will also study the Golden Age of Islam. |
The students will learn about: 1. the geography of the Arabian Peninsula and the trade routes in the peninsula. 2. Muhammad's life and mission. 3. the rise of the Islamic religion and empire. 4. the contributions to world culture made by the Muslim Empire. 5. the basic tenets of Islam. 6. achievements of the Golden Age. 7. the skill of reading tables to organize ideas. |
-Venn diagrams comparing Muslims, Jews and Christians. -Make a table to compare the Byzantine and Muslim Empires. -Read "Shabanu" in their English class. "Shabanu is a novel about a Muslim girl growing up in the Cholistan Desert. |
Environment: How did physical geography affect the rise of the Islamic Empire? Homo-Faber: What contributions were made to world culture by the Muslim Empire? |
Formative: Charts showing contributions of Byzantine and Muslim Empires to world culture. Summative: Test on the Muslim Empires |
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| The Muslim Empire : | Continuation. See December. |
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| The Middle Ages : | The students will be introduced to the Feudal economic and political system that pervaded life during the Middle Ages. The growth of trade gives rise to cities and finally the Crusades all contribute to a lasting change in Europe. European kingdoms transform into nations. |
The students will learn about: 1. the geography of Europe. 2. route maps. 3. the origins and workings of feudalism. 4. to evaluate the positive and negative aspects of feudalism as a political and economic system. 5. the role of the Church in medieval society. 6. to analyze the links between trade, cities and the rise of a middle class. 7. to determine the religious and economic reasons for the Crusades. |
-Charting the positive and negative aspects of feudalism. -Concept webs describing the causes and effects of the Crusades. -Interview different characters from the Middle Ages, such as a lord, a vassal, a serf, an apprentice, a crusader, a member of the clergy, and a king, etc. -Educational DVDs on the Middle Ages and everyday life during the Middle Ages. |
Health and Social Education: How did trade affect the creation of cities and the emergence of a middle class? Community and Service: What was the function of the guild? How did a guild help its members? |
Formative: Interview; Concept webs; Feudalism charts; Quizzes. Summative: Middle Ages test. |
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| The Middle Ages : | continuation. See January. |
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| The Renaissance : | The students will be introduced to the Renaissance and Reformation. The students will also become acquainted with the "Age of Exploration." This was a time in history of great changes and new ideas. These ideas are still prevalent today. |
Students will learn about: 1. the causes and effects of the Renaissance in Europe. 2. the causes of the Reformation in Europe. 3. Portugal’s influence towards the growing exploration of lands outside Europe. |
-Create a concept web detailing the advances made by Portuguese sailors -Educational DVDs on the Renaissance and Reformation, and everyday life during the Renaissance. -Power point presentation on Renaissance art. -Guided tour of Renaissance at the Metropolitan Museum of Art. -Read "The Taming of the Shrew" in their English class. |
Health and Social Education: How did societal beliefs affect its history,government, and economy? Homo-Faber: How did societal beliefs influence Renaissance and Reformation era thinkers? |
Formative: Exploration concept webs; Spain’s empire maps; Daily reading comprehension questions. Summative: Renaissance, Reformation, and Age of Exploration Test |
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| Exploring the Renaissance : | EXPLORING THE RENAISSANCE The students will spend a week expanding their knowledge and understanding of this period of time. This will involve all subjects as a cross-disciplinary study. A field trip to the Metropolitan Museum (discovery of perspective and other techniques) and a celebratory festival at the end of the week to display students' work in theater, poetry, dance, research, inventions, food, fencing, etc. culminates this focused study. This study links all areas of interaction. |
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-Learning the correct methods for researching historical material for a paper on a particular person of the time. |
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Summative: Research papers on themes and people of the Renaissance. |
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| Powerful Kings : | The students will be introduced to the age of absolute rule and the divine power of kings. |
The students will learn about: 1. the actions that European rulers used to increase their power after the Middle Ages. 2. life in the king's court. |
-Write a description of a day at Versailles as it might appear to a noble. Then write a description of how the day might look to a peasant. -Read "Prince and the Pauper" in their English class. |
Community and Service: How did the balance of power change in order to make kings more powerful? |
Formative: Daily reading comprehension questions; Writing about Versailles. Summative: Test. |
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| Conquests in the Americas and Africa : | The students will be introduced to the conquests and of the New World and Africa by European nations. |
The students will learn about: 1. conquest of the Aztec Empire by Hernan Cortes and the conquest of the Incan Empire by Francisco Pizarro. 2. how slavery came to the Americas and the effects of slavery. 3. distinguishing facts from opinion. |
-Create maps showing the reach of Spain’s Empire in North and South America by the 1540s. -Map activity of the Americas. -Read "The Old Man and the Sea" in their English class. |
Approaches to Learning: How can we distinguish facts from opinions when reading a passage? |
Formative: Maps of the New World. Summative: Test. |
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| The World of Geography : | The students will be introduced to the five themes of geography and to the geographer's tools. |
The students will learn : 1. to understand and apply the five themes of geography. 2. to define the important geographical terms. 3. to understand the geographer's tools and how he/she uses them. 4. to understand the importance and use of maps. |
-using globes. -using maps. -Applying the five themes to problem solving. |
Approaches to Learning: How do geographers use the five themes of geography? Environment: Why have maps been an important tool in understanding history? |
Formative: Map drawing; latitude and longitude skill testing; quiz. Summative: Test. |
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| Earth's Physical Geography : | The students will be introduced to the physical geography of the Earth, including the planet's structure, climate and vegetation. |
The students will learn: 1. to understand how the climate of the Earth affects people's lives, where they live and how they earn a living (Environment). 2. to understand the relationship between the Earth and the Sun and the difference between rotation and revolution (the seasons). 3. to understand the differences between weather and climate. |
-Interviews with people who have lived in different climates. -Draw and write a children's book describing the seasons or the phases of the moon. |
Environment: What is the difference between weather and climate? How has understanding climate and the effect it has on our lives made our existence on Earth easier? What influences climate? Why are major parts of the Earth uninhabitable? |
Formative: Children's book. Summative: Test |
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| Final Exam : | |
1. FINAL EXAM |
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