Mr. Thach
Embedded Files
7th Grade
Early Modern History
Course Description
Course Description
Welcome to 7th grade Early Modern History! This year, we will be focusing on historical information gathering, perspectives, and historical writing, with a specific emphasis on revolutions. Throughout the course, we will explore the full journey of these conflicts, from their beginnings to the perspectives held during the wars and how they were resolved. Our study will delve into the social, political, and economic changes that occurred as nations underwent major events. To achieve this, we will be utilizing a variety of historical skills that will be tested throughout the year. Additionally, this class will incorporate a geography component, allowing students to enhance their mapping skills and gain a deeper understanding of physical and political geographical features. We are excited to embark on this educational journey together and look forward to a memorable and enriching year!
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 0: Recursive Skills
8/19 2024 to 8/30 2024
This unit is designed to equip students with essential social studies skills that are critical for academic success and informed citizenship. Over the course of two weeks, students will engage in a variety of activities and exercises to develop their abilities in sourcing, annotating, taking Cornell notes, summarizing, constructing arguments using Claim-Evidence-Reasoning (CER), analyzing information, and creating essential and supporting questions. These skills will not only enhance their understanding of social studies content but also improve their overall academic performance and critical thinking abilities.
Unit Essential Questions
Why are social studies skills important for understanding historical and contemporary issues?
How can we determine the credibility and reliability of different sources of information?
In what ways can annotating texts enhance our comprehension and retention of information?
How does the Cornell Notes system help us organize and review information effectively?
What are the key elements of a well-constructed summary, and why is summarizing an important skill?
How does the Claim-Evidence-Reasoning (CER) framework help us construct strong, evidence-based arguments?
What strategies can we use to analyze information and draw meaningful conclusions?
How do essential and supporting questions guide our inquiry and deepen our understanding of social studies topics?
Unit 1: Civil Wars English vs. Korea
Unit 1: Civil Wars English vs. Korea
8/19 2024 to 10/25 2024
This quarter's focus is on historical information gathering, perspectives, and historical writing, with an emphasis on Civil Wars. Specifically, we will explore the English Civil War and the Korean War, tracing their origins, examining perspectives during the conflicts, and analyzing their resolutions. Throughout the unit, we will study the profound social, political, and economic changes that arise from civil wars, including their impact on a nation's government, society, economy, and religious beliefs. By employing various historical skills, such as information gathering, analyzing multiple perspectives, and crafting effective historical writing, students will develop a comprehensive understanding of these events and enhance their ability to interpret and evaluate historical events and their enduring effects. Through the exploration of these civil wars, our aim is to deepen students' understanding of how such conflicts shape nations and leave lasting imprints on their governance, social fabric, economy, and religious beliefs.
Unit Essential Questions
How do civil wars impact the government, society, economy, and religious beliefs of a nation?
What were the origins and causes of the English Civil War and the Korean War?
How did perspectives and viewpoints differ during the English Civil War and the Korean War?
What were the major social, political, and economic changes that occurred as a result of the English Civil War and the Korean War?
How were the English Civil War and the Korean War ultimately resolved, and what were the long-term consequences of these resolutions on the respective nations involved?
Unit 2: Scientific Revolution and Enlightenment
Unit 2: Scientific Revolution and Enlightenment
10/28 2025 to 01/23 2025
In this unit, students will explore the major scientific discoveries and political philosophies that emerged during the Scientific Revolution and Enlightenment periods. Analyzing the ideas of influential thinkers like Copernicus, Galileo, Newton, Locke, Voltaire, and Rousseau, students will examine how these new ways of understanding the universe and governance fundamentally challenged existing systems and worldviews, bringing about paradigm shifts in science, society, and political authority that continue to shape modern thought. Through discussions, simulations, and creative projects, students will reflect on how the introduction of bold, innovative ideas can disrupt the status quo and catalyze dramatic change.
Unit Essential Questions
How did the new ideas and discoveries of the Scientific Revolution fundamentally change understanding of the natural world and universe?
In what ways did reason, liberty, equality, and science come into conflict with traditional sources of authority and worldview?
How did the introduction of new ways of thinking lead to paradigm shifts in governance, society, and individual rights?
Why were absolutist monarchies threatened by the ideals of the Enlightenment?
What principles and tenets of the Scientific Revolution and Enlightenment are still relevant today? Which do we still struggle to fully implement or embody?
Unit 3: French Revolution
Unit 3: French Revolution
1/24 2025 to 04/15 2025
This quarter, we’re setting out on an exhilarating exploration of power: who commands it, how it shifts, and the ways it can transform society. Our time machine is set to the era of the French Revolution, where we’ll trace its explosive beginnings to its dramatic conclusion. We’ll delve into the social fabric of the time, meet the diverse groups that played pivotal roles, and witness the ebb and flow of power that forever changed the course of history.
To culminate our journey, students will have the opportunity to showcase their learning through a project of their choice. This project will allow students to delve deeper into a specific aspect of the French Revolution that interests them, further exploring the shifting balance of power. Whether it’s an essay, a presentation, a piece of art, or even a short film, students will have the freedom to express their understanding in a way that resonates with them. This project will not only assess their understanding of the course material, but also encourage creativity, critical thinking, and a personal connection to history. Let’s embark on this exciting journey together!
Unit Essential Questions
Who holds power in a society, and what factors lead to the transfer or transformation of that power?
How did the French Revolution demonstrate the shifting nature of power, and what were the consequences of these shifts?
In what ways did the social structure and the roles of different groups contribute to the outbreak and progression of the French Revolution?
How can the study of historical events like the French Revolution inform our understanding of contemporary power dynamics?
Why is the ability to write historically—with clarity, evidence, and persuasion—critical to our understanding of the past?
How do the skills developed through historical writing apply to other disciplines and real-world scenarios?
What timeless lessons can we learn from the French Revolution that continue to influence our world today?
Unit 4: Industrial Revolution
Unit 4: Industrial Revolution
04/16 2025 to 06/20 2025
Embark on an exhilarating adventure through time as we unravel the transformative saga of the Industrial Revolution! This quarter, students will become time travelers, witnessing firsthand the monumental shifts that reshaped our world. From the clatter of the first factories to the bustling streets of industrial cities, we'll dive into the heart of an era that ignited a global metamorphosis. As we journey from the smoky beginnings of industrialization to its far-reaching impacts, we'll draw compelling parallels to today's AI revolution, where once again, society stands on the brink of a new epoch defined by technological innovation. We'll explore the intricate web of social systems and the diverse tapestry of people whose lives were forever altered by the roar of machines and the lure of progress, just as our lives are being transformed by the digital revolution. With a treasure trove of primary sources at our fingertips, students will become detectives of the past and present, piecing together the puzzle of how economic revolutions, from steam to silicon, can redefine civilizations. Through dynamic activities and spirited discussions, we'll challenge our minds and ignite our imaginations, preparing to navigate and shape the future as informed citizens in an ever-evolving world.
Unit Essential Questions
1. How did the Industrial Revolution alter the fabric of society, and in what ways are we experiencing similar transformative effects with the AI revolution today?
2. In what ways did the Industrial Revolution challenge and change existing social hierarchies and labor dynamics, and are we seeing a parallel with the rise of automation and AI?
3. How did the technological advancements of the Industrial Revolution influence the global economy, and how might the current advancements in AI reshape our economic landscape in the future?
4. What were the ethical implications of the rapid industrialization during the Industrial Revolution, and how do they compare to the ethical dilemmas we face with the integration of AI into modern society?
Week by Week Schedule
Week by Week Schedule
Broad Learning Categories / Transfer Goals
Broad Learning Categories / Transfer Goals
Dimension 1 Essential Questions - 5%
Dimension 2 AERO Standards - 40%
(Time, Continuity, and Change) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of historical content.
(Connections and Conflict) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of geographical content.
(Geography) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of political content.
(Culture) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of cultural content.
(Society and Identity) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of society and identity content.
(Government) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of government content.
(Production, Distribution, and Consumption) -Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of economic content.
(Science, Technology, and Society) - Students will be assessed on their ability to demonstrate their knowledge, skills and understanding across a plethora of technology content.
Dimension 3 Evaluating Sources and Using Evidence - 25%
Dimension 4 Communicating Conclusions and Taking Informed Action - 30%
Parents can find more information of the standards assessed in each Broad Learning Category on PowerSchool.
Social Studies Standards Based Grading Proficiency Scale
Social Studies Standards Based Grading Proficiency Scale
The proficiency scale below illustrates what students are generally required to do in relation to any given standard in order to attain a certain level. The proficiency scale will be used in conjunction with a rubric and teacher feedback to ensure the students know why they attained the level they did and what steps they can take next in their learning.
Classroom and Course Expectations
Classroom and Course Expectations
Expectations
Expectations
Students are expected to...
Respect each other's boundaries and space
Participate and share opinions and thoughts in groups and as a class
Encourage one another during group work, whole class discussions, and Socratic Seminars
Communicate any issues or concerns with Mr. Thach through email and by making lab appointments.
Late Work
Late Work
All work is expected to be submitted on the day it is due. In the event a student does not submit a summative assessment on the day it is due, that student will…
Late work will be accepted but it must be completed in a timely manner - preferably no later than one week after the initial due date.
Forfeit their opportunity to be reassessed.
Special considerations may be made for students with extended absences because of sickness, family problems, or family tragedy.
Extra Credit
Extra Credit
Extra credit assignments will not be provided.
Reassessment
Reassessment
Social Studies Reassessment Policy
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as a comment.
General Policy:
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess.
This communication may be in the form of a mini-conference or a Google Form (see departmental specifics below).
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on a Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1 week after the mini-conference or form completion. However, this date is at the discretion of the teacher/department.
The student must have completed the collectively developed plan in order to attempt the reassessment.
Reassessment will not be possible in the following conditions across all content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
The teacher will provide students with the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a change is necessary the teacher will inform students well in advance and will clearly mark the changes.
Quick Link Middle School Policies
Quick Link Middle School Policies
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