Grade 7 History Social Science/ELA Literacy Instructional Unit 1: Segment 1

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1 Grade 7 History Social Science/ELA Literacy Instructional Unit 1: Segment 1 Unit Big Idea: Structures Suggested Duration: 15 Days What do we want all students to learn? Claim 1: Read closely and analytically to comprehend a range of increasingly complex literary and informational texts. When reading about the integrated Determine and cite textual evidence in informational text: Cite specific textual evidence to support analysis of primary and secondary sources (RH.6-8.1). Determine the central ideas or information of a primary or secondary source (RH.6-8.2). Identify text features Describe how a text presents information (e.g., sequentially, comparatively, causally) (RH.6-8.5). Determine the meaning of unknown and multiple meaning words Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies (RH.6-8.4). Analyze the relationship between a primary and secondary source on the same topic (RH.6-8.9). Integrate visual information with other information in print and digital texts (RH.6-8.7) Distinguish among fact, opinion, and Claim 2: Produce effective and wellgrounded writing for a range of purposes and audiences. Segment Idea: How Structures Are Formed Claim 3: Employ effective speaking and listening skills for a range of purposes and audiences. Skills and Concepts embedded in the standards When writing about the integrated Write brief arguments to support claims with clear reasons and relevant evidence. Write and produce full and clear informational/expository texts, including the narration of historical events, with guidance and support from teachers and peers (WHST.6-8.2a-b, WHST.6-8.4, WHST.6-8.5). Develop and examine a topic with relevant facts, concrete details or other information and examples (WHST.6-8.2b) Develop and examine a topic and convey ideas through the selection of relevant content (WHST.6-8.2b, WHST.6-8.8). Introduce a topic/thesis and organize ideas, concepts and information using relevant evidence from literary or informational texts, and digital resources while reviewing what is to follow (WHST.6-8.2a, WHST.6-8.4, WHST.6-8.8). Acquire and use grade appropriate language (WHST.6-8.2d, WHST.6-8.4, L6). When listening, speaking and collaborating about the integrated Acquire and accurately use grade appropriate general and domain specific words and phrases (L6). Demonstrate command of the convention of standards English grammar and usage when speaking (L1). Present claims and findings, using the appropriate eye contact, adequate volume, and clear pronunciation (SL4). Engage effectively in a range of prepared, collaborative discussions having read or researched material (SL1). Claim 4: Engage in research/inquiry to investigate topics and to analyze, integrate, and present information. When conducting research or presenting projects, focused on the integrated content and big ideas, students will... Engage effectively in a range of collaborative discussions prepared, having read or research material (SL1). Acquire and use accurately precise words, phrases, and vocabulary to inform and convey experiences and events (WHST.6-8.2d, L6). BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 1 June 2013

2 reasoned judgment in a text (RH.6-8.8). Language functions needed to access skills and concepts embedded in the standards Analyze Text Organization - Identify main idea and supporting details (Language Considerations: break down, investigate, The title and the headings tell me There are/is that show me We can interpret as is related to insofar as Given the evidence we can deduce that ) Summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as ) Summarizing and Informing - to convey ideas and connections between ideas (Language Considerations: Finally, In conclusion, disadvantages of insofar as ) Synthesizing - language of collaboration (Language Considerations: I agree/disagree with that., The main point(s) is/are, The point that makes is related to in that ) How will we know if they have learned it? In Instructional days students will be able to.. Sample Learning Outcomes: Cite specific textual evidence to support analysis of primary and secondary sources (RH.6-8.1). Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered) (RH.6-8.3). Integrate visual information with other information in print and digital texts (RH.6-8.7) Performance Descriptor: After several repeated readings of a grade appropriate text, students will connect key details from the text to determine the central message of an informational text, and then use that understanding to retail the text to peers. (Create a scoring guide with your PLC for scoring) Analyze student work as a team How will we respond when learning has not occurred? Sample of formative performance question: Evidence of these skills and concepts can be elicited from selected response or constructed response assessment items. (Performance Task) In this part of our History text we learned about the beliefs, guidelines, and practices of Islam. Partner up with a team member and create a poster that illustrates those beliefs, guidelines, and practices. Now come back together with your full team and follow our group discussion rules to talk about the ideas presented in the poster you and your partner created. When your discussion is complete each member of the team will write a brief text summarizing the important points of the topics presented. Observe students as they carry out the steps in this performance task to gather evidence of additional skills and concepts: SL1, SL4, SL6, L6 BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 1 June 2013

3 How will we respond when learning has already occurred? Curricular Connections: English Language Arts, History, ELD, and Science Integrated Content Questions 1. How did geography affect life in Arabia? (HSS 7.2, HSS 7.2.1) 2. How was the world religion Islam introduced? Who introduced it? (HSS7.2, HSS 7.2.2) 3. How do the Qur an and the Sunnah guide Muslims? (HSS 7.2, HSS 7.2.3) 4. How did conquest and trade help spread the Islam religion? (HSS 7.2, HSS 7.2.4, HSS 7.2.5) 5. What were the three large Islamic Empires? (HSS 7.2, HSS 7.2.4) 6. What contributions did Muslims made to the fields of science, art, and literature? (HSS 7.2, HSS 7.2.6) English Language Arts No Curriculum Connections History-Social Science HSS 7.2, HSS 7.2.1; Geography and Life in Arabia; Holt HSS Chapter 3; pages HSS 7.2, HSS 7.2.2; Origins of Islam; Holt HSS Chapter 3; pages HSS 7.2, HSS 7.2.3; Islamic Beliefs and Practices; Holt HSS Chapter 3; pages HSS 7.2, HSS 7.2.4, HSS7.2.5; Early Expansion; Holt HSS Chapter 4; pages HSS 7.2, HSS 7.2.4; Muslim Empires; Holt HSS Chapter 4; pages HSS 7.2, HSS 7.2.6; Cultural Achievements; Holt HSS Chapter 4; pages Science No Curriculum Connections Suggested close reading selections HSS 7.2, HSS 7.2.1; Linking To Today: Shopping; Holt HSS Chapter 3; page 58 HSS 7.2, HSS 7.2.3; The Qur an; Holt HSS Chapter 3; pages HSS 7.2, HSS 7.2.6; Travels in Asia and Africa; Holt HSS Chapter 4; page 95 BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 1 June 2013

4 Academic Vocabulary/Domain Specific Words RLA Academic: expository, argument, relevant, details, explicit, narrative, textual evidence, convey, interact, purpose, structure HSS Academic: features, influence, development, establish Domain: sand dunes, oasis, sedentary, caravan, souk, Muhammad, Islam, Muslim, Qur an, shrine, pilgrimage, mosque, jihad, Sunnah, Five Pillars of Islam, Abu Bakr, caliph, tolerance, Janissaries, Mehmed II, sultan, Suleyman I, harem, Shia, Sunni, Ibn Battutah, Sufism, Omar Khayyam, patrons, minaret, calligraphy BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 1 June 2013

5 Grade 7 History-Social Science/ELA Literacy Instructional Unit 1: Segment 2 Unit Big Idea: Structures Segment Idea: Creation of Leaders Suggested Duration: 15 Days What do we want all students to learn? Claim 1: Read closely and analytically to comprehend a range of increasingly complex literary and informational texts. When reading about the integrated Determine, cite, and analyze textual evidence in informational text: Cite specific textual evidence to support analysis of primary and secondary sources (RH.6-8.1). Determine the central ideas or information of a primary or secondary source (RH.6-8.2). Identify and analyze the text structure Describe how a text presents information (e.g., sequentially, comparatively, causally) (RH.6-8.5). Determine the meaning and usage of unknown words, multiple meaning words and phrases: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies (RH.6-8.4). Analyze the relationship between a primary and secondary source on the same topic (RH.6-8.9). Integrate visual information with other information in print and digital texts (RH.6-8.7) Distinguish among fact, opinion, and reasoned judgment in a text (RH.6-8.8) Claim 2: Produce effective and wellgrounded writing for a range of purposes and audiences. Claim 3: Employ effective speaking and listening skills for a range of purposes and audiences. Skills and Concepts embedded in the standards When writing about the integrated Write brief arguments to support claims with clear reasons and relevant evidence. Write and produce full and clear informational/expository texts, including the narration of historical events, with guidance and support from teachers and peers (WHST.6-8.2a-b, WHST.6-8.4, WHST.6-8.5). Develop and examine a topic with relevant facts, concrete details or other information and examples Develop and examine a topic and convey ideas through the selection of relevant content (WHST.6-8.2b, WHST.6-8.6). Introduce a topic/thesis and organize ideas, concepts and information using relevant evidence from literary or informational texts, and digital resources while reviewing what is to follow (WHST.6-8.2a, WHST.6-8.4, WHST.6-8.8). Acquire and use grade appropriate language (WHST.6-8.2d, WHST.6-8.4, L6). Use appropriate transitions to create cohesion (WHST.6-8.4, WHST.6-8.5). When listening, speaking and collaborating about the integrated Gather vocabulary knowledge when considering a word or phrase (L6). Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking, as well as, adapt speech to a variety of context and tasks when indicated or appropriate (L1, SL6). Present claims and findings, using the appropriate eye contact, adequate volume, and clear pronunciation, as well as, adapt speech to a variety of contexts and tasks when indicated or appropriate (SL4, SL6). Engage effectively in a range of collaborative discussions prepared, having read or researched material as well as, building on others ideas and express their own clearly (SL1). Claim 4: Engage in research/inquiry to investigate topics and to analyze, integrate, and present information. When conducting research or presenting projects, focused on the integrated content and big ideas, students will... Acquire and use accurately precise words, phrases, and vocabulary to inform and convey experiences and events (WHST.6-8.2d, L6). Present claims and findings, using appropriate eye contact, adequate volume, and clear pronunciation (SL4). BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 2 June 2013

6 Use precise language to inform and explain the topic, expressing ideas precisely and concisely eliminating redundancy (WHST.6-8.4, WHST.6-8.5, L3a, L6). Language functions needed to access skills and concepts embedded in the standards Continue to analyze Text Organization Identify main idea and supporting details (Language Considerations: break down, investigate, The title and the headings tell me There are/is that show me, If the main idea of the paragraph is, then what might be a supporting detail? We can interpret as, This is significant because ) Summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as The statistics are misleading because they do/not show ) Summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as The statistics are misleading because they do/not show ) Synthesizing- language of collaboration (Language Considerations: I agree/disagree with that., The main point(s) is/are, The point that makes is related to in that ) How will we know if students are learning? In Instructional days students will be able to.. Sample Learning Outcomes: Cite specific textual evidence to support analysis of primary and secondary sources (RH.6-8.1). Describe how a text presents information (e.g., sequentially, comparatively, causally) (RH.6-8.5). Performance Descriptor After reading a piece of informational text, students will be able to respond to text based questions selecting the correct key details that result in accurate answers. Sample of formative performance question: Evidence of these skills and concepts can be elicited from selected response or constructed response assessment items. (Selected response) In the text/document, Title, you read information about. What does the text/document tell us? Several key details can be presented to students. Students select the option that is the best response to the question. BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 2 June 2013

7 How will we respond when students do not learn? How will we extend and enrich the learning for students who are already proficient? Curricular Connections: English Language Arts, History, ELD, and Science Integrate Content Questions 1. What varied environments and valuable resources encompass West Africa? (HSS 7.4, HSS 7.4.1) 2. How do family ties, religion, iron technology, and trade contribute to the growth of West African societies? (HSS 7.4, HSS7.4.2) 3. How did salt and gold contribute to the empire of Ghana? (HSS 7.4, HSS 7.4.1, HSS 7.4.2) 4. What lead to the demise of the Ghana Empire and the rise of the Mali Empire? (HSS 7.4, HSS 7.4.3, HSS 7.4.4) 5. How did the Songhai Empire influence the spread of Islam? (HSS 7.4, HSS 7.4.3) 6. Why is oral history so important to West Africa? (HSS 7.4, HSS 7.4.4, HSS 7.4.5) English Language Arts No Curriculum Connections History-Social Science RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.1; Geography of Africa; Holt HSS Chapter 5; pages RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.2; Early Culture and Trade; Holt HSS Chapter 5; pages RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.1, HSS 7.4.2; Empire of Ghana; Holt HSS Chapter 6; pages RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS7.4.3, HSS 7.4.4; Empire of Mali; Holt HSS Chapter 6; pages RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.3; Empire of Songhai; Holt HSS Chapter 6; pages RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.4, HSS7.4.5; Historical and Artistic Traditions; Holt HSS Chapter 6; pages Science No Curriculum Connections Suggested close reading selections RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.1, HSS 7.4.2; Biography Tunka Manin; Holt HSS Chapter 6; page 134 RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.3; Biography Askia the Great; Holt HSS Chapter 6; page 145 RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.3; Timeline West African Empires; Holt HSS Chapter 6; page 146 RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.4, HSS 7.4.4, HSS7.4.5; A Description of Mali; Holt HSS Chapter 6; page 149 BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 2 June 2013

8 Academic Vocabulary/Domain Specific Words RLA Academic: inference, denotation, connotation, examine, autobiographical, historical context, motivation, biography, collaborate HSS Academic: impact, traditional, process, various Domain: rifts, sub-saharan Africia, Sahel, savannah, rain forests, extended family, silent barter, Tunka Manin, Sundiata, Mansa Musa, Sunni Ali, Askia the Great, oral history, griots, proverbs, kente BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 2 June 2013

9 Grade 7 History Social Science/ELA Literacy Instructional Unit 1: Segment 3 Unit Big Idea: Structures Suggested Duration: 15 Days What do we want all students to learn? Claim 1: Read closely and analytically to comprehend a range of increasingly complex literary and informational texts. When reading about the integrated Claim 2: Produce effective and wellgrounded writing for a range of purposes and audiences. Segment Idea: Roles and Responsibilities within a Structure Claim 3: Employ effective speaking and listening skills for a range of purposes and audiences. Skills and Concepts embedded in the standards When writing about the integrated When listening, speaking and collaborating about the integrated Claim 4: Engage in research/inquiry to investigate topics and to analyze, integrate, and present information. When conducting research or presenting projects, focused on the integrated content and big ideas, students will... Summarize textual evidence in Write brief arguments to support informational text: claims with clear reasons and Cite specific textual evidence to relevant evidence. Continue to gather vocabulary support analysis of primary and knowledge when considering a word Write and produce full and clear secondary sources (RH.6-8.1). or phrase as well as, express ideas informational/expository texts, Determine the central ideas or precisely and concisely (L3a). including the narration of historical information of a primary or events, with guidance and support Continue to resent claims and secondary source (RH.6-8.2). from teachers and peers (WHST.6- findings, using the appropriate eye Identify and analyze the text 8.2a-b, WHST.6-8.4, WHST.6-8.5). contact, adequate volume, and clear structure Develop and examine a topic pronunciation, adapt speech to a Describe how a text presents with relevant facts, concrete variety of contexts and tasks when information (e.g., sequentially, details or other information and indicated or appropriate (SL4 SL6). comparatively, causally) (RH.6- examples Continue to engage effectively in a 8.5). Develop and examine a topic and range of collaborative discussions Determine the meaning and usage of convey ideas through the prepared, having read or researched unknown words, multiple meaning selection of relevant content material, building on others ideas words and phrases: (WHST.6-8.2b, WHST.6-8.6). and express their own clearly,as well Determine the meaning of words Introduce a topic/thesis and as, pose questions that elicit and phrases as they are used in a organize ideas, concepts and elaboration and respond to others text, including vocabulary specific information using relevant questions and comments with to domains related to evidence from literary or relevant observations (SL1). history/social studies (RH.6-8.4). informational texts, and digital Analyze the relationship between resources while reviewing what a primary and secondary source is to follow (WHST.6-8.2a, on the same topic (RH.6-8.9). WHST.6-8.4, WHST.6-8.8). Integrate visual information with Acquire and use grade other information in print and digital appropriate language (WHST.6- texts (RH.6-8.7) 8.2d, WHST.6-8.4, L6). Distinguish among fact, opinion, and Use appropriate transitions to reasoned judgment in a text (RH.6- create cohesion (WHST.6-8.4, BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 3 June 2013 Conduct short research projects to answer a question, drawing on several sources (WHST.6-8.7). Continue to acquire and use accurately precise words, phrases, and vocabulary to inform and convey experiences and events (WHST.6-8.2d, L6). Continue to present claims and findings, using appropriate eye contact, adequate volume, and clear pronunciation (SL4).

10 8.8). Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered) (RH.6-8.3). WHST.6-8.5). Provide a concluding statement or section that follows from and supports the information or explanation presented (WHST.6-8.2a-b, WHST.6-8.4, WHST.6-8.5, WHST.6-8.8, WHST.6-8.9, L6). Use precise language to inform and explain the topic, expressing ideas precisely and concisely eliminating redundancy and maintain a formal style (WHST.6-8.4, WHST.6-8.5, L3a, L6). Language functions needed to access skills and concepts embedded in the standards Analyze Text Organization Identify main idea and supporting details (Language Considerations: break down, investigate, The title and the headings tell me There are/is that show me We can interpret as is related to insofar as Given the evidence we can deduce that ) Continue to summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as The statistics are misleading because they do/not show ) Summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as The statistics are misleading because they do/not show ) Summarizing and Informing - to convey ideas and connections between ideas and to provide a concluding statement (Language Considerations: Finally, In conclusion, disadvantages of insofar as The statistics are misleading because they do/not show ) BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 3 June 2013

11 How will we know if they have learned it? In Instructional days students will be able to.. Sample Learning Outcomes: Produce full and clear informational explanatory texts, including the narration of historical events; introduce a topic and organize ideas, concepts, and information from multiple print, digital, primary, and secondary sources; develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples (WHST.6-8.2a-b, WHST.6-8.4, WHST.6-8.5, WHST.6-8.8). Performance Descriptor: Students will be able to respond to a simple prompt by composing a brief informational piece of writing that answers a question focused on the unit topic of study. (Create a scoring guide within your PLC group for scoring.) Analyze student work Sample of formative performance question: Evidence of these skills and concepts can be elicited from selected response or constructed response assessment items. (Constructed Response) Compose an informational/explanatory text on the achievements of the Tang and Song Empires. Possible topics to include would be: 1. Paper 2. Porcelain 3. Woodblock Printing 4. Gunpowder 5. Movable type 6. Magnetic Compass 7. Paper Money Now come back together with your full team and follow the group discussion rules to present one key topic about your informational/explanatory text. How will we respond when learning has not occurred? Observe students as they carry out the steps in this performance task to gather evidence of additional skills and concepts: SL1, SL4, L6 How will we respond when learning has already occurred? BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 3 June 2013

12 Curricular Connections: English Language Arts, History, ELD, and Science Integrated Content Questions 1. What rulers ended China s Period of Disunion? (HSS 7.3, HSS 7.3.1) 2. What ere the technological achievements of the Tang and Song Dynasties? (HSS 7.3, HSS 7.3.2, HSS 7.3.5) 3. How did Confucian thought influence government? (HSS 7.3, HSS7.3.3, HSS 7.3.6) 4. How were the Mongols able to gain control of China? (HSS 7.3, HSS 7.3.4) English Language Arts No Curriculum Connections History Social Science RH.6-8.1, RH6-8.2, RH6-8.3, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.1; China Reunifies; Holt HSS Chapter 7; pages RH.6-8.1, RH6-8.2, RH6-8.3, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.2, HSS 7.3.5; Tang and Song Achievements; Holt HSS Chapter 7; pages RH.6-8.1, RH6-8.2, RH6-8.3, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.3, HSS 7.3.6; Confucianism and Government; Holt HSS Chapter 7; pages RH.6-8.1, RH6-8.2, RH6-8.3, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS7.3.4; The Yuan and Ming Dynasties; Holt HSS Chapter 7; pages Science No Curriculum Connections Suggested close reading selections RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.2, HSS 7.3.5; Chinese Inventions; Holt HSS Chapter 7; page 174 RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.2, HSS 7.3.5; The Paper Trail; Holt HSS Chapter 7; page 175 RH.6-8.1, RH6-8.2, RH6-8.4, RH6-8.5, RH6-8.7, RH6-8.8, RH6-8.9; HSS 7.3, HSS 7.3.4; A Chinese City; Holt HSS Chapter 7; page 182 Academic Vocabulary/Domain Specific Words RLA Academic: Distinct, judge, effective, technique, appropriate, accurate, adequate, conclude, precise, events, articulate, enunciate HSS Academic: function, incentive, consequences Domain: Period of Disunion, Grand Canal, Empress Wu, porcelain, woodblock printing, gunpowder, compass, bureaucracy, civil service, scholar-official, Genghis Khan, Kublai Khan, Zheng He, isolation BCSD Curriculum & Standards Grade 7 HSS Instructional Unit 1: Segment 3 June 2013