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Make sure you add your name in the "Title" section.  Then, make your comment (e.g. Need to add an intro to Japan unit showing influence of China.)

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Heather Dunn     This unit worked good to start the year by reviewing some things and kicking off Religious Empires

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Heather Dunn     This unit worked good to start the year by reviewing some things and kicking off Religious Empires

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We need to spend more time on this unit because this will help our students transition to the 8th grade content.

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1. I think we need to focus on the differing perspectives of the Crusades (from Europeans vs Muslim)

2. Need to ensure the significance of the River civilization is realized.  It is what "now" 6th grade is teaching all year.
3. I thought the unit covered sufficiently the 100years war and the the signing of the Magna Carta.  two key elements of this time period.
4.  I believe we need to spend more time on the CONCEPT OF FEUDALISM.  The entire year, we kept returning to this simple, but complex system.  If the students understand it up front, it makes for better connections later in the year.  Maybe additional materials?

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I think that the students need to start the year with the writing piece that compares/contrasts the major religions. Having that background information would help the students have a deeper understanding of the concepts taught in most of the units.

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Heather Dunn      We actually split this unit into 2: Christianity and Muslim.  The amount of weeks we had for Muslim was too long. 

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Heather Dunn      We actually split this unit into 2: Christianity and Muslim.  The amount of weeks we had for Muslim was too long. 

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This is something I can also cover/go more in depth
in World Cultures with 7th grade students

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As with Renaissance and Reformation, we need to spend more time on this unit as well. I think that these last two units help our students understand the context of the American Revolution and that we should spend more time analyzing the impact of these movements. In my opinion, we should spend less time on China, Japan, and the American civilizations.

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Need more time for the Fall of Rome. It felt rushed to me.

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Felt extremely rushed to complete unit and the DBQ.
Didn't have enough time to make the connections of Samurais and Feudalism even though this is a major connection they can make to prior knowledge.

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I feel as if these two units could be combined into one unit/test.

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Because of the NTI instruction gap, I think we should spend extra time on Rome; I think we should explore not just the architecture of Rome and the rise of Christianity but the fall of the Republic and the rise of the Empire as well.

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I didn't really like the open response on this unit test.

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Last year was my first year teaching 7th Grade. Woodland teachers didn't have the chance to teach any of this unit during NTI.

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Would have loved to make more connections between this and the prior units. I felt like all we were doing was giving them information with very little application.

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I agree with Anstaett, these two units should be combined an we don't need to spend so much time on them.

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I agree with Goelz. In my opinion, this is not the best unit to complete a DBQ because this content is entirely unrelated to what they will learn in 8th grade. If anything, we should do our DBQ on the Rise of Religious Empires unit, the Renaissance or Reformation unit, or the Exploration and Scientific Revolution unit. That would help better prepare our students both for 8th grade and as well as the high school social studies content. China and Japan just aren't as relevant to their academic development as some of the other units we teach.

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I did not like starting this unit before winter break and finishing it after the break.

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This unit for me went really well. I did the DBQ before the unit test and the students did well on it.

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Depending on when China starts, could China be started before break and then Japan be started upon return?

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Could we have more primary sources or have the students dissect more information to interpret for the tests?

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This unit might work better after Renaissance so you can tie the two together.

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This was done during NTI so not much depth was made, but I would have been able to get it done in class.

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Can I piggyback on my last comment in the Rise of Christianity unit about using more primary sources that relate to having the students use primary sources on the test.

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This is another unit that was taught during NTI. Did not get to do much with it.

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How much of Greece do you think we should also teach relating to this unit? It looks like 6th grade was unable to get to most of it.

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I think that we should go over the different types of government from Greece. That is really important for later units.

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We need to make sure that the 6th grade did not give the Rome Unit test because the one we have is pretty much the same.

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Ritz - I really liked the writing piece; however, having a background in the religions was imperative for being able to write certain paragraphs, specifically commentary.  

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Ritz - I really liked the writing piece; however, having a background in the religions was imperative for being able to write certain paragraphs, specifically commentary.  

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More primary sources for tests pleassssssssssssseeeee???? :)