This file is for reading

1. TEACHING FOR UNDERSTANDING UNIT 2022
AREA: SOCIAL STUDIES SUBJECT: SOCIAL STUDIES TEACHER: DIANA GARZÓN GRADE: 7th TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
 I recognize and value the presence of various cultural legacies – from different time periods and regions – in the development of humanity.
 I am able to analyze the ways that the first cultures produced, transformed and distributed resources, goods and services according to the physical
characteristics of their environment.
 I recognize some of the political systems established in the early civilizations, as well as the principal ideas which seek to validate them.
COMPETENCES:
Social thinking: Understanding the basic concepts of the social sciences and establishing relationships in space and time
between events inscribed in economic, political and cultural processes, fundamentally for the understanding of the present.
The student's ability to analyze the historical dimensions of events or problems; and the ability to relate events or processes
with geographic contexts and their characteristics.
Interpretation and analysis of perspectives: Capacity to reconstruct and coordinate perspectives. Understandand integrate
different perspectives of the same reality. It includes analyzing the possibilities and limitations of a source and the uses of
evidence to support historical arguments or explanations. The student's ability to analyze the information that circulates in
society on political, economic and cultural issues, to assess arguments and explanations about social problems and to
identify different interests, opinions and perspectives of people and social groups that interact at a given moment. This
competence refers to the ability to think analytically and critically about social problems and phenomena. Through this
competence, two skills are mainly evaluated: the recognition of diverse opinions, positions and interests, and the critical
analysis of sources and arguments.
TOPICS AND CONTENTS:
GOAL 1
 Geographical organization of
Europe and Asia in the Middle
Ages.
 Religion and economy in the
Middle Ages (lineage culture
related to land and power,
Catholicism, Christianity and
Islam, relationship between
church and power, crusades).

2. Systemic and reflective thinking: Reconstructing and understanding the systemic nature of social reality (global-local
dimension, interdependent, durable, transformable, structured). Identify cause and consequence relationships, continuity
and transformation relationships, articulate political and economic dimensions, etc. Recognizing different ways of
approaching problems, to identifying the complex relationships that configure them, carrying out flexible and reflective
inquiry processes, and adopting critical positions according to the uses of the social sciences.
GOAL 2
 Art in the Middle Ages
(Byzantine, Romanesque, Arabic,
Gothic).
GOAL 1
 Influence of the Black Death in
Europe and Asia during the
Middle Ages.
 Functions and hierarchy in the
Middle Ages: Royalty, Nobility,
Church, Army and Servants.
UNDERSTANDING GOALS:
GOAL 1
The student should be able to identify production systems in different cultures and historical periods and establish
relationships between them.
BLR:
#3 – Seventh grade
COMPETENCES
 Social thinking
GOAL 2
The student should be able to identify some social, political and economic characteristics of different historical periods
from the artistic manifestations of each epoch.
BLR:
#4 – Seventh grade
COMPETENCES
 Interpretation and analysis of perspectives
TOPIC 1: Medieval times: war, feudalism and religion present everywhere.
STAGE
WEEK
UND.
GOALS
COMPETENCE
PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT

3. E 1 1
Social
thinking
PERFORMANCE:
At the beginning of the class, the goals and contents that will be worked on in the first
quarter will be explained, as well as the evaluation methodology of the subject aligned
with the institutional academic system.
Subsequently, some basic information about the Roman Empire will be provided:
Introduction, types of barbarian tribes and the fall or closure of this historical period. Based
on this information, a playfactile will be developed for the respective verification of
knowledge. The evaluation of this activity will be carried out in a qualitative and formative
way.
DIMENSION: Purpose
RESOURCES:
 Reading FALL OF ROME
 Playfactile FALL OF ROME
 Recognizes in a basic way the
following aspects of the fall of the
Roman Empire: geographical,
political and chronological
(questions - playfactile).

4. G 2 - 5 1-2
Social
thinking
PERFORMANCE:
Students will receive information about the historical and cultural context of the Middle
Ages to make a recognition after the fall of the Roman Empire. Subsequently, they will get
information about the geographical features, based on historical cartography and videos.
As resources are viewed, students will develop a geographic guide (questions and maps).
Students will be able to work in pairs or individually and the assessment of this activity will
be carried out quantitatively.
DIMENSION: Content
RESOURCES:
 Video HISTOMAP OF EUROPE
 Video MEDIEVAL EUROPE
 Video HISTOMAP OF ASIA
 Video MEDIEVAL ASIA
PERFORMANCE:
Students must take notes information about the following categories related to Middle
Ages: historical context, Carolingian Empire, Holy Roman Empire, Crusades, Religion,
Persecution (Witch hunt), Feudalism, Castles, Villages, Islam and Vikings.
As resources are viewed, students will develop worksheet (with open questions,
comparative charts and drawningss). Students will be work individually and the
assessment of this activity will be carried out quantitatively.
DIMENSION: Content
RESOURCES:
 Reading MIDDLE AGES FOR KIDS
 Video MIDDLE AGES IN 3 MINUTES
 Video WITCH HUNT
 Reading DK FINDOUT CASTLES
 Reading DK FINDOUT VIKINGS
 Identifies relevant places during
the Middle Ages that had an
impact at a historical level (guide
with maps).
 Makes a cartographic analysis
based on historical maps and
specific questions on the subject
(guide with maps).
 Recognizes the main historical,
political, economic, religious and
cultural aspects from the sources
provided in class (worksheet).
 Graphically represents the main
structural and architectural
components of the Middle Ages
worksheet).

5. S 6 1
Social
thinking
PERFORMANCE:
Through a homework, the previous preparation of a debate will be requested which will
be based on specific characters of the Middle Ages divided among the main classes:
Royalty, Nobility, Church, Army and Servants.
Students must answer the questions with reliable sources, in the first person and clearly
following the presentation parameters. The activity will be received printed, individually
and will be valued quantitatively.
This week will be used to carry out the respective improvement strategy for those students
who presented difficulties in managing the skills of the subject. Students who do not
require it, will gradually deliver the homework and will develop educational games about
the Middle Ages available on the platform.
DIMENSION: Method
RESOURCES:
 For the homework, resources will be defined by the students themselves to
promote research skills.
 Answers correctly questions about
the different ideological views and
the lifestyle of a character in
Middle ages (questions -
homework).
 Uses appropriate sources for the
development of homework of a
historical nature (questions -
homework).
TOPIC 2: Was it the rat or the flea? Black Death and its influence on the different medieval social classes.
E 7 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
Continuing with the topic of the Middle Ages, a brief reading will be developed on basic
aspects of the Middle Ages: feudalism, knights, castles, clothing and food.
Students must choose one of the reading categories and represent it through a drawing,
in addition to explaining the chosen aspect in writing. The evaluation of this activity will be
carried out in a qualitative and formative way.
DIMENSION: Purpose
RESOURCES:
 Reading MIDDLE AGES
 Represents properly one or few
medieval characteristics based on
a previous text (drawning).

6. G 8 - 10 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
Based on reading and writing strategies (PLEA), students will recognize the geographical
context under which the Black Death disease spread, as well as its effects on people's
health and on medieval society.
Students must answer literal questions with the source (reading), also develop the map
based on a video about the relevance of rats in History. The activity will be received
printed, individually and will be valued quantitatively.
DIMENSION: Content
RESOURCES:
 Reading DK FINDOUT BLACK DEATH
 Video YOUR OLD FRIEND RAT
 Video BLACK DEATH TED ED
PERFORMANCE:
Once the task on the assigned character of the Middle Ages has been evaluated, the
students must write in a comparative chart the basic information of the others to recognize
and differentiate the hierarchy and different roles existing in the Middle Ages.
This activity requires the active listening of all the classmates attending the activity. The
activity will be received by hand, individually and will be valued quantitatively.
DIMENSION: Communication
RESOURCES:
 Comparative chart – Middle Ages´s characters
 Develops actively a worksheet that
evaluates reading comprehension
about the situation in Europe
during the Black Death (PLEA).
 Identifies in a cartographic way
relevant places of the Black Death
spread and other historical events
(PLEA).
 Identifies the basic medieval
hierarchy and the different
existing basic roles (comparative
chart).
 Basically describes the roles of the
Middle Ages from the
contributions of his classmates.
(comparative chart).

7. S 11 - 12 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
Based on the homework, a debate will be presented which will be based on specific
characters of the Middle Ages divided among the main classes: Royalty, Nobility, Church,
Army and Servants.
Students must answer the questions, in the first person, with good pronunciation and
respecting the basic rules of a debate. The activity will be valued quantitatively (they have
to participate in all the questions proposed).
This week also will be used to carry out the respective improvement strategy for those
students who presented difficulties in managing the skills of the subject. Students who do
not require it, must play educational games about the Middle Ages available on the
platform.
DIMENSION: Communication
RESOURCES:
 For the homework, resources will be defined by the students themselves to
promote research skills.
 Answers correctly questions about
the different ideological views and
the lifestyle of a character in
Middle ages (debate).
 Participates actively in an
argumentative and oral manner
(debate) about the living
conditions in Middle Ages
(debate).
TERM PERFORMANCES:
SUPERIOR HIGH BASIC LOW
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVES.
The student applies concepts about
the Early and Late Middle Ages, the
lifestyle and working conditions of
different social classes, the main
artistic manifestations of the Middle
Ages, and the political and cultural
transformations in the historical
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVES.
The student compares concepts
about the Early and Late Middle
Ages, the lifestyle and working
conditions of different social
classes, the main artistic
manifestations of the Middle Ages,
and the political and cultural
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVES.
The student relates concepts about
the Early and Late Middle Ages, the
lifestyle and working conditions of
different social classes, the main
artistic manifestations of the
Middle Ages, and the political and
cultural transformations in the
SOCIAL THINKING, INTERPRETING
AND ANALYZING PERSPECTIVES.
The student has barely acquired
some concepts about the Early and
Late Middle Ages, the lifestyle and
working conditions of different social
classes, the main artistic
manifestations of the Middle Ages,
and the political and cultural

8. context of the XVI-XVIII centuries, in
different situations.
transformations in the historical
context of the XVI-XVIII centuries.
historical context of the XVI-XVIII
centuries.
transformations in the historical
context of the XVI-XVIII centuries.
REFLECTION:
WHAT WENT WELL WHAT DIDN’T GO WELL COMMENTS, CHANGES, SUGGESTIONS